Chen Michael J, Ambardekar Aditee, Martinelli Susan M, Buhl Lauren K, Walsh Daniel P, Levy Lior, Ku Cindy, Rubenstein Lindsay A, Neves Sara, Mitchell John D
The following authors are in the Department of Anesthesiology, Beth Israel Deaconess Medical Center, Boston, MA: is a Research Assistant at Beth Israel; , , and are Associate Residency Program Directors at Beth Israel and also Instructors in Anaesthesia at Harvard Medical School, Cambridge, MA; is Director of Resident Simulation in the Anesthesia Department at Beth Israel and also Instructor in Anaesthesia at Harvard Medical School.
is a Residency Program Director and Associate Professor at Department of Anesthesiology and Pain Management, UT Southwestern Medical Center, Dallas, TX.
J Educ Perioper Med. 2022 Apr 1;24(2):1-15. doi: 10.46374/volxxiv_issue2_mitchell. eCollection 2022 Apr-Jun.
This study's primary aim was to determine how training programs use simulation-based medical education (SBME), because SBME is linked to superior clinical performance.
An anonymous 10-question survey was distributed to anesthesiology residency program directors across the United States. The survey aimed to assess where and how SBME takes place, which resources are available, frequency of and barriers to its use, and perceived utility of a dedicated departmental education laboratory.
The survey response rate was 30.4% (45/148). SBME typically occurred at shared on-campus laboratories, with residents typically participating in SBME 1 to 4 times per year. Frequently practiced skills included airway management, trauma scenarios, nontechnical skills, and ultrasound techniques (all ≥ 77.8%). Frequently cited logistical barriers to simulation laboratory use included COVID-19 precautions (75.6%), scheduling (57.8%), and lack of trainers (48.9%). Several respondents also acknowledged financial barriers. Most respondents believed a dedicated departmental education laboratory would be a useful or very useful resource (77.8%).
SBME is a widely incorporated activity but may be impeded by barriers that our survey helped identify. Barriers can be addressed by departmental education laboratories. We discuss how such laboratories increase capabilities to support structured SBME events and how costs can be offset. Other academic departments may also benefit from establishing such laboratories.
本研究的主要目的是确定培训项目如何使用基于模拟的医学教育（SBME），因为SBME与卓越的临床绩效相关。
向美国各地的麻醉学住院医师培训项目主任发放了一份包含10个问题的匿名调查问卷。该调查旨在评估SBME在何处以及如何开展、有哪些可用资源、其使用频率和障碍，以及对专门的部门教育实验室的感知效用。
调查回复率为30.4%（45/148）。SBME通常在校园内的共享实验室进行，住院医师通常每年参与1至4次SBME。经常练习的技能包括气道管理、创伤场景、非技术技能和超声技术（均≥77.8%）。经常被提及的模拟实验室使用的后勤障碍包括新冠疫情预防措施（75.6%）、日程安排（57.8%）和缺乏培训人员（48.9%）。几位受访者还承认存在资金障碍。大多数受访者认为专门的部门教育实验室将是一种有用或非常有用的资源（77.8%）。
SBME是一项广泛开展的活动，但可能受到我们的调查所确定的障碍的阻碍。部门教育实验室可以解决这些障碍。我们讨论了这样的实验室如何提高支持结构化SBME活动的能力以及如何抵消成本。其他学术部门也可能从建立这样的实验室中受益。
