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Simulation-based training in critical resuscitation procedures improves residents' competence

Published online by Cambridge University Press:  21 May 2015

Trevor S. Langhan ,
Ian J. Rigby ,
Ian W. Walker ,
Daniel Howes ,
Tyrone Donnon  and
Jason A. Lord
Trevor S. Langhan*
Affiliation:
Division of Emergency Medicine, University of Calgary, Calgary, Alta.
Ian J. Rigby
Affiliation:
Division of Emergency Medicine, University of Calgary, Calgary, Alta.
Ian W. Walker
Affiliation:
Division of Emergency Medicine, University of Calgary, Calgary, Alta.
Daniel Howes
Affiliation:
Department of Emergency Medicine, Queen's University, Kingston, Ont.
Tyrone Donnon
Affiliation:
Undergraduate Medical Education, University of Calgary, Calgary, Alta.
Jason A. Lord
Affiliation:
Department of Critical Care, University of Calgary, Calgary, Alta.
*
Division of Emergency Medicine, University of Calgary, 1403 29th St. NW, Rm. C231, Calgary AB T2N 2T9; trevorlanghan@shaw.ca

Abstract

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Objective:

Residents must become proficient in a variety of procedures. The practice of learning procedural skills on patients has come under ethical scrutiny, giving rise to the concept of simulation-based medical education. Resident training in a simulated environment allows skill acquisition without compromising patient safety. We assessed the impact of a simulation-based procedural skills training course on residents' competence in the performance of critical resuscitation procedures.

Methods:

We solicited self-assessments of the knowledge and clinical skills required to perform resuscitation procedures from a cross-sectional multidisciplinary sample of 28 resident study participants. Participants were then exposed to an intensive 8-hour simulation-based training program, and asked to repeat the self-assessment questionnaires on completion of the course, and again 3 months later. We assessed the validity of the self-assessment questionnaire by evaluating participants' skills acquisition through an Objective Structured Clinical Examination station.

Results:

We found statistically significant improvements in participants' ratings of both knowledge and clinical skills during the 3 self-assessment periods (p < 0.001). The participants' year of postgraduate training influenced their self-assessment of knowledge (F2,25 = 4.91, p < 0.01) and clinical skills (F2,25 = 10.89, p < 0.001). At the 3-month follow-up, junior-level residents showed consistent improvement from their baseline scores, but had regressed from their posttraining measures. Senior-level residents continued to show further increases in their assessments of both clinical skills and knowledge beyond the simulation-based training course.

Conclusion:

Significant improvement in self-assessed theoretical knowledge and procedural skill competence for residents can be achieved through participation in a simulation-based resuscitation course. Gains in perceived competence appear to be stable over time, with senior learners gaining further confidence at the 3-month follow-up. Our findings support the benefits of simulation-based training for residents.

Keywords

emergency medicineresidenteducationsimulationprocedurescritical care
Type
Original Research • Recherche originale
Information
Canadian Journal of Emergency Medicine , Volume 11 , Issue 6 , November 2009 , pp. 535 - 539
Copyright
Copyright © Canadian Association of Emergency Physicians 2009

References

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