Simulation Training for Operational Medicine Providers (STOMP): Impact of a Comprehensive Skills-Based Curriculum for Military General Medical Officers

Spooner, Michael; Alex, John E; Greer, Joy A.; Delorey, Donald R; Kiser, Rebecca A; Petersen, Carl; Polk, Travis M.; Gunzelman, Kim

doi:10.1093/milmed/usy346

Cited by 4 publications

(4 citation statements)

References 11 publications

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“…The articles spanned publication from 2005 to 2020. Ten of the articles focused on dental or medical procedures [68][69][70]74,76,77,80,81,83,84]. Thirteen of the articles used students or recent graduates at least in part for their sample [68,69,[74][75][76][77][78][79][80][81][82]84,85].…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, the game attribute of immersion enables complex technical and social interactions that would occur in real-life to take place within both games and simulation technology used for training [95]. For example, a military game would likely use the context of basic exercise drills or missions [83] rather than an office setting to create an immersive environment.…”

Section: Serious Gamesmentioning

confidence: 99%

“…In addition to the reduced maintenance costs, [113] found that one particular intervention, using simulation technology, produced cost savings by reducing administrative costs such as longer hospital stays. The costs of developing simulation technology for training can also be offset by overlaying innovative solutions such as augmented reality with existing training tools (e.g., medical manikins) or lower cost interfaces (e.g., tablets) [58,83]. Additionally, the skills required to develop simulation technology (i.e., coding, engineering, etc.)…”

Section: Cost As An Investmentmentioning

confidence: 99%

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Reviewing Simulation Technology: Implications for Workplace Training

Sanchez

Rueda

Kawasaki

et al. 2023

MTI

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Organizations have maintained a commitment to using simulation technology for training purposes because it prepares employees for realistic work scenarios they may encounter and provides a relevant method for teaching hands-on skills. One challenge that simulation technology has faced is the persistent threat of obsolescence, where investment in an up-to-date solution can rapidly become irrelevant in a matter of months or years as technology progresses. This can be particularly challenging for organizations who seek out the best solutions to help develop and train employees while facing the constraints of limited resources and lengthy acquisition times for tools and equipment. Some industries and organizations may benefit from anticipating which technologies might best serve employees and stakeholders in the future. In this manuscript, we took a historical approach, looking at the history of training and the use of simulation-like experiences over time, which helps us identify historical themes in workplace training. Next, we carried out a systematic review of the recent training research using simulation technology to understand how these recent findings help us understand the identified historical themes. Lastly, we summarized the research literature on simulation technology used for training, and highlighted future directions and made recommendations for practitioners and researchers.

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Section: Discussionmentioning

confidence: 99%

Section: Serious Gamesmentioning

confidence: 99%

Section: Cost As An Investmentmentioning

confidence: 99%

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Reviewing Simulation Technology: Implications for Workplace Training

Sanchez

Rueda

Kawasaki

et al. 2023

MTI

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“…Previous research indicated that the STOMP training was well received by the GMO physician target audience and significantly improved learner’s self-reported confidence levels [ 5 ]. However, no research has explored the efficacy of the simulation training of the STOMP curriculum, itself.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the Ophthalmological Training Component of the STOMP (Simulation Training for Operational Medical Providers) Curriculum

Spooner¹,

Delorey²,

Miller³

et al. 2021

Cureus

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Introduction: Simulation has been used in medicine to train clinicians to manage a variety of clinical scenarios. A key adaptation of the use of simulation in military healthcare occurred in 2015 with the development of the STOMP (Simulation Training for Operational Medical Providers) curriculum, a specific curriculum designed for the intern (PGY-1) trained physicians being sent into the military to practice primary care. Despite showing the curriculum's influence on self-perceived comfort scores, no study has determined whether simulation is an effective means of improving general medical officer (GMO) physicians' skills compared to other traditional styles of education. Specifically, this study sought to determine whether simulation-based education (SBE) of ophthalmologic skills improves GMO physicians' clinical performance, as compared to traditional didactic-based instruction. Methods: The study, conducted at Naval Medical Center Portsmouth, included GMO physicians who were enrolled in the 2019 STOMP class. Following a brief overview of the study, GMO physicians who elected to participate in the study were randomized to either SBE or lecture-based training for three commonly used ophthalmological procedures: slit lamp exam, tonometry, and corneal foreign body removal. After completing the simulation and lecture-based education training sessions, participants' procedural performance was evaluated utilizing a locally developed performance checklist, and completion time for each of the three procedures was recorded. Data were analyzed using the t-test and Mann-Whitney test. A significance level of 0.05 was considered to be statistically significant. Results: Of the 50 consented participants, 46 completed the study. The mean overall completion scores for the performance checklists were significantly higher for the SBE group (n=26) compared to the lecture group (n=20) [80% (95% CI 78-82%) vs 41% (95% CI 35-47%), respectively]. Time to completion of the individual tasks was also significantly shorter for the SBE group compared to the lecture group (with mean differences ranging from 27 to 126 seconds, all p<.05). Conclusions: Simulation-based training appeared to be more effective at teaching three ophthalmological procedures (slit lamp exam, tonometry, and corneal foreign body removal) to GMO physicians compared to didactic-based instruction alone.

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