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Barriers to use of simulation-based education
Georges L Savoldelli1, Viren N Naik, Stanley J Hamstra
1Wilson Center for Research in Education Faculty of Medicine, Toronto, Ontario, Canada. georges.savoldelli@utoronto.ca
Canadian Journal of Anaesthesia = Journal Canadien D'Anesthesie
|October 28, 2005
Summary
Anesthesiologists' training level affects their views on simulation-based education. Barriers like time and finances limit participation, especially for staff, suggesting targeted strategies are needed to boost simulation use.
Area of Science:
- Medical Education
- Anesthesiology
- Simulation Technology
Background:
- Simulation-based education (SBE) is crucial for anesthesiologist training.
- Barriers to SBE adoption in postgraduate and continuing education are not well understood.
- Training level may influence attitudes and usage of SBE.
Purpose of the Study:
- To investigate how anesthesiologists' training levels influence their attitudes and use of SBE.
- To identify perceived barriers to SBE participation at the University of Toronto.
Main Methods:
- A 40-question survey was distributed to 154 anesthesiologists.
- Survey assessed experiences, perceptions, motivations, and barriers related to SBE.
- Data analyzed using descriptive statistics and Chi-Square/ANOVA tests.
Main Results:
- Residents (96%) had more SBE experience than staff (58%) and fellows (36%).
- Residents and fellows found SBE more relevant (88%) than staff (65%).
- Eighty-one percent reported barriers; staff cited 'time' and 'financial issues' most.
Conclusions:
- Anesthesiologists' training level significantly impacts SBE attitudes and perceptions.
- Identified barriers can inform strategies to improve SBE access and utilization.
- Targeted interventions in course design and incentives can enhance simulation use.