A simulation-based trauma education program: Does it improve trauma management? (Published 2015)
Apr 06, 2016
Chaplin T, Archibald A, Kaul T and Howes D
This study explores the impact of simulation-based trauma education program (STEP) on the trauma management skills of senior medical residents in the simulation lab and the real trauma room.
Background: There is a growing literature base to support the use of human patient simulators in trauma education. The purpose of this study was to evaluate the impact of an 11-month simulation-based trauma education program (STEP) on the trauma management skills of senior medical residents in the simulation lab and the real trauma room.
Methods: Two cohorts of PGY-3 emergency medicine and general surgery residents participated in this study. The first cohort, the control group, consisted of 14 PGY-3 residents who only took part in the evaluation process. The second cohort, the intervention group, consisted of 28 PGY-3 residents who participated in the 11 month STEP and then took part in the same evaluation process. This process consisted of form-based evaluations (both self-evaluations, and staff evaluations), as well as an evaluation on a video-recorded standardized simulated trauma scenario.
Results: The crisis resource management (CRM) scores on the standardized simulated trauma scenario were not significantly different between the two groups. The intervention group scored higher on the staff evaluations across all categories: overall score (5.0 v 4.7), knowledge (5.1v 4.9), leadership (5.3 v 4.6), problem solving (5.2 v 4.7), situational awareness (5.3 v 4.7), resource utilization (5.4 v 4.7), and communication (5.4 v 4.8) but did not reach statistical significance. The intervention group scored higher on the self-evaluations in all categories but this difference was not statistically significant.
Conclusions: Our present study did not find any differences in the management of a standardized trauma scenario by PGY-3 residents following our 11-month simulation-based trauma education program. Secondary outcomes demonstrate a trend of increasing CRM scores and self-evaluation scores.
This is an interesting approach to a paper and I feel the authors should be congratulated on their micro-analysis of their results, which in their case failed to show a positive response to a specific intervention
I also thought that this paper makes us realise that despite some of the high fidelity situations we create, we are still unsure if they improve the intended outcomes.
Deborah Murdoch Eaton
I particularly liked this as a good example of action research, and how the team comprehensively considered how to evaluate the impact of intensive longitudinal simulation.