Use of Simulation in Canadian Neonatal-Perinatal Medicine Training Programs
CPS ePoster Library. Wong J. Jun 1, 2017; 176627; 66
Dr. Jonathan Wong
Dr. Jonathan Wong
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Abstract
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Background: Simulation is being increasingly used in medical education. It is effective in improving knowledge and in many fields has been associated with improved performance. Simulation is being considered not only for delivery of education but also for assessment. Before such a tool is used routinely in neonatal-perinatal medicine training across Canada, it is important to understand its current usage by accredited training programs.

Objectives: Our aim was to characterize the type of simulation modalities used and the perceived simulation-based training needs in Canadian neonatal-perinatal medicine training programs.

Methods: A 22-item and 13-item online descriptive survey was sent to all neonatal-perinatal medicine program directors and current neonatal-perinatal medicine fellows in Canada, respectively. The survey was modeled on a previously validated tool by Johnson et al.. Reponses were collected over a 30 day period.

Results: In total, 8 (63%) program directors and 24 (28%) fellows completed the survey, with all respondents indicating that simulation is currently being used. Both lab-based and in-situ simulations are occurring, with a range of different simulators employed to primarily teach resuscitation, procedural, and communication skills. Fellows indicated that simulation could be used to teach other important topics as well, including disease-specific management, crisis resource management, prevention of medical error, and patient safety. In addition, 5 (63%) of programs have faculty with formal simulation training, with 4 (50%) of programs having only one faculty involved in simulation research.

Conclusion: Simulation is widely used in neonatal-perinatal medicine training in Canada, with both teachers and learners identifying this as an important tool. Simulation can be used to teach a range of skills, but programs will need to align their curriculum with both training objectives and learner needs. There is an opportunity for faculty development and increased simulation research.

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