Stapleton Stephanie N, Cassara Michael, Moadel Tiffany, Munzer Brendan W, Sampson Christopher, Wong Ambrose H, Chopra Eisha, Kim Jane, Bentley Suzanne
Department of Emergency Medicine Boston University School of Medicine Boston Medical Center Boston Massachusetts USA.
Department of Emergency Medicine North Shore University Hospital Donald and Barbara Zucker School of Medicine at Hofstra/Northwell Northwell Health Patient Safety Institute/Emergency Medical Institute Hempstead New York USA.
AEM Educ Train. 2022 Jun 23;6(Suppl 1):S32-S42. doi: 10.1002/aet2.10749. eCollection 2022 Jun.
We identified and quantified the gap between emergency medicine (EM) procedures currently taught using simulation versus those that educators would teach if they had better procedural task trainers. Additionally, we endeavored to describe which procedures were taught using homemade models and the barriers to creation and use of additional homemade models.
Using a modified Delphi process, we developed a survey and distributed it to a convenience sample of EM simulationists via the Society for Academic Emergency Medicine Simulation Academy listserv. Survey items asked participants to identify procedures they thought should be taught using simulation ("most important"), do teach using simulation ("most frequent"), would teach if a simulator or model were available ("most needed"), and do teach using simulation with "homemade" models ("most frequent homemade").
Thirty-seven surveys were completed. The majority of respondents worked at academic medical centers and were involved in simulation-based education for at least 6 years. Three procedures ranked highly in overall teaching importance and currently taught categories. We identified four procedures that ranked highly as both important techniques to teach and would teach via simulation. Two procedures were selected as the most important procedures that the participants do teach via simulation but would like to teach in an improved way. We found 14 procedures that simulationists would teach if an adequate model was available, four of which are of high importance.
This study captured data to illuminate the procedural model gap and inform future interventions that may address it and meet the overarching objective to create better and more readily available procedure models for EM simulation educators in the future. It offers an informed way of prioritizing procedures for which additional homemade models should be created and disseminated as well as barriers to be aware of and to work to overcome. Our work has implications for learners, educators, administrators, and industry.
我们识别并量化了当前使用模拟教学的急诊医学（EM）操作与教育工作者在拥有更好的操作任务训练器时会教授的操作之间的差距。此外，我们努力描述哪些操作是使用自制模型进行教学的，以及创建和使用更多自制模型的障碍。
我们采用改良的德尔菲法开发了一项调查，并通过学术急诊医学模拟学会的邮件列表将其分发给EM模拟专家的便利样本。调查项目要求参与者识别他们认为应该使用模拟进行教学的操作（“最重要的”）、确实使用模拟进行教学的操作（“最频繁的”）、如果有模拟器或模型就会教授的操作（“最需要的”），以及使用“自制”模型进行模拟教学的操作（“最频繁的自制操作”）。
共完成了37份调查问卷。大多数受访者在学术医疗中心工作，并且至少参与基于模拟的教育6年。有三项操作在总体教学重要性和当前教学类别中排名很高。我们确定了四项操作，它们在作为重要教学技术以及将通过模拟教授方面都排名很高。有两项操作被选为参与者确实通过模拟教授但希望以改进方式教授的最重要操作。我们发现，如果有足够的模型，模拟专家会教授14项操作，其中四项具有高度重要性。
本研究收集了数据，以阐明操作模型差距，并为未来可能解决该问题并实现总体目标的干预措施提供信息，即未来为EM模拟教育工作者创建更好且更易于获得的操作模型。它提供了一种明智的方法，可对应创建和传播更多自制模型的操作进行优先级排序，以及应意识到并努力克服的障碍。我们的工作对学习者、教育工作者、管理人员和行业都有影响。
