Comparison of 2 resident learning tools—interactive screen-based simulated case scenarios versus problem-based learning discussions: a prospective quasi-crossover cohort study - 14/01/16
, Ashish Khanna, MD b , Maged Argalious, MD, MBA c , Stephen J. Kimatian, MD, FAAP d , Edward J. Mascha, PhD e , Natalya Makarova, MS f , Eman M. Nada, MD, PhD g , Hesham Elsharkawy, MD h , Farhad Firoozbakhsh, MD 1 , Rafi Avitsian, MD j, ⁎ Abstract |
Study Objective |
Simulation-based learning is emerging as an alternative educational tool in this era of a relative shortfall of teaching anesthesiologists. The objective of the study is to assess whether screen-based (interactive computer simulated) case scenarios are more effective than problem-based learning discussions (PBLDs) in improving test scores 4 and 8 weeks after these interventions in anesthesia residents during their first neuroanesthesia rotation.
Design |
Prospective, nonblinded quasi-crossover study.
Setting |
Cleveland Clinic.
Patients |
Anesthesiology residents.
Interventions |
Two case scenarios were delivered from the Anesoft software as screen-based sessions, and parallel scripts were developed for 2 PBLDs. Each resident underwent both types of training sessions, starting with the PBLD session, and the 2 cases were alternated each month (ie, in 1 month, the screen-based intervention used case 1 and the PBLD used case 2, and vice versa for the next month).
Measurements |
Test scores before the rotation (baseline), immediately after the rotation (4 weeks after the start of the rotation), and 8 weeks after the start of rotation were collected on each topic from each resident. The effect of training method on improvement in test scores was assessed using a linear mixed-effects model.
Main Results |
Compared to the departmental standard of PBLD, the simulation method did not improve either the 4- or 8-week mean test scores (P = .41 and P = .40 for training method effect on 4- and 8-week scores, respectively). Resident satisfaction with the simulation module on a 5-point Likert scale showed subjective evidence of a positive impact on resident education.
Conclusions |
Screen-based simulators were not more effective than PBLD for education during the neuroanesthesia rotation in anesthesia residency.
Le texte complet de cet article est disponible en PDF.Highlights |
• | We evaluated the effects of 2 resident teaching tools on anesthesia residents' education during the neuroanesthesia rotation in this prospective quasi-crossover cohort study. |
• | Problem-based learning discussion was compared with interactive screen-based simulation in improving test scores. |
• | Each resident underwent both types of training sessions. Baseline tests were done (before the start of the rotation) based on the 2 clinical case scenarios. |
• | Test scores 4 and 8 weeks after the start of the rotation were compared. |
• | Compared to the current institutional standard of problem-based learning discussion, screen-based simulation did not improve test scores; however, resident satisfaction on a 5-point Likert scale showed positive impact on education. |
Keywords : Anesthesia, Computer simulation, Education, Neuroanesthesia, Problem-based learning
Plan
| ☆ | Funding: Internal funds. |
| ☆☆ | This report was previously presented, in part, at the Society of Neuroanesthesia and Critical Care, October 2013. |
Vol 28
P. 4-11 - février 2016 Retour au numéro
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