模拟培训奖学金项目：项目主任的国际调查

Simulation Fellowship Programs: An International Survey of Program Directors.

作者信息

Natal Brenda, Szyld Demian, Pasichow Scott, Bismilla Zia, Pirie Jonathan, Cheng Adam

机构信息

B. Natal is an independent contractor in emergency medicine and health care simulation education and was, at the time of this research, assistant professor, Department of Emergency Medicine, and simulation director, Clinical Skills Center, Division of the Office of Education, Rutgers New Jersey Medical School, Newark, New Jersey. D. Szyld is attending physician, Department of Emergency Medicine, Brigham and Women's Hospital, and senior director, Institute for Medical Simulation, Center for Medical Simulation, Boston, Massachusetts. S. Pasichow is postgraduate year 2 resident, Department of Emergency Medicine, The Warren Alpert Medical School of Brown University, and vice chair, Simulation Division, Emergency Medicine Residents Association, Providence, Rhode Island. Z. Bismilla is assistant professor, University of Toronto, academic clinician, Hospital for Sick Children, and lead, Hospital for Sick Children Learning Institute Simulation Fellowship Program, Toronto, Ontario, Canada. J. Pirie is associate professor, University of Toronto, pediatric emergency medicine (PEM) physician, and director of PEM simulation and the PEM Simulation Fellowship Program, Hospital for Sick Children, Toronto, Ontario, Canada. A. Cheng is associate professor, Department of Pediatrics, University of Calgary, director, KidSIM-ASPIRE Simulation Research Program, and scientist, Alberta Children's Hospital Research Institute, Calgary, Alberta, Canada.

出版信息

Acad Med. 2017 Aug;92(8):1204-1211. doi: 10.1097/ACM.0000000000001668.

DOI:10.1097/ACM.0000000000001668

PMID:28379935

Abstract

PURPOSE

To report on the evolution of simulation-based training (SBT) by identifying the composition and infrastructure of existing simulation fellowship programs, describing the current training practices, disclosing existing program barriers, and highlighting opportunities for standardization.

METHOD

Investigators conducted a cross-sectional survey study among English-speaking simulation fellowship program directors (September 2014-September 2015). They identified fellowships through academic/institutional Web sites, peer-reviewed literature, Web-based search engines, and snowball sampling. They invited programs to participate in the Web-based questionnaire via e-mail and follow-up telephone calls.

RESULTS

Forty-nine programs met the inclusion criteria. Of these, 32 (65%) responded to the survey. Most programs were based in the United States, but others were from Canada, England, and Australia. Over half of the programs started in or after 2010. Across all 32 programs, 186 fellows had graduated since 1998. Fellows and directors were primarily departmentally funded; programs were primarily affiliated with hospitals and/or medical schools, many of which had sponsoring centers accredited by governing bodies. Fellows were typically medical trainees; directors were typically physicians. The majority of programs (over 90%) covered four core objectives, and all endorsed similar educational outcomes. Respondents identified no significant universal barriers to program success. Most directors (18/28 [64%]) advocated standardized fellowship guidelines on a national level.

CONCLUSIONS

Paralleling the fast growth and integration of SBT, fellowship training opportunities have grown rapidly in the United States, Canada, and beyond. This study highlights potential areas for standardization and accreditation of simulation fellowships which would allow measurable competencies in graduates.

摘要

目的

通过确定现有模拟培训奖学金项目的组成和基础设施、描述当前的培训实践、揭示现有项目障碍并突出标准化机会，报告基于模拟的培训（SBT）的发展情况。

方法

研究人员对说英语的模拟培训奖学金项目主任进行了横断面调查研究（2014年9月至2015年9月）。他们通过学术/机构网站、同行评审文献、网络搜索引擎和滚雪球抽样来确定奖学金项目。他们通过电子邮件和后续电话邀请项目参与基于网络的问卷调查。

结果

49个项目符合纳入标准。其中，32个（65%）回复了调查。大多数项目位于美国，但其他项目来自加拿大、英国和澳大利亚。超过一半的项目于2010年或之后启动。在所有32个项目中，自1998年以来已有186名学员毕业。学员和主任主要由部门资助；项目主要隶属于医院和/或医学院，其中许多有经管理机构认可的赞助中心。学员通常是医学实习生；主任通常是医生。大多数项目（超过90%）涵盖四个核心目标，且所有项目都认可类似的教育成果。受访者认为项目成功不存在重大普遍障碍。大多数主任（18/28 [64%]）主张在国家层面制定标准化的奖学金指南。