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02/12/2013

Maîtrise des VAS: Simuler il en restera quelque chose

Advanced Airway Management Simulation Training in Medical Education: A Systematic Review and Meta-Analysis

Kennedy CC et All. Crit Care Med 2013; 41:00–00

Airwaysimulation2.jpgSimulatioTraining1.jpg

Les quelques lignes qui suivent sont d'une importance cruciale pour la mise en oeuvre d'une politique de formation à la maîtrise des voies aériennes et le maintien de ces compétences. On ne peut être que surpris par l'intérêt modéré de la pratique au bloc opératoire versus la simulation.

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Educators face many choices when designing a curricula—whether to use lecture, video, web-based teaching, and/or simulation. Our findings have substantial implications for educators and researchers. First, educators designing airway education courses can be confident that simulation is effective in comparison with no intervention for most measured outcomesIt also appears to be more effective than non simulation education (e.g., video, lecture, self-study, and OR training) for many educational outcomes. Second, simulation was associated with higher learner satisfaction compared with nonsimulation interventionsEducators designing simulation curricula face further choices, such as which model(s) to use, how to ensure learners retain the skills, and how to provide feedback. This review begins to answer such questions. Learner satisfaction increased with biologic models. Such preferences may be important in designing curriculum, although evidence is presently lacking with regard to the impact on other learning outcomes. Formal training in the OR in addition to simulation training was not associated with benefit. Although evidence is limited, this finding is of considerable practical import given the substantial commitment by OR personnel and potential safety risks incurred by such training. Addition of standardized patients to airway management training likewise does not appear to be beneficial. Finally, curricula that include course repetition, ongoing practice with or without evaluation with feedback, and use of self-regulated learning appear effective in airway management skill retention and should be incorporated for those requiring skills maintenance.

 


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