Surgical Team Assessment Training: improving surgical teams during deployment

Kellicut, Dwight C.; Kuncir, Eric; Williamson, Hope M.; Masella, Pamela C.; Nielsen, Peter E.

doi:10.1016/j.amjsurg.2014.03.008

Cited by 24 publications

(22 citation statements)

References 16 publications

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“…31 Seven programs included task/procedural training in their program. [27][28][29]31,[37][38][39]41 Of these, six programs included task or procedural skills in the immersive clinical scenario, 28,29,[37][38][39]41 while five programs incorporated additional stand-alone task/procedural stations. 27,31,37,39,41 Six programs reported using debriefing in their curricula to support learning, while one program used a question and answer period to promote reflection.…”

Section: Discussionmentioning

confidence: 99%

“…27 Five programs reported using didactic session/lecture in their programs, 27,28,31,37,39 and were reported as being as short as 15 minute introduction to 2-hour lectures. 27,38 Another program used web-based modules to support pre-learning. 31 Seven programs included task/procedural training in their program.…”

Section: Discussionmentioning

confidence: 99%

“…All ten articles included a detailed description of their course design. [26][27][28][29][30][31][37][38][39]41 All but one program reported using immersive simulated clinical scenarios in their curricula. 27 Five programs reported using didactic session/lecture in their programs, 27,28,31,37,39 and were reported as being as short as 15 minute introduction to 2-hour lectures.…”

Section: Discussionmentioning

confidence: 99%

“…38 The program targeted learners such as physicians, nurses, medics, OR technicians, and other medical support personnel who have been deployed to serve in military. The one-day program consists of two trauma simulations, video review and discussion, didactic session, and a follow-up simulation and video review, all in a context relevant to learners, military combat environment.…”

Section: Surgerymentioning

confidence: 99%

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Using simulation-based education to improve residents' clinical decision making skills in developing countries

Başhan

Cooke

Rooney

2016

TJFMPC

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Background: Recently, a significant increase occured in the use of medical simulation technology for teaching and assessment. Improved patient safety during medical education has driven simulation-based education (SBE), particularly in resident education. Although many countries have integrated SBE into their undergraduate programs, some developing countries, including Turkey, have been slow to apply SBE into their graduate programs. We propose a review of existing examples of SBE used which may promote the implementation of similar curricula in developing countries. Methods: To derive a representative sample of relevant curricula, we performed a web-based literature review using the search terms "simulation" and (" graduate, resident") and ("clinical decision-making" or ""clinical reasoning") and "training"". Results: Of the 83 original articles, ten resulting articles were relevant to SBE used to support residents" clinical decision-making in six clinical areas. We summarize the ten curricula and discuss them in the context of three primary considerations (course administration, content development, and assessment program evaluation) so they may be applied in similar graduate curricula in Turkey and others.Conclusions: It is obvious that simulation-based education offers benefits. In particular, graduate-level training programs used to support clinical decision-making are critical to the development of competent physicians around the world.Key words: Simulation, resident, curriculum, clinical decision-making ÖZET Amaç: Son zamanlarda, eğitim ve değerlendirme için tıbbi simülasyon teknolojilerinin kullanımı önemli bir derecede artış göstermektedir. Tıp eğitimi sırasında hasta güvenliğinin önemli hale gelmesi özellikle asistan eğitiminde, simülasyon temelli uygulamaları harekete geçirdi. Çoğu ülkelerin mezuniyet öncesi eğitim programlarının içine simülasyon temelli uygulamalar entegre olmasına rağmen, Türkiye"nin de içinde olduğu bazı gelişmekte olan ülkelerin mezuniyet sonrası programlarına simülasyon temelli eğitim uygulamalarının dahil olması yavaş olmuştur. Gelişmekte olan ülkelerin benzer müfredat uygulamalarını desteklemek için, varolan simülasyon temelli eğitim örneklerinin derlenmesi amaçlanıldı. Yöntem: Müfredat ile ilgili sunulan literatür örneklerini araştırmak için "simülasyon"" ve ("mezuniyet sonrası, asistan"") ve ("klinik karar verme ya da klinik akıl yürütme""ve "eğitim"" kelimelerinden oluşan web tabanlı bir literatür taraması yapıldı.Sonuç: Altı klinik alanda, asistanların klinik karar verme becerilerini destekleyen simülasyon temelli eğitim ile ilgili 83 orijinal makaleden on tanesinin sonuçları derlenildi. Türkiye ve diğer ülkelerde benzer mezuniyet sonrası eğitim müfredatları içerisinde uygulanılabilmesi için özetlenen bu on müfredat üç temel başlıkta (kurs yönetimi, müfredat geliştirme ve ölçme-değerlendirme programı) tartışıldı. Tartışma: Simülasyon temelli eğitimin sunduğu yararlar açıktır. Özellikle, mezuniyet sonrası eğitim programlarının kullanımı, dünyadaki klinisyenlerin yete...

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Surgerymentioning

confidence: 99%

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Using simulation-based education to improve residents' clinical decision making skills in developing countries

Başhan

Cooke

Rooney

2016

TJFMPC

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“…In this scenario, the activities are complex, interdisciplinary and with heavy reliance on individual performance in a high risk environment for the occurrence of adverse events. (1,2) Thus, monitoring and assessing the safety culture in healthcare organizations allows the identification and management of patient safety in the surgical environment; this assessment can be used for the purpose of benchmarking and trend analysis. It should be added that it may provide a basis for the situational diagnosis, continuing education programs, implementation of care protocols and monitoring of adverse events.…”

Section: Introductionmentioning

confidence: 99%

Segurança do paciente no ambiente cirúrgico: tradução e adaptação cultural de instrumento validado

Lourenção

Tronchin

2016

Acta paul. enferm.

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Objective: To translate and adapt the Safety Attitudes Questionnaire/Operating Room Version into Portuguese. Methods: Methodological research of cross-cultural adaptation which applied the stages: translation, synthesis, back-translation, expert panel evaluation, pretest, submission and evaluation of the reports by the authors of the original instrument. The content validation was performed using the semantic, idiomatic, conceptual, experiential and content equivalence. A total of 12 experts participated and the agreement index corresponded to ≥ 80%. Results: The stages of translation and back-translation were considered adequate and in the synthesis evaluation by the experts, changes were indicated in 41 items from the total of 137. Regarding the equivalence of the validation process carried out by the experts, the general consensus of the instrument obtained 84.1% equivalence, 9.3% of non-equivalence and 6.6% undecided. In the pretest, the mean time to fill in the questionnaire corresponded to 16.5 minutes. Conclusion: The process of translation and adaptation presented adequacy as to the validity of content through the indices obtained in equivalences and understanding for the subjects, and it was approved by the authors. ResumoObjetivo: Traduzir e adaptar o Safety Attitudes Questionnaire/Operating Room Version para a língua portuguesa. Métodos: Pesquisa metodológica de adaptação transcultural que empregou as etapas: tradução, síntese, retrotradução, avaliação por comitê de juízes, pré-teste, submissão e avaliação dos relatórios pelos autores do instrumento original. A validação de conteúdo foi realizada mediante as equivalências semântica, idiomática, conceitual, experiencial e de conteúdo. Participaram 12 juízes e o índice de concordância correspondeu a ≥ 80%. Resultados: As etapas de tradução e retrotradução foram consideradas adequadas e na avaliação da síntese pelos juízes foi indicada alteração em 41 itens, do total de 137. Em relação ao processo de validação das equivalencias realizado pelos juízes, o consenso geral do instrumento obteve 84,1% de equivalência, 9,3% de não equivalência e 6,6% de indecisos. No pré-teste, o tempo médio de preenchimento correspondeu a 16,5 minutos. Conclusão: O processo de tradução e adaptação apresentou adequação quanto à validade de conteúdo mediante os índices obtidos nas equivalências e compreensão pelos sujeitos, e foi aprovado pelos autores.

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