Using simulation models to teach junior doctors how to insert chest tubes: a brief and effective teaching module.
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| Title: | Using simulation models to teach junior doctors how to insert chest tubes: a brief and effective teaching module. |
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| Authors: | Hutton, I. A.1, Kenealy, H.1, Wong, C.1,2 CAWong@middlemore.co.nz |
| Source: | Internal Medicine Journal. Dec2008, Vol. 38 Issue 12, p887-891. 5p. 1 Black and White Photograph, 1 Diagram, 2 Charts, 1 Graph. |
| Subject Terms: | *Effective teaching, General practitioners, Physician training, Simulation methods & models, Chest endoscopic surgery, Medicine |
| Abstract: | Background: Pleural procedures may cause serious complications when incorrectly carried out. There is a need to find effective methods for teaching how to insert a chest drain safely. Aim: To assess the effectiveness of a programme for teaching chest tube insertion using a simulation model (SuperAnnie). Methods: Groups of four to six junior doctors were enrolled in a 2-h teaching session, covering both theoretical knowledge and practical chest tube insertion techniques using a simulation model. Before the teaching module, participants completed a questionnaire about their confidence and skill levels and were videotaped inserting a standard chest tube in the model. The assessments were repeated 1 month after the teaching module. The video clips were scored by two independent assessors using an 18-point scoring system that was blinded to whether the taping was pre- or post-teaching. Results: Forty-nine doctors completed the study. Baseline video assessment scores were low (median score 4 (maximum possible score 18), interquartile range (IQR) 2–7.5) and were not associated with past experience, the doctor’s self-confidence level or their self-assessed skill rating. After teaching, video assessment scores improved significantly (mean score 13, IQR 10.5–15). Doctors with the lowest baseline scores showed the most improvement. There were also improvements in doctors’ self-confidence and self-assessed skill levels, although there remained no association between these measures and video assessment scores. Conclusions: A brief teaching module using a simulation model is effective in improving confidence and skill in chest tube insertion. [ABSTRACT FROM AUTHOR] |
| Copyright of Internal Medicine Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 35867731 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Using simulation models to teach junior doctors how to insert chest tubes: a brief and effective teaching module. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hutton%2C+I%2E+A%2E%22">Hutton, I. A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kenealy%2C+H%2E%22">Kenealy, H.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Wong%2C+C%2E%22">Wong, C.</searchLink><relatesTo>1,2</relatesTo><i> CAWong@middlemore.co.nz</i> – Name: TitleSource Label: Source Group: Src Data: Internal Medicine Journal. Dec2008, Vol. 38 Issue 12, p887-891. 5p. 1 Black and White Photograph, 1 Diagram, 2 Charts, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22General+practitioners%22">General practitioners</searchLink><br /><searchLink fieldCode="DE" term="%22Physician+training%22">Physician training</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+methods+%26+models%22">Simulation methods & models</searchLink><br /><searchLink fieldCode="DE" term="%22Chest+endoscopic+surgery%22">Chest endoscopic surgery</searchLink><br /><searchLink fieldCode="DE" term="%22Medicine%22">Medicine</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Pleural procedures may cause serious complications when incorrectly carried out. There is a need to find effective methods for teaching how to insert a chest drain safely. Aim: To assess the effectiveness of a programme for teaching chest tube insertion using a simulation model (SuperAnnie). Methods: Groups of four to six junior doctors were enrolled in a 2-h teaching session, covering both theoretical knowledge and practical chest tube insertion techniques using a simulation model. Before the teaching module, participants completed a questionnaire about their confidence and skill levels and were videotaped inserting a standard chest tube in the model. The assessments were repeated 1 month after the teaching module. The video clips were scored by two independent assessors using an 18-point scoring system that was blinded to whether the taping was pre- or post-teaching. Results: Forty-nine doctors completed the study. Baseline video assessment scores were low (median score 4 (maximum possible score 18), interquartile range (IQR) 2–7.5) and were not associated with past experience, the doctor’s self-confidence level or their self-assessed skill rating. After teaching, video assessment scores improved significantly (mean score 13, IQR 10.5–15). Doctors with the lowest baseline scores showed the most improvement. There were also improvements in doctors’ self-confidence and self-assessed skill levels, although there remained no association between these measures and video assessment scores. Conclusions: A brief teaching module using a simulation model is effective in improving confidence and skill in chest tube insertion. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Internal Medicine Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/j.1445-5994.2007.01586.x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 887 Subjects: – SubjectFull: Effective teaching Type: general – SubjectFull: General practitioners Type: general – SubjectFull: Physician training Type: general – SubjectFull: Simulation methods & models Type: general – SubjectFull: Chest endoscopic surgery Type: general – SubjectFull: Medicine Type: general Titles: – TitleFull: Using simulation models to teach junior doctors how to insert chest tubes: a brief and effective teaching module. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hutton, I. A. – PersonEntity: Name: NameFull: Kenealy, H. – PersonEntity: Name: NameFull: Wong, C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2008 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 14440903 Numbering: – Type: volume Value: 38 – Type: issue Value: 12 Titles: – TitleFull: Internal Medicine Journal Type: main |
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