This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a colleague Similar articles in this journal Similar articles in Web of Science Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Request Permissions Citing Articles Citing Articles via HighWire Citing Articles via Web of Science (14) Citing Articles via Google Scholar Google Scholar Articles by Murray, D. J. Articles by Cox, T. E. Search for Related Content PubMed PubMed Citation Articles by Murray, D. J. Articles by Cox, T. E.

---

ECONOMICS, EDUCATION, AND HEALTH SYSTEMS RESEARCH

A Simulation-Based Acute Skills Performance Assessment for Anesthesia Training

Washington University Clinical Simulation Center, Washington University School of Medicine, St. Louis, Missouri

In an earlier study, trained raters provided reliable scores for a simulation-based anesthesia acute care skill assessment. In this study, we used this acute care skill evaluation to measure the performance of student nurse anesthetists and resident physician trainees. The performance of these trainees was analyzed to provide data about acute care skill acquisition during training. Group comparisons provided information about the validity of the simulated exercises. A set of six simulation-based acute care exercises was used to evaluate 43 anesthesia trainees (28 residents [12 junior and 16 senior] and 15 student nurse anesthetists). Six raters scored the participants on each exercise using either a detailed checklist, key-action items, or a global rating. Trainees with the most education and clinical experience (i.e., senior residents) received higher scores on the simulation scenarios, providing some evidence to support the validity of the multi-scenario assessment. Trainees varied markedly in ability depending on the content of the exercise. In general, anesthesia providers demonstrated similar aptitude in managing each of the six simulated events. Most participants effectively managed ventricular tachycardia, but postoperative events such as anaphylaxis and stroke were more difficult for all trainees to promptly recognize and treat. Training programs could use a simulation-based multiple encounter evaluation to measure provider skill in acute care.

This article has been cited by other articles:

				W. B. Waldrop, D. J. Murray, J. R. Boulet, and J. F. Kras Management of Anesthesia Equipment Failure: A Simulation-Based Resident Skill Assessment Anesth. Analg., August 1, 2009; 109(2): 426 - 433. [Abstract] [Full Text] [PDF]

				W. C. McGaghie, V. J. Siddall, P. E. Mazmanian, and J. Myers Lessons for Continuing Medical Education From Simulation Research in Undergraduate and Graduate Medical Education: Effectiveness of Continuing Medical Education: American College of Chest Physicians Evidence-Based Educational Guidelines Chest, March 1, 2009; 135(3_suppl): 62S - 68S. [Abstract] [Full Text] [PDF]

				B. M. Henrichs, M. S. Avidan, D. J. Murray, J. R. Boulet, J. Kras, B. Krause, R. Snider, and A. S. Evers Performance of Certified Registered Nurse Anesthetists and Anesthesiologists in a Simulation-Based Skills Assessment Anesth. Analg., January 1, 2009; 108(1): 255 - 262. [Abstract] [Full Text] [PDF]

				G. K. Lighthall and J. Barr The Use of Clinical Simulation Systems to Train Critical Care Physicians J Intensive Care Med, September 1, 2007; 22(5): 257 - 269. [Abstract] [PDF]

				M. Srinivasan, J. C. Hwang, D. West, and P. M. Yellowlees Assessment of Clinical Skills Using Simulator Technologies Acad Psychiatry, December 1, 2006; 30(6): 505 - 515. [Abstract] [Full Text] [PDF]