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Task Trainer (task + trainer)

Distribution by Scientific Domains
Medical Sciences100%

Selected Abstracts

Hybrid Simulation Combining a High Fidelity Scenario with a Pelvic Ultrasound Task Trainer Enhances the Training and Evaluation of Endovaginal Ultrasound Skills

ACADEMIC EMERGENCY MEDICINE, Issue 5 2009
Daniel V. Girzadas Jr MD
Abstract Objectives:, In this study, an endovaginal ultrasound (US) task trainer was combined with a high-fidelity US mannequin to create a hybrid simulation model. In a scenario depicting a patient with ectopic pregnancy and hemorrhagic shock, this model was compared with a standard high-fidelity simulation during training sessions with emergency medicine (EM) residents. The authors hypothesized that use of the hybrid model would increase both the residents' self-reported educational experience and the faculty's self-reported ability to evaluate the residents' skills. Methods:, A total of 45 EM residents at two institutions were randomized into two groups. Each group was assigned to one of two formats involving an ectopic pregnancy scenario. One format incorporated the new hybrid model, in which residents had to manipulate an endovaginal US probe in a task trainer; the other used the standard high-fidelity simulation mannequin together with static photo images. After finishing the scenario, residents self-rated their overall learning experience and how well the scenario evaluated their ability to interpret endovaginal US images. Faculty members reviewed video recordings of the other institution's residents and rated their own ability to evaluate residents' skills in interpreting endovaginal US images and diagnosing and managing the case scenario. Visual analog scales (VAS) were used for the self-ratings. Results:, Compared to the residents assigned to the standard simulation scenario, residents assigned to the hybrid model reported an increase in their overall educational experience (, VAS = 10, 95% confidence interval [CI] = 4 to 18) and felt the hybrid model was a better measure of their ability to interpret endovaginal US images (, VAS = 17, 95% CI = 7 to 28). Faculty members found the hybrid model to be better than the standard simulation for evaluating residents' skills in interpreting endovaginal US images (, VAS = 13, 95% CI = 6 to 20) and diagnosing and managing the case (, VAS = 10, 95% CI = 2 to 18). Time to reach a diagnosis was similar in both groups (p = 0.053). Conclusions:, Use of a hybrid simulation model combining a high-fidelity simulation with an endovaginal US task trainer improved residents' educational experience and improved faculty's ability to evaluate residents' endovaginal US and clinical skills. This novel hybrid tool should be considered for future education and evaluation of EM residents. [source]

An Inexpensive, Easily Constructed, Reusable Task Trainer for Simulating Ultrasound-Guided Pericardiocentesis

ACADEMIC EMERGENCY MEDICINE, Issue 2009
Daniel Girzadas
Pericardiocentesis is a low frequency, high-risk procedure integral to the practice of emergency medicine.1, 2 Ultrasound-guided pericardiocentesis is the preferred technique for providing this critical care.3 Traditionally, emergency physicians learned pericardiocentesis real time, at the beside, on critically ill patients. Medical education is moving toward simulation for training and assessment of procedures such as pericardiocentesis, because it allows learners to practice time-sensitive skills without risk to patient or learner.4 There are mannequin-based simulators capable of supporting landmark-guided pericardiocentesis, but they are expensive. No commercially available simulation models enable physicians to practice pericardiocentesis under ultrasound guidance. We have developed an ultrasound-guided pericardiocentesis task trainer that allows the physician to insert a needle under ultrasound guidance, pierce the "pericardial sac" and aspirate "blood". Our model can be simply constructed in a home kitchen and the overall preparation time is one hour. Our model costs $20.00 (US, 2008). Materials needed for the construction include 12 ounces of plain gelatin, one large balloon, one golf ball, food coloring, non-stick cooking spray, one wooden cooking skewer, BetadineÔ, and a 3-quart sized Tupperware container. Refrigeration and a heat source for cooking are also required. Once prepared, the model is usable for two weeks at room temperature and may be preserved an additional week if refrigerated. When the model shows signs of wear, it can be easily remade, by simply recycling the existing materials. 1. Ann Emerg Med. 2001, 37:745,770. 2. Acad Emerg Med. 2008, 15:1046,1057. 3. Crit Care Med. 2007, 35:S290,304. 4. Ann Emerg Med. 2008, 15:1117,1129. [source]

Learning to apply effective cricoid pressure using a part task trainer

ANAESTHESIA, Issue 11 2002
H. Owen
Summary An anatomically-correct model of a larynx inside a head and neck model was constructed so that the location, direction and amount of force applied to the neck could be measured. Fifty trained staff from three general hospitals were then asked to apply cricoid pressure on the model. None was able to state the force that should be applied (30 N), and only five (10%) actually applied cricoid pressure effectively. After training using the model, 45 (90%) applied cricoid pressure correctly (p < 0.001). This study demonstrates that improved training in cricoid pressure is needed and supports earlier researchers who suggested that this can be achieved using simulators. [source]

Hybrid Simulation Combining a High Fidelity Scenario with a Pelvic Ultrasound Task Trainer Enhances the Training and Evaluation of Endovaginal Ultrasound Skills

ACADEMIC EMERGENCY MEDICINE, Issue 5 2009
Daniel V. Girzadas Jr MD
Abstract Objectives:, In this study, an endovaginal ultrasound (US) task trainer was combined with a high-fidelity US mannequin to create a hybrid simulation model. In a scenario depicting a patient with ectopic pregnancy and hemorrhagic shock, this model was compared with a standard high-fidelity simulation during training sessions with emergency medicine (EM) residents. The authors hypothesized that use of the hybrid model would increase both the residents' self-reported educational experience and the faculty's self-reported ability to evaluate the residents' skills. Methods:, A total of 45 EM residents at two institutions were randomized into two groups. Each group was assigned to one of two formats involving an ectopic pregnancy scenario. One format incorporated the new hybrid model, in which residents had to manipulate an endovaginal US probe in a task trainer; the other used the standard high-fidelity simulation mannequin together with static photo images. After finishing the scenario, residents self-rated their overall learning experience and how well the scenario evaluated their ability to interpret endovaginal US images. Faculty members reviewed video recordings of the other institution's residents and rated their own ability to evaluate residents' skills in interpreting endovaginal US images and diagnosing and managing the case scenario. Visual analog scales (VAS) were used for the self-ratings. Results:, Compared to the residents assigned to the standard simulation scenario, residents assigned to the hybrid model reported an increase in their overall educational experience (, VAS = 10, 95% confidence interval [CI] = 4 to 18) and felt the hybrid model was a better measure of their ability to interpret endovaginal US images (, VAS = 17, 95% CI = 7 to 28). Faculty members found the hybrid model to be better than the standard simulation for evaluating residents' skills in interpreting endovaginal US images (, VAS = 13, 95% CI = 6 to 20) and diagnosing and managing the case (, VAS = 10, 95% CI = 2 to 18). Time to reach a diagnosis was similar in both groups (p = 0.053). Conclusions:, Use of a hybrid simulation model combining a high-fidelity simulation with an endovaginal US task trainer improved residents' educational experience and improved faculty's ability to evaluate residents' endovaginal US and clinical skills. This novel hybrid tool should be considered for future education and evaluation of EM residents. [source]

An Inexpensive, Easily Constructed, Reusable Task Trainer for Simulating Ultrasound-Guided Pericardiocentesis

ACADEMIC EMERGENCY MEDICINE, Issue 2009
Daniel Girzadas
Pericardiocentesis is a low frequency, high-risk procedure integral to the practice of emergency medicine.1, 2 Ultrasound-guided pericardiocentesis is the preferred technique for providing this critical care.3 Traditionally, emergency physicians learned pericardiocentesis real time, at the beside, on critically ill patients. Medical education is moving toward simulation for training and assessment of procedures such as pericardiocentesis, because it allows learners to practice time-sensitive skills without risk to patient or learner.4 There are mannequin-based simulators capable of supporting landmark-guided pericardiocentesis, but they are expensive. No commercially available simulation models enable physicians to practice pericardiocentesis under ultrasound guidance. We have developed an ultrasound-guided pericardiocentesis task trainer that allows the physician to insert a needle under ultrasound guidance, pierce the "pericardial sac" and aspirate "blood". Our model can be simply constructed in a home kitchen and the overall preparation time is one hour. Our model costs $20.00 (US, 2008). Materials needed for the construction include 12 ounces of plain gelatin, one large balloon, one golf ball, food coloring, non-stick cooking spray, one wooden cooking skewer, BetadineÔ, and a 3-quart sized Tupperware container. Refrigeration and a heat source for cooking are also required. Once prepared, the model is usable for two weeks at room temperature and may be preserved an additional week if refrigerated. When the model shows signs of wear, it can be easily remade, by simply recycling the existing materials. 1. Ann Emerg Med. 2001, 37:745,770. 2. Acad Emerg Med. 2008, 15:1046,1057. 3. Crit Care Med. 2007, 35:S290,304. 4. Ann Emerg Med. 2008, 15:1117,1129. [source]

Effectiveness of simulation on health profession students' knowledge, skills, confidence and satisfaction

INTERNATIONAL JOURNAL OF EVIDENCE BASED HEALTHCARE, Issue 3 2008
Susan Laschinger
Abstract Background, Despite the recent wave of interest being shown in high-fidelity simulators, they do not represent a new concept in healthcare education. Simulators have been a part of clinical education since the 1950s. The growth of patient simulation as a core educational tool has been driven by a number of factors. Declining inpatient populations, concerns for patient safety and advances in learning theory are forcing healthcare educators to look for alternatives to the traditional clinical encounter for skill acquisition for students. Objective, The aim of this review was to identify the best available evidence on the effectiveness of using simulated learning experiences in pre-licensure health profession education. Inclusion criteria,Types of studies: This review considered any experimental or quasi-experimental studies that addressed the effectiveness of using simulated learning experiences in pre-licensure health profession practice. In the absence of randomised controlled trials, other research designs were considered for inclusion, such as, but not limited to: non-randomised controlled trials and before-and-after studies. Types of participants: This review included participants who were pre-licensure practitioners in nursing, medicine, and rehabilitation therapy. Types of intervention(s)/phenomena of interest: Studies that evaluated the use of human physical anatomical models with or without computer support, including whole-body or part-body simulators were included. Types of outcome measures, Student outcomes included knowledge acquisition, skill performance, learner satisfaction, critical thinking, self-confidence and role identity. Search strategy, Using a defined search and retrieval method, the following databases were accessed for the period 1995,2006: Medline, CINAHL, Embase, PsycINFO, HealthSTAR, Cochrane Database of Systematic Reviews and ERIC. Methodological quality, Each paper was assessed by two independent reviewers for methodological quality prior to inclusion in the review using the standardised critical appraisal instruments for evidence of effectiveness, developed by the Joanna Briggs Institute. Disagreements were dealt with by consultations with a third reviewer. Data collection, Information was extracted from each paper independently by two reviewers using the standardised data extraction tool from the Joanna Briggs Institute. Disagreements were dealt with by consultation with a third reviewer. Data synthesis, Due to the type of designs and quality of available studies, it was not possible to pool quantitative research study results in statistical meta-analysis. As statistical pooling was not possible, the findings are presented in descriptive narrative form. Results, Twenty-three studies were selected for inclusion in this review including partial task trainers and high-fidelity human patient simulators. The results indicate that there is high learner satisfaction with using simulators to learn clinical skills. The studies demonstrated that human patient simulators which are used for teaching higher level skills, such as airway management, and physiological concepts are useful. While there are short-term gains in knowledge and skill performance, it is evident that performance of skills over time after initial training decline. Conclusion, At best, simulation can be used as an adjunct for clinical practice, not a replacement for everyday practice. Students enjoyed the sessions and using the models purportedly makes learning easier. However, it remains unclear whether the skills learned through a simulation experience transfer into real-world settings. More research is needed to evaluate whether the skills acquired with this teaching methodology transfer to the practice setting such as the impact of simulation training on team function. [source]

Setting up a clinical skills learning facility

MEDICAL EDUCATION, Issue 2003
P Bradley
Objective, This paper outlines the considerations to be made when establishing a clinical skills learning facility. Considerations, Establishing a clinical skills learning facility is a complex project with many possible options to be considered. A number of professional groups, undergraduate or postgraduate, may be users. Their collaboration can have benefits for funding, uses and promotion of interprofessional education. Best evidence and educational theory should underpin teaching and learning. The physical environment should be flexible to allow a range of clinical settings to be simulated and to facilitate a range of teaching and learning methods, supported by computing and audio-visual resources. Facilities should be available to encourage self-directed learning. The skills programme should be designed to support the intended learning outcomes and be integrated within the overall curriculum, including within the assessment strategy. Teaching staff may be configured in a number of ways and may be drawn from a variety of backgrounds. Appropriate staff development will be required to ensure consistency and quality of teaching with monitoring and evaluation to assure appropriate standards. Patients can also play a role, not only as passive teaching material, but also as teachers and assessors. Clinical, diagnostic and therapeutic equipment will be required, as will models and manikins. The latter will vary from simple part task trainers to highly sophisticated human patient simulators. Care must be taken when choosing equipment to ensure it matches specified requirements for teaching and learning. Conclusion, Detailed planning is required across a number of domains when setting up a clinical skills learning facility. [source]