BOOK
Simulation in Surgical Training and Practice, An Issue of Surgical Clinics, E-Book
(2015)
Additional Information
Book Details
Abstract
Simulation in Surgical Training and Practice is reviewed extensively in this important Surgical Clinics of North America issue. Articles include: Applying Educational Theory to Simulation Based Training and Assessment in Surgery; Figuring out Team Simulation Training; Faculty Development for Simulation Training; The Evolving Role of Simulation in Teaching Surgery in Undergraduate Medical Education; Using Simulation in Inter-Professional Education; Current Status of Simulation Based Training in Graduate Medical Education; National Simulation-based Training of Fellows: The Vascular Surgery Example; Paying For it: Funding Models for Simulation Centers; Surgical Simulation Centers as Educational Homes for Practicing Surgeons; Better Assessment: Advanced Engineering Technology for Measuring Performance In and Out of the Simulation Lab; Moving the Needle – Simulation’s Impact on Patient Outcomes; Human Factors Engineering and Effective Simulation – Partners for Improved Patient Safety; Simulation for the Assessment and Improvement of Teamwork and Communication in the Operating Room; Using Simulation to Improve Systems; Simulation for Maintenance of Certification; and more!
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Simulation in Surgical\rTraining and Practice | i | ||
| Copyright | ii | ||
| Contributors | iii | ||
| Contents | vii | ||
| Surgical Clinics of North America | xii | ||
| Foreword | xiii | ||
| Preface | xvii | ||
| Applying Educational Theory to Simulation-Based Training and Assessment in Surgery | 695 | ||
| Key points | 695 | ||
| Introduction | 695 | ||
| Simulators and simulation | 696 | ||
| Educational theories and models of learning | 697 | ||
| Taxonomies of learning and thinking | 697 | ||
| Bloom’s Taxonomy | 697 | ||
| Miller’s Pyramid | 698 | ||
| Theories and models of learning | 698 | ||
| Adult Learning Theory | 699 | ||
| Experiential Learning Theory | 699 | ||
| Constructivist, Zone of Proximal Development, and Self-Efficacy Theories | 700 | ||
| Mastery Teaching and Learning, Reflection, and Deliberate Practice | 701 | ||
| ADDIE: a systematic approach to curriculum and instructional design | 705 | ||
| Assessment principles | 706 | ||
| Common Terms Important in Assessment and Evaluation | 707 | ||
| Formative Versus Summative | 707 | ||
| Validity and reliability | 707 | ||
| Establishing Validity | 708 | ||
| Establishing Reliability | 710 | ||
| Assessors and Assessments | 711 | ||
| Summary | 712 | ||
| References | 712 | ||
| Concepts for Developing Expert Surgical Teams Using Simulation | 717 | ||
| Key points | 717 | ||
| What is team training? | 718 | ||
| Team-based theories and principles and/or characteristics of expert teams | 718 | ||
| How Expert Teams Think | 719 | ||
| Team mental models | 719 | ||
| Transactive memory | 719 | ||
| How Expert Teams Feel | 720 | ||
| Mutual trust | 720 | ||
| Collective efficacy | 721 | ||
| How Expert Teams Act | 721 | ||
| Team leadership | 721 | ||
| Coordination | 722 | ||
| Communication | 723 | ||
| How to measure team effectiveness | 723 | ||
| Existing work in these areas | 725 | ||
| Summary | 725 | ||
| References | 725 | ||
| Simulation and Faculty Development | 729 | ||
| Key points | 729 | ||
| Introduction | 729 | ||
| Faculty as learners | 730 | ||
| Faculty as teachers | 731 | ||
| Faculty as leaders | 732 | ||
| Faculty as innovators | 733 | ||
| Summary | 733 | ||
| References | 734 | ||
| The Evolving Role of Simulation in Teaching Surgery in Undergraduate Medical Education | 739 | ||
| Key points | 739 | ||
| Introduction | 739 | ||
| Brief history of simulation | 740 | ||
| Drivers on surgical undergraduate medical education | 741 | ||
| Types of simulators | 742 | ||
| Standardized Patients | 742 | ||
| Abstract Partial Task Trainers | 742 | ||
| Animal Models | 744 | ||
| Virtual Anatomic Trainers | 744 | ||
| Developing simulation-based training curricula | 745 | ||
| Association of American Medical Colleges core entrustable professional activities for entering residency | 745 | ||
| American College of Surgeons/Association for Surgical Education medical student simulation-based surgical skills curriculum | 746 | ||
| American College of Surgeons/Association of Program Directors in Surgery/Association for Surgical Education resident prepar ... | 746 | ||
| Summary | 747 | ||
| References | 747 | ||
| Using Simulation in Interprofessional Education | 751 | ||
| Key points | 751 | ||
| Introduction | 751 | ||
| Interprofessional education: definitions and trends | 752 | ||
| Teamwork in the operating room? Why interprofessional education is needed in surgical practice | 754 | ||
| Interprofessional education interventions in the literature: effectiveness and representative simulation-based examples | 757 | ||
| Challenges and solutions to implementing simulation-based interprofessional education | 758 | ||
| Summary | 761 | ||
| References | 762 | ||
| Current Status of Simulation-Based Training in Graduate Medical Education | 767 | ||
| Key points | 767 | ||
| Introduction | 767 | ||
| Mandates | 768 | ||
| Preparing medical students for residency | 769 | ||
| National surgery resident skills curriculum | 769 | ||
| Technical skills | 770 | ||
| Knot Tying and Suturing | 770 | ||
| Laparoscopic Skills | 771 | ||
| Endoscopic Skills | 772 | ||
| Robotic Surgery Skills | 772 | ||
| Central Venous Catheterization | 772 | ||
| Advanced Surgical Skills for Exposure in Trauma | 772 | ||
| Advanced Trauma Operative Management | 773 | ||
| Refreshing Technical Skills | 773 | ||
| Nontechnical skills | 773 | ||
| Teaching and Assessing Nontechnical Skills | 774 | ||
| Expansion of national and local consortia | 774 | ||
| Summary | 776 | ||
| References | 776 | ||
| National Simulation-Based Training of Fellows | 781 | ||
| Key points | 781 | ||
| Endovascular simulation | 782 | ||
| Simulation-based training for open vascular procedures and tasks | 782 | ||
| Simulation-based training courses to teach vascular surgical skills | 783 | ||
| Development of Fundamentals of Vascular and Endovascular Surgery National Training Symposium | 783 | ||
| Summary | 789 | ||
| References | 789 | ||
| Financing a Simulation Center | 791 | ||
| Key points | 791 | ||
| Introduction | 791 | ||
| Obtaining funding | 792 | ||
| Budgeting | 794 | ||
| Equipment and Supplies | 795 | ||
| Salaries and Wages | 796 | ||
| Facilities | 797 | ||
| Representative and innovative funding and revenue examples | 797 | ||
| Funding Examples | 797 | ||
| Core laboratory model | 797 | ||
| Pay-to-play model | 799 | ||
| Innovative Revenue Examples | 799 | ||
| Partnering with malpractice insurance companies | 799 | ||
| Training at outside hospitals | 799 | ||
| Maintenance of certification programs | 799 | ||
| Summary | 800 | ||
| References | 800 | ||
| Surgical Simulation Centers as Educational Homes for Practicing Surgeons | 801 | ||
| Key points | 801 | ||
| Introduction | 801 | ||
| Current state of training for practicing surgeons | 803 | ||
| Maintenance of Certification | 803 | ||
| Postgraduate Courses | 803 | ||
| Industry-Sponsored Training | 804 | ||
| Need for an educational home for surgeons | 805 | ||
| Structure of an “Educational Home” | 805 | ||
| Telementoring | 806 | ||
| Distribution of Educational Homes | 808 | ||
| Developments in creating surgical educational homes in the United States | 808 | ||
| The American College of Surgeons Accredited Education Institutes | 808 | ||
| The Lapco Model: An Example of a National Training Program for the Practicing Surgeon | 808 | ||
| A proposal to create a national training infrastructure for practicing health care professionals | 810 | ||
| The United States Establishes an Authority on the Management of Health Care Issues Important to the Nation | 810 | ||
| United States Authority Establishes Guidelines for Managing Diseases of Importance to United States Public Health | 811 | ||
| Curriculum Developed to Educate United States Health Care Work Force to Implement Guidelines | 811 | ||
| Curricula Distributed to Approved Training Centers | 811 | ||
| Approved Training Centers Distribute Curricula into State or Local Training Environments | 811 | ||
| Measurement of Performance | 811 | ||
| Government Contributions | 811 | ||
| Finances | 812 | ||
| Summary | 812 | ||
| References | 812 | ||
| Advanced Engineering Technology for Measuring Performance | 813 | ||
| Key points | 813 | ||
| Introduction | 813 | ||
| Motion | 814 | ||
| Optical Tracking | 815 | ||
| Passive infrared | 816 | ||
| Active infrared | 816 | ||
| Limitations | 817 | ||
| Markerless tracking | 817 | ||
| Accelerometry-Based Tracking | 818 | ||
| Magnetic Tracking | 818 | ||
| Visual attention | 818 | ||
| Physiologic stress | 819 | ||
| Electrodermal Activity | 820 | ||
| Thermal Imaging | 820 | ||
| Palpation | 820 | ||
| Video-based observation and analysis | 822 | ||
| Technology-based assessments | 822 | ||
| References | 824 | ||
| Moving the Needle | 827 | ||
| Key points | 827 | ||
| Introduction | 827 | ||
| Methods | 828 | ||
| Results | 828 | ||
| Available Evidence of Effectiveness | 828 | ||
| Summary | 832 | ||
| Future directions | 832 | ||
| References | 833 | ||
| Conducting Elite Performance Training | 839 | ||
| Key points | 839 | ||
| Introduction | 839 | ||
| Conducting elite performance training in medicine model overview | 840 | ||
| Conducting elite performance training in medicine—constants | 841 | ||
| Warm-up | 841 | ||
| Examples | 841 | ||
| Music | 841 | ||
| Sports | 841 | ||
| Surgery | 844 | ||
| Coaching Team | 844 | ||
| Examples | 844 | ||
| Music | 844 | ||
| Sports | 844 | ||
| Surgery | 845 | ||
| Bilateral Active Engagement | 845 | ||
| Examples | 846 | ||
| Music | 846 | ||
| Sports | 846 | ||
| Surgery | 846 | ||
| Momentum Arc | 846 | ||
| Examples | 847 | ||
| Music | 847 | ||
| Sports | 847 | ||
| Surgery | 847 | ||
| Conducting elite performance training in medicine—planned variables | 847 | ||
| Clear performance excellence parameters | 848 | ||
| Examples | 848 | ||
| Music | 848 | ||
| Sports | 849 | ||
| Surgery | 849 | ||
| Immediate feedback corrective coaching with immediate practice opportunity with or without refinement | 849 | ||
| Examples | 850 | ||
| Music | 850 | ||
| Sports | 850 | ||
| Surgery | 850 | ||
| Intraprocedural Guidance | 851 | ||
| Emotional Intelligence and Simulation | 855 | ||
| Key points | 855 | ||
| Emotional intelligence: background | 855 | ||
| Definition and Conceptual Models | 855 | ||
| Emotional Intelligence in the Workplace | 856 | ||
| Emotional intelligence in surgery | 856 | ||
| Rationale for Increased Interest in Physician Emotional Intelligence | 856 | ||
| Emotional Intelligence in Surgery: Studies to Date | 857 | ||
| Emotional Intelligence in Surgery: Unanswered Questions | 859 | ||
| Emotional intelligence and simulation | 860 | ||
| Benefits of Incorporating Simulation into Emotional Intelligence Development | 860 | ||
| Current Uses of Simulation in Medicine Relevant to Emotional Intelligence | 860 | ||
| Simulation and Emotional Intelligence in Business | 861 | ||
| Designing Effective Simulation for Emotional Intelligence Development | 862 | ||
| Future research | 863 | ||
| Summary | 864 | ||
| References | 864 | ||
| Advances in Teaching and Assessing Nontechnical Skills | 869 | ||
| Key points | 869 | ||
| Introduction | 870 | ||
| Nontechnical skills in the operating room and perioperative care: what are they and how can they be evaluated? | 870 | ||
| The paradox of nontechnical skills: clinicians know what they are but assessing the quality of nontechnical performance is ... | 872 | ||
| Faculty development: a cornerstone for meaningful nontechnical skills training and evaluation | 874 | ||
| Observational teamwork assessment for surgery faculty development workshop | 874 | ||
| Other faculty development programs: nontechnical skill for surgeons masterclass | 875 | ||
| Instructional strategies for training in nontechnical and teamwork skills: information, demonstration, and practice-based e ... | 875 | ||
| Information-based skills training | 876 | ||
| Critical Evaluation | 876 | ||
| Demonstration-based skills training | 877 | ||
| Critical Evaluation | 877 | ||
| Practice-based skills training | 877 | ||
| Critical Evaluation | 878 | ||
| Instructional strategies: is there a best approach? | 878 | ||
| Current practices in nontechnical and teamwork skills training: overview and case studies | 879 | ||
| Case study 1: The Royal College of Surgeons of Edinburgh training modules | 880 | ||
| Case study 2: justifying the cost of nontechnical skills and teamwork training: the Veterans’ Health Administration’s Medic ... | 880 | ||
| The benefits of the training | 881 | ||
| Looking to the future: addressing the challenges and barriers in widespread, systematic nontechnical skills training | 881 | ||
| Barriers and Challenges | 882 | ||
| Facilitators and Opportunities | 882 | ||
| Summary | 882 | ||
| References | 883 | ||
| Using Simulation to Improve Systems | 885 | ||
| Key points | 885 | ||
| Introduction | 885 | ||
| Quality improvement through simulation | 886 | ||
| The use of simulation in health care systems | 888 | ||
| Closing thoughts | 890 | ||
| References | 891 | ||
| Simulation for Maintenance of Certification | 893 | ||
| Key points | 893 | ||
| Introduction | 893 | ||
| Simulation and health care education | 895 | ||
| What is simulation? | 898 | ||
| Simulation and maintenance of certification | 899 | ||
| Surgery | 900 | ||
| Anesthesiology | 901 | ||
| Internal medicine | 902 | ||
| Family medicine | 902 | ||
| Where is simulation going for Maintenance of Certification in Anesthesiology? | 903 | ||
| References | 903 | ||
| Index | 907 |