Non-technical skills progression during anesthesiology residency in Portugal
The impact of a National Pedagogical Plan
Bibliographic Data
| ID | 15328101 |
|---|---|
| Authors | Francisco Maio Matos (0000-0001-8968-3124, University of Beira Interior, corresponding author), Mafalda Martins (Hospitais da Universidade de Coimbra), Mafalda Ramos Martins (Department of Anesthesiology and Biomedical Simulation Centre, Centro Hospitalar e Universitário de Coimbra, Coimbra, Portugal), Ines Martins (0000-0003-1805-654X, Department of Anesthesiology and Biomedical Simulation Centre, Centro Hospitalar e Universitário de Coimbra, Coimbra, Portugal) |
| Year | 2020 |
| Volume | 25 |
| Issue | 1 |
| Pages | 1800980-1800980 |
| Publication date | 2020-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education Online (JOURNAL) |
| Journal identifiers | ISSN: 1087-2981 • E-ISSN: 1087-2981 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10872981.2020.1800980 |
| PMID | 32815792 |
| OpenAlex | W3080516924 |
| Language | EN |
| References cited | 20 |
Background Simulation is known as an important tool for the learning of technical and non-technical skills without endangering patient safety. In Portugal, a National Pedagogical Plan for Anesthesiology Residents was created based on simulation training. This plan was designed according to the objectives set forth by the Portuguese Board of Anesthesiology. This study aimed to evaluate the impact of simulation training courses on the non-technical skills of medical residents in Anesthesiology. Methods Confidential questionnaires, pre- and post-course, were answered by all the residents that attended the different modules of the simulation training program at Centro Hospitalar e Universitário de Coimbra Biomedical Simulation Centre, Portugal, from February 2011 to March 2018. Results A total of 344 questionnaires were answered. In the group of questions regarding the need for help, mistakes, and self-efficacy over time, students recognized an increase over time in the need for support and the self-assessment of the number of mistakes (p < 0.001). Regarding the self-evaluation of safety culture and communication skills, at the end of the residency, almost all the students recognized that they did not feel bad when asking for help or expressing their opinion, even when they disagreed with the consultant anesthesiologist. This was significantly different from the values of the self-assessment at the beginning of residency (p < 0.001). The evolution of preparation, knowledge, and training also showed a positive evolution over the simulation modules (p < 0.001). Finally, the evaluation of the behavioral component in the clinical setting showed a significant positive evolution over time (p < 0.001): in the end, all the students strongly agreed that behavioral competencies are crucial. Conclusions The impact of simulation on anesthesiology non-technical skills during residency is positive and recognized by the students. Moreover, simulation also helps in the recognition of error, enriching the value of self-confidence and the crucial role of behavioral skills. ABBREVIATIONS BSC-CHUC: Biomedical Simulation Centre from Centro Hospitalar e Universitário de Coimbra
Anesthesia · Anesthesiology · Medical education · Plan (archaeology · Portuguese · Innovations in Medical Education · Medicine · Patient Safety and Medication Errors · Psychology · Simulation-Based Education in Healthcare
| Highly cited | No |
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