Narain Moorjani1, Michael Lewis2, Rajesh Shah3, Sion Barnard4, Tim Graham5, Sridhar Rathinam6. 1. Department of Cardiothoracic Surgery, Papworth Hospital, Cambridge, United Kingdom. Electronic address: narain.moorjani@nhs.net. 2. Department of Cardiothoracic Surgery, Royal Sussex County Hospital, Brighton, United Kingdom. 3. Department of Cardiothoracic Surgery, Wythenshawe Hospital, Manchester, United Kingdom. 4. Department of Cardiothoracic Surgery, Freeman Hospital, Newcastle, United Kingdom. 5. Department of Cardiothoracic Surgery, Queen Elizabeth Hospital, Birmingham, United Kingdom. 6. Department of Thoracic Surgery, Glenfield Hospital, Leicester, United Kingdom.
Abstract
OBJECTIVE: The provision of high-quality cardiothoracic surgical training faces many challenges. This has generated an increased interest in simulation-based learning, which can provide a less stressful environment for deliberate practice. We developed a comprehensive, structured program of knowledge and simulation-based learning aligned to the official cardiothoracic surgery curriculum. METHODS: A portfolio of 10 curriculum-aligned training courses was designed for cardiothoracic surgical trainees during their 6-year training program. The courses were delivered through a multitude of education methods, including live porcine operating simulation models, and were evaluated through a series of quantitative (5-point Likert-scale) and qualitative assessments. The trainees (n = 15-21 per course) also completed pre- and postsession self-confidence and competency levels for each training episode of knowledge and skill, respectively. In addition, board examination pass rates were assessed in the 3-year periods before and after implementation of the courses. RESULTS: Quantitative analysis of the trainees' feedback demonstrated an extremely positive view of the portfolio of the simulation-based training courses with excellent satisfaction scores (out of 5) for teaching sessions (4.44 ± 0.07), faculty (4.64 ± 0.07), content and materials (4.63 ± 0.07), and facilities (4.73 ± 0.05). The courses have shown a significant improvement in the post-self-confidence (7.98 ± 0.13 vs 5.62 ± 0.20, P < .01) and perceived self-competency (8.10 ± 0.10 vs 5.67 ± 0.11, P < .01) scores for all courses. Examination pass rates significantly improved in the 3-year period after attendance at the courses (94.82% ± 2.34% vs 76.26% ± 3.23%, P < .005). CONCLUSIONS: This study has described the implementation of the only extensive program of structured simulation-based courses that has been developed to complement clinical training in cardiothoracic surgery. Crown
OBJECTIVE: The provision of high-quality cardiothoracic surgical training faces many challenges. This has generated an increased interest in simulation-based learning, which can provide a less stressful environment for deliberate practice. We developed a comprehensive, structured program of knowledge and simulation-based learning aligned to the official cardiothoracic surgery curriculum. METHODS: A portfolio of 10 curriculum-aligned training courses was designed for cardiothoracic surgical trainees during their 6-year training program. The courses were delivered through a multitude of education methods, including live porcine operating simulation models, and were evaluated through a series of quantitative (5-point Likert-scale) and qualitative assessments. The trainees (n = 15-21 per course) also completed pre- and postsession self-confidence and competency levels for each training episode of knowledge and skill, respectively. In addition, board examination pass rates were assessed in the 3-year periods before and after implementation of the courses. RESULTS: Quantitative analysis of the trainees' feedback demonstrated an extremely positive view of the portfolio of the simulation-based training courses with excellent satisfaction scores (out of 5) for teaching sessions (4.44 ± 0.07), faculty (4.64 ± 0.07), content and materials (4.63 ± 0.07), and facilities (4.73 ± 0.05). The courses have shown a significant improvement in the post-self-confidence (7.98 ± 0.13 vs 5.62 ± 0.20, P < .01) and perceived self-competency (8.10 ± 0.10 vs 5.67 ± 0.11, P < .01) scores for all courses. Examination pass rates significantly improved in the 3-year period after attendance at the courses (94.82% ± 2.34% vs 76.26% ± 3.23%, P < .005). CONCLUSIONS: This study has described the implementation of the only extensive program of structured simulation-based courses that has been developed to complement clinical training in cardiothoracic surgery. Crown
Authors: Alexander A Brescia; Clauden Louis; Jessica G Y Luc; Garrett N Coyan; Jason J Han; David Blitzer; Fatima G Wilder; Curtis S Bergquist; Jordan P Bloom; Rishindra M Reddy; Gurjit Sandhu; J Hunter Mehaffey Journal: JTCVS Open Date: 2022-05-13