APA
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Levy, N., Saeed, S., Gbagornah, P. F., Zora, D. B., Winterton, D., Jackson, C. D., … Matyal, R. (2024). Implementation of Routine In Situ Simulation in Residency Curriculum Targeting Competency in Technical and Decision-Making Skills. Journal of Cardiothoracic and Vascular Anesthesia.
Chicago/Turabian
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Levy, Nadav, Shiri Saeed, Peva F. Gbagornah, David Benavides Zora, Dario Winterton, Cullen D. Jackson, A. Sharkey, et al. “Implementation of Routine In Situ Simulation in Residency Curriculum Targeting Competency in Technical and Decision-Making Skills.” Journal of Cardiothoracic and Vascular Anesthesia (2024).
MLA
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Levy, Nadav, et al. “Implementation of Routine In Situ Simulation in Residency Curriculum Targeting Competency in Technical and Decision-Making Skills.” Journal of Cardiothoracic and Vascular Anesthesia, 2024.
BibTeX Click to copy
@article{nadav2024a,
title = {Implementation of Routine In Situ Simulation in Residency Curriculum Targeting Competency in Technical and Decision-Making Skills.},
year = {2024},
journal = {Journal of Cardiothoracic and Vascular Anesthesia},
author = {Levy, Nadav and Saeed, Shiri and Gbagornah, Peva F. and Zora, David Benavides and Winterton, Dario and Jackson, Cullen D. and Sharkey, A. and Levy, Lior and Neves, Sara and Walsh, Daniel P. and Matyal, R.}
}
OBJECTIVE To describe the development and implementation of a comprehensive in situ simulation-based curriculum for anesthesia residents.
DESIGN This is a prospective study.
SETTING This study was conducted at a university hospital.
PARTICIPANTS This single-center prospective study included all 53 anesthesia residents enrolled in the anesthesia residency program.
INTERVENTIONS Introduction of a routine, high-fidelity, in situ simulation program that incorporates short sessions to train residents in the necessary skill sets and decision-making processes required in the operating room.
MEASUREMENTS AND MAIN RESULTS Our team conducted 182 individual 15-minute simulation sessions over 3 months during regular working hours. All 53 residents in our program actively participated in the simulations. Most residents engaged in at least 3 sessions, with an average participation rate of 3.4 per resident (range, 1-6 sessions). Residents completed an online anonymous survey, with a response rate of 71.7% (38 of 53 residents) over the 3-month period. The survey aimed to assess their overall impression and perceived contribution of this project to their training.
CONCLUSIONS Our proposed teaching method can bridge the gap in resident training and enhance their critical reasoning to manage diverse clinical situations they may not experience during their residency.