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Emergency Undocking in Robotic Surgery: A Simulation Curriculum
Published on: May 20, 2018
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Integrating simulation into surgical training: a qualitative case study of a national programme
Adarsh P Shah1, Jennifer Cleland2, Lorraine Hawick1
1Centre for Healthcare Education Research and Innovation (CHERI), University of Aberdeen, Aberdeen, UK.
Advances in Simulation (London, England)
|August 18, 2023
Summary
Simulation-based education (SBE) in surgical training is enhanced by distributed leadership and iterative refinement. Group-based SBE activities, alongside isolated practice, improve learning and engagement for successful implementation.
Area of Science:
- Medical Education
- Surgical Training
- Simulation-Based Education
Background:
- Implementing simulation-based education (SBE) in surgical curricula faces challenges due to a lack of implementation guidance.
- Existing studies on SBE interventions primarily focus on outcomes, neglecting the organizational and delivery processes.
- Understanding SBE implementation processes is crucial for developing, implementing, and sustaining effective surgical SBE programs.
Purpose of the Study:
- To explore the implementation processes of a new SBE program within a reformed early years surgical training program in Scotland.
- To identify factors contributing to the success or failure of surgical SBE interventions.
- To understand how SBE interventions are normalized within surgical training.
Main Methods:
- A qualitative case study approach using social constructionism.
- Data collected from publicly available documents, surgical SBE literature, and semi-structured interviews with 46 core surgical trainees, 25 consultant surgeons, and 7 key leaders in surgical training governance.
- Analysis involved inductive coding, secondary data analysis using Normalisation Process Theory (NPT) and its four constructs (coherence, cognitive participation, collective action, reflexive monitoring).
Main Results:
- Distributed leadership and iterative refinement were identified as key novel processes for successful SBE program normalization.
- Other identified processes include stakeholder collaboration, relational processes, effective communication, faculty development, strong leadership, and program management.
- Learners preferred group- or team-based SBE activities over isolated deliberate practice.
Conclusions:
- Effective SBE programs are comprehensive, curriculum-aligned, and incorporate both group-based and isolated activities for deliberate practice.
- Distributed leadership fosters wide engagement, crucial for SBE implementation.
- Iterative refinement through evaluation and feedback promotes integration of SBE into practice, aiding the development of implementation guidance.
