The use of simulation procedural training to improve self-efficacy, knowledge, and skill to perform cricothyroidotomy.

The pre-eminent requirement for surgical education is that it is effective and efficient. We sought to determine if the addition of low-fidelity simulation to our standard method of teaching cricothyroidotomy improves Postgraduate Year 1 residents' self-efficacy, knowledge, and skill to perform cricothyroidotomy. The teaching methods were standard education using a lecture and video compared with standard education plus low-fidelity simulation instruction and practice on a mannequin. The methods were randomly assigned. After the assigned teaching in the morning and completion of pre- and posttests of self-efficacy and knowledge, the residents were evaluated on performance of cricothyroidotomy during the afternoon on euthanized swine. Time to complete the procedure and complications were recorded. Nineteen residents participated. Time to complete cricothyroidotomy was significantly less (P = 0.047) and performance scores were significantly higher (P = 0.01) in the simulation group. This group had four (36.4%) complications and the no simulation group had one (12.5%) complication (P = 0.34). Both groups improved on self-efficacy from pre- to posteducation (P < 0.05). Low-fidelity simulation can improve time and skill to perform cricothyroidotomy.

Simulation training in critical care: does practice make perfect?

BACKGROUND: Few data exist regarding the effectiveness of simulation in resident education in critical care. The purpose of this study was to determine whether multiple-simulation exposure (MSE) or single-simulation exposure (SSE) improved residents' recognition of shock and initial management of the critically ill simulated surgical patient. METHODS: Data were collected at a level 1 trauma center. Surgery, anesthesiology, and emergency medicine residents were given a multiple-choice question (MCQ) pretest before a tutorial on the recognition and management of shock followed by high-fidelity simulation/debriefing and MCQ post-test. MSE residents had 1.5 hours of simulation per resident over 3 days, and SSE residents had 1.5 hours of simulation as a group in 1 day. Pre- and posttest comparisons overall and subgroup analysis for MSE versus SSE were performed. RESULTS: Data was available for 45 MSE residents and 15 SSE residents. Overall posttest percent correct was greater than pretest percent correct (81% ± 9% vs 75% ± 13%, post- versus pre-, P = .01). Subgroup analysis demonstrated significantly improved post- versus pretest performance for MSE residents only. There were no differences in pre- or posttest performance for MSE residents during the first 4 months of the academic year versus the last 4 months. Pretest performance over 12 months of observation for MSE residents showed no significant differences. CONCLUSION: Repeated simulation exposure was more effective than single simulation exposure at improving MCQ performance designed to measure the recognition and management of shock in the critically ill simulated surgical patient. Duration of training did not impact MCQ performance.

Evaluation of leadership skills during the simulation education course for the initial management of blunt trauma.

Leadership skills of senior residents, trauma fellows, and a nurse practitioner were assessed during simulation training for the initial management of blunt trauma. This was a pilot, observational study, that in addition to skill development and assessment also sought to determine the need for a dedicated leadership training course for surgical residents. The study evaluated the leadership skills and adherence to Advance Trauma Life Support (ATLS) guidelines of the team leaders during simulation training. The team leaders' performances on criteria regarding prearrival planning, critical actions based on ATLS, injury identification, patient management, and communication were evaluated for each of five blunt-trauma scenarios. Although there was a statistically significant increase in leadership skills for performing ATLS critical actions, P < 0.05, there were 10 adverse events. A structured simulation program dedicated to developing skills for team leadership willbe a worthwhile endeavor at our institution.

A simulation education course for the initial management of blunt trauma.

A simulation education course was developed at Hartford Hospital to teach members of the trauma team the initial management of blunt trauma. Five educational scenarios were created using Sim-Man (Laerdal) with injuries to the 1. head, 2. chest, 3. abdomen, 4. extremities, and 5. multiple injuries. Students were assessed on self-efficacy and knowledge before and after participation in the scenarios, debriefing, and PowerPoint lectures. Self-efficacy increased significantly from pre- to posttesting for each of the five scenarios. Knowledge increased significantly from pre- to post-testing for the head, chest and extremities scenarios. The Simulation Education Course for Blunt Trauma is a worthwhile educational program. As with all educational efforts, attention must be given to course content, delivery, and evaluation.

Major hepatic trauma: warm ischemic tolerance of the liver after hemorrhagic shock.

BACKGROUND: The management of severe hepatic trauma frequently involves exposing the liver to varying periods of warm ischemia. The ischemic tolerance of the liver, in the setting of hemorrhagic shock (HS) and trauma, is presently unknown. We tested the hypothesis that warm ischemic tolerance of the porcine liver will be decreased following resuscitation from HS. MATERIALS AND METHODS: Twenty-three Yorkshire pigs were divided into three groups: 1) hepatic ischemia alone (HI, n = 9); 2) hemorrhagic shock alone (HS, n = 3); and 3) hemorrhagic shock plus hepatic ischemia combined (HSHI, n = 11). Following reperfusion, a liver biopsy was obtained and serial blood chemistries were sampled. RESULTS: Post-operative day 7 mortality was increased in the HSHI group (7/11) compared to the HI (0/9) group, P = 0.038. Notably, deaths did not result from acute liver failure, but rather from intra-operative hemodynamic collapse shortly following hepatic reperfusion. In addition, the HSHI group experienced significantly elevated lactic acid, serum creatinine and liver enzyme levels. Analysis of the liver biopsy samples is consistent with a more severe liver injury in the HSHI group. CONCLUSIONS: The warm ischemic tolerance of the liver following resuscitation from HS is significantly decreased in this porcine model compared to HS or HI alone. Mortality was associated with acute intra-operative hemodynamic collapse occurring shortly after hepatic reperfusion.

Development and evaluation of the advanced trauma operative management course.

BACKGROUND: The Advanced Trauma Operative Management (ATOM) course was developed as a model for teaching operative trauma techniques to surgical residents, fellows, and attending surgeons as the number of these cases decreases. METHODS: The ATOM course consists of lectures and a porcine operative experience. Comprehensive evaluation of ATOM was designed to assess participant learning in the cognitive, affective, and psychomotor domains. Data on the first 50 participants were prospectively collected and analyzed. RESULTS: Participants included 20 expert traumatologists, 9 general surgeons, 9 trauma fellows, 8 general surgery fifth-year residents, and 4 general surgery fourth-year residents. All groups showed improvement in knowledge, with results in the expert and fellow groups reaching statistical significance. Self-efficacy (self-confidence) also improved, with all groups reaching statistical significance. CONCLUSION: This course creates life-like situations in a standardized fashion that, along with didactic instruction, improves knowledge and operative confidence for practicing surgeons and surgeons-in-training.