Scholarlink

Introduction <p>Many simulation centers are challenged in securing well-trained faculty who are able to teach learners using simulation because of competing professional priorities. In addition, surgeon educators interested in teaching simulation may need additional training to improve their teaching, assessment, and debriefing skills. To fill this gap, a course entitled Simulation in Surgical Education&#xa0;was developed by the American College of Surgeons (ACS) Division of Education. The course leveraged expert faculty, the co-branded ACS/Association for Surgical Education (ASE) Medical Student Simulation-Based Surgical Skills Curriculum and the resources of an ACS-Accredited Education Institute.</p> Methods <p>This national 2-day experiential train-the-trainer course utilized seven core skills applicable to all medical students undergoing their surgical clerkship. Modules included suturing, knot-tying, nasogastric tube, Foley catheter, central line with ultrasound, intraosseous line, and basic airway. No previous simulation experience was necessary. Surgical faculty interested in simulation were invited and senior surgeons were encouraged to apply. Hands-on experiential skills training with feedback from experts in simulation was supplemented with didactics on the educational foundations of simulation-based training, deliberate practice, types of simulation modalities, prebriefing and debriefing, assessment tools, and various simulation-based curricula. Participants taught and assessed medical students using simulators as well as received student, peer and expert feedback regarding their newly acquired teaching and assessment skills. Course evaluations addressed the value and quality of didactics and simulation stations (scale of 5 = high to 1 = low).</p> Results <p>The course was fully subscribed with 28 participants, including 14 senior surgeons (&gt; 25&#xa0;years in practice) as well as clerkship and program directors, simulation champions, and surgical faculty. Fourteen medical students participated as subjects. Twenty-five participants completed all course evaluations. Overall score for meeting course objectives was 4.88. Didactics&#xa0;received value ratings of ≥ 4.57 with enhancing feedback (4.88) and deliberate practice (4.80) being highest rated. All simulation station activities received value ratings ≥ 4.46.</p> Conclusions <p>The highly rated course was successful in training surgeons at various stages of their careers to use simulation in teaching and assessing skills, especially in the context of the ACS/ASE skills curriculum. The importance of experiential train-the-trainer courses to assure high-quality implementation of the curriculum was underscored. Future plans include evaluating participant success using simulation at their institutions and scaling the course to address the needs of additional surgeon educators.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

ACS-Simulation in Surgical Education (ACS-SISE): improving simulation-based teaching skills of surgeon educators

  • 期刊论文

  • 发表日期：

    2025年2月6日

查看全文
  • Ranjan Sudan,
  • Daniel J. Scott,
  • Krystle K. Campbell,
  • Robert D. Acton,
  • Andre R. Campbell,
  • Robert V. Rege,
  • Patrice G. Blair,
  • Ajit K. Sachdeva

摘要

Introduction

Many simulation centers are challenged in securing well-trained faculty who are able to teach learners using simulation because of competing professional priorities. In addition, surgeon educators interested in teaching simulation may need additional training to improve their teaching, assessment, and debriefing skills. To fill this gap, a course entitled Simulation in Surgical Education was developed by the American College of Surgeons (ACS) Division of Education. The course leveraged expert faculty, the co-branded ACS/Association for Surgical Education (ASE) Medical Student Simulation-Based Surgical Skills Curriculum and the resources of an ACS-Accredited Education Institute.

Methods

This national 2-day experiential train-the-trainer course utilized seven core skills applicable to all medical students undergoing their surgical clerkship. Modules included suturing, knot-tying, nasogastric tube, Foley catheter, central line with ultrasound, intraosseous line, and basic airway. No previous simulation experience was necessary. Surgical faculty interested in simulation were invited and senior surgeons were encouraged to apply. Hands-on experiential skills training with feedback from experts in simulation was supplemented with didactics on the educational foundations of simulation-based training, deliberate practice, types of simulation modalities, prebriefing and debriefing, assessment tools, and various simulation-based curricula. Participants taught and assessed medical students using simulators as well as received student, peer and expert feedback regarding their newly acquired teaching and assessment skills. Course evaluations addressed the value and quality of didactics and simulation stations (scale of 5 = high to 1 = low).

Results

The course was fully subscribed with 28 participants, including 14 senior surgeons (> 25 years in practice) as well as clerkship and program directors, simulation champions, and surgical faculty. Fourteen medical students participated as subjects. Twenty-five participants completed all course evaluations. Overall score for meeting course objectives was 4.88. Didactics received value ratings of ≥ 4.57 with enhancing feedback (4.88) and deliberate practice (4.80) being highest rated. All simulation station activities received value ratings ≥ 4.46.

Conclusions

The highly rated course was successful in training surgeons at various stages of their careers to use simulation in teaching and assessing skills, especially in the context of the ACS/ASE skills curriculum. The importance of experiential train-the-trainer courses to assure high-quality implementation of the curriculum was underscored. Future plans include evaluating participant success using simulation at their institutions and scaling the course to address the needs of additional surgeon educators.