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ORIGINAL ARTICLE   Free accessfree

Minerva Anestesiologica 2018 December;84(12):1377-86

DOI: 10.23736/S0375-9393.18.12087-6


language: English

Anesthesiology Resident Induction Month: a pilot study showing an effective and safe way to train novice residents through simulation

Federico L. BARRA 1, 2, Luca CARENZO 1, Jeffrey FRANC 1, 3, Claudia MONTAGNINI 1, Flavia PETRINI 4, Francesco DELLA CORTE 5, Pier Luigi INGRASSIA 1

1 SIMNOVA Interdepartmental Center for Innovative Learning and Simulation in Medicine and Allied Health Professions, University of Eastern Piedmont, Novara, Italy; 2 Department of Anesthesia and Intensive Care, Humanitas Clinical and Research Hospital, Rozzano, Milan, Italy; 3 Department of Emergency Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada; 4 Department of Perioperative Medicine, Pain, Intensive Care and Rapid Response Systems, Chieti University Hospital, ASL 2 Abruzzo, Chieti, Italy; 5 Anesthesia and Intensive Care, Department of Translational Medicine, University of Eastern Piedmont, Novara, Italy

BACKGROUND: The transition of new residents from medical school to the post-graduate clinical environment remains challenging. We hypothesized that an introductory simulation course could improve new residents’ performance in anesthesiology.
METHODS: The Anesthesiology Residents Induction Month (ARIM) program was designed as a non-clinical simulation training program aiming at providing the theoretical and practical skills to safely approach, as junior anesthesiologists, the operating rooms. For each participant, specific knowledge, procedural skills and non-technical performance were assessed with a pre and post-test approach, before and immediately after the participation in the study.
RESULTS: Fifteen first-month residents participated in the study. As compared to pre-test, residents significantly improved in all three evaluated areas. Pre-test knowledge assessment mean improved from 56% to 73% in the post-test (P<0.001). In the procedural skills assessment, pre-test mean improved from 43% to 77% (P<0.001) and non-technical skills assessment improved from 3.17 to 4.61 (in a scale out of seven points) in the post-test (P<0.001).
CONCLUSIONS: Data suggest that an intensive simulation-based program can be an effective way for first-year residents to rapidly acquire and develop basic skills specific to anesthesiology. There might be benefits to begin residency with a training program aiming at developing and standardizing technical and non-technical skills.

KEY WORDS: Graduate medical education - Patient simulation - Anesthesiology - Simulation training

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