OBJECTIVE: New pharmacological agents are introduced into medical practice at an ever-increasing pace. Teaching how to use new medications in the clinical setting presents educational challenges and puts patients at risk. METHODS: Patients and clinical settings in which remifentanil might provide clinical advantages over existing anesthetics were identified. A simulator curriculum was developed to demonstrate the use of remifentanil in the sample cases. The simulation was designed to highlight the clinical advantages and potential side effects of remifentanil. A screen displaying the concentrations of remifentanil in plasma and in the hypothetical effector site was developed. A simulator was modified (addition of an infusion pump and a pharmacokinetic screen display) and transported to several cities in the U.S.A. An instructor guided small groups of anesthesiologists and anesthetists through a structured program that enabled participants to observe drug effects in simulated patients. RESULTS: There were 836 participants in the remifentanil program, which was offered in 58 cities in the U.S.A. Surveys were completed by 574 anesthesiologists. There was a significant difference in comfort level for using remifentanil after the session compared to before (Chi-square, p < 0.001.) The statement: "Clinical simulation experience is a means to learn about new agents like remifentanil" was rated as "excellent" by 81% and as "good" by 19% of participants. No participant found the experience to be "not useful." CONCLUSIONS: Patient simulation is a novel method of introducing new drugs to the medical community and is perceived by anesthesia providers as a valuable addition to available teaching methods.
OBJECTIVE: New pharmacological agents are introduced into medical practice at an ever-increasing pace. Teaching how to use new medications in the clinical setting presents educational challenges and puts patients at risk. METHODS:Patients and clinical settings in which remifentanil might provide clinical advantages over existing anesthetics were identified. A simulator curriculum was developed to demonstrate the use of remifentanil in the sample cases. The simulation was designed to highlight the clinical advantages and potential side effects of remifentanil. A screen displaying the concentrations of remifentanil in plasma and in the hypothetical effector site was developed. A simulator was modified (addition of an infusion pump and a pharmacokinetic screen display) and transported to several cities in the U.S.A. An instructor guided small groups of anesthesiologists and anesthetists through a structured program that enabled participants to observe drug effects in simulated patients. RESULTS: There were 836 participants in the remifentanil program, which was offered in 58 cities in the U.S.A. Surveys were completed by 574 anesthesiologists. There was a significant difference in comfort level for using remifentanil after the session compared to before (Chi-square, p < 0.001.) The statement: "Clinical simulation experience is a means to learn about new agents like remifentanil" was rated as "excellent" by 81% and as "good" by 19% of participants. No participant found the experience to be "not useful." CONCLUSIONS:Patient simulation is a novel method of introducing new drugs to the medical community and is perceived by anesthesia providers as a valuable addition to available teaching methods.
Authors: P S Glass; D Hardman; Y Kamiyama; T J Quill; G Marton; K H Donn; C M Grosse; D Hermann Journal: Anesth Analg Date: 1993-11 Impact factor: 5.108
Authors: John J Connors; David Sacks; Anthony J Furlan; Warren R Selman; Eric J Russell; Philip E Stieg; Mark N Hadley Journal: AJNR Am J Neuroradiol Date: 2004 Nov-Dec Impact factor: 3.825