Effect of vascular simulation training on practice performance in residents: a retrospective cohort study

Simulation versus theoretical learning for the transradial approach: a randomized controlled trial in interventional cardiology

INTRODUCTION

Simulation-based education (SE) in interventional cardiology improves knowledge acquisition and mastery of procedures including the conventional radial access (CRA).

AIM

To evaluate the contribution of SE in CRA compared with theoretical learning alone.

METHODS

This is a prospective randomized controlled study including cardiology residents and patients with normal radial pulses. Experienced residents as well as patients with contraindications to CRA, requiring urgent intervention, or with hemodynamic instability were not included. Missing the teaching sessions was the exclusion criteria. Residents were randomized into two groups: simulation versus control. They attended a theory lecture explaining CRA and were evaluated Only the simulation group attended an SE session with measurement of heart rate (HR) and stress level. A real application was then performed with measurement of HR and stress level. The primary outcome was success puncture rate.

RESULTS

The success of the puncture was similar between the two groups (p=0.651). In the practical application, the stress level was significantly different before the procedure but similar after the end of the procedure. The stress level varied significantly within the same group before and after the procedure The simulation group was significantly less tachycardic both before and during the procedure with a significant difference between the two groups (p <10-3).

CONCLUSION

This study demonstrated the interest of SE in novice residents for CRA as a complement to theoretical learning upstream of the real-life procedure.

Simulations as a mode of clinical training in healthcare professions: A scoping review to guide planning in speech-language pathology and audiology during the COVID-19 pandemic and beyond

BACKGROUND

 Simulation plays an important role as an alternative method for training of students, particularly in health education. As a result of coronavirus disease 2019 (COVID-19) restrictions of face-to-face interactions, traditional teaching methods have been disrupted, increasing the need for alternative methods to supplement modes of student clinical training in healthcare programmes.

OBJECTIVES

 The scoping review aimed to determine what has been documented about simulation as a mode of clinical training in healthcare professions (HCPs) in order to guide speech-language pathology and audiology (SLPA) professions during the COVID-19 pandemic and beyond.

METHOD

 A scoping review was conducted. Electronic bibliographic databases including Science Direct, PubMed, Scopus MEDLINE, ProQuest, Google Scholar and WorldCat were searched to identify peer reviewed publications, published in English, between January 2011 and December 2021, and related to the use of simulation in HCPs clinical training programmes.

RESULTS

 A total of 32 articles met the inclusion criteria for this scoping review. Three themes emerged when reviewing the studies: (1) face-to-face simulations as a mode of clinical training, (2) virtual reality simulation and telesimulation as modes of clinical training and (3) simulation as a complementary mode of clinical training. Evidence suggests that whilst simulations are cost-effective, accessible and efficacious as clinical training modes, they need to be combined with other modes of training such as the traditional clinical training to yield better learning outcomes.

CONCLUSIONS

 Current findings highlight the role and value of simulation as a clinical training mode during COVID-19 and beyond. However, there are aspects that need to be considered to ensure that this mode of clinical training is effective, with endorsement and regulations by the SLPA Professional Board of the Health Professions Council of South Africa (HPCSA). Simulations need to be complemented with traditional clinical training methods. In the context of SLPA, particularly in low- and middle-income countries (LMICs), simulation can be used to better prepare students for their clinical placement where clinical training platforms are limited and where simulation combined with teletraining or telesupervision can be utilised to increase access to training.

A Proposed Model for a Comprehensive Virtual Sub-Internship in Vascular Surgery

OBJECTIVE

Understand challenges, advantages, and applications of a vascular surgery virtual sub-internship (VSI) curriculum.

METHODS

Our institution hosted 25 students for 4-week VSI rotations. We held two sessions, one in July 2020 and another in August 2020. The students participated in a curriculum centered around Zoom® and phone interactions with residents and faculty. The curriculum included selected readings, surgical videos, group didactics and 1-on-1 mentorship. Anonymous pre-rotation and post-rotation self-assessments were used to ascertain achievement of learning objectives and utility of educational tools implemented during the rotation. Faculty and resident mentors were also surveyed to assess their experience.

RESULTS

With the exception of knot tying techniques (p=0.67), students reported significant improvement in their understanding vascular surgery concepts after the virtual elective (p < 0.05). The highest ranked components of the course were interpersonal including interaction with faculty, mentorship, and learning the program culture. The lowest ranked components of the course were simulation training and research opportunities. Rating of utility for aspects of the course were consistent with ranking of components, with faculty interaction having the highest average rating. The ideal number of hours for daily virtual interaction reported by students ranged from 3 to 6 with a median of 4. Overall, the majority of mentors were satisfied with virtual course. However, they did report limited ability to assess student personality and fit for the program. The number of hours per week spent by mentors on the virtual vascular surgery rotation ranged from 2 to 7 with a median of 4. Fourteen out of seventeen mentors reported that having a virtual student was significant addition to their existing workload.

CONCLUSIONS

Overall, our student and mentor feedback were positive. Several challenges inherent to the virtual environment still need to be refined, however the goals of a VSI are distinct and should be explored by training programs. With changes to healthcare in the United States in the horizon and the arrival of SARS-CoV2 pandemic constraints, implementing a virtual away rotation may be an acceptable platform for adapting our recruitment strategies.