Evaluation of a Simulation Based Workshop in an Anesthesia Residency Program
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|ClinicalTrials.gov Identifier: NCT03545984|
Recruitment Status : Completed
First Posted : June 6, 2018
Results First Posted : August 6, 2019
Last Update Posted : August 6, 2019
|Condition or disease||Intervention/treatment||Phase|
|Cerebrospinal Fluid Drainage Catheter||Other: Simulation-based learning Other: interactive problem based learning||Not Applicable|
|Study Type :||Interventional (Clinical Trial)|
|Actual Enrollment :||48 participants|
|Intervention Model:||Parallel Assignment|
|Intervention Model Description:||Prospective randomized educational trial|
|Masking:||Single (Outcomes Assessor)|
|Masking Description:||The staff anesthesiologist evaluating a resident on spinal drain placement would NOT be aware of the resident's group allocation.|
|Official Title:||Evaluation of a Simulation Based Workshop to Enhance Learning of Insertion and Management of CSF Drainage Catheters in an Anesthesia Residency Program|
|Actual Study Start Date :||June 5, 2014|
|Actual Primary Completion Date :||June 5, 2017|
|Actual Study Completion Date :||July 25, 2018|
Experimental: simulation-based training
The simulation-based training during the first week of rotation involves step-by-step instructions on insertion of the CSF drainage catheter including aseptic technique, position of patient (lateral vs. sitting), site of insertion. The simulation training is done on a mannequin to simulate actual conditions. We plan to use a simulation model, which is basically a torso with the ability to palpate the back and spinous processes and use the epidural needle with loss of resistance technique with haptic feedback. The trainees would be able to actually perform the procedure on the manikin.
Other: Simulation-based learning
Simulation-based teaching involves using done on a mannequin to simulate actual conditions
Other Name: Simulation
Active Comparator: problem based learning
The residents allocated to the non-simulation group (problem based learning) receives standard educational teaching in the form of a problem based learning discussion during the first week of rotation.
Other: interactive problem based learning
Standard teaching (problem based learning discussion) during cardiac/vascular rotation
Other Name: PBL
- Composite Staff Evaluation Score (Anesthetist's Nontechnical Skills Global Rating Scale) [ Time Frame: just after first CSF drainage catheter insertion and during 4-week vascular rotation; at least by the end of 4-week rotation ]The composite score is a continuous outcome varies between 0 and 16; 0 being the worst possible score and 16 the best possible score. Composite score received by a resident from a supervising anesthesiologist; validated scoring system based on Anesthetist's Nontechnical Skills (ANTS) Global Rating Scale. The hierarchical ANTS scoring system consists at the highest level of four basic skill categories, namely task management, team working, situation awareness, and decision making. These skill categories are further divided up into 16 skill elements and then each "element" is scored 0-1 and then all elements are summed for a total score of 0-16. The decision to report outcome in categories (Score 14-16, Score 11-13, Score 10 and below) instead of numeric contentious outcome was data driven and not represent any specified performance categories(i.e., "best performance", "good performance", "poor performance").
To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.
Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT03545984
|Principal Investigator:||Maged Argalious, MD||The Cleveland Clinic|