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Simulation‐based teaching versus point‐of‐care teaching for identification of basic transoesophageal echocardiography views: a prospective randomised study
Author(s) -
Ogilvie E.,
Vlachou A.,
Edsell M.,
Fletcher S. N.,
Valencia O.,
Meineri M.,
Sharma V.
Publication year - 2015
Publication title -
anaesthesia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.839
H-Index - 117
eISSN - 1365-2044
pISSN - 0003-2409
DOI - 10.1111/anae.12903
Subject(s) - medicine , identification (biology) , medical physics , intensive care medicine , biology , botany
Summary In recent years, the use of transoesophageal echocardiography has increased in anaesthesia and intensive care. We explored the impact of two different teaching methods on the ability of echocardiography‐naïve subjects to identify cardiac anatomy associated with the 20 standard transoesophageal echocardiography imaging planes, and assessed trainees' satisfaction with these methods of training. Fifty‐two subjects were randomly assigned to one of two groups: a simulation‐based and a theatre‐based teaching group. Subjects undertook video‐based tests comprised of 20 multiple choice questions on echocardiography views before and after receiving echocardiography teaching. Subjects in simulation‐ and theatre‐based teaching groups scored 40% (30–40 [20–50])% and 35% (30–40 [15–55])% in the pre‐test, respectively (p = 0.52). Following echocardiography teaching, subjects within both groups improved upon their pre‐test knowledge (p < 0.001). Subjects in the simulation‐based teaching group significantly outperformed their theatre‐based group counterparts in the post‐intervention test (p = 0.0002).