RESUMEN
OBJECTIVE: To design and implement the logistics of accommodating a large number of participants in individual, hands-on sessions on a full-scale patient simulator during a major scientific meeting or continuing medical education course. METHODS: We used our method during the 11th World Congress of Anaesthesiologists in Sydney, Australia to facilitate studying the impact of pulse oximetry and capnography on the time taken by anesthesiologists to correctly identify critical incidents on a full-scale patient simulator. Each study participant spent 15 minutes in 4 sections of the study area: the anesthesia and monitoring equipment briefing room, the simulator briefing room, the simulation room and the debriefing room. RESULTS: There were 113 participants during five days (15 during instructor training and 25, 23, 24 and 26 on subsequent exhibit days). We were oversubscribed daily. However, there were 9 no-shows during the 4 days of the study, which generated a participant absence rate of 9.2%. The average number of participants over the 4 days of the study was 24.5 per day compared to our capacity of 27 per day. The feedback we obtained from the participants about the simulation experience and the format of the exercise was positive and enthusiastic. CONCLUSIONS: We have developed a practical and viable method that can be adapted for use at scientific meetings and courses, which improves accessibility of individual, hands-on sessions on full-scale patient simulators to a larger audience than previously attainable. Our method is applicable for continuing medical education courses as well as research purposes in the form of prospective studies during scientific meetings and courses.
Asunto(s)
Anestesiología/educación , Simulación por Computador , Educación Médica Continua , Capnografía , Humanos , Oximetría , Simulación de PacienteRESUMEN
Simulators and training devices are used extensively by educators in 'high-tech' occupations, especially those requiring an understanding of complex systems and co-ordinated psychomotor skills. Because of advances in computer technology, anaesthetised patients can now be realistically simulated. This paper describes several training devices and a simulator currently being employed in the training of anaesthesia personnel at the University of Florida. This Gainesville Anesthesia Simulator (GAS) comprises a patient mannequin, anaesthesia gas machine, and a full set of normally operating monitoring instruments. The patient can spontaneously breathe, has audible heart and breath sounds, and palpable pulses. The mannequin contains a sophisticated lung model that consumes and eliminates gas according to physiological principles. Interconnected computers controlling the physical signs of the mannequin enable the presentation of a multitude of clinical signs. In addition, the anaesthesia machine, which is functionally intact, has hidden fault activators to challenge the user to correct equipment malfunctions. Concealed sensors monitor the users' actions and responses. A robust data acquisition and control system and a user-friendly scripting language for programming simulation scenarios are key features of GAS and make this system applicable for the training of both the beginning resident and the experienced practitioner. GAS enhances clinical education in anaesthesia by providing a non-threatening environment that fosters learning by doing. Exercises with the simulator are supported by sessions on a number of training devices. These present theoretical and practical interactive courses on the anaesthesia machine and on monitors. An extensive system, for example, introduces the student to the physics and clinical application of transoesophageal echocardiography.(ABSTRACT TRUNCATED AT 250 WORDS)