Impact of a Multimodal Simulation-based Curriculum on Endobronchial Ultrasound Skills.
endobronchial ultrasound
pulmonary fellows
simulation training
Journal
ATS scholar
ISSN: 2690-7097
Titre abrégé: ATS Sch
Pays: United States
ID NLM: 101774447
Informations de publication
Date de publication:
Jun 2022
Jun 2022
Historique:
received:
31
03
2021
accepted:
25
03
2022
entrez:
4
8
2022
pubmed:
5
8
2022
medline:
5
8
2022
Statut:
epublish
Résumé
Currently there is no consensus on ideal teaching method to train novice trainees in EBUS. Simulation-based procedure training allows direct observation of trainees in a controlled environment without compromising patient safety. We wanted to develop a comprehensive assessment of endobronchial ultrasound (EBUS) performance of pulmonary fellows and assess the impact of a multimodal simulation-based curriculum for EBUS-guided transbronchial needle aspiration. Pretest assessment of 11 novice pulmonary fellows was performed using a three-part assessment tool, measuring EBUS-related knowledge, self-confidence, and procedural skills. Knowledge was assessed by 20 multiple-choice questions. Self-confidence was measured using the previously validated EBUS-Subjective Assessment Tool. Procedural skills assessment was performed on Simbionix BRONCH Express simulator and was modeled on a previously validated EBUS-Skills and Task Assessment Tool (EBUS-STAT), to create a modified EBUS-STAT based on internal faculty input via the Delphi method. After baseline testing, fellows participated in a structured multimodal curriculum, which included simulator training, small-group didactics, and interactive problem-based learning sessions, followed by individual debriefing sessions. Posttest assessment using the same three-part assessment tool was performed after 3 months, and the results were compared to study the impact of the new curriculum. The mean knowledge score improved significantly from baseline to posttest (52.7% vs. 67.7%; This study suggests a multimodal simulation-based curriculum can significantly improve EBUS-guided transbronchial needle aspiration-related knowledge, self-confidence, and procedural skills among novice pulmonary fellows. A validation study is needed to determine if skills attained via a simulator can be replicated in a clinical setting.
Sections du résumé
Background
UNASSIGNED
Currently there is no consensus on ideal teaching method to train novice trainees in EBUS. Simulation-based procedure training allows direct observation of trainees in a controlled environment without compromising patient safety.
Objective
UNASSIGNED
We wanted to develop a comprehensive assessment of endobronchial ultrasound (EBUS) performance of pulmonary fellows and assess the impact of a multimodal simulation-based curriculum for EBUS-guided transbronchial needle aspiration.
Methods
UNASSIGNED
Pretest assessment of 11 novice pulmonary fellows was performed using a three-part assessment tool, measuring EBUS-related knowledge, self-confidence, and procedural skills. Knowledge was assessed by 20 multiple-choice questions. Self-confidence was measured using the previously validated EBUS-Subjective Assessment Tool. Procedural skills assessment was performed on Simbionix BRONCH Express simulator and was modeled on a previously validated EBUS-Skills and Task Assessment Tool (EBUS-STAT), to create a modified EBUS-STAT based on internal faculty input via the Delphi method. After baseline testing, fellows participated in a structured multimodal curriculum, which included simulator training, small-group didactics, and interactive problem-based learning sessions, followed by individual debriefing sessions. Posttest assessment using the same three-part assessment tool was performed after 3 months, and the results were compared to study the impact of the new curriculum.
Results
UNASSIGNED
The mean knowledge score improved significantly from baseline to posttest (52.7% vs. 67.7%;
Conclusion
UNASSIGNED
This study suggests a multimodal simulation-based curriculum can significantly improve EBUS-guided transbronchial needle aspiration-related knowledge, self-confidence, and procedural skills among novice pulmonary fellows. A validation study is needed to determine if skills attained via a simulator can be replicated in a clinical setting.
Identifiants
pubmed: 35924193
doi: 10.34197/ats-scholar.2021-0046OC
pmc: PMC9341474
doi:
Types de publication
Journal Article
Langues
eng
Pagination
258-269Informations de copyright
Copyright © 2022 by the American Thoracic Society.
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