Comparing traditional, immersive simulation with Rapid Cycle Deliberate Practice in postgraduate year 2 anesthesiology residents
| Autor: | Emma O’Hagan, Michelle Brown, Erin E Blanchard, Lisa Bergman, Lee Ann Riesenberg, Tekuila Carter, Shivani J Patel |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Medical education
medicine.medical_specialty Research Public health Debriefing Computer applications to medicine. Medical informatics Psychological intervention Health services research R858-859.7 030208 emergency & critical care medicine General Medicine Anesthesiology residents Session (web analytics) Traditional education 03 medical and health sciences 0302 clinical medicine Anesthesiology Human resource management medicine 030212 general & internal medicine Psychology Rapid cycle deliberate practice Simulation |
| Zdroj: | Advances in Simulation, Vol 6, Iss 1, Pp 1-9 (2021) Advances in Simulation |
| ISSN: | 2059-0628 |
| Popis: | Background Rapid Cycle Deliberate Practice (RCDP) is an increasingly popular simulation technique that allows learners to achieve mastery of skills through repetition, feedback, and increasing difficulty. This manuscript describes the implementation and assessment of RCDP in an anesthesia residency curriculum. Methods Researchers describe the comparison of RCDP with traditional instructional methods for anesthesiology residents' application of Emergency Cardiovascular Care (ECC) and communication principles in a simulated environment. Residents (n = 21) were randomly assigned to either Traditional or RCDP education groups, with each resident attending 2 days of bootcamp. On their first day, the Traditional group received a lecture, then participated in a group, immersive simulation with reflective debriefing. The RCDP group received education through an RCDP simulation session. On their second bootcamp day, all participants individually engaged in an immersive simulation, then completed the “Satisfaction and Self-Confidence in Learning” survey. Application of ECC and communication principles during the simulation was scored by a blinded reviewer through video review. Participants ended the bootcamp by ranking the experiences they found most valuable. Results No significant differences were found in the different group members’ individual performances during the immersive simulation, nor in the experiences they deemed most valuable. However, the Traditional education group reported higher levels of satisfaction and self-confidence in learning in 5 areas (p = 0.004–0.04). Conclusions Regardless of RCDP or Traditional education grouping, anesthesia residents demonstrated no difference in ECC skill level or perceived value of interventions. However, members of the Traditional education group reported higher levels of satisfaction and self-confidence in numerous areas. Additional RCDP opportunities in the anesthesia residency program should be considered prior to excluding it as an educational method in our program. |
| Databáze: | OpenAIRE |
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