Development and evaluation of simulation based neurosurgery curriculum. Pilot study at the Poznan University of Medical Sciences.

Bartosz Sokół, Roman Jankowski, Barbara Więckowska, Łukasz Gąsiorowski, Michael Czekajlo

Abstract


Introduction. Neurosurgical emergencies are complex tasks. The current learning environment limits students’ ability to manage acute neurosurgical emergencies due to legal and safety concerns. Simulation provides an opportunity to participate in the care of neurosurgical emergencies and develop clinical decision making skills.
Aim. We aim to determine whether neuroscience simulation curriculum improves student ability to: manage a critically ill patient, recognize neurosurgical emergencies, to assess how stress tolerance affects experience during simulations and effectiveness of students performance. The third objective is to develop a tool for student assessment.
Material and Methods. The simulation was performed on SimMan 3G Human Patient Simulator (Laerdal Medical). Scenarios included common neurosurgical emergencies. Students were assessed before and after the course by completing a Likert type questionnaire. Response data was analysed using Cronbach’s reliability for Likert-type response data  and Spearman's monotonic correlation.
Results. 60 students of fifth and sixth year of medical studies attended the course. 39 students of them replied to the questionnaire. The simulated clinical experience was positive and it improved their knowledge about neurosurgical emergencies. There was an improvement in their confidence. Improvement in individual and team performance was also observed.
Conclusions. Neurosurgical simulations improve students` ability to recognize neurosurgical emergencies. The level of stress related to simulation is important factor of the education process and should be reduced to improve students’ development. Our questionnaire is an effective tool for assessment of students experience during clinical simulations.

Keywords


neurosurgery; simulation; education; medical students

Full Text:

PDF

References


Jones F, Passos‑Neto CE, Freitas O, Braghiroli M. Simulation in Medical Education : Brief history and methodology. Principles and Practice of Clinical Research. 2015;1(2):56–63.

Ziv A, Ben‑David S, Ziv M. Simulation based medical education: an opportunity to learn from errors. Med Teach. 2005 May;27(3):193–9.

Minha S, Shefet D, Sagi D, Berkenstadt H, Ziv A. “See one, sim one, do one”- A national preinternship boot‑camp to ensure a safer “student to doctor” transition. PLoS One. 2016;11(3):1–9.

Greenberg MS. Handbook of Neurosurgery. Sixth. Thieme Publishing Group; 2005. 672–674 p.

Bulters D, Belli A. A prospective study of the time to evacuate acute subdural and extradural haematomas. Anaesthesia. 2009 Mar;64(3):277–81.

Cannon‑Bowers J a. Recent advances in scenario‑based training for medical education. Curr Opin Anaesthesiol. 2008 Dec;21(6):784–9.

Selden NR, Anderson VC, McCartney S, Origitano TC, Burchiel KJ, Barbaro NM. Society of Neurological Surgeons boot camp courses: knowledge retention and relevance of hands‑on learning after 6 months of postgraduate year 1 training. J Neurosurg. 2013 Sep;119(3):796–802.

Edwards D. The effectiveness of strategies and interventions that aim to assist the transition from student to newly qualified nurse. 2011;9(53):2215–323.

Musacchio MJ, Smith AP, McNeal CA, Munoz L, Rothenberg DM, von Roenn KA, et al. Neuro‑critical care skills training using a human patient simulator. Neurocrit Care [Internet]. 2010 Oct;13(2):169–75.

Likert R. A technique for the measurement of attitudes. New York: The Science Press; 1932.

Elfrink Cordi VL, Leighton K, Ryan‑Wenger N, Doyle TJ, Ravert P, Cordi VLE. History and Development of the Simulation Effectiveness Tool (SET). Clin Simul Nurs. Elsevier Inc; 2012 Jul;8(6):e199–210.

Gadermann AM, Guhn M, Zumbo BD. Estimating Ordinal Reliability for Likert‑Type and Ordinal Item Response Data: A Conceptual, Empirical, and Practical Guide. Pract Assessment, Res Eval Web site: http://pareonline.net; 2011 Dec 31.

Klein G. Naturalistic Decision Making. Hum Factors. 2008;50(3):456–60.

Bond S, Cooper S. Modelling emergency decisions: recognition‑primed decision making. The literature in relation to an ophthalmic critical incident. J Clin Nurs [Internet]. 2006 Aug;15(8):1023–32.

Aggarwal R, Mytton OT, Derbrew M, Hananel D, Heydenburg M, Issenberg B, et al. Training and simulation for patient safety. Qual Saf Health Care. 2010;19 Suppl 2(Suppl 2):i34–43.

Rezmer J, Begaz T, Treat R, Tews M. Impact of group size on the effectiveness of a resuscitation simulation curriculum for medical students. Teach Learn Med. Jan;23(3):251–5.

Nielsen B, Harder N. Causes of Student Anxiety during Simulation: What the Literature Says. Clin Simul Nurs. 2013 Nov;9(11):e507–12.

Ghazali DA, Ragot S, Breque C, Guechi Y, Boureau‑Voultoury A, Petitpas F, et al. Randomized controlled trial of multidisciplinary team stress and performance in immersive simulation for management of infant in shock: study protocol. Scand J Trauma Resusc Emerg Med. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine. 2016;24(1):36.

Yerkes RM, Dodson JD. The relation of strength of stimulus to rapidity of habit‑formation. J Comp Neurol Psychol. 1908 Nov;18(5):459–82.

Demaria S, Bryson EO, Mooney TJ, Silverstein JH, Reich DL, Bodian C, et al. Adding emotional stressors to training in simulated cardiopulmonary arrest enhances participant performance. Med Educ. 2010 Oct;44(10):1006–15.

Kulasegaram KM, Grierson LEM, Norman GR. The roles of deliberate practice and innate ability in developing expertise: evidence and implications. Med Educ. 2013 Oct;47(10):979–89.

Fernandez CSP, Peterson HB, Holmstrőm SW, Connolly A. Developing emotional intelligence for healthcare leaders. In: Emotional intelligence – New perspectives and applications. InTech; 2012. p. 239–60.

Sawyer T, Sierocka‑Castaneda A, Chan D, Berg B, Lustik M, Thompson M. The effectiveness of video‑assisted debriefing versus oral debriefing alone at improving neonatal resuscitation performance: a randomized trial. Simul Healthc. 2012 Aug;7(4):213–21.

Mariani B, Cantrell MA, Meakim C, Prieto P, Dreifuerst KT. Structured Debriefing and Students’ Clinical Judgment Abilities in Simulation. Clin Simul Nurs. 2013;9(5):e147–55.




DOI: http://dx.doi.org/10.20883/jms.2017.216

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Journal of Medical Science

Copyright 2016 by Journal of Medical Sciences