Use of Low-Fidelity Simulation Laboratory Training for Teaching Radiology Residents CT-Guided Procedures |
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| Affiliation: | 1. Department of Radiology and Radiological Sciences, Medical University of South Carolina, Charleston, South Carolina;2. Department of Radiology and Medical Imaging, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio;1. Department of Medicine, Division of Hospital Medicine, Stanford University, Stanford, California;2. Division of Medical Education, American College of Physicians, Philadelphia, Pennsylvania;3. Department of Radiology, Neuroradiology Division, Stanford University, Stanford, California;1. New York University Medical Center, New York, New York;2. Hospital for Joint Diseases, New York, New York;3. Mayo Clinic, Phoenix, Arizona;4. New York University School of Medicine, New York, New York;5. James J. Peters VA Medical Center, Bronx, New York, American Academy of Orthopaedic Surgeons, Rosemont, Illinois;6. UMass Memorial Medical Center, Worcester, Massachusetts;7. UK Healthcare Spine and Total Joint Service, Lexington, Kentucky, American Academy of Orthopaedic Surgeons;8. VA San Diego Healthcare System, San Diego, California;9. University of Virginia Health System, Charlottesville, Virginia;10. Medical College of Georgia at Augusta University, Augusta, Georgia;11. Beth Israel Deaconess Medical Center, Boston, Massachusetts;12. University of Michigan Medical Center, Ann Arbor, Michigan;13. Hospital for Special Surgery, New York, New York;14. New England Baptist Hospital, Boston, Massachusetts;15. Brigham and Women’s Hospital, Boston, Massachusetts;1. Division of Neuroradiology, The Russell H. Morgan Department of Radiology and Radiological Science, The Johns Hopkins Medical Institutions, Baltimore, Maryland;1. University of Texas Health Science Center at Houston, Houston, Texas;2. Baylor College of Medicine, Houston, Texas |
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| Abstract: | PurposeTo determine the benefit of the addition of low-fidelity simulation–based training to the standard didactic-based training in teaching radiology residents common CT-guided procedures.MethodsThis was a prospective study involving 24 radiology residents across all years in a university program. All residents underwent standard didactic lecture followed by low-fidelity simulation–based training on three common CT-guided procedures: random liver biopsy, lung nodule biopsy, and drain placement. Baseline knowledge, confidence, and performance assessments were obtained after the didactic session and before the simulation training session. Approximately 2 months later, all residents participated in a simulation-based training session covering all three of these procedures. Knowledge, confidence, and performance data were obtained afterward. These assessments covered topics related to preprocedure workup, intraprocedure steps, and postprocedure management. Knowledge data were collected based on a 15-question assessment. Confidence data were obtained based on a 5-point Likert-like scale. Performance data were obtained based on successful completion of predefined critical steps.ResultsThere was significant improvement in knowledge (P = .005), confidence (P < .008), and tested performance (P < .043) after the addition of simulation-based training to the standard didactic curriculum for all procedures.ConclusionsThis study suggests that the addition of low-fidelity simulation–based training to a standard didactic-based curriculum is beneficial in improving resident knowledge, confidence, and tested performance of common CT-guided procedures. |
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| Keywords: | Simulation CT-guided procedures biopsy drain resident education |
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