Simulation in perfusion: evaluating the efficacy of a specific training with eye-tracking

Gierig, Sina; Merkle, Frank; Pawelke, Cynthia; Müller-Plath, Gisela

doi:10.1177/0267659120918779

Cited by 6 publications

(6 citation statements)

References 14 publications

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“…5,12 The relevance of simulated CPB in our training of perfusion students was studied in two previous experiments. 13,14 A comparison between clinical and simulated CPB was the focus of another study which tested the validity of the simulator. 15 Eye tracking has been shown to be a valid tool when assessing perfusionist behavior in clinical perfusion.…”

Section: Discussionmentioning

confidence: 99%

Simulation-based training of critical events during cardiopulmonary bypass: importance of a critical events checklist

et al. 2020

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Objectives: Evaluation of critical events training for clinical perfusionists is necessary to improve this educational approach. Critical events checklists are effective in reducing clinical complications, but should be tested in a simulation environment first. Individual behavior and stress response of clinical perfusionists during simulated critical events on cardiopulmonary bypass have not been evaluated yet. This study focuses on the evaluation of critical events training and critical events checklists in simulated cardiopulmonary bypass. Methods: A total of 19 clinical perfusionists from a single hospital took part in two simulated critical event scenarios. Clinical perfusionist behavior and physiological responses were recorded using eye tracking, heart rate variability, video, and audio. In addition, workloads were determined and participants were interviewed. Results: Relevant areas of interest were identified for each simulation phase. During critical event detection and subsequent decision-making, areas of interest hits and fixation durations varied with the use of a critical events checklist. Times to decision were shorter, decision quality was higher, and temporal workload was increased when the checklist was used. Evaluation of selected heart rate variability measures revealed a good correlation with pupil diameters. Conclusion: Evaluation of critical events during simulated cardiopulmonary bypass shows that the scenario is realistic and relevant for clinical practice. Integrating a critical events checklist improves the probability of correct decision-making and shortens the correct decision time. Temporal workload is increased when using a checklist. Eye tracking and heart rate variability are well suited to evaluate participants’ behaviors and stress levels. All participants welcomed simulation training for critical incidents.

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Section: Discussionmentioning

confidence: 99%

Simulation-based training of critical events during cardiopulmonary bypass: importance of a critical events checklist

et al. 2020

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“…They found an increase tracking of students' eyes to pO2 after two low pO2 simulations vs two separate different simulations. (13) Another study had perfusion students evaluating their didactic faculty, who were role playing a perfusion student, with either great or substandard perfusion skills. (14) This has potential to help students by using a peer review tool.…”

Section: Overviewmentioning

confidence: 99%

Adapting and applying student-centered learning in a perfusion clinical rotation

Neal,

Blau,

Colby

2024

J Extra Corpor Technol

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While the process of teaching student perfusionists has been in development since the 1950s, the publication of the processes to improve perfusion clinical education has been largely lacking. Publications regarding education from other allied health and medical fields have shown the value of student-centered learning. The use of reflective practice to move perfusion students from thinking on actions after cardiopulmonary bypass (CPB) to reflecting and reacting on actions during CPB is better encouraged by moving from a teacher-centered to student-centered clinical model. Our institution’s teaching process has developed into a multi-point procedure with the goal of making our students into reflective practicing clinicians. Student preceptor evaluations were reversed to allow the student to evaluate themselves first, with feedback from the preceptor given subsequently. Additionally, a biweekly student educational session, where the student chooses a topic and reviews current evidence-based practice, was instituted. The clinical program director serves as the moderator and clinical expert to facilitate problem-based learning during the sessions. Students were also given 3 skill/experience levels with goals to reach and move through during the rotation. These student levels were also helpful to our preceptors in knowing what each student’s skill level was throughout their rotation. Overall, moving from a teacher-centered to a student-centered clinical rotation has been helpful in making students familiar with reflective practice, self-evaluation, evidence-based practice, and problem-based learning. The incorporation of these processes will hopefully lead students to becoming lifelong reflective perfusionists.

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“…Given the gravity of the role of the perfusionist, there is great interest in including simulation early in the curriculum [ 1 , 2 ]. Several commercial CPB simulators have been marketed [ 3 – 5 ], and educational programs are applying simulation for training and assessment with increasing frequency [ 6 – 14 ]. Our educational program has been developing an innovative simulation model of CPB for use in the training of clinical perfusionists.…”

Section: Introductionmentioning

confidence: 99%

Simulated cardiopulmonary bypass: a high fidelity model for developing and accessing clinical perfusion skills

Searles,

Riley,

Darling

et al. 2024

Adv Simul

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Background Traditionally, novice perfusionists learn and practice clinical skills, during live surgical procedures. The profession’s accrediting body is directing schools to implement simulated cardiopulmonary bypass (CPB) into the curriculum. Unfortunately, no CPB simulation models have been validated. Here we describe the design and application of a CPB simulation model. Methods A CPB patient simulator was integrated into a representative operative theater and interfaced with a simple manikin, a heart-lung machine (HLM), clinical perfusion circuitry, and equipment. Participants completed a simulation scenario designed to represent a typical CPB procedure before completing an exit survey to assess the fidelity and validity of the experience. Questions were scored using a 5-point Likert scale. Results Participants (n = 81) contributed 953 opinions on 40 questions. The participants reported that the model of simulated CPB (1) realistically presented both the physiologic and technical parameters seen during CPB (n = 347, mean 4.37, SD 0.86), (2) accurately represented the psychological constructs and cognitive mechanisms of the clinical CPB (n = 139, mean 4.24, SD 1.08), (3) requires real clinical skills and reproduces realistic surgical case progression (n = 167, mean 4.38, SD 0.86), and (4) would be effective for teaching, practicing, and assessing the fundamental skills of CPB (n = 300, mean 4.54, SD 0.9). Participants agreed that their performance in the simulation scenario accurately predicted their performance in a real clinical setting (n = 43, mean 4.07, SD 1.03) Conclusion This novel simulation model of CPB reproduces the salient aspects of clinical CPB and may be useful for teaching, practicing, and assessing fundamental skills.

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Simulation in perfusion: evaluating the efficacy of a specific training with eye-tracking

Cited by 6 publications

References 14 publications

Simulation-based training of critical events during cardiopulmonary bypass: importance of a critical events checklist

Simulation-based training of critical events during cardiopulmonary bypass: importance of a critical events checklist

Adapting and applying student-centered learning in a perfusion clinical rotation

Simulated cardiopulmonary bypass: a high fidelity model for developing and accessing clinical perfusion skills

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