Simulation-Based Mastery Learning with Deliberate Practice Improves Clinical Performance in Spinal Anesthesia
Introduction. Properly performing a subarachnoid block (SAB) is a competency expected of anesthesiology residents. We aimed to determine if adding simulation-based deliberate practice to a base curriculum improved performance of a SAB. Methods. 21 anesthesia residents were enrolled. After baseline a...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Wiley
2014-01-01
|
| Series: | Anesthesiology Research and Practice |
| Online Access: | http://dx.doi.org/10.1155/2014/659160 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849690946661253120 |
|---|---|
| author | Ankeet D. Udani Alex Macario Kiruthiga Nandagopal Maria A. Tanaka Pedro P. Tanaka |
| author_facet | Ankeet D. Udani Alex Macario Kiruthiga Nandagopal Maria A. Tanaka Pedro P. Tanaka |
| author_sort | Ankeet D. Udani |
| collection | DOAJ |
| description | Introduction. Properly performing a subarachnoid block (SAB) is a competency expected of anesthesiology residents. We aimed to determine if adding simulation-based deliberate practice to a base curriculum improved performance of a SAB. Methods. 21 anesthesia residents were enrolled. After baseline assessment of SAB on a task-trainer, all residents participated in a base curriculum. Residents were then randomized so that half received additional deliberate practice including repetition and expert-guided, real-time feedback. All residents were then retested for technique. SABs on all residents’ next three patients were evaluated in the operating room (OR). Results. Before completing the base curriculum, the control group completed 81% of a 16-item performance checklist on the task-trainer and this increased to 91% after finishing the base curriculum (P<0.02). The intervention group also increased the percentage of checklist tasks properly completed from 73% to 98%, which was a greater increase than observed in the control group (P<0.03). The OR time required to perform SAB was not different between groups. Conclusions. The base curriculum significantly improved resident SAB performance. Deliberate practice training added a significant, independent, incremental benefit. The clinical impact of the deliberate practice intervention in the OR on patient care is unclear. |
| format | Article |
| id | doaj-art-e8c285e09ddf43b2bb3a487f939d4a62 |
| institution | DOAJ |
| issn | 1687-6962 1687-6970 |
| language | English |
| publishDate | 2014-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Anesthesiology Research and Practice |
| spelling | doaj-art-e8c285e09ddf43b2bb3a487f939d4a622025-08-20T03:21:10ZengWileyAnesthesiology Research and Practice1687-69621687-69702014-01-01201410.1155/2014/659160659160Simulation-Based Mastery Learning with Deliberate Practice Improves Clinical Performance in Spinal AnesthesiaAnkeet D. Udani0Alex Macario1Kiruthiga Nandagopal2Maria A. Tanaka3Pedro P. Tanaka4Department of Anesthesiology, Perioperative and Pain Medicine, 300 Pasteur Drive, Room H3580, Stanford University, Stanford, CA 94305-5640, USADepartment of Anesthesiology, Perioperative and Pain Medicine, 300 Pasteur Drive, Room H3580, Stanford University, Stanford, CA 94305-5640, USAStanford Center for Medical Education Research and Innovation, Stanford University, Stanford, CA, USADepartment of Anesthesiology, Perioperative and Pain Medicine, 300 Pasteur Drive, Room H3580, Stanford University, Stanford, CA 94305-5640, USADepartment of Anesthesiology, Perioperative and Pain Medicine, 300 Pasteur Drive, Room H3580, Stanford University, Stanford, CA 94305-5640, USAIntroduction. Properly performing a subarachnoid block (SAB) is a competency expected of anesthesiology residents. We aimed to determine if adding simulation-based deliberate practice to a base curriculum improved performance of a SAB. Methods. 21 anesthesia residents were enrolled. After baseline assessment of SAB on a task-trainer, all residents participated in a base curriculum. Residents were then randomized so that half received additional deliberate practice including repetition and expert-guided, real-time feedback. All residents were then retested for technique. SABs on all residents’ next three patients were evaluated in the operating room (OR). Results. Before completing the base curriculum, the control group completed 81% of a 16-item performance checklist on the task-trainer and this increased to 91% after finishing the base curriculum (P<0.02). The intervention group also increased the percentage of checklist tasks properly completed from 73% to 98%, which was a greater increase than observed in the control group (P<0.03). The OR time required to perform SAB was not different between groups. Conclusions. The base curriculum significantly improved resident SAB performance. Deliberate practice training added a significant, independent, incremental benefit. The clinical impact of the deliberate practice intervention in the OR on patient care is unclear.http://dx.doi.org/10.1155/2014/659160 |
| spellingShingle | Ankeet D. Udani Alex Macario Kiruthiga Nandagopal Maria A. Tanaka Pedro P. Tanaka Simulation-Based Mastery Learning with Deliberate Practice Improves Clinical Performance in Spinal Anesthesia Anesthesiology Research and Practice |
| title | Simulation-Based Mastery Learning with Deliberate Practice Improves Clinical Performance in Spinal Anesthesia |
| title_full | Simulation-Based Mastery Learning with Deliberate Practice Improves Clinical Performance in Spinal Anesthesia |
| title_fullStr | Simulation-Based Mastery Learning with Deliberate Practice Improves Clinical Performance in Spinal Anesthesia |
| title_full_unstemmed | Simulation-Based Mastery Learning with Deliberate Practice Improves Clinical Performance in Spinal Anesthesia |
| title_short | Simulation-Based Mastery Learning with Deliberate Practice Improves Clinical Performance in Spinal Anesthesia |
| title_sort | simulation based mastery learning with deliberate practice improves clinical performance in spinal anesthesia |
| url | http://dx.doi.org/10.1155/2014/659160 |
| work_keys_str_mv | AT ankeetdudani simulationbasedmasterylearningwithdeliberatepracticeimprovesclinicalperformanceinspinalanesthesia AT alexmacario simulationbasedmasterylearningwithdeliberatepracticeimprovesclinicalperformanceinspinalanesthesia AT kiruthiganandagopal simulationbasedmasterylearningwithdeliberatepracticeimprovesclinicalperformanceinspinalanesthesia AT mariaatanaka simulationbasedmasterylearningwithdeliberatepracticeimprovesclinicalperformanceinspinalanesthesia AT pedroptanaka simulationbasedmasterylearningwithdeliberatepracticeimprovesclinicalperformanceinspinalanesthesia |