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October 21, 2019
10/21/2019 3:30:00 PM - 10/21/2019 5:30:00 PM
Room WA2 - Area A
A Simulation-based Education Needs Assessment of Anesthesiology Trainees
Joseph Pena, M.D., Nicholas Anderson, M.A., Madhabi Chatterji, Ph.D., Allison J. Lee, M.D.,BS, M.B.
Columbia University Medical Center, New York, New York , United States
Disclosures: J. Pena: None.N. Anderson: None.M. Chatterji: None.A.J. Lee: None.
Introduction: Simulation-based medical education provides the opportunity for learners to engage in repeated and deliberate practice of a wide range of scenarios that mimic clinical situations without the risk of patient harm. Simulation is an integral part of anesthesiology residency training and has been incorporated into board certification requirements.1 As part of a systematic approach to building a robust simulation curriculum at our institution, we conducted a needs assessment survey of our trainees.

Methods: The survey (Figure 1) comprised 10 open- and close-ended items that gathered basic demographic information as well as feedback on prior simulation experiences. Likert-type scales were used to assess trainee interest in participation in specific simulation scenarios as well as attitudes towards simulation education. Graduating residents were also asked an open-ended question regarding any perceived deficiencies in clinical training that could be addressed with simulation. The survey was sent to all residents and fellows via e-mail in June 2018, and was closed after 2 weeks.

Statistical analysis was conducted in several stages; first, we assessed psychometric quality of scale scores in Questions 6 and 8 (interest in and attitude towards simulation). Next, we used these scale scores as dependent variables in an ANOVA to examine group differences by gender, prior exposure to simulations, and years of training. The final stage involved descriptive analysis of the remaining data.

Results: There were a total of 53 responses (40% response rate). 29% of respondents were female; almost half (45%) of respondents were CA-2 residents, while 28% and 11% were CA-1 and CA-3 residents respectively. The modal age range was 26-30 years (69.8%). More than 85% of participants indicated that they had previously completed 4 or more simulation education experiences.

The mean aggregate score for Question 6 (Q6), a scale which assessed interest in specific simulations, was 83.1 (SD = 16.5) out of a maximum 105. For Question 8 (Q8), the mean total score was 13 out of a maximum of 15. Internal consistency reliability for these questions was estimated using Cronbach’s alpha (Q6 0.946, Q8 0.7) and both were above accepted thresholds.2

Females overall reported higher levels of interest in simulation (p-value=0.032), as did PGY1/CA-1 residents. Junior residents and residents with < 3 simulation experiences had more positive attitudes toward the value of simulation (p-value = 0.025).

Discussion: Overall, our trainees indicated very high levels of interest in simulation-based education, as well as a generally positive attitude toward the educational value of simulation. The overall affirmative perception strengthens the department utilization of and further investment in these techniques. Greater interest and more positive attitude towards the value of simulation by females and junior residents suggests potentially new avenues of exploration for future studies that may ultimately impact the approaches taken to simulation course design and utilization.

References: 1. Common Program Requirements Section VI Table of Implementation Dates. 2. Standards for educational and psychological testing. Washington, DC: American Educational Research Association; 2014.$$graphic_{4B1E70B8-F9CC-4347-836C-980F52865209}$$
Figure 1

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