Advanced neonatal procedural skills: a simulation-based workshop: impact and skill decay
Abstract Background Trainees aiming to specialize in Neonatal Perinatal Medicine (NPM), must be competent in a wide range of procedural skills as per the Royal College of Canada. While common neonatal procedures are frequent in daily clinical practice with opportunity to acquire competence, there ar...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2023-01-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04000-1 |
| _version_ | 1797952470655172608 |
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| author | Amelie Stritzke Prashanth Murthy Elsa Fiedrich Michael-Andrew Assaad Alexandra Howlett Adam Cheng David Vickers Harish Amin |
| author_facet | Amelie Stritzke Prashanth Murthy Elsa Fiedrich Michael-Andrew Assaad Alexandra Howlett Adam Cheng David Vickers Harish Amin |
| author_sort | Amelie Stritzke |
| collection | DOAJ |
| description | Abstract Background Trainees aiming to specialize in Neonatal Perinatal Medicine (NPM), must be competent in a wide range of procedural skills as per the Royal College of Canada. While common neonatal procedures are frequent in daily clinical practice with opportunity to acquire competence, there are substantial gaps in the acquisition of advanced neonatal procedural skills. With the advent of competency by design into NPM training, simulation offers a unique opportunity to acquire, practice and teach potentially life-saving procedural skills. Little is known on the effect of simulation training on different areas of competence, and on skill decay. Methods We designed a unique simulation-based 4-h workshop covering 6 advanced procedures chosen because of their rarity yet life-saving effect: chest tube insertion, defibrillation, exchange transfusion, intra-osseus (IO) access, ultrasound-guided paracentesis and pericardiocentesis. Direct observation of procedural skills (DOPS), self-perceived competence, comfort level and cognitive knowledge were measured before (1), directly after (2), for the same participants after 9–12 months (skill decay, 3), and directly after a second workshop (4) in a group of NPM and senior general pediatric volunteers. Results The DOPS for all six procedures combined for 23 participants increased from 3.83 to 4.59. Steepest DOPS increase pre versus post first workshop were seen for Defibrillation and chest tube insertion. Skill decay was evident for all procedures with largest decrease for Exchange Transfusion, followed by Pericardiocentesis, Defibrillation and Chest Tube. Self-perceived competence, comfort and cognitive knowledge increased for all six procedures over the four time points. Exchange Transfusion stood out without DOPS increase, largest skill decay and minimal impact on self-assessed competence and comfort. All skills were judged as better by the preceptor, compared to self-assessments. Conclusions The simulation-based intervention advanced procedural skills day increased preceptor-assessed directly observed procedural skills for all skills examined, except exchange transfusion. Skill decay affected these skills after 9–12 months. Chest tube insertions and Defibrillations may benefit from reminder sessions, Pericardiocentesis may suffice by teaching once. Trainees’ observed skills were better than their own assessment. The effect of a booster session was less than the first intervention, but the final scores were higher than pre-intervention. Trial Registration Not applicable, not a health care intervention. |
| first_indexed | 2024-04-10T22:46:51Z |
| format | Article |
| id | doaj.art-3484feea92944a9e94a73f8e7b208d85 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-10T22:46:51Z |
| publishDate | 2023-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-3484feea92944a9e94a73f8e7b208d852023-01-15T12:14:42ZengBMCBMC Medical Education1472-69202023-01-012311910.1186/s12909-023-04000-1Advanced neonatal procedural skills: a simulation-based workshop: impact and skill decayAmelie Stritzke0Prashanth Murthy1Elsa Fiedrich2Michael-Andrew Assaad3Alexandra Howlett4Adam Cheng5David Vickers6Harish Amin7Section of Neonatology, Department of Pediatrics, Cumming School of Medicine, University of Calgary, Libin Cardiovascular Institute of Alberta, Alberta Children’s Hospital Research Institute, Foothills Medical CentreSection of Neonatology, Department of Pediatrics, Cumming School of Medicine, University of Calgary, Libin Cardiovascular Institute of Alberta, Alberta Children’s Hospital Research Institute, Foothills Medical CentreSection of Neonatology, Department of Pediatrics, Cumming School of Medicine, University of Calgary, Libin Cardiovascular Institute of Alberta, Alberta Children’s Hospital Research Institute, Foothills Medical CentreUniversity of MontrealSection of Neonatology, Department of Pediatrics, Cumming School of Medicine, University of Calgary, Libin Cardiovascular Institute of Alberta, Alberta Children’s Hospital Research Institute, Foothills Medical CentreSimulation Program, Alberta Children’s HospitalLibin Cardiovascular Institute of AlbertaSection of Neonatology, Department of Pediatrics, Cumming School of Medicine, University of Calgary, Libin Cardiovascular Institute of Alberta, Alberta Children’s Hospital Research Institute, Foothills Medical CentreAbstract Background Trainees aiming to specialize in Neonatal Perinatal Medicine (NPM), must be competent in a wide range of procedural skills as per the Royal College of Canada. While common neonatal procedures are frequent in daily clinical practice with opportunity to acquire competence, there are substantial gaps in the acquisition of advanced neonatal procedural skills. With the advent of competency by design into NPM training, simulation offers a unique opportunity to acquire, practice and teach potentially life-saving procedural skills. Little is known on the effect of simulation training on different areas of competence, and on skill decay. Methods We designed a unique simulation-based 4-h workshop covering 6 advanced procedures chosen because of their rarity yet life-saving effect: chest tube insertion, defibrillation, exchange transfusion, intra-osseus (IO) access, ultrasound-guided paracentesis and pericardiocentesis. Direct observation of procedural skills (DOPS), self-perceived competence, comfort level and cognitive knowledge were measured before (1), directly after (2), for the same participants after 9–12 months (skill decay, 3), and directly after a second workshop (4) in a group of NPM and senior general pediatric volunteers. Results The DOPS for all six procedures combined for 23 participants increased from 3.83 to 4.59. Steepest DOPS increase pre versus post first workshop were seen for Defibrillation and chest tube insertion. Skill decay was evident for all procedures with largest decrease for Exchange Transfusion, followed by Pericardiocentesis, Defibrillation and Chest Tube. Self-perceived competence, comfort and cognitive knowledge increased for all six procedures over the four time points. Exchange Transfusion stood out without DOPS increase, largest skill decay and minimal impact on self-assessed competence and comfort. All skills were judged as better by the preceptor, compared to self-assessments. Conclusions The simulation-based intervention advanced procedural skills day increased preceptor-assessed directly observed procedural skills for all skills examined, except exchange transfusion. Skill decay affected these skills after 9–12 months. Chest tube insertions and Defibrillations may benefit from reminder sessions, Pericardiocentesis may suffice by teaching once. Trainees’ observed skills were better than their own assessment. The effect of a booster session was less than the first intervention, but the final scores were higher than pre-intervention. Trial Registration Not applicable, not a health care intervention.https://doi.org/10.1186/s12909-023-04000-1SimulationSkill decayProceduresNeonatal proceduresWorkshop |
| spellingShingle | Amelie Stritzke Prashanth Murthy Elsa Fiedrich Michael-Andrew Assaad Alexandra Howlett Adam Cheng David Vickers Harish Amin Advanced neonatal procedural skills: a simulation-based workshop: impact and skill decay BMC Medical Education Simulation Skill decay Procedures Neonatal procedures Workshop |
| title | Advanced neonatal procedural skills: a simulation-based workshop: impact and skill decay |
| title_full | Advanced neonatal procedural skills: a simulation-based workshop: impact and skill decay |
| title_fullStr | Advanced neonatal procedural skills: a simulation-based workshop: impact and skill decay |
| title_full_unstemmed | Advanced neonatal procedural skills: a simulation-based workshop: impact and skill decay |
| title_short | Advanced neonatal procedural skills: a simulation-based workshop: impact and skill decay |
| title_sort | advanced neonatal procedural skills a simulation based workshop impact and skill decay |
| topic | Simulation Skill decay Procedures Neonatal procedures Workshop |
| url | https://doi.org/10.1186/s12909-023-04000-1 |
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