Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “simulation training”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 37 records · Page 2Linked to original sources
PubMedDate not supplied

Training simulator for developing laparoscopic skills.

OBJECTIVE: To measure, using objective pre- and posttraining assessments, the degree of improvement in laparoscopic skills following training with a new laparoscopy training simulator (LTS 2000). METHODS: This study utilized the LTS 2000 training simulator. The simulator was used in conjunction with a laparoscope joined to a camera, light source, and monitor or with a camcorder. Eleven exercises were planned with tasks designed to develop visual-motor-processing capabilities for referencing the 2-dimensional image of an object on a video screen, and to teach and allow practice of delicate manipulations, circular motions, oviductal cannulation, formation of Roeder loops, and simple suturing and knot-tying. The skill level of individual trainees was assessed before and after training with objective means. Each exercise was assigned a point value of 100 with a maximum score of 1100. Some exercises were scored in number of tasks per 1 minute, others in number of minutes per 1 task. A score of 100 was given for completing a target number of tasks in 1 minute and 0 for not completing any. A score of 100 was given for completing the assigned task in a target amount of time and 0 for not completing it in 3 times that amount. Scores between 100 and 0 were set linearly as a function of those values. RESULTS: Of the 11 participating physicians, none scored above the 65th percentile of the maximum achievable score before training; 8 scored above the 73rd percentile after training. The average pretest score was 304.9 points (SD 190.8) range 43.2 to 705.7; posttest score was 834.2 points (SD 141.2) range 547.3 to 1021.7. The average number of hours spent in practice was 5.9 (range 2 to 23). A positive correlation existed between hours of practice and posttest score improvement. CONCLUSION: Sustained training with the new simulator resulted in significant improvement in laparoscopic skills in all tested physicians, regardless of prior level of experience.

Clinical Competence↗
PubMed2004

Training and assessment of psychomotor skills for performing laparoscopic surgery using BEST-IRIS virtual reality training simulator.

In this article, we present the results of a pilot study that examined the performance of people training on a Virtual Reality based BEST-IRIS Laparoscopic Surgery Training Simulator. The performance of experienced surgeons was examined and compared to the performance of residents. The purpose of this study is to validate the BEST-IRIS training simulator. It appeared to be a useful training and assessment tool.

Education, Medical↗
PubMed2006

Determining the need for simulated training of invasive procedures.

Unlike the airline industry, where pilots first learn to fly on simulators before navigating planes, physicians practice invasive procedures on real patients. To determine the need for the simulated training of invasive procedures prior to working on patients, we studied the views of physicians-in-training. Five hundred medical students, residents, and fellows at Harvard Medical School were asked if there was a problem with the way medical procedures presently are learned in health care. Next, they were surveyed to inquire whether using a simulator would be beneficial. Finally, they were asked what specific procedures would be most suitable for virtual training. The effects of respondent gender, level of training, specialty, and previous experience using simulation on survey results was tested using Student t-tests. One hundred and fifty-eight trainees responded that they were uncomfortable learning to perform invasive procedures on patients. Students and physicians were very interested in obtaining simulated training prior to practicing on patients. The more complicated the procedure, the greater the feeling that it should be simulated prior to attempting it on patients. Respondents most preferred that simulation be used to teach chest tube placement. Respondent gender, specialty, level of training, and prior simulation experience did not affect survey results (p > 0.05). Simulation should be incorporated into the education of medical students and residents as a tool to practice invasive procedures prior to working on patients.

Adult↗
PubMed2003

Failure of simulation training to change residents' management of oesophageal intubation.

BACKGROUND: There are few scientific reports documenting the effects of simulation training on learning. Issues of scientific validity challenge investigators who measure such outcomes. We perceived a failure of residents to change their technical management of oesophageal intubation after simulation training and sought clarification of this observation. METHODS: Twenty-one residents were randomly exposed to two deliberate oesophageal intubation scenarios, first as a junior assistant (JS group) or as a senior managing resident (SS group), and secondly as a senior managing resident. After the first episode, residents were given an explanation and demonstration of the suggested technical management strategy, including: (i) confirmation of oesophageal intubation with a second direct laryngoscopy; and (ii) concurrent insertion of a second tube into the trachea. After the second episode, we retrospectively sought to confirm improvement in technical management within the SS group by measuring videotaped performances. Questionnaires were sent to the residents before and after reporting their performance results. RESULTS: There were 14 SS and seven JS subjects. Within SS, there was no improvement in "confirmation of oesophageal intubation with direct laryngoscopy" (8/14 vs 9/14) or any improvement in "concurrent insertion of a second ETT (tracheal) tube" (1/14 vs 2/14). Questionnaire responses offered considerable insight into these negative results. CONCLUSIONS: This failure to change may have been secondary to a lack of criterion validity, lack of repetition or a long duration between episodes. The expectations for management were not regarded as being advantageous in simulation, but they were successfully adopted in actual clinical emergencies.

Anesthesiology↗
PubMed2006

Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education.

AIM: The aim of this paper is to present the results of a study designed to determine the effect of scenario-based simulation training on nursing students' clinical skills and competence. BACKGROUND: Using full-scale, realistic, medical simulation for training healthcare professionals is becoming more and more common. Access to this technology is easier than ever before with the opening of several simulation centres throughout the world and the availability on the market of more sophisticated and affordable patient simulators. However, there is little scientific evidence proving that such technology is better than more traditional techniques in the education of, for example, undergraduate nursing students. METHODS: A pretest/post-test design was employed with volunteer undergraduate students (n = 99) from second year Diploma of Higher Education in Nursing programme in United Kingdom using a 15-station Objective Structured Clinical Examination. Students were randomly allocated to either a control or an experimental group. The experimental group, as well as following their normal curriculum, were exposed to simulation training. Subsequently, all students were re-tested and completed a questionnaire. The data were collected between 2001 and 2003. RESULTS: The control and experimental groups improved their performance on the second Objective Structured Clinical Examination. Mean test scores, respectively, increased by 7.18 and 14.18 percentage points. The difference between the means was statistically significant (P < 0.001). However, students' perceptions of stress and confidence, measured on a 5-point Likert scale, was very similar between groups at 2.9 (1, not stressful; 5, very stressful) and 3.5 (1, very confident; 5, not confident) for the control group, and 3.0 and 3.4 for the experimental group. CONCLUSIONS: Intermediate-fidelity simulation is a useful training technique. It enables small groups of students to practise in a safe and controlled environment how to react adequately in a critical patient care situation. This type of training is very valuable to equip students with a minimum of technical and non-technical skills before they use them in practice settings.

Adult↗
PubMed2005

Improving combat medic learning using a personal computer-based virtual training simulator.

The new military occupational specialty for combat medics, the 91W, requires that all medics successfully pass the National Registry of Emergency Medical Technicians examination. The objective of this study was to supplement standard emergency medical technician training with a three-dimensional, computer-based, virtual training simulator and to assess whether scores and pass rates could be increased. Combat medics (N=167) were selected for training through the usual noncommissioned officer unit selection process and were randomized by cohort to the training simulator. Results showed no significant differences in National Registry of Emergency Medical Technicians examination scores (t = 1.019, df = 153, p = 0.745, one-tailed) or pass rates (chi2 = 1.575, df = 1, p = 0.209). The findings, however, were used to construct two models of combat medic characteristics that can be used to assist in initial selection for emergency medical technician courses and subsequent counseling of soldiers on course completion. With further research, these models could be refined for Army-wide use to increase the cost-effectiveness of combat medic recruitment, training, and testing.

Adult↗
PubMed2005

[Combined simulation training: a new concept and workshop is useful for crisis management in gastrointestinal endoscopy].

INTRODUCTION: Crisis management as well as realistic emergency situations can be trained in the new developed simulation workshop "Gastrointestinal Endoscopy and Crisis Resource Management" by combining a full-scale simulator and the Erlanger Endoscopy Trainer. The aim of the current study was to evaluate the efficiency of the newly developed simulation workshop. METHODS: Endoscopists with more than 12 months experience can train their endoscopic skills and crisis resource management with the help of different simulators. In addition, two different scenarios (GI bleeding with significant blood loss and sedation overdoses) embedded in a realistic surrounding (emergency room) have to be managed by the participants. Vital parameters, endoscopic skills, as well as personal interactions were recorded and graded. RESULTS: 100 participants took part in the newly developed workshop (between June and December 2003). The participants showed a significantly better endoscopic performance and a significantly better crisis management after the standardized training program. CONCLUSIONS: Simulation training plays an essential role in aviation and minimizes the risk for human errors. In the current study it is clearly shown that simulation training is also useful in gastrointestinal endoscopy. The newly developed workshop may thus be of crucial importance to improve personal crisis management. Simulation also leads to an improvement of endoscopic and emergency skills. Accordingly, simulation training should be recommended or offered as an education option in gastrointestinal endoscopy.

Computer-Assisted Instruction↗
PubMed2005

Haptic device for colonoscopy training simulator.

A new 2-DOF haptic device for colonoscopy training simulator employing flexible endoscopes, is developed. The user operates the device in translational and roll directions. The developed folding guides of the device keep the endoscope tube straight. This helps transmit large decoupled forces of the colonoscopy simulation to the user. The device also includes a mechanism to detect jiggling motion of the scopes to allow users to practice this important skill of the colonoscopy. The device includes PD controller to compensate the inertia and friction effects. This provides the users with better transparent sensation of the simulation.

Clinical Competence↗
PubMed2004

Computer simulation training enhances patient comfort during endoscopy.

BACKGROUND & AIMS: Computer-based endoscopy simulator (CBES) training's impact on patient-based outcomes has never been examined. This study examines whether the endoscopy skills of trainees are improved and patient discomfort is reduced as a result of CBES training. METHODS: From July 2001-June 2002, 38 residents received either 1 week of patient-based training (PBT) alone in flexible sigmoidoscopy (FS) or 3 hours of simulator-based training (SBT) before a week of training in FS. Patients completed questionnaires grading the discomfort experienced during endoscopy (1, no pain; 10, worst pain of life). In addition, residents' performance was graded by the supervising staff and themselves with 8 performance parameters by using a 1-10 Likert scale (1, strongly agree; 5, neutral; 10, strongly disagree). RESULTS: Nineteen SBT and 19 PBT residents performed 150 and 175 FS, respectively. During this same period, staff completed 585 FS. The median patient discomfort score for SBT residents was significantly less than for PBT residents, 3 (25%-75% interquartile range [IQR], 2-5) vs. 4 (IQR, 2-6) (P < 0.01). Discomfort scores for both resident groups were significantly greater than those recorded by staff endoscopists, 2 (IQR, 1-4) (P < 0.01). No difference was seen in the residents' procedural skill scores. Resident self-evaluation scores were significantly greater than those received from the supervising staff. CONCLUSIONS: Increased patient comfort resulted from simulation training, demonstrating that CBES training has a direct benefit to the patient. Although no measurable impact on residents' performance skills was observed, we do demonstrate that residents perceive themselves as having acquired greater endoscopic skills in contrast to staff evaluations.

Clinical Competence↗
PubMed2000

Anaesthetic simulators: training for the broader health-care profession.

BACKGROUND: The use of high-fidelity patient simulators for training health-care professionals has increased rapidly in recent years. Approximately 150 simulation training centres operate internationally. Australasia has acquired four centres since 1997. A large component of simulator-based training is experiential. METHODS: Participants manage clinical scenarios on lifelike computer-controlled mannikins within realistic clinical environments. Afterwards they actively reflect upon the experience, an exercise that is facilitated by observation of a video replay of the event. RESULTS: This approach to training promotes a consideration of broader issues which can influence clinical practice and patient outcomes. This has particular relevance to emergencies. Here, events that are by nature infrequent and unscheduled can be addressed in a controlled fashion, in an environment that is supportive and separated from actual patients. CONCLUSIONS: A broad range of skills can be addressed with this resource. Of key importance are situational management and team effectiveness skills. Deficiencies with respect to these 'non-clinical' skills are being increasingly identified for their contribution to preventable adverse events within the health-care environment. Multidisciplinary operation-room team training has the potential to address these issues as they relate to the perioperative environment.

Anesthesiology↗
PubMed2006

Web-based adaptive training simulator system for cardiac life support.

OBJECTIVE: We introduce a web-based adaptive training simulator system to exercise cardiopulmonary resuscitation skills. Our purpose is to provide emergency physicians with an additional training tool for cardiac life support clinical cases, by integrating an adaptive learning environment with a web-based case simulator. METHODS AND MATERIALS: Adaptive systems reflect some features of the user in the user model and apply this model to adapt various visible aspects of the system to the user. Our system follows a stage-based learning model with several steps to personalize student learning. First, students learn the theory and content of life support and take computerized tests to evaluate their declarative knowledge of these areas. Second, they practice with clinical case examples and complete an exam at the appropriate level of difficulty to assess their practical knowledge. Finally, they train with additional clinical cases. RESULTS AND CONCLUSION: In order to evaluate the usefulness of the system, we used it in two traditional advanced life support courses at the Jaen Hospital in Spain, as an additional and complementary tool within the course. Results show that the use of adaptation techniques can improve student performance.

Advanced Cardiac Life Support↗
PubMed2002

A tutorial platform suitable for surgical simulator training (SimMentor).

BACKGROUND: The introduction of simulators in surgical training entails the need to develop pedagogic platforms adapted to the potentials and limitations provided by the information technology. As a solution to the technical challenges in treating all possible interaction events and to obtain a suitable pedagogic approach, we have developed a pedagogic platform for surgical training, SimMentor. METHODS: In SimMentor the procedure to be practiced is divided into a number of natural phases. The trainee will practice on one phase at a time, however he can select the sequence of phases arbitrarily. A phase is taught by letting the trainee alternate freely between 2 modes: 1: A 3-dimensional animated guidance designed for learning the objectives and challenges in a procedure. 2: An interactive training session through the instrument manipulator device designed for training motoric responses based on visual and tactile responses produced by the simulator. The two modes are interfaced with the same virtual reality platform, thus SimMentor allows a seamless transition between the modes. RESULTS: We have developed a prototype simulator for robotic assisted endoscopic CABG (Coronary Artery Bypass Grafting) procedure by first focusing on the anastomosis part of the operation. Tissue, suture and instrument models have been developed and integrated with a simulated model of a beating heart comprises the elements in the simulator engine that is used in construction a training platform for learning different methods for performing a coronary anastomosis procedure. CONCLUSION: The platform is designed for integrating the following features: 1) practical approach to handle interactivity events with flexible-objects 3D simulators, 2) methods for quantitative evaluations of performance, 3) didactic presentations, 4) effective ways of producing diversity of clinical and pathological training scenarios.

Anastomosis, Surgical↗
PubMed2006

Simulator training in endoscopic hemostasis.

Simulation of upper gastrointestinal (GI) hemorrhage provides the opportunity to practice endoscopic hemostasis without the risk of patient harm and time limitations. Various models have been developed to simulate an acute bleeding source in the upper GI tract to evaluate the feasibility of new endoscopic devices or to practice interventional techniques in a calm and controlled environment. Increasingly available ex vivo models provide this opportunity without the ethical concerns involved with live-animal courses. Validation studies have proven acceptance of ex vivo models and improved clinical performance by repetitive training using these models.

Animals↗
PubMed1975

A second generation training simulator for acquisition of psychomotor skills in cavity preparation.

Thirty freshmen dental students, without prior dental technique laboratory experience, were divided randomly into two groups of 15 subjects. One group (control) was trained in the traditional way while the other group used a newly developed dental training simulator. The results for Class I cavity preparations in the mandibular right first molar indicate that a two-thirds reduction in training time occurred for the group trained by the simulator as compared to the control group. The mean training times were 57 minutes for the control group and 21 minutes for the experimental group. No statistically significant differences in quality were noted.

Adult↗
PubMed2004

A preliminary study of presence in virtual reality training simulation for medical emergencies.

In this paper, a preliminary study of presence in a training simulation for medical emergency based on virtual reality is presented. We explore the influence of interaction mechanisms, as well as the complexity of behaviours in the subjective sense of presence. As expected, it has been found that as the type of interaction is more natural, and the patient behaviour modelling is more complex, the achieved sense of presence is greater. However our results also show that the degree of presence depends more upon the complexity of patient modelling than on how natural the interaction is. Hence, we postulate that a proper patient modelling could elicit a high degree of presence, even with traditional interaction mechanisms.

Computer Simulation↗
PubMed2003

Speed-of-processing and driving simulator training result in improved driving performance.

Useful field of view, a measure of processing speed and spatial attention, can be improved with training. We evaluated the effects of this improvement on older adults' driving performance. Elderly adults participated in a speed-of-processing training program (N = 48), a traditional driver training program performed in a driving simulator (N = 22), or a low-risk reference group (N = 25). Before training, immediately after training or an equivalent time delay, and after an 18-month delay each participant was evaluated in a driving simulator and completed a 14-mile (22.5-km) open-road driving evaluation. Speed-of-processing training, but not simulator training, improved a specific measure of useful field of view (UFOV), transferred to some simulator measures, and resulted in fewer dangerous maneuvers during the driving evaluation. The simulator-trained group improved on two driving performance measures: turning into the correct lane and proper signal use. Similar effects were not observed in the speed-of-processing training or low-risk reference groups. The persistence of these effects over an 18-month test interval was also evaluated. Actual or potential applications of this research include driver assessment and/or training programs and cognitive intervention programs for older adults.

Aged↗
PubMed2003

Transatlantic medical education: preliminary data on distance-based high-fidelity human patient simulation training.

Advanced training using Human Patient Simulators (HPS) is, for the large part, unavailable for the majority of healthcare providers in rural, remote, and less developed regions of the world--either due to their separation from the major medical education centers or significant fiscal austerity. Remote access to HPS based on the Applications Software Provider principles may provide the solution to this problem. The medical ASP (MED-ASP) concept proposed and developed by MedSMART has been subjected to an extensive qualitative and quantitative international test conducted among France, Italy, and USA. Two SimMan HPSs (Laerdal, Norway) were used, with one unit based in Ann Arbor, MI, USA, and one in Laval, France. While the French site had both remote and hands-on access to the simulator, the Italian site could access the HPS only remotely. Simulator visualization was provided by 4 remotely operated cameras (Sony, zoom, pan, tilt) at each HPS site. HPS-generated vital signs were transmitted to each site together with the interactive simulator control panel using a communications hub at the MedSMART facility in Ann Arbor. All remote interactions were performed via the Internet (TCP/IP) using ISDN and/or ADSL connections at minimum 128 Kbps. During the course of training, the trainees were exposed to 3 emergency scenarios with the remote expert providing instruction. Interventions were performed either remotely (Italy) or remotely and hands-on (France). Quantitative measurement of the efficiency of training was performed at the Italian site based on the evaluation of video recordings of each session and the assessment of several performance measures. At the end of the training program, a Likert scale-based assessment test was also given. The trainees showed statistically significant (p<0.03 - 0.05) improvement in all testing measures. The Likert scale questionnaire revealed overwhelming satisfaction with the simulation-based distance training even when the access to the simulator was only remote (Italy). Confidence was also significantly improved. The trainees indicated the optimal frequency of distance training as one 2 hour-long session twice a month. In conclusion, simulation-based distance medical training proved to be a highly effective tool in improving emergency medical skills of junior physician trainees and, despite initial reservations, neither distance nor language and cultural differences posed significant obstacles. The present and historical data from our previous work confirm the concept of MED-ASP as a highly efficient tool in both national and international medical education and training. Moreover, we now validate for the first time the concept of simulation-based, fully interactive transatlantic medical ADL that we have proposed in our previous theoretical papers. The present experiments prove that training based on advanced technologies transcends barriers of distance, time, and national medical guidelines. Hence, international simulation-based distance training may ultimately provide the most realistic platform for a large-scale training of emergency medical personnel in less developed countries and in rural/remote regions of the globe.

Education, Distance↗
PubMed2006

Achieving housestaff competence in emergency airway management using scenario based simulation training: comparison of attending vs housestaff trainers.

STUDY OBJECTIVES: To evaluate a teaching protocol comparing a critical care attending to a housestaff team in training medical interns in initial airway management skills using a computer-controlled patient simulator (CPS) and scenario-based simulation training (SST). DESIGN: Prospective, randomized, controlled, unblinded trial. SETTING: Internal medicine residency training program in an urban teaching hospital. PARTICIPANTS: Forty-nine starting internal medicine interns in July 2003, all of whom had been certified in advanced cardiac life support in June 2003. INTERVENTIONS: All interns were tested and scored with a CPS while responding to a standardized respiratory arrest scenario. Random allocation to either training by a single experienced teaching attending or by a housestaff team occurred immediately following testing. All interns were retested using the same scenario 6 weeks following the initial training, and their clinical performance of airway management was scored during actual patient events throughout the year. MEASUREMENTS: Initial airway management was divided into specific scorable steps. For each intern, individual step scores and total scores were recorded before and after training. For 10 consecutive months following training, intern airway management scores were recorded for actual patient airway events. RESULTS: All starting medical interns demonstrated poor initial airway management skills. SST was effective in improving these skills, both on retesting with the patient simulator and in actual patient situations. Interns trained by a housestaff team performed as well as interns trained by the attending. CONCLUSIONS: SST is effective in training medical interns, and the results are equivalent whether the training is provided by an experienced teaching attending or by a housestaff training team.

Apnea↗