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Saiydoun G, Vallée M, Saade S, Colombier C, Nyango Timoh K, de Vries P, Perrenot C, Berte N, Delafontaine A. Accessibility and satisfaction's analysis of simulation-based training in surgery for residents and surgical fellows in France. J Visc Surg 2024:S1878-7886(24)00094-8. [PMID: 39034200 DOI: 10.1016/j.jviscsurg.2024.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/23/2024]
Abstract
BACKGROUND In surgery, simulated-based training improves the knowledge and interpersonal skills needed for surgeons to improve their performance and meet the "never the first time on a patient" imperative. The objective is to evaluate the effects of a 2017 reform on surgeon's accessibility to simulation-based training, five years after the implementation of the program, and to gauge surgeon satisfaction. METHODS A 27-item national online survey was sent to all surgical residents and fellows in the 13 surgical specialties. RESULTS Among 523 responses, 405 (77.4%) were residents and 118 (22.6%) were surgical fellows. Two hundred forty-seven (47.2%) of surgical residents and fellows stated they did not have a simulation structure or simulation program in the town of their university hospital center. Two hundred thirty-five (44.9%) reported having simulation training programs and 41 (7.8%) reported having easy and free access to their simulation structure. Regarding simulation-based training, 44.6% of surgical residents and fellows had never received training in technical skills on simulators, 82.2% had never received training in teamwork or interprofessional skills and 76.1% had never received training in behavioral or relational skills. There was a significant difference between the degree of satisfaction of residents at the beginning and at the end of the study (P=0.02). CONCLUSION Simulation is a well-established educational tool, but there are still strong inequalities between universities. Despite the national deployment of simulation-based teaching programs and institutional efforts, surgical simulation is insufficiently developed in France, and learner satisfaction is poor.
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Affiliation(s)
- Gabriel Saiydoun
- Department of Cardiac Surgery, University Hospital Pitié Salpetrière, AP-HP, Paris, France; Department of Cardiac Surgery, University Hospital Henri-Mondor, AP-HP, Créteil, France
| | - Maxime Vallée
- Department of Urology, University Hospital of Poitiers, Poitiers, France; Inserm U1070, "pharmacologie des anti-infectieux", pôle biologie santé, UFR médecine-pharmacie, University of Poitiers, bâtiment B36 TSA, 51106 Poitiers, France
| | - Saadé Saade
- Department of Cardiac Surgery, hôpitaux universitaires de Strasbourg, Nouvel Hôpital Civil, Strasbourg, France
| | - Clément Colombier
- Cardiothoracic and vascular surgery Department, University Hospital of Poitiers, Poitiers, France
| | - Krystel Nyango Timoh
- France Inserm, Department of Obstetrics and Gynecology, LTSI - UMR 1099, University Rennes 1, Rennes University Hospital, Rennes, France; Laboratoire d'anatomie et d'organogenèse, faculté de médecine, CHU de Rennes, Rennes, France
| | | | - Cyril Perrenot
- Department of digestive surgery, Robert-Debré Hospital, Reims Hospital, Reims, France
| | - Nicolas Berte
- Department of Pediatric Surgery, University Hospital of Nancy, Nancy, France; Nancy's School of Surgery, University of Lorraine, Virtual Hospital of Lorraine, Nancy, France
| | - Arnaud Delafontaine
- Laboratoire d'anatomie fonctionnelle, faculté des sciences de la motricité, route de Lennik, 808, CP 619, 1070 Bruxelles, Belgium; Laboratoire d'anatomie, de biomécanique et d'organogenèse, faculté de médecine, route de Lennik, 808, CP 619, 1070 Bruxelles, Belgium.
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Walls R, Nageswaran P, Cowell A, Sehgal T, White T, McVeigh J, Staykov S, Basett P, Mitelpunkt D, Sam AH. Virtual reality as an engaging and enjoyable method for delivering emergency clinical simulation training: a prospective, interventional study of medical undergraduates. BMC Med 2024; 22:222. [PMID: 38831293 PMCID: PMC11149210 DOI: 10.1186/s12916-024-03433-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Accepted: 05/21/2024] [Indexed: 06/05/2024] Open
Abstract
BACKGROUND It is a requirement that medical students are educated in emergencies and feel well prepared for practice as a doctor, yet national surveys show that many students feel underprepared. Virtual reality (VR), combined with 360-degree filming, provides an immersive, realistic, and interactive simulation experience. Unlike conventional in-person simulation, it is scalable with reduced workforce demands. We sought to compare students' engagement and enjoyment of VR simulation to desktop computer-based simulation. METHODS We conducted a prospective, interventional, evaluation study. The study was carried out on final year medical students undertaking their Pre-Foundation Assistantship (n = 116) at Imperial College School of Medicine (ICSM) in London. We compared objective engagement, subjective engagement, and subjective enjoyment of VR simulation to desktop computer-based simulation using cardiac arrest and life-threatening asthma scenarios. Engagement was measured objectively using students' physiological parameters, including heart rate and eye tracking, and facilitator observations using the validated 'Behavioural Engagement Related to Instruction' (BERI) protocol. Students' subjective engagement and enjoyment levels were measured using a post-session survey. RESULTS Students' maximum heart rates were significantly higher during VR simulation with a mean difference of 4.2 beats per minute (3.2 to 5.2, p < 0.001), and eye tracking showed they spent a significantly greater mean percentage of time of 6.4% (5.1 to 7.7, p < 0.001) focusing on the scenarios in VR compared to standard desktop. Qualitative data showed students enjoyed and felt engaged with the sessions, which provided a safe space for learning. CONCLUSIONS Our study shows that students found VR simulations enjoyable and were more engaged compared to standard desktop simulation. This suggests that 360-degree VR simulation experiences provide students with immersive, realistic training, which is scalable, giving them the unique opportunity to manage emergencies and work within emergency teams, which would not typically occur during traditional training.
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Affiliation(s)
- Risheka Walls
- Imperial College School of Medicine, St Dunstan's Rd, Charing Cross Campus, London, W6 8RP, UK
| | - Priyanka Nageswaran
- Imperial College School of Medicine, St Dunstan's Rd, Charing Cross Campus, London, W6 8RP, UK
| | - Adrian Cowell
- Imperial College Faculty of Medicine Digital Education Office, Exhibition Road, South Kensington, London, SW7 2BX, UK
| | - Tunav Sehgal
- Imperial College School of Medicine, St Dunstan's Rd, Charing Cross Campus, London, W6 8RP, UK
| | - Thomas White
- Imperial College Digital Media Lab, Exhibition Rd, South Kensington, London, SW7 2BX, UK
| | - James McVeigh
- Imperial College School of Medicine, St Dunstan's Rd, Charing Cross Campus, London, W6 8RP, UK
| | - Stefan Staykov
- Imperial College Faculty of Medicine Digital Education Office, Exhibition Road, South Kensington, London, SW7 2BX, UK
| | | | - Daniel Mitelpunkt
- Imperial College Digital Media Lab, Exhibition Rd, South Kensington, London, SW7 2BX, UK
| | - Amir H Sam
- Imperial College School of Medicine, St Dunstan's Rd, Charing Cross Campus, London, W6 8RP, UK.
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Cardalda-Serantes B, Carballo-Fazanes A, Rodríguez-Ruiz E, Abelairas-Gómez C, Rodríguez-Núñez A. Would anti-choking devices be correctly and quickly managed by health science students? A manikin crossover trial. BMC MEDICAL EDUCATION 2023; 23:365. [PMID: 37221498 DOI: 10.1186/s12909-023-04345-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Accepted: 05/10/2023] [Indexed: 05/25/2023]
Abstract
BACKGROUND The brand-new anti-choking devices (LifeVac® and DeCHOKER®) have been recently developed to treat Foreign Body Airway Obstruction (FBAO). However, the scientific evidence around these devices that are available to the public is limited. Therefore, this study aimed to assess the ability to use the LifeVac® and DeCHOKER® devices in an adult FBAO simulated scenario, by untrained health science students. METHODS Forty-three health science students were asked to solve an FBAO event in three simulated scenarios: 1) using the LifeVac®, 2) using the DeCHOKER®, and 3) following the recommendations of the current FBAO protocol. A simulation-based assessment was used to analyze the correct compliance rate in the three scenarios based on the correct execution of the required steps, and the time it took to complete each one. RESULTS Participants achieved correct compliance rates between 80-100%, similar in both devices (p = 0.192). Overall test times were significantly shorter with LifeVac® than DeCHOKER® device (36.6 sec. [31.9-44.4] vs. 50.4 s [36.7-66.9], p < 0.001). Regarding the recommended protocol, a 50% correct compliance rate was obtained in those with prior training vs. 31.3% without training, (p = 0.002). CONCLUSIONS Untrained health science students are able to quickly and adequately use the brand-new anti-choking devices but have more difficulties in applying the current recommended FBAO protocol.
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Affiliation(s)
- Borja Cardalda-Serantes
- Anesthesiology and Intensive Care Medicine Department, University Clinic Hospital of Santiago de Compostela (CHUS), Galician Public Health System (SERGAS), Santiago de Compostela, Spain
| | - Aida Carballo-Fazanes
- CLINURSID Research Group, University of Santiago de Compostela, Santiago de Compostela, Spain.
- Primary Care Interventions to Prevent Maternal and Child Chronic Diseases of Perinatal and Developmental Origin (RICORS), Instituto de Salud Carlos III, RD21/0012/0025, Madrid, Spain.
- Simulation, Life Support, and Intensive Care Research Unit (SICRUS), Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain.
| | - Emilio Rodríguez-Ruiz
- CLINURSID Research Group, University of Santiago de Compostela, Santiago de Compostela, Spain
- Simulation, Life Support, and Intensive Care Research Unit (SICRUS), Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain
- Intensive Care Medicine Department, University Clinic Hospital of Santiago de Compostela (CHUS), Galician Public Health System (SERGAS), Santiago de Compostela, Spain
| | - Cristian Abelairas-Gómez
- CLINURSID Research Group, University of Santiago de Compostela, Santiago de Compostela, Spain
- Primary Care Interventions to Prevent Maternal and Child Chronic Diseases of Perinatal and Developmental Origin (RICORS), Instituto de Salud Carlos III, RD21/0012/0025, Madrid, Spain
- Simulation, Life Support, and Intensive Care Research Unit (SICRUS), Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain
- Faculty of Education Sciences, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
| | - Antonio Rodríguez-Núñez
- CLINURSID Research Group, University of Santiago de Compostela, Santiago de Compostela, Spain
- Primary Care Interventions to Prevent Maternal and Child Chronic Diseases of Perinatal and Developmental Origin (RICORS), Instituto de Salud Carlos III, RD21/0012/0025, Madrid, Spain
- Simulation, Life Support, and Intensive Care Research Unit (SICRUS), Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain
- Intensive Care Medicine Department, University Clinic Hospital of Santiago de Compostela (CHUS), Galician Public Health System (SERGAS), Santiago de Compostela, Spain
- Pediatric Critical, Intermediate and Palliative Care Section, Pediatric Department. Hospital, Clínico Universitario de Santiago de Compostela, Santiago de Compostela, Spain
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Deciphering Learning Motivation in Open Distance Learning towards Sustainable Medical Education. SUSTAINABILITY 2022. [DOI: 10.3390/su14084497] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Open distance learning has become a new norm in medical education since the COVID-19 pandemic. The abrupt shift from conventional medical education to fully virtual learning deserves a reflection on how it affected the learning motivation among medical students. Hence, this study aimed to investigate the effect of open distance learning on their learning motivation during this pandemic period, with suggestions to improve through reflections and recommendations. This qualitative study involved 152 medical students undertaking the Doctor of Medicine program in Universiti Kebangsaan Malaysia, Malaysia, during the COVID-19 pandemic. All data were collected through a validated questionnaire. We found that medical students portrayed intrinsic motivation—mainly self-motivation, self-discipline, and self-adaptation—in open distance learning during the pandemic period. Feedback from medical students also showed that they advocated a better internet connection, innovative teaching, and learning, as well as new appropriate assessment methods and strengthening of the learning management system for a sustainable open distance learning outcome. Hence, medical educators should be creative in making use of open distance learning as an attractive complementary platform in medical education to ensure life-long learning.
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Yao S, Tang Y, Yi C, Xiao Y. Research Hotspots and Trend Exploration on the Clinical Translational Outcome of Simulation-Based Medical Education: A 10-Year Scientific Bibliometric Analysis From 2011 to 2021. Front Med (Lausanne) 2022; 8:801277. [PMID: 35198570 PMCID: PMC8860229 DOI: 10.3389/fmed.2021.801277] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Accepted: 12/27/2021] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND In recent decades, an increasing number of studies have focused on the clinical translational effect of simulation-based medical education (SBME). However, few scientific bibliometric studies have analyzed the research hotspots and publication trends. This study aimed to investigate research hotspots and future direction in the clinical translational outcome of SBME via bibliometrics. METHOD Relevant publications on the clinical translational outcomes of SBME from 2011 to 2021 were identified and retrieved from the Web of Science Core Collection (WOSCC). Software including VOSviewer (1.6.17) and CiteSpace (5.8R3) and a platform (bibliometric.com) were employed to conduct bibliographic and visualized analysis on the literature. RESULTS A total of 1,178 publications were enrolled. An increasing number of publications were observed in the past decades from 48 in 2011 to 175 in 2021. The United States accounted for the largest number of publications (488, 41.4%) and citations (10,432); the University of Toronto and Northwestern University were the leading institutions. Academic Medicine was the most productive journal concerning this field. McGaghie W C and Konge L were the most influential authors in this area. The hot topic of the translational outcome of SBME was divided into 3 stages, laboratory phase, individual skill improvement, and patient outcome involving both technical skills and non-technical skills. Translational research of comprehensive impact and collateral outcomes could be obtained in the future. CONCLUSION From the overall trend of 10 years of research, we can see that the research is roughly divided into three phases, from laboratory stage, individual skill improvement to the patient outcomes, and comprehensive impacts such as skill retention and collateral effect as cost-effectiveness is a major trend of future research. More objective evaluation measurement should be designed to assess the diverse impact and further meta-analysis and randomized controlled trials are needed to provide more clinical evidence of SBME as translational science.
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Affiliation(s)
- Shun Yao
- Clinical Skills Training Center, Zhujiang Hospital, Southern Medical University, Guangzhou, China
- Department of Neurosurgery, Huashan Hospital, Shanghai Medical College, Fudan University, Shanghai, China
| | - Yabin Tang
- Clinical Skills Training Center, Zhujiang Hospital, Southern Medical University, Guangzhou, China
| | - Chenyue Yi
- Clinical Skills Training Center, Zhujiang Hospital, Southern Medical University, Guangzhou, China
| | - Yao Xiao
- Clinical Skills Training Center, Zhujiang Hospital, Southern Medical University, Guangzhou, China
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