Simulation in bronchoscopy training: are we there yet?

Colt, Henri G.

doi:10.1007/s13665-012-0033-x

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…Education opportunities suitable for all possible learning styles should be provided. E-learning, theoretical courses, books, casebased evaluations, structured case discussions, handson short courses, model/dummy trainings, use of simulators, clinical applied trainings, structured work based learning/work based observation (9,10). Assessment in competency based medical education includes multiple methods and multiple assessors (11).…”

Section: Discussionmentioning

confidence: 99%

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Aynı Üniversite Kliniğinden Mezun Olan Göğüs Hastalıkları Uzmanlarının Bronkoskopi Yetkinlikleri

Gayef

Karlikaya

2022

Tıp Eğitimi Dünyası

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Aim: One of the primary competencies of pulmonologists is bronchoscopy. Bronchoscopy is looking inside the lungs with a medical instrument and performing necessary procedures. There are various techniques and methods performed under local or general anesthesia with flexible or rigid devices aiming diagnosis and/or treatment. Bronchoscopic procedures are classified as basic (defining and diagnosing pulmonary conditions, basic operative skills, sampling skills etc) and advanced bronchoscopic procedures (such as rigid bronchoscopy, therapeutic bronchoscopy procedures etc). Today in our country, competency-based education has been adopted for medical specialty training. Core curriculum and minimum educational standards were defined. In this study, we aimed to determine the pulmonologists' bronchoscopy competencies, potential variables and to evaluate training needs. Methods: A questionnaire was applied to pulmonologists in electronic environment. The questionnaire was including qualitative and quantitative questions such as the educational environment and opportunities, the number of procedures attended, or performed by themselves during and after their assistantship. Data on 11 first level (such as anatomy, mucosa, secretions, maneuvers, flexible bronchoscopy, endobroncial forceps biopsy) and 8 second level (such as foreign body removal, rigid bronchoscopy) seniority in bronchoscopist competencies were analyzed with MSExcel and SPSS softwares. Results:The mean age of 29 pulmonologists (14 female and 15 male) was 43.8 ± 6.9 years. Their graduation years from specialty training ranged from 1999 to 2017, with a median of 2008. According to the self-assessment results, basic bronchoscopist competencies were 7-76 % at the end of the specialty training. There was an insignificant improvement (14-86 %) throughout working as a specialist doctor. Advanced bronchoscopist competencies were 28-72 % at the end of the specialty training. There were some significant improvements only in the endobronchial ultrasonography (EBUS), endobronchial ultrasonographic fine needle aspiration (EBUS-FNA) and argon plasma coagulation competencies (APC) throughout working as a specialist doctor. Conclusions: It was evaluated that the basic bronchoscopist competencies of the pulmonologists are not at sufficient level. The results obtained in this study support the need for competency-based training. This study also emphasizes that more attention should be paid to continuous professional development after graduation.

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Section: Discussionmentioning

confidence: 99%

“…Evaluation methods such as, Mini-CEX, DOPS, surgical-DOPS, P-MEX, PBA have been used for this purpose. Technical skills can be measured using valid measurementevaluation tools and check lists (9,10). Medical skills are mainly assessed by measuring theoretical and practical knowledge, operational skills and professionalism (13).…”

Section: Discussionmentioning

confidence: 99%

Aynı Üniversite Kliniğinden Mezun Olan Göğüs Hastalıkları Uzmanlarının Bronkoskopi Yetkinlikleri

Gayef

Karlikaya

2022

Tıp Eğitimi Dünyası

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“…The value of simulated training in bronchoscopy has been well established, (Colt, 2013) and its use is recommended by several specialty societies. (Ernst et al, 2015) However, the high costs of mannequins and equipment limit its widespread use in training programs.…”

Section: Introductionmentioning

confidence: 99%

Development of a customized three-dimensional airway model

Tonetto¹,

Oliveira²,

Müller³

et al. 2022

RSD

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This study aimed to develop a customized, three-dimensional airway model based on relevant medical images, using additive manufacturing techniques. We evaluated the model’s ability to replicate the dimensions of the images acquired from the chest of a patient using multi-detector computed tomography (CT). Using dedicated software, a three-dimensional mesh was created based on the images. A multi-detector CT study of the full-scale printed three-dimensional airways model was subsequently carried out to compare its dimensions with that of the original study at four predetermined points. The observed median differences at the four points were 0.4 mm (p = 0.686), -1.3 mm (p = 0.138), 0.7 mm (p = 0.141), and 0.1 mm (p = 0.892). The intraclass correlation coefficient between the measurements made on the patient and those on the model was 0.98 (95% confidence interval: 0.96–0.99, p < 0.001). We successfully developed a three-dimensional model of the airway based on its corresponding medical images. The differences in the dimensions between the model and the original images were in line with those observed in previous studies and are presumably irrelevant for most applications.

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“…There are a number of simulators currently available that are reported to deliver anatomically authentic reconstructions of the airway tree [19] but lack realistic tactile feedback of respiration and instrument/airway interaction [8]. Expense tends to restrict the higher fidelity models to central teaching hospitals [8].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a re-useable bronchoscopy biosimulator with ventilated lungs

et al. 2019

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BackgroundRestrictions on respiratory trainee time and access to procedures reduce the opportunities to acquire necessary skills in bronchoscopy. Simulation, not subject to such impediments, is a useful supplementary aid to teaching bronchoscopic techniques in a safe environment but there is a limited choice of simulators that are sufficiently realistic and not prohibitively expensive. This study evaluated a low-cost device that simulates an intubated and ventilated patient, employing re-useable, inflatable, BioFlex-preserved, porcine lungs.Methods26 bronchoscopists, trainee and experienced, after using the bronchoscopy biosimulator, completed a questionnaire using a five-point Likert scale comparing its performance with that of the computerised CAE AccuTouch.ResultsParticipants were largely positive about their experience (mean score of 4.76). The bronchoscopy biosimulator was found to be realistic (mean score 4.64), easy to use (mean score 4.88), and helpful in learning to perform a variety of diagnostic and therapeutic procedures (mean score 4.85). Importantly, the bronchoscopy biosimulator compared favourably to the computer simulator (mean score 4.84).ConclusionsThese data support the concept of the bronchoscopy biosimulator as an acceptable model with which to supplement the experience of bronchoscopic procedures.

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Simulation in bronchoscopy training: are we there yet?

Cited by 4 publications

References 17 publications

Aynı Üniversite Kliniğinden Mezun Olan Göğüs Hastalıkları Uzmanlarının Bronkoskopi Yetkinlikleri

Aynı Üniversite Kliniğinden Mezun Olan Göğüs Hastalıkları Uzmanlarının Bronkoskopi Yetkinlikleri

Development of a customized three-dimensional airway model

Evaluation of a re-useable bronchoscopy biosimulator with ventilated lungs

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