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Simulation in Canadian postgraduate emergency medicine training – a national survey

  • Evan Russell (a1), Andrew Koch Hall (a2), Carly Hagel (a2), Andrew Petrosoniak (a3), Jeffrey Damon Dagnone (a2) and Daniel Howes (a2) (a4)...

Abstract

Objectives

Simulation-based education (SBE) is an important training strategy in emergency medicine (EM) postgraduate programs. This study sought to characterize the use of simulation in FRCPC-EM residency programs across Canada.

Methods

A national survey was administered to residents and knowledgeable program representatives (PRs) at all Canadian FRCPC-EM programs. Survey question themes included simulation program characteristics, the frequency of resident participation, the location and administration of SBE, institutional barriers, interprofessional involvement, content, assessment strategies, and attitudes about SBE.

Results

Resident and PR response rates were 63% (203/321) and 100% (16/16), respectively. Residents reported a median of 20 (range 0–150) hours of annual simulation training, with 52% of residents indicating that the time dedicated to simulation training met their needs. PRs reported the frequency of SBE sessions ranging from weekly to every 6 months, with 15 (94%) programs having an established simulation curriculum. Two (13%) of the programs used simulation for resident assessment, although 15 (94%) of PRs indicated that they would be comfortable with simulation-based assessment. The most common PR-identified barriers to administering simulation were a lack of protected faculty time (75%) and a lack of faculty experience with simulation (56%). Interprofessional involvement in simulation was strongly valued by both residents and PRs.

Conclusions

SBE is frequently used by Canadian FRCPC-EM residency programs. However, there exists considerable variability in the structure, frequency, and timing of simulation-based activities. As programs transition to competency-based medical education, national organizations and collaborations should consider the variability in how SBE is administered.

Objectif

La formation par simulation (FS) constitue un élément important de l’apprentissage dans les programmes d’études de cycle supérieur en médecine d’urgence (MU). L’étude décrite ici visait à caractériser le recours à la simulation dans les programmes de résidence du Collège royal des médecins et chirurgiens du Canada en MU, partout au Canada.

Méthode

Une enquête nationale a été menée parmi les résidents et parmi les représentants des programmes (RP) de MU du Collège royal, bien au fait de la situation, partout au Canada. Différents thèmes ont été abordés dans le questionnaire d’enquête, soit les caractéristiques des programmes de simulation, la fréquence de la participation des résidents, le lieu et le déroulement des séances de FS, les obstacles liés aux établissements, la participation interprofessionnelle, le contenu, les formes d’évaluation et les attitudes à l’égard de la FS.

Résultats

Le taux de réponse parmi les résidents et les RP s’est élevé respectivement à 63 % (203/321) et à 100 % (16/16). Les résidents ont fait état d’une médiane de 20 heures (plage : 0–150) de FS au cours d’une année, et 52 % d’entre eux ont indiqué que le temps consacré à la FS répondait à leurs besoins. Quant aux RP, ils ont fait état d’une fréquence très variable des séances, allant d’hebdomadaire à semestrielle, et des activités de FS étaient prévues dans le curriculum de 15 programmes (94 %). Dans deux d’entre eux (13 %), d’ailleurs, la simulation servait à l’évaluation des résidents; cependant, 15 RP (94 %) ont indiqué qu’ils se sentiraient à l’aise avec les évaluations reposant sur la simulation. Les obstacles à la FS mentionnés le plus souvent par les RP étaient le manque de temps réservé au personnel enseignant pour ce type d’activité (75 %) et le manque d’expérience du personnel enseignant en matière de simulation (56 %). Enfin, la participation interprofessionnelle aux séances de simulation était grandement appréciée, tant par les résidents que par les RP.

Conclusions

La FS est une forme d’enseignement utilisée très souvent dans les programmes de résidence du Collège royal, en MU, au Canada. Toutefois, il existe des différences importantes quant à la structure des activités, à leur fréquence et au moment de leur tenue. Comme les programmes évoluent vers un enseignement de la médecine reposant sur les compétences, les organisations nationales et les parties qui offrent leur collaboration devraient se pencher sur les différences qui existent entre les nombreuses formules de FS.

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Copyright

Corresponding author

Correspondence to: Dr. Andrew Koch Hall, Department of Emergency Medicine, Queen’s University, Kingston General Hospital, Victory 3, 76 Stuart Street, Kingston, ON K7L 2V7; Email: andrewkhall@gmail.com

References

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Simulation in Canadian postgraduate emergency medicine training – a national survey

  • Evan Russell (a1), Andrew Koch Hall (a2), Carly Hagel (a2), Andrew Petrosoniak (a3), Jeffrey Damon Dagnone (a2) and Daniel Howes (a2) (a4)...

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