BACKGROUND: The respiratory care department of one campus within our health system evaluated simulation-based medical education for training and competency evaluation of the mini bronchoalveolar lavage (mini-BAL) procedure, with an emphasis on patient safety and procedure performance standards. METHODS: Training and competency evaluation occurred in 4 phases. In phase one, 24 staff respiratory therapists (RTs) were randomly chosen and individually underwent a simulation-based test of their mini-BAL performance, using a patient-simulator mannequin. Their performance on this test reflected the effectiveness of traditional training methods. In phase two, 83 staff RTs were given unlimited access to a Web-based curriculum on mini-BAL, including a video of a mini-BAL. They then took 2 tests: one online Web-based test, then a patient-simulator test. In phase three, the same 83 RTs attended a workshop that used the patient simulator for training and practice, then were re-evaluated with the patient-simulator test. Phase four was another simulator-based re-evaluation, 90 days after phase three, to study skills retention. RESULTS: The mean scores were: phase one 73 +/- 10%, phase two 77 +/- 11%, phase three 95 +/- 5% (p < 0.01), phase four 92 +/- 8%. CONCLUSION: Our results suggest that employing simulation technology within a comprehensive departmental program can enhance staff training.
BACKGROUND: The respiratory care department of one campus within our health system evaluated simulation-based medical education for training and competency evaluation of the mini bronchoalveolar lavage (mini-BAL) procedure, with an emphasis on patient safety and procedure performance standards. METHODS: Training and competency evaluation occurred in 4 phases. In phase one, 24 staff respiratory therapists (RTs) were randomly chosen and individually underwent a simulation-based test of their mini-BAL performance, using a patient-simulator mannequin. Their performance on this test reflected the effectiveness of traditional training methods. In phase two, 83 staff RTs were given unlimited access to a Web-based curriculum on mini-BAL, including a video of a mini-BAL. They then took 2 tests: one online Web-based test, then a patient-simulator test. In phase three, the same 83 RTs attended a workshop that used the patient simulator for training and practice, then were re-evaluated with the patient-simulator test. Phase four was another simulator-based re-evaluation, 90 days after phase three, to study skills retention. RESULTS: The mean scores were: phase one 73 +/- 10%, phase two 77 +/- 11%, phase three 95 +/- 5% (p < 0.01), phase four 92 +/- 8%. CONCLUSION: Our results suggest that employing simulation technology within a comprehensive departmental program can enhance staff training.
Authors: Daniel G Ford; Amy L Seybert; Pamela L Smithburger; Lawrence R Kobulinsky; Joseph T Samosky; Sandra L Kane-Gill Journal: Intensive Care Med Date: 2010-03-19 Impact factor: 17.440