Browsing by Author "Corvetto, Marcia A."

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    Fire in the Operating Room
    (LIPPINCOTT WILLIAMS & WILKINS, 2011) Corvetto, Marcia A.; Hobbs, Gene W.; Taekman, Jeffrey M.
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    Implementation of Distance-Based Simulation Training Programs for Healthcare Professionals Breaking Barriers During COVID-19 Pandemic
    (LIPPINCOTT WILLIAMS & WILKINS, 2021) Vera, Magdalena; Kattan, Eduardo; Cerda, Tomas; Niklitshek, Jessie; Montana, Rodrigo; Varas, Julian; Corvetto, Marcia A.
    A Summary Statement: The sudden rise of critically ill patients secondary to the SARS-CoV-2 pandemic has triggered a surge in healthcare response. This project's goal was to provide essential cognitive and technical skills to healthcare professionals returning to the workforce or reassigned to critical care clinical duties during the COVID-19 pandemic. The plan included the implementation of 4 distance-based simulation training programs, with asynchronous personalized feedback. The courses allowed the acquisition of skills for the complete critical care patient management chain: use of personal protection equipment, use of a high-flow nasal cannula, endotracheal intubation, and prone positioning. Participants logged into the platform, reviewed material, practiced while recording the session, and uploaded the video through the training platform. The expert tutor remotely delivered asynchronous feedback. Participants trained remotely until achieving course approval. Remote-based simulation seems a feasible and attractive alternative to provide adequate educational solutions, especially for remote and rural areas.
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    Simulation-based training program for peripherally inserted central catheter placement. Randomized comparative study of in-person training with synchronous feedback versus distance training with asynchronous feedback
    (2024) Corvetto, Marcia A.; Kattan, Eduardo; Ramirez, Gaspar; Besa, Pablo; Abbott Cáceres, Eduardo Francisco; Zamorano Rivera, Elga del Carmen; Contreras Ibacache, Víctor; Altermatt, Fernando R.
    Simulation training that includes deliberate practice is effective for procedural skill training. Delivering feedback remotely and asynchronously has been examined for more cost-efficient training. This prospective randomized study aimed to compare 2 feedback techniques for simulation training: synchronous direct feedback versus asynchronous distance feedback (ASYNC). MethodsForty anesthesia and internal medicine residents were recruited after study approval by the institutional ethics committee. Residents reviewed instructional material on an online platform and performed a pretraining assessment (PRE) for peripherally inserted central catheter (PICC) placement. Each resident was then randomly assigned to 1 of 2 training types, practice with synchronous direct feedback (SYNC) or practice with ASYNC. Training consisted of four, 1-hour practice sessions; each was conducted once per week. Both groups underwent posttraining evaluation (POST). The PRE and POST assessments were videotaped and evaluated by 2 independent, blinded reviewers using a global rating scale. ResultsThirty-five residents completed the training program and both evaluations. Both groups had significantly improved global rating scale scores after 4 sessions. The SYNC group improved from 28 to 45 points (P < 0.01); the ASYNC group improved from 26.5 to 46 points (P < 0.01). We found no significant between-group differences for the PRE (P = 0.42) or POST assessments (P = 0.13). ConclusionThis simulation-based training program significantly improved residents' peripherally inserted central venous catheter placement skills using either modality. With these results, we are unable to demonstrate the superiority of synchronous feedback over ASYNC. Asynchronous feedback training modality represents a new, innovative approach for health care procedural skills training.
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    The "Simulation Roulette" Game
    (LIPPINCOTT WILLIAMS & WILKINS, 2011) Frederick, Heather J.; Corvetto, Marcia A.; Hobbs, Gene W.; Taekman, Jeffrey
    Introduction: "Simulation Roulette" is a new method of "on-the-fly" simulation scenario creation that incorporates a game-like approach to critical scenarios and emphasizes prescenario preparation. We designed it to complement our traditional anesthesia simulation curriculum, in which residents are exposed to predefined "critical" scenarios. During typical scenarios, trainees are often given minimum preparatory information; they then start the scenario knowing only that "something bad" is going to happen. As a result, trainees often report anxiety, which can be a barrier to learning. To overcome this barrier and to augment traditional critical incident training, we developed the "Simulation Roulette" game.