Simulation for training in ultrasound-guided peripheral nerve blockade

International Anesthesiology Clinics

Volumn 48, Issue 4, 2010, Pages 21-33

  Shorten, George D ^a   O'Sullivan, Owen ^a  

^a University College Cork   (Ireland)

Author keywords

[No Author keywords available]

Indexed keywords

ANESTHESIST; CLINICAL COMPETENCE; ECHOGRAPHY; HUMAN; MEDICAL EDUCATION; MEDICAL PRACTICE; NERVE BLOCK; NERVE STIMULATION; PATIENT SAFETY; PERFORMANCE; PRACTICE GUIDELINE; PRIORITY JOURNAL; REGIONAL ANESTHESIA; RESIDENCY EDUCATION; REVIEW; SIMULATION; ULTRASOUND; ULTRASOUND GUIDED PERIPHERAL NERVE BLOCK;

ANESTHESIOLOGY; ANESTHETICS, LOCAL; COMPUTER SIMULATION; EDUCATION, MEDICAL, GRADUATE; HUMANS; NERVE BLOCK; PERIPHERAL NERVES; ULTRASONOGRAPHY, INTERVENTIONAL;

EID: 77958016709     PISSN: 00205907     EISSN: None     Source Type: Journal    
DOI: 10.1097/AIA.0b013e3181f2bb79     Document Type: Review

References (73)

1. Chan VW, Perlas A, McCartney CJ, et al. Ultrasound guidance improves success rates of axillary brachial plexus block. Can J Anesth. 2007;54:176-182.
2. Perlas A, Brull R, Chan VW, et al. Ultrasound guidance improves the success of sciatic nerve block at the popliteal fossa. Reg Anesth Pain Med. 2008;33:259-265.
3. Orebaugh SL, Williams BA, Kentor ML. Ultrasound guidance with nerve stimulation reduces the time necessary for resident peripheral nerve blockade. Reg Anesth Pain Med. 2007;32:448-454.
4. Ramlogan R, Manickam B, Chan VWS, et al. Challenges and training tools associated with the practice of ultrasound-guided regional anesthesia: a Survey of the American Society of Regional Anesthesia and Pain Medicine. Reg Anesth Pain Med. 2010;35: 224-226.
5. Hopkins PM. Ultrasound guidance as a gold standard in regional anaesthesia. Br J Anaesth. 2007;98:299-301.
6. Sites BD, Gallagher JD, Cravero J, et al. The learning curve associated with a simulated ultrasound-guided interventional task by inexperienced anesthesia residents. Reg Anesth Pain Med. 2004;29:544-548.
7. Sites BD, Spence BC, Gallagher JD, et al. Characterizing novice behaviour associated with learning ultrasound guided peripheral regional anesthesia. Reg Anesth Pain Med. 2007;32:107-115.
8. Outcome Project. Accreditation Council for Graduate Medical Education. http:// www.acgme.org/outcome/. [Accessed June 30, 2010].
9. ACGME Program Requirements for Graduate Medical Education in Anesthesiology. Effective: July 1, 2008. http://www.acgme.org/acWebsite/ downloads/RRC-progReq/ 040-anesthesiology-07012008-u03102008.pdf. [Accessed June 20, 2010].
10. Sites BD, Spence BC, Gallagher J, et al. Characterizing novice behavior associated with learning ultrasound-guided peripheral regional anesthesia. Reg Anesth Pain Med. 2007;32:107-115.
11. Sites B, Chan VW, Neal JM, et al. The American Society of Regional Anesthesia and Pain Medicine and the European Society of Regional Anaesthesia and Pain Therapy Joint Committee Recommendations for Education and Training in Ultrasound- Guided Regional Anesthesia. Reg Anesth Pain Med. 2009;34:40-46.
12. Talbot M. Monkey see, monkey do: a critique of the competency model in graduate medical education. Med Educ. 2004;38:587-592.
13. Brooks MA. Medical education and the tyranny of competency. Perspect Biol Med. 2009;52:90-102.
14. Aspiring to Excellence. Findings and Final Recommendations of the Independent Inquiry into Modernising Medical Careers. London: MMC Inquiry, 2008. http:// www.mmcinquiry.org.uk/MMC-FINAL-REPORT-REVD-4jan.pdf. [Accessed June 21, 2010].
15. Cowan R. Expert systems: aspects of and limitations to the codifiability of knowledge. Res Policy. 2001;30:1355-1372.
16. Wagner RK, Wagner SRJ. Practical intelligence in real-world pursuits: The role of tacit knowledge. J Pers Soc Psychol. 1985;49:436-458.
17. Brydges R, Carnahan H, Backstein D, et al. Application of motor learning principles to complex surgical tasks: searching for the optimal practice schedule. J Motor Behav. 2007;39:40-48.
18. Pollard BA. New model for learning ultrasound-guided needle to target localization. Reg Anesth Pain Med. 2009;34:379-380.
19. Koscielniak-Nielsen ZJ, Rasmussen H, Hesselbjerg L. An animal model for teaching ultrasound-guided peripheral nerve blocks. Reg Anesth Pain Med. 2009;34:379-380.
20. Tsai TP, Vuckovic I, Dilberovic F, et al. Intensity of the stimulating current may not be a reliable indicator of intraneural needle placement. Reg Anesth Pain Med. 2008; 33:207-210.
21. Altermatt FR, Cummings TJ, Auten KM, et al. Ultrasonographic appearance of intraneural injections in the porcine model. Reg Anesth Pain Med. 2010;35: 203-206.
22. Hargett MJ, Beckman JD, Liguori GA, et al. Guidelines for regional anesthesia fellowship training. Reg Anesth Pain Med. 2005;30:218-225.
23. Smith HM, Kopp SL, Jacob AK, et al. Designing and implementing a comprehensive Learner-Centered Regional Anesthesia Curriculum. Reg Anesth Pain Med. 2009; 34:88-94.
24. Richman JM, Stearns JD, Rowlingson AJ, et al. The introduction of a regional anesthesia rotation: effect on resident education and operating room efficiency. J Clin Anesth. 2006;18:240-241.
25. Orebaugh SL, Bigeleisen PE, Kentor ML. Impact of a regional anesthesia rotation on ultrasonographic identification of anatomic structures by anesthesiology residents. Acta Anaesthesiol Scand. 2009;53:364-368.
26. Bowles CJ, Leicester R, Romaya C, et al. A prospective study of colonoscopy practice in the UK today: are we adequately prepared for national colorectal cancer screening tomorrow? Gut. 2004;53:277-283.
27. Ultrasound training recommendations for medical and surgical specialities. Board of the Faculty of Clinical Radiology, The Royal College of Radiologists. 2004. http:// www.rcr.ac.uk/publications.aspx?PageID= 310&PublicationID=209. [Accessed June 30, 2010].
28. Issenberg SB, McGaghie WC, Petrusa ER, et al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27:10-28.
29. Seymour NE, Gallagher AG, Roman SA, et al. Virtual reality training improves operating room performance: results of a randomized, double-blinded study. Ann Surg. 2002;236:458-463.
30. Park J, MacRae H, Musselman LJ, et al. Randomized controlled trial of virtual reality simulator training: transfer to live patients. Am J Surg. 2007;194:205.
31. Salas E, Cannon-Bowers JA. The science of training: a decade of progress. Ann Rev Psychol. 2001;52:471-499.
32. Arthur W, Bennett W, Stanush PL, et al. Factors that influence skill decay and retention: a quantitative review and analysis. Hum Perform. 1998;11:79-86.
33. Cannon-Bowers JA, Bowers C, Procci K. Optimizing learning in surgical simulations: guidelines from the science of learning and human performance. Surg Clin N Am. 2010;90:583-603.
34. Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77:81-112.
35. Stefanidis D, Korndorffer JR Jr, Heniford BT, et al. Limited feedback and video tutorials optimize learning and resource utilization during laparoscopic simulator training. Surgery. 2007;142:202-206.
36. Winstein CJ, Schmidt RA. Reduced frequency of knowledgeof results enhances motor skill learning. J Exp Psychol Learn Mem Cogn. 1990;16:677-691.
37. Kozlowski SW, Gully SM, Brown KG, et al. Effects of training goals and goal orientation traits on multidimensional training outcomes and performance adaptability. Organ Behav Hum Decis Process. 2001;85:1-31.
38. Gauger PG, Hauge LS, Andreatta PB, et al. Laparoscopic simulation training with proficiency targets improves practice and performance of novice surgeons. Am J Surg. 2010;199:72-80.
39. Madan AK, Harper JL, Taddeucci RJ, et al. Goal-directed laparoscopic training leads to better laparoscopic skill acquisition. Surgery. 2008;144:345-350.
40. Gallagher AG, Ritter EM, Champion H, et al. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg. 2005;241:364-372.
41. Stefanidis D, Scerbo MW, Korndorffer JR, et al. Redefining simulator proficiency using automaticity theory. Am J Surg. 2007;193:502-506.
42. Schwid HA, Rooke GA, Ross BK, et al. Use of a computerized cardiac life support simulator improves retention of advanced cardiac life support guidelines better than textbook review. Crit Care Med. 1999;27:821-824.
43. Stefanidis D, Korndorffer JR Jr, Sierra R, et al. Skill retention following proficiencybased laparoscopic simulator training. Surgery. 2005;138:165.
44. Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004;79:S70-S81.
45. McGaghie W, Siddall V, Mazmanian P, et al. Lessons for continuing medical education from simulation research in undergraduate and graduate medical education. Chest. 2009;135:s62-s68.
46. Wayne DB, Barsuk JH, O'Leary KJ, et al. Mastery learning of thoracentesis skills by internal medicine residents using simulation technology and deliberate practice. J Hosp Med. 2008;3:48-54.
47. Barsuk JH, McGaghie WC, Cohen ER, et al. Simulation-based mastery learning reduces complications during central venous catheter insertion in a medical intensive care unit. Crit Care Med. 2009;37:2697-2701.
48. Barsuk JH, Ahya SN, Cohen ER, et al. Mastery learning of temporary hemodialysis catheter insertion by nephrology fellows using simulation technology and deliberate practice. Am J Kidney Dis. 2009;54:70-76.
49. Cohen ER, Feinglass J, Barsuk JH, et al. Cost savings from reduced catheter-related bloodstream infection after simulation-based education for residents in a medical intensive care unit. Simul Healthc. 2010;5:98-102.
50. Niazi AU, Ramlogan R, Prasad A, et al. A new simulation model for ultrasound-aided regional anesthesia. Reg Anesth Pain Med. 2010;35:320-321.
51. Nicholson RA, Crofton M. Training phantom for ultrasound guided biopsy. Br J Radiol. 1997;70:192-194.
52. Bibin L, L'ecuyery A, Burkhardtz JM, et al. SAILOR: a 3-D medical simulator of locoregional anaesthesia based on desktop virtual reality and pseudo-haptic feedback. In: Proceedings of the ACM Symposium on Virtual Reality Software and Technology, 2008.
53. Grottke O, Ntouba A, Ullrich S, et al. Virtual reality-based simulator for training in regional anaesthesia. Br J Anaesth. 2009;103:594-600.
54. Developing an Assessment System - Facilitator's Guide. Accreditation Council for Graduate Medical Education. 2006. http://www.acgme.org/outcome/e- learn/ FacManual-module3.pdf. [Accessed June 20, 2008].
55. Tetzlaff JE. Assessment of competency in anesthesiology. Anesthesiology. 2007;106: 812-825.
56. Van der Vleuten CPM. The assessment of professional competence: developments, research, and practical implications. Adv Health Sci Educ. 1996;1:41-67.
57. Popat M. The airway. Anaesthesia. 2003;58:1166-1171.
58. Crawford SW, Colt HG. Virtual reality and written assessments are of potential value to determine knowledge and skill in flexible bronchoscopy. Respiration. 2004; 71:269-275.
59. Moorthy K, Jiwanji M, Shah J, et al. Validation of a web-based training tool for lumbar puncture. Stud Health Technol Inform. 2003;94:219-225.
60. Paisley AM, Baldwin PJ, Paterson-Brown S. Validity of surgical simulation for the assessment of operative skill. Br J Surg. 2001;88:1525-1532.
61. Zhang D, Albert D, Hochenmeyer C, et al. Developing competence assessment procedure for spinal Anaesthesia. In: Proceedings of the 2008 21st IEEE International Symposium on Computer-Based Medical Systems, 2008.
62. Thacker PD. Fake worlds offer real medicine. JAMA. 2003;290:2107-2112.
63. Bedforth NM. New technologies in nerve location. Anaesthesia. 2010;65:13-21.
64. Stanton NA. Hierarchical task analysis: developments, applications, and extensions. Appl Ergon. 2006;37:55-79.
65. Phipps D, Meakin GH, Beatty PC, et al. Human factors in anaesthetic practice: insights from a task analysis. Br J Anaesth. 2008;100:333-343.
66. Williams E. The use of failure mode effect and criticality analysis in a medication error subcommittee. Hosp Pharm. 1994;29:331-337.
67. Kulcsár Z, Aboulafia A, Hall T, et al. Determinants of learning to perform spinal anaesthesia: a pilot study. Eur J Anaesthesiol. 2008;25:1026-1031.
68. Okrainec A, Henao O, Azzie G. Telesimulation: an effective method for teaching the fundamentals of laparoscopic surgery in resource-restricted countries. Surg Endosc. 2009;24:417-422.
69. Hislop SJ, Hedrick JH, Singh MJ, et al. Simulation case rehearsals for carotid artery stenting. Eur J Vasc Endovasc Surg. 2009;38:750-754.
70. Kahol K, Satava RM, Ferrara J, et al. Effect of short-term pretrial practice on surgical proficiency in simulated environments: a randomized trial of the "preoperative warm-up" effect. J Am Coll Surg. 2009;208:255-268.
71. Calatayud D, Arora S, Aggarwal R, et al. Warm-up in a virtual reality environment improves performance in the operating room. Ann Surg. 2010;251:1181-1185.
72. Derevianko AY, Schwaitzberg SD, Tsuda S, et al. Malpractice carrier underwrites Fundamentals of Laparoscopic Surgery training and testing: a benchmark for patient safety. Surg Endosc. 2010;24:616-623.
73. McCarthy J, Cooper JB. Malpractice insurance carrier provides premium incentive for simulation based training and believes it's made a difference. APSF Newsletter. 2007;22:17.