Simulation-based ENT induction: validation of a novel mannequin training model
To ascertain whether simulation-based teaching is superior to lecture-based teaching for an induction programme using a home-made induction model. A simulation-based induction programme was designed and separate lecture-based teaching covering the same content was organised for junior doctors. The j...
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| Veröffentlicht in: | Journal of laryngology and otology 2020-01, Vol.134 (1), p.74-80 |
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| container_title | Journal of laryngology and otology |
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| creator | Bhalla, S Beegun, I Awad, Z Tolley, N |
| description | To ascertain whether simulation-based teaching is superior to lecture-based teaching for an induction programme using a home-made induction model.
A simulation-based induction programme was designed and separate lecture-based teaching covering the same content was organised for junior doctors. The junior doctors were asked to complete pre- and post-induction surveys regarding confidence and anxiety levels. The skills taught included microsuction, flexible nasendoscopy, and anterior and posterior nasal packing. Structured interviews were conducted after the programme to gain qualitative data for analysis. The trainees' knowledge retention was compared using a standardised written assessment one month after the session.
Simulation-based teaching using the induction model was associated with a statistically significant increase in confidence levels and reduction in anxiety levels, and was associated with greater knowledge retention.
A regular simulation induction programme should be introduced using the induction model, as it leads to better knowledge retention and increased confidence levels. |
| doi_str_mv | 10.1017/S0022215119002639 |
| format | Article |
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A simulation-based induction programme was designed and separate lecture-based teaching covering the same content was organised for junior doctors. The junior doctors were asked to complete pre- and post-induction surveys regarding confidence and anxiety levels. The skills taught included microsuction, flexible nasendoscopy, and anterior and posterior nasal packing. Structured interviews were conducted after the programme to gain qualitative data for analysis. The trainees' knowledge retention was compared using a standardised written assessment one month after the session.
Simulation-based teaching using the induction model was associated with a statistically significant increase in confidence levels and reduction in anxiety levels, and was associated with greater knowledge retention.
A regular simulation induction programme should be introduced using the induction model, as it leads to better knowledge retention and increased confidence levels.</description><identifier>ISSN: 0022-2151</identifier><identifier>EISSN: 1748-5460</identifier><identifier>DOI: 10.1017/S0022215119002639</identifier><identifier>PMID: 31865923</identifier><language>eng</language><publisher>England: Cambridge University Press</publisher><subject>Anxiety ; Clinical Competence ; Curricula ; Data analysis ; Education ; Endoscopy ; Evaluation Studies as Topic ; Humans ; Interviews ; Learning ; Manikins ; Medical schools ; Medical Staff, Hospital - psychology ; Otolaryngology ; Otolaryngology - education ; Quantitative analysis ; Questionnaires ; Simulation ; Simulation Training - methods ; Statistical analysis ; Students</subject><ispartof>Journal of laryngology and otology, 2020-01, Vol.134 (1), p.74-80</ispartof><rights>Copyright Cambridge University Press Jan 2020</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c329t-c53f0fca91e6c1a12b4ee0dcf9f5305ded8bd937f96230e3be9e7dbab887beca3</citedby><cites>FETCH-LOGICAL-c329t-c53f0fca91e6c1a12b4ee0dcf9f5305ded8bd937f96230e3be9e7dbab887beca3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/31865923$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Bhalla, S</creatorcontrib><creatorcontrib>Beegun, I</creatorcontrib><creatorcontrib>Awad, Z</creatorcontrib><creatorcontrib>Tolley, N</creatorcontrib><title>Simulation-based ENT induction: validation of a novel mannequin training model</title><title>Journal of laryngology and otology</title><addtitle>J Laryngol Otol</addtitle><description>To ascertain whether simulation-based teaching is superior to lecture-based teaching for an induction programme using a home-made induction model.
A simulation-based induction programme was designed and separate lecture-based teaching covering the same content was organised for junior doctors. The junior doctors were asked to complete pre- and post-induction surveys regarding confidence and anxiety levels. The skills taught included microsuction, flexible nasendoscopy, and anterior and posterior nasal packing. Structured interviews were conducted after the programme to gain qualitative data for analysis. The trainees' knowledge retention was compared using a standardised written assessment one month after the session.
Simulation-based teaching using the induction model was associated with a statistically significant increase in confidence levels and reduction in anxiety levels, and was associated with greater knowledge retention.
A regular simulation induction programme should be introduced using the induction model, as it leads to better knowledge retention and increased confidence levels.</description><subject>Anxiety</subject><subject>Clinical Competence</subject><subject>Curricula</subject><subject>Data analysis</subject><subject>Education</subject><subject>Endoscopy</subject><subject>Evaluation Studies as Topic</subject><subject>Humans</subject><subject>Interviews</subject><subject>Learning</subject><subject>Manikins</subject><subject>Medical schools</subject><subject>Medical Staff, Hospital - psychology</subject><subject>Otolaryngology</subject><subject>Otolaryngology - education</subject><subject>Quantitative analysis</subject><subject>Questionnaires</subject><subject>Simulation</subject><subject>Simulation Training - methods</subject><subject>Statistical analysis</subject><subject>Students</subject><issn>0022-2151</issn><issn>1748-5460</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNplkM1OwzAQhC0EoqXwAFyQJS5cAms7TmJuqCo_UlUOLefIsTfIVeKUOKnE25PSwgFOu9r5ZrQaQi4Z3DJg6d0SgHPOJGNq2BKhjsiYpXEWyTiBYzLeydFOH5GzENYAgwn4KRkJliVScTEmi6Wr-0p3rvFRoQNaOlusqPO2N7vbPd3qytlvnTYl1dQ3W6xorb3Hj9552rXaeeffad1YrM7JSamrgBeHOSFvj7PV9Dmavz69TB_mkRFcdZGRooTSaMUwMUwzXsSIYE2pSilAWrRZYZVIS5VwASgKVJjaQhdZlhZotJiQm33upm0-egxdXrtgsKq0x6YPORcCIIk5wIBe_0HXTd_64buBkiKWMsvkQLE9ZdomhBbLfNO6WrefOYN8V3b-r-zBc3VI7osa7a_jp13xBTJkedM</recordid><startdate>202001</startdate><enddate>202001</enddate><creator>Bhalla, S</creator><creator>Beegun, I</creator><creator>Awad, Z</creator><creator>Tolley, N</creator><general>Cambridge University Press</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7RV</scope><scope>7TK</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>88I</scope><scope>8AF</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>KB0</scope><scope>M0S</scope><scope>M1P</scope><scope>M2P</scope><scope>NAPCQ</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope></search><sort><creationdate>202001</creationdate><title>Simulation-based ENT induction: validation of a novel mannequin training model</title><author>Bhalla, S ; 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A simulation-based induction programme was designed and separate lecture-based teaching covering the same content was organised for junior doctors. The junior doctors were asked to complete pre- and post-induction surveys regarding confidence and anxiety levels. The skills taught included microsuction, flexible nasendoscopy, and anterior and posterior nasal packing. Structured interviews were conducted after the programme to gain qualitative data for analysis. The trainees' knowledge retention was compared using a standardised written assessment one month after the session.
Simulation-based teaching using the induction model was associated with a statistically significant increase in confidence levels and reduction in anxiety levels, and was associated with greater knowledge retention.
A regular simulation induction programme should be introduced using the induction model, as it leads to better knowledge retention and increased confidence levels.</abstract><cop>England</cop><pub>Cambridge University Press</pub><pmid>31865923</pmid><doi>10.1017/S0022215119002639</doi><tpages>7</tpages></addata></record> |
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| source | MEDLINE; Cambridge University Press Journals Complete |
| subjects | Anxiety Clinical Competence Curricula Data analysis Education Endoscopy Evaluation Studies as Topic Humans Interviews Learning Manikins Medical schools Medical Staff, Hospital - psychology Otolaryngology Otolaryngology - education Quantitative analysis Questionnaires Simulation Simulation Training - methods Statistical analysis Students |
| title | Simulation-based ENT induction: validation of a novel mannequin training model |
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