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Small simulators for teaching procedural skills in a difficult airway algorithm.

Difficulty with intubation, ventilation or both is a significant issue for anaesthetists. The American Society of Anesthesiologists' Guidelines for the Management of the Difficult Airway is an algorithm widely used when airway difficulties are encountered. Ideally, anaesthetic trainees should have access to simulators suitable for learning and practising how to manage airway difficulties, but most models have been designed primarily for resuscitation training. The aim of this study was to determine which small airway simulators could be used to practise steps in the Difficult Airway Algorithm (DAA). We identified the essential elements of the DAA relating to endotracheal intubation (laryngoscope, Trachlight and Fastrach), external laryngeal manipulation, dedicated airway devices (LMA, Combitube) and trans-tracheal ventilation using the Enk oxygen flow modulator (Cook). Each element was studied in adult airway models sold for airway management training. The DAA elements were studied in 16 different airway models. No single model achieved our criteria of "good/very realistic" for all elements. All elements of the DAA could be used in the Difficult Airway Trainer Deluxe (MPL) and Bill (VBM/Mallinckrodt) but it would be necessary to acquire at least two trainers to achieve "good/very realistic" in all techniques studied. Anaesthetic departments planning to acquire small simulators for airway management training should undertake a training-needs analysis and apply this to the performance characteristics of the simulators. Generally, at least two airway training models will be needed to teach all steps of the DAA effectively.

Adult↗

Changes in performance, maximal oxygen uptake and maximal accumulated oxygen deficit after 5, 10 and 15 days of live high:train low altitude exposure.

Nineteen well-trained cyclists (14 males and 5 females, mean initial .VO(2max) 62.3 ml kg(-1 )min(-1)) completed a multistage cycle ergometer test to determine maximal mean power output in 4 min (MMPO(4min)), maximal oxygen uptake (.VO(2max)) and maximal accumulated oxygen deficit (MAOD). The athletes were divided into three groups, each of which completed 5, 10 or 15 days of both a control condition (C) and live high:train low altitude exposure (LHTL). The C groups lived and trained at the ambient altitude of 610 m. The LHTL groups spent 8-10 h night(-1) in normobaric hypoxia at a simulated altitude of 2,650 m, and trained at the ambient altitude of 610 m. The changes to MMPO(4min), .VO(2max) and MAOD in response to LHTL altitude exposure were not significantly different for the 5-, 10- and 15-day treatment periods. For the pooled data from all three treatment periods, there were significant increases in MMPO(4min) [mean (SD) 5.15 (0.83) W kg(-1) vs 5.34 (0.78) W kg(-1)] and MAOD [50.1 (14.2) ml kg(-1) vs 54.9 (13.1) ml kg(-1)] in the LHTL athletes between pre- and post-altitude exposure. There were no significant changes in MMPO(4min) [5.09 (0.76) W kg(-1) vs 5.16 (0.86) W kg(-1)] or MAOD [50.5 (14.1) ml kg(-1) vs 49.1 (13.0) ml kg(-1)] in the C athletes over the corresponding period. There were significant increases in .VO(2max) in the athletes during both the LHTL [63.2 (9.0) ml kg(-1 )min(-1) vs 64.1 (9.0) ml kg(-1 )min(-1)] and C [62.0 (8.6) ml kg(-1 )min(-1) vs 63.4 (9.2) ml kg(-1 )min(-1)] conditions. In these athletes, there was no difference in the impact of 5, 10 or 15 days of LHTL on the increases observed in MMPO(4min), .VO(2max) or MAOD; and LHTL increased MMPO(4min) and MAOD more than training at low altitude alone.

Adult↗

Evaluating Communication Skills.

This study investigates the construct validity of an instrument to measure the quality of communication skills, during one curriculum year of a four year longitudinal communication skills training programme. 42 Representative videotapes of students' simulated patient encounters at the beginning of the third year and 35 of the end of the year were assessed by nineteen trained observers, using the MAAS-Global criteria list. A difference in communication skill competence was found between the performance at the beginning and at the end of the third year. The specific aspects in which the students improved revealed a greater routine in conducting a doctor-patient encounter and a greater structuring capability: those communication skills that have been trained in the years before the study period, thus supporting the validity of this instrument.

Journal Article↗

General practice registrar responses to the use of different risk communication tools in simulated consultations: a focus group study.

OBJECTIVES: To pilot the use of a range of complementary risk communication tools in simulated general practice consultations; to gauge the responses of general practitioners in training to these new consultation aids. DESIGN: Qualitative study based on focus group discussions. SETTING: General practice vocational training schemes in South Wales. PARTICIPANTS: 39 general practice registrars and eight course organisers attended four sessions; three simulated patients attended each time. METHOD: Registrars consulting with simulated patients used verbal or "qualitative" descriptions of risks, then numerical data, and finally graphical presentations of the same data. Responses of doctors and patients were explored by semistructured discussions that had been audiotaped for transcription and analysis. RESULTS: The process of using risk communication tools in simulated consultations was acceptable to general practitioner registrars. Providing doctors with information about risks and benefits of treatment options was generally well received. Both doctors and patients found it helped communication. There were concerns about the lack of available, unbiased, and applicable evidence and a shortage of time in the consultation to discuss treatment options adequately. Graphical presentation of information was often favoured-an approach that also has the potential to save consultation time. CONCLUSIONS: A range of risk communication "tools" with which to discuss treatment options is likely to be more applicable than a single new strategy. These tools should include both absolute and relative risk information formats, presented in an unbiased way. Using risk communication tools in simulated consultations provides a model for training in risk communication for professional groups.

Attitude of Health Personnel↗

Evaluation of a training manual for the acquisition of behavioral assessment interviewing skills.

Two procedures were used to teach behavioral assessment interviewing skills: a training manual and one-to-one instruction that included modeling, rehearsal, and feedback. Two graduate students and two advanced undergraduates were trained with each procedure. Interviewing skills were recorded in simulated assessment interviews conducted by each student across baseline and treatment conditions. Each training procedure was evaluated in a multiple baseline across students design. The results showed that both procedures were effective for training behavioral interviewing skills, with all students reaching a level of 90%-100% correct responding. Finally, a group of experts in behavior analysis rated each interviewing skill as relevant to the conduct of an assessment interview and a group of behavioral clinicians socially validated the outcomes of the two procedures.

Adult↗

On-site and distance education of emergency medicine personnel with a human patient simulator.

BACKGROUND: Infrequent use of emergency medical skills eventually leads to skill degradation. Even during residency training, certain skills may be infrequently encountered. The use of human patient simulators (HPS) is one means by which these skills may be practiced with sufficient numbers to learn and maintain emergency skills. OBJECTIVE: To assess the efficacy and feasibility of training isolated emergency medical personnel with a HPS. DESIGN/METHODS: A sophisticated HPS was placed at the Roosevelt Roads Naval Hospital, Puerto Rico. A convenience sample of emergency naval personnel enrolled in a training program consisting of five HPS-based scenarios. Both on-site (instructor in the room) and off-site (instructor in the United States) training was provided. A pre/post-test design was used to assess the efficacy of HPS training using a survey with a Likert scale measuring participant-perceived preparedness, self-efficacy, and perceptions of HPS training. RESULTS: Eighteen emergency medical personnel participated in the educational program. Eight were physicians, and the remainder were emergency medical technicians and U.S. Navy medical corpsmen. Perceived preparedness and self-efficacy improved overall and for each individual scenario. Participants rated the training highly and felt that it was better than conventional noninteractive mannequins. Off-site training was found to be feasible despite the low-bandwidth services available: Internet (56 K) and telephone service. Participants readily accepted off-site training. CONCLUSIONS: HPS education improves perceived preparedness and self-efficacy in U.S. Navy emergency medical personnel. This type of training may be an important adjunct for emergency medical providers who infrequently have the opportunity to apply learned emergency medical care skills. The use of HPS with distant interactive education capability allows isolated medical personnel the opportunity to practice skills unconstrained by time or distance.

Computer Simulation↗

Clinical Performance in Critical Care Simulation under Sleep Deprivation: Effects of Power Napping in the Recovery Napping Protocol for Anesthesiologist Performance (R-NAP) Randomized Controlled Trial.

BACKGROUND: Sleep deprivation is common among anesthesia residents and impairs both technical and nontechnical skills such as leadership. Napping is recommended in fatigue management across healthcare and other safety-sensitive sectors, yet its effectiveness for healthcare providers remains underexplored. This study evaluated whether a 30-min nap opportunity improved simulated crisis performance after a 24-h shift. METHODS: Residents were tested twice: once rested and once using a 24-h shift to induce partial sleep deprivation. Between sessions, they were trained in fatigue management. In the sleep-deprived condition, they were randomized to a nap opportunity or a control condition. Actigraphy objectively assessed sleep and nap duration. The primary endpoint was overall simulated clinical performance (0 to 200; combined technical and nontechnical scores). Secondary endpoints were technical and nontechnical subscales. Group effects were primarily tested using intention-to-treat regression models adjusted for rested performance, previous sleep, and critical care experience. RESULTS: Thirty-five residents were enrolled (nap opportunity, n = 19; control, n = 16). In the primary analysis sample (n = 27), clinical performance was 14.8 points higher after the nap opportunity compared with controls (95% CI, 2.8 to 26.9; P = 0.018), corresponding to a 7.4% improvement. Technical skills did not differ significantly between groups, although more sleep was associated with better technical performance. Nontechnical skills were higher in the nap opportunity condition (+11.0 points; 95% CI, 2.2 to 19.8; P = 0.016), including significant effects of leadership and resource utilization. Exploratory analyses suggested associations between longer nap duration and multiple performance domains, strongest for technical skills ( P = 0.010). CONCLUSIONS: Napping appears to enhance clinical performance, while the nap opportunity, nap duration, and previous sleep deprivation each influenced technical and nontechnical performance in distinct ways. These findings support integrating napping and recovery into medical education and scheduling.

Adult↗

Interactive simulation system for artificial ventilation on the internet: virtual ventilator.

OBJECTIVE: To develop an interactive simulation system "virtual ventilator" that demonstrates the dynamics of pressure and flow in the respiratory system under the combination of spontaneous breathing, ventilation modes, and ventilator options. The simulation system was designed to be used by unexperienced health care professionals as a self-training tool. METHODS: The system consists of a simulation controller and three modules: respiratory, spontaneous breath, and ventilator. The respiratory module models the respiratory system by three resistances representing the main airway, the right and left lungs, and two compliances also representing the right and left lungs. The spontaneous breath module generates inspiratory negative pressure produced by a patient. The ventilator module generates driving force of pressure or flow according to the combination of the ventilation mode and options. These forces are given to the respiratory module through the simulation controller. RESULTS: The simulation system was developed using HTML, VBScript (3000 lines, 100 kB) and ActiveX control (120 kB), and runs on Internet Explorer (5.5 or higher). The spontaneous breath is defined by a frequency, amplitude and inspiratory patterns in the spontaneous breath module. The user can construct a ventilation mode by setting a control variable, phase variables (trigger, limit, and cycle), and options. Available ventilation modes are: controlled mechanical ventilation (CMV), continuous positive airway pressure, synchronized intermittent mandatory ventilation (SIMV), pressure support ventilation (PSV), SIMV + PSV, pressure-controlled ventilation (PCV), pressure-regulated volume control (PRVC), proportional assisted ventilation, mandatory minute ventilation (MMV), bilevel positive airway pressure (BiPAP). The simulation system demonstrates in a graph and animation the airway pressure, flow, and volume of the respiratory system during mechanical ventilation both with and without spontaneous breathing. CONCLUSIONS: We developed a web application that demonstrated the respiratory mechanics and the basic theory of ventilation mode.

Computer Simulation↗

Objective assessment of laparoscopic skills using a virtual reality stimulator.

BACKGROUND: Virtual reality simulation has a great potential as a training and assessment tool of laparoscopic skills. The study was carried out to investigate whether the LapSim system (Surgical Science Ltd., Gothenburg, Sweden) was able to differentiate between subjects with different laparoscopic experience and thus to demonstrate its construct validity. METHODS: Subjects 24 were divided into two groups: experienced (performed > 100 laparoscopic procedures, n = 10) and beginners (performed <10 laparoscopic procedures, n = 14). Assessment of laparoscopic skills was based on parameters measured by the computer system. RESULTS: Experienced surgeons performed consistently better than the residents. Significant differences in the parameters time and economy of motion existed between the two groups in seven of seven tasks. Regarding error parameters, differences existed in most but not all tasks. CONCLUSION: LapSim was able to differentiate between subjects with different laparoscopic experience. This indicates that the system measures skills relevant for laparoscopic surgery and can be used in training programs as a valid assessment tool.

Clinical Competence↗

The use of high-fidelity human patient simulation as an evaluative tool in the development of clinical research protocols and procedures.

Errors in clinical research can be costly, in terms of patient safety, data integrity, and data collection. Data inaccuracy in early subjects of a clinical study may be associated with problems in the design of the protocol, procedures, and data collection tools. High-fidelity patient simulation centers provide an ideal environment to apply human-centered design to clinical trial development. A draft of a complex clinical protocol was designed, evaluated and modified using a high-fidelity human patient simulator in the Duke University Human Simulation and Patient Safety Center. The process included walk-throughs, detailed modifications of the protocol and development of procedural aids. Training of monitors and coordinators provided an opportunity for observation of performance that was used to identify further improvements to the protocol. Evaluative steps were used to design the research protocol and procedures. Iterative modifications were made to the protocol and data collection tools. The success in use of human simulation in the preparation of a complex clinical drug trial suggests the benefits of human patient simulation extend beyond training and medical equipment evaluation. Human patient simulation can provide a context for informal expert evaluation of clinical protocol design and for formal "rehearsal" to evaluate the efficacy of procedures and support tools.

Clinical Competence↗

Investigative interviewing with children: evaluation of the effectiveness of a training program for child protective service workers.

OBJECTIVE: Previous research suggests that training workshops on investigative interviewing conducted with front-line workers, such as police officers or child protective service (CPS) workers, may result in improved knowledge about appropriate strategies to use. Limited research has addressed whether such training programs result in improvements in actual interviewing skills. The present investigation assessed the impact of a training workshop on CPS workers' knowledge about conducting and behavior during investigative interviews. METHOD: Twelve CPS workers participated. To evaluate the impact of the training, a quasi-experimental design was used. Participants completed outcome measures prior to, immediately following, and 3 months following the training. Outcome measures included (a) a questionnaire to assess knowledge about interviewing practices, (b) simulated interviews with a confederate to assess participant behavior during an investigative interview, and (c) questionnaires to gather information related to the simulated interviews (e.g., materials requested for use during interview, abuse status of confederate). All participants completed 6 hours of training during 3 weekly 2-hour sessions. RESULTS: Participants' knowledge on the topic, as well as several interviewing skills during simulated interviews, improved following the training. However, the training failed to impact several key interviewing skills such as the types of questions asked or the length of the interview. CONCLUSIONS: Knowledge-based workshop training programs may not adequately prepare CPS workers to conduct appropriate investigative interviews with children who were allegedly abused. Further, knowledge about how to conduct such interviews may not be the best indicator of whether someone is prepared for this aspect of the job.

Adult↗

Workload, error detection, and experienced stress in a simulated pharmacy verification task.

The relationships among workload, stress, and performance efficiency are topics of applied interest and theoretical importance to researchers concerned with human performance. Such interest extends to a variety of occupational areas including inpatient, outpatient, and community pharmacies. In that context, these relationships have become a consumer health issue given concerns that workload contributes to job stress and a significant decline in dispensing accuracy. In the present study, 102 trained college-aged individuals evaluated simulated pharmacy prescriptions for errors under conditions of either low workload (72 orders over 120 min. on task) or high workload (120 orders over 120 min. on task) in a high-fidelity simulated pharmacy environment. Overall, cumulative and detection theory indices of error detection were compatible with estimates from pharmacy field studies. When rates of sensitivity and specificity for detection were examined, substantial variations in the identification of errors (sensitivity) and difficulties with detection of data-entry mistakes were observed in the high workload condition, but only modest effects emerged for the low workload condition. Although increases in objective workload were associated with modest declines in detection accuracy, objective workload did not significantly affect negative mood (Mood Adjective Checklist) or perceived workload (NASA-Task Load Index) as expected.

Adult↗

Evaluation of the OncoTCap (Oncology Thinking Cap) simulation in teaching medical students about clinical trials: some successes and some surprises.

OBJECTIVE: A training workshop for cancer clinical trials was developed utilizing a computer simulation encompassing cancer biology, metabolism, adverse effects, and clinical trial design. METHOD: Fourth-year medical students in a neoplasia elective course participated. The workshop was structured to maximize group discussions and interactions. Pretests and posttests were administered in a crossover design to evaluate learning about cancer clinical trials. Results. The comparison showed that the workshop did impart knowledge about cancer clinical trials. CONCLUSIONS: Student evaluations of the workshop showed slight improvements from the first year to the second year.

Clinical Trials as Topic↗

German dental faculty attitudes towards computer-assisted simulation systems correlated with personal and professional profiles.

BACKGROUND: Computer technology is increasingly used in practical training at universities. However, in spite of their potential, computer-assisted simulation (CAS) systems still appear to be underutilised. OBJECTIVES: To investigate the practical usage of CAS/computer-assisted learning (CAL) systems, the familiarity and level of use of CAS systems, as well as the acceptance of approved learning content and English as the language of instruction in CAS/CAL systems. METHODS: A survey was conducted in the Departments of Conservative Dentistry and Prosthetic Dentistry of all 32 dental schools in Germany. Besides investigating the usefulness of, familiarity with and level of current usage of CAS systems, the questionnaire also contained questions regarding each respondent's gender, age, academic rank, experience in academia and computer skills, all of which correlated with the responses. RESULTS: The response rate was 90% (112 out of 125). The use of CAS/CAL systems was considered 'partly' to 'very' useful for evaluating the acquisition of knowledge (83.9%), qualitative issues (73.2%) and processes (72.3%) of dental preparation exercises and complex treatment strategies. However, only about half the respondents reported that they knew of, and even fewer used, the following systems in preclinical or clinical training: EDUnet (KaVo, Germany) (46.3%/0.9 %), PREPassistant (KaVo, Germany) (50%/0.9%), or the DentSim system (DenX, Israel) (52.8%/1.9%). The virtual simulation system VRDTS-CP (Novint, USA), used by none of the respondents, was known to only 16.5%. Responders agreed at least partly to accept approved learning content (74.9%) and English as the language of instruction (82.1%) as the standards for CAS systems. CONCLUSION: The survey indicates a distinct discrepancy between a generally positive attitude towards the usefulness of computer technology for dental education, the level of familiarity with current computer systems and their actual use. However, two prerequisites for ultimately decreasing the cost and increasing the usage of CAS systems--the acceptance of approved learning content and English as the language of instruction in CAS systems--seem to be generally accepted by respondents.

Adult↗

The use of simulation in planning the transportation of patients to hospitals following a disaster.

The characteristics of disaster management are outlined. Planning for the efficient management of a disaster is described. The level of preparedness for disasters can be increased using simulation models in conjunction with drills. With the simulation model, "what-if" analyses are performed to predict the consequences of conceivable scenarios. Emergency medical service personnel will find such computer simulation models a useful supplement to their standard training.

Adult↗

Remote detection of heated ethanol plumes by airborne passive Fourier transform infrared spectrometry.

Methodology is developed for the automated detection of heated plumes of ethanol vapor with airborne passive Fourier transform infrared spectrometry. Positioned in a fixed-wing aircraft in a downward-looking mode, the spectrometer is used to detect ground sources of ethanol vapor from an altitude of 2000-3000 ft. Challenges to the use of this approach for the routine detection of chemical plumes include (1) the presence of a constantly changing background radiance as the aircraft flies, (2) the cost and complexity of collecting the data needed to train the classification algorithms used in implementing the plume detection, and (3) the need for rapid interferogram scans to minimize the ground area viewed per scan. To address these challenges, this work couples a novel ground-based data collection and training protocol with the use of signal processing and pattern recognition methods based on short sections of the interferogram data collected by the spectrometer. In the data collection, heated plumes of ethanol vapor are released from a portable emission stack and viewed by the spectrometer from ground level against a synthetic background designed to simulate a terrestrial radiance source. Classifiers trained with these data are subsequently tested with airborne data collected over a period of 2.5 years. Two classifier architectures are compared in this work: support vector machines (SVM) and piecewise linear discriminant analysis (PLDA). When applied to the airborne test data, the SVM classifiers perform best, failing to detect ethanol in only 8% of the cases in which it is present. False detections occur at a rate of less than 0.5%. The classifier performs well in spite of differences between the backgrounds associated with the ground-based and airborne data collections and the instrumental drift arising from the long time span of the data collection. Further improvements in classification performance are judged to require increased sophistication in the ground-based data collection in order to provide a better match to the infrared backgrounds observed from the air.

Air Pollutants↗

Surfing a spike wave down the ventral stream.

Numerous theories of neural processing, often motivated by experimental observations, have explored the computational properties of neural codes based on the absolute or relative timing of spikes in spike trains. Spiking neuron models and theories however, as well as their experimental counterparts, have generally been limited to the simulation or observation of isolated neurons, isolated spike trains, or reduced neural populations. Such theories would therefore seem inappropriate to capture the properties of a neural code relying on temporal spike patterns distributed across large neuronal populations. Here we report a range of computer simulations and theoretical considerations that were designed to explore the possibilities of one such code and its relevance for visual processing. In a unified framework where the relation between stimulus saliency and spike relative timing plays the central role, we describe how the ventral stream of the visual system could process natural input scenes and extract meaningful information, both rapidly and reliably. The first wave of spikes generated in the retina in response to a visual stimulation carries information explicitly in its spatio-temporal structure: the most salient information is represented by the first spikes over the population. This spike wave, propagating through a hierarchy of visual areas, is regenerated at each processing stage, where its temporal structure can be modified by (i). the selectivity of the cortical neurons, (ii). lateral interactions and (iii). top-down attentional influences from higher order cortical areas. The resulting model could account for the remarkable efficiency and rapidity of processing observed in the primate visual system.

Action Potentials↗

Effects of training in procedural justice on perceptions of disciplinary fairness by unionized employees and disciplinary subject matter experts.

A training program, based on procedural justice theory, was developed for teaching supervisors to take effective disciplinary action with employees. Canadian supervisors of unionized employees were randomly assigned to the training (n = 35) or the control group (n = 36). Analyses of variance revealed that both supervisory self-efficacy and outcome expectancies were significantly higher in the training than in the control conditions. Following simulated role-play exercises derived from organizational incidents, both unionized employees and disciplinary subject matter experts (managers, union officials, and attorneys) rated the trained supervisors higher on disciplinary fairness behavior than the supervisors in the control group. Self-efficacy was found to mediate the relationship between training and perceptions of disciplinary fairness.

Adult↗