Browsing by Author "Gothard, M. David"

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    Development of a Simulation Scenario Evaluation Tool (SSET): Modified Delphi Study
    (BMJ, 2020-11-01) Hernandez, Jessica; Frallicciardi, Alise; Nadir, Nur-Ain; Gothard, M. David; Ahmed, Rami A.; Emergency Medicine, School of Medicine
    Introduction: One critical aspect of successful simulation facilitation is development of written scenarios. However, there are no validated assessment tools dedicated to the evaluation of written simulation scenarios available. Our aim was to develop a tool to evaluate the quality of written simulation demonstrating content validity. Methods: A comprehensive literature search did not yield a validated assessment tool dedicated for the evaluation of written simulation scenarios. A subsequent search yielded six templates published for written simulation scenario design. From these templates, critical scenario elements were identified to create an evaluation instrument with six components of scenario quality with corresponding anchors and rating scale. Subsequently, a national group of simulation experts were engaged via survey methodology to rate the content of the proposed instrument. Ultimately, a modified two-round Delphi approach was implemented to demonstrate consensus of the final assessment tool. Results: 38 responses were obtained in round 1, while 22 complete responses were obtained in round 2. Round 1 kappa values ranged from 0.44 to 1.0, indicating moderate to almost perfect rater agreement for inclusion of the six proposed components. Kappa values specifically regarding scale and anchors ranged from 0 to 0.49. After revisions, there was a significant level of agreement (p<0.05) of all items of the proposed assessment tool in the second-round survey except for item 10. Of note, all initial respondents indicated that they had never evaluated written scenarios with an assessment tool. Conclusions: The Simulation Scenario Evaluation Tool, developed using a national consensus of content experts, is an instrument demonstrating content validity that assesses the quality of written simulation scenarios. This tool provides a basis to guide structured feedback regarding the quality of written simulation scenarios.
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    Iatrogenic Critical Care Procedure Complication Boot Camp: A Simulation‐Based Pilot Study
    (Wiley, 2019) Riefkohl-Ortiz, Elaine; Frey, Jennifer A.; Yee, Jennifer; Gothard, M. David; Hughes, Patrick G.; Ballas, Derek A.; Ahmed, Rami A.; Emergency Medicine, School of Medicine
    Background Traditional medical education strategies teach learners how to correctly perform procedures while neglecting to provide formal training on iatrogenic error management. Error management training (EMT) requires active exploration as well as explicit encouragement for learners to make and learn from errors during training. Simulation provides an excellent methodology to execute a curriculum on iatrogenic procedural complication management. We hypothesize that a standardized simulation‐based EMT curriculum will improve learner's confidence, cognitive knowledge, and performance in iatrogenic injury management. Methods This was a pilot, prospective, observational study performed in a simulation center using a curriculum developed to educate resident physicians on iatrogenic procedural complication management. Pre‐ and post‐intervention assessments included confidence surveys, cognitive questionnaires, and critical action checklists for six simulated procedure complications. Assessment data were analyzed using medians, interquartile ranges, and the paired change scores were tested for median equality to zero via Wilcoxon signed rank tests with p<0.05 considered statistically significant. Results Eighteen residents participated in the study curriculum. The median confidence increased significantly by a summed score of 12.5 (8.75 –17.25) (p<0.001). Similarly, the median knowledge significantly increased by 6 points (3 –8) from the pre‐ to post‐intervention assessment (p<0.001). For each of the simulation cases, the number of critical actions performed increased significantly (p<0.001 to p=0.002). Conclusion We demonstrated significant improvement in the confidence, clinical knowledge, and performance of critical actions after the completion of this curriculum. This pilot study provides evidence that a structured EMT curriculum is an effective method to teach management of iatrogenic injuries.