Simulation‐based teaching versus point‐of‐care teaching for identification of basic transoesophageal echocardiography views: a prospective randomised study

Abstract

SummaryIn recent years, the use of transoesophageal echocardiography has increased in anaesthesia and intensive care. We explored the impact of two different teaching methods on the ability of echocardiography-na€ ıve subjects to identify cardiac anatomy associated with the 20 standard transoesophageal echocardiography imaging planes, and assessed trainees' satisfaction with these methods of training. Fifty-two subjects were randomly assigned to one of two groups: a simulation-based and a theatre-based teaching group. Subjects undertook video-based tests comprised of 20 multiple choice questions on echocardiography views before and after receiving echocardiography teaching. Subjects in simulation-and theatre-based teaching groups scored 40% (30-40 [20-50]) % and 35% (30-40 [15-55])% in the pretest, respectively (p = 0.52). Following echocardiography teaching, subjects within both groups improved upon their pre-test knowledge (p < 0.001). Subjects in the simulation-based teaching group significantly outperformed their theatre-based group counterparts in the post-intervention test (p = 0.0002).

Simulation-based learning of transesophageal echocardiography in cardiothoracic surgical trainees: A prospective, randomized study

“…However, they also reported a statistically significant difference in the postintervention test scores between the trainees taught via simulation and conventional methods and the trainees in the simulation cohort outperforming their counterparts who received operating room-based teaching. 18 Although we found a statistically significant increase in the postintervention test scores within both groups of surgical trainees, our study could not demonstrate a statistically significant benefit of simulation over operating room-based TEE learning in cardiac surgical trainees.…”

“…16 Our study did not compare performance of image acquisition skills gained as a result of either teaching method because understanding TEE images and identifying cardiac sono-anatomy associated with the 20-standard TEE images are deemed more relevant in our study population. More recently, Ogilvie and colleagues 18 found a statistically significant increase in the postintervention test scores of echo-na€ ıve anesthesia and medical trainees after TEE teaching by both intraoperative and simulation-based methods. However, they also reported a statistically significant difference in the postintervention test scores between the trainees taught via simulation and conventional methods and the trainees in the simulation cohort outperforming their counterparts who received operating room-based teaching.…”

Research not research

“…The criticism of simulation training in anaesthetic practice has been the lack of evidence that this type of training is beneficial to long-term skills acquisition and retention or patient outcome. Simulation, of course, encompasses both the acquisition of technical as well as non-technical skills, and has been shown to be effective at reducing errors both within the anaesthetic community and other medical disciplines [7][8][9].…”

Cadaveric training - the solution for ultrasound-guided regional anaesthesia?

“…The criticism of simulation training in anaesthetic practice has been the lack of evidence that this type of training is beneficial to long‐term skills acquisition and retention or patient outcome. Simulation, of course, encompasses both the acquisition of technical as well as non‐technical skills, and has been shown to be effective at reducing errors both within the anaesthetic community and other medical disciplines .…”