Sylvain Boet1,2,3,4,5,6,7, Joseph K Burns1,4, Eric Jenisset8,9, Mélanie Papp1, Sylvie Bourbonnais1, Rodrigue Pignel8. 1. Department of Anesthesiology and Pain Medicine, Hyperbaric Medicine Unit, Respiratory Therapy Department, The Ottawa Hospital, Ottawa ON, Canada. 2. Department of Innovation in Medical Education, University of Ottawa, Ottawa ON, Canada. 3. Francophone Affairs, Faculty of Medicine, University of Ottawa, Ottawa ON, Canada. 4. Ottawa Hospital Research Institute, Clinical Epidemiology Program, Ottawa ON, Canada. 5. Institut du Savoir Montfort, Ottawa ON, Canada. 6. Faculty of Education, University of Ottawa, Ottawa ON, Canada. 7. Corresponding author: Dr Sylvain Boet, Department of Anesthesiology and Pain Medicine and Department of Innovation in Medical Education, The Ottawa Hospital, General Campus, 501 Smyth Rd, Critical Care Wing 1401, Ottawa, Ontario, Canada, K1H 8L6, sboet@toh.ca. 8. Unité de Médecine Subaquatique et Hyperbare, Hôpitaux Universitaires de Genève, Geneva, Switzerland. 9. Direction des Ressources Humaines, Hôpitaux Universitaires de Genève, Geneva, Switzerland.
Abstract
INTRODUCTION: Evidence across healthcare specialties suggests that simulation-based education improves practices and patient outcomes. However, simulation has yet to be widely used in hyperbaric medicine education. We aimed to identify the most relevant clinical scenarios for inclusion in a simulation-based curriculum for hyperbaric medicine. METHODS: After ethics approval, we used a modified Delphi consensus method. We assembled an initial questionnaire and distributed it online in English and French to an international group of hyperbaric physicians and operators using a snowball recruitment technique. Participants rated the list of scenarios using a 5-point scale ranging from 1 (least relevant) to 5 (most relevant). Scenarios judged by at least 80% of participants to be relevant (score 4 or 5) were automatically included. Scenarios that did not meet this threshold and new scenarios suggested by participants during the first round were included in a second round. RESULTS: Seventy-one participants from nine countries, including both physicians and non-physicians, completed the first round and 34 completed the second. Five scenarios were identified as relevant: seizure, fire, cardiac arrest, pneumothorax, and technical deficiency such as power loss while operating the chamber. CONCLUSIONS: Five scenarios relevant for inclusion in the simulation-based curriculum in hyperbaric medicine were identified by expert consensus. Copyright: This article is the copyright of the authors who grant Diving and Hyperbaric Medicine a non-exclusive licence to publish the article in electronic and other forms.
INTRODUCTION: Evidence across healthcare specialties suggests that simulation-based education improves practices and patient outcomes. However, simulation has yet to be widely used in hyperbaric medicine education. We aimed to identify the most relevant clinical scenarios for inclusion in a simulation-based curriculum for hyperbaric medicine. METHODS: After ethics approval, we used a modified Delphi consensus method. We assembled an initial questionnaire and distributed it online in English and French to an international group of hyperbaric physicians and operators using a snowball recruitment technique. Participants rated the list of scenarios using a 5-point scale ranging from 1 (least relevant) to 5 (most relevant). Scenarios judged by at least 80% of participants to be relevant (score 4 or 5) were automatically included. Scenarios that did not meet this threshold and new scenarios suggested by participants during the first round were included in a second round. RESULTS: Seventy-one participants from nine countries, including both physicians and non-physicians, completed the first round and 34 completed the second. Five scenarios were identified as relevant: seizure, fire, cardiac arrest, pneumothorax, and technical deficiency such as power loss while operating the chamber. CONCLUSIONS: Five scenarios relevant for inclusion in the simulation-based curriculum in hyperbaric medicine were identified by expert consensus. Copyright: This article is the copyright of the authors who grant Diving and Hyperbaric Medicine a non-exclusive licence to publish the article in electronic and other forms.
Entities:
Keywords:
Education; Hyperbaric oxygen; Safety; Training
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