Department of Anesthesiology, Pharmacology & Therapeutics, Vancouver General Hospital, University of British Columbia, Room 3200, 910 West 10th Avenue, V5Z 4E3 Vancouver, BC, Canada.
Can J Anaesth. 2010 Feb;57(2):134-42. doi: 10.1007/s12630-009-9224-5.
The objective of this survey was to explore Canadian anesthesiology residents' educational experience with high-fidelity simulation and to improve understanding of the factors perceived to have either a positive or a negative effect on residents' learning.
In 2008, all Canadian anesthesiology residents (n = 599) were invited to complete a ten-minute anonymous online survey. Survey questions were derived from two sources, a literature search of MEDLINE (1966 to present), EMBASE (1980 to present), and the Cochrane and Campbell collaboration libraries and the experience of 25 pilot residents and the lead author.
The survey response rate was 27.9% (n = 167). Junior residents (PGY1-3) responded that it would be helpful to have an introductory simulation course dealing with common intraoperative emergencies. The introduction of multidisciplinary scenarios (where nurses and colleagues from different specialties were involved in scenarios) was strongly supported. With respect to gender, male anesthesia residents indicated their comfort in making mistakes and asking for help in the simulator more frequently than female residents. In accordance with the ten Best Evidence Medical Education (BEME) principles of successful simulator education, Canadian centres could improve residents' opportunities for repetitive practice (with feedback), individualization of scenarios, and defined learning outcomes for scenarios.
Anesthesiology residents indicate that simulation-based education is an anxiety provoking experience, but value its role in promoting safe practice and enhancing one's ability to deal with emergency situations. Suggestions to improve simulation training include increasing residents' access, adopting a more student-centred approach to learning, and creating a safer learning environment.
本调查旨在探讨加拿大麻醉学住院医师在高保真模拟方面的教育经验，并深入了解对住院医师学习产生积极或消极影响的因素。
2008 年，邀请所有加拿大麻醉学住院医师（n=599）完成十分钟的匿名在线调查。调查问题源自两个来源，即 MEDLINE（1966 年至今）、EMBASE（1980 年至今）和 Cochrane 和 Campbell 合作图书馆的文献检索，以及 25 名试点住院医师和主要作者的经验。
调查回复率为 27.9%（n=167）。初级住院医师（PGY1-3）表示，有一个介绍常见术中紧急情况的模拟入门课程将很有帮助。多学科情景（护士和来自不同专业的同事参与情景）的引入得到了强烈支持。关于性别，男性麻醉学住院医师表示，他们在模拟器中犯错误和寻求帮助时比女性更自在。根据成功模拟教育的十大最佳证据医学教育（BEME）原则，加拿大中心可以增加住院医师重复练习（带反馈）、情景个体化和为情景定义学习成果的机会。
麻醉学住院医师表示，基于模拟的教育是一种引起焦虑的体验，但他们重视其在促进安全实践和增强应对紧急情况的能力方面的作用。改善模拟培训的建议包括增加住院医师的机会、采用更以学生为中心的学习方法和创造更安全的学习环境。
