National University Health System
Singapore, 119074
NCT Number: NCT04024982
This study aims to find out the best sequence of teaching and learning events (i.e. first lecture and then simulated training or first simulated training and then lecture) in the acquisition of knowledge on Transoesophageal Echocardiography among trainee and specialist anaesthesiologists.
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Notify Me21 year and older
All sexes
Interventional
Not applicable
Singapore, 119074
Basic Transoesophageal Echocardiography (TEE) is an essential skill in the armamentarium of an anaesthesiologist. Currently, majority of the TEE teaching is being done in the form of didactic lectures with only a few teaching centres offering simulation. TEE skill acquisition includes both technical and cognitive skills. Most of the studies done in TEE teaching have concluded that TEE simulation is an essential part of TEE skill training. The study team wanted to find out what is the best sequence of teaching to achieve the maximum skill acquisition in TEE.
In National University Hospital, Singapore, the Cardiac subdivision of anaesthesia specialists are accredited in TEE (American or European exams) and perform independent decision making in cardiac surgical theatres while the surgery is on-goingto facilitate dynamic decision making such as adequacy of valve repair, global LV function and emerging complications if any. The study team realised that TEE skills are also required for decisions beyond the cardiac surgical theaters where on the spot critical decisions making is required eg: in polytrauma and sudden unexplained hypotension or hypoxia in non-cardiac or ICU patients.
There are existing induction modules and prior teaching avenues in the department of anaesthesia such as the Cardiac Anaesthesia Simulation Training (CAST) module targeted at junior trainee's level. With initiative to equip every practicing anaesthesiologist with the vital skill of TEE image acquisition, the department of anaesthesia is launching a teaching program that is an in house training session. The study team aims to understand through this study the ideal sequence of teaching intervention to facilitate optimal learning and retention.
Healthy volunteers accepted: Yes
Only the study team can determine whether someone qualifies for participation.
Inclusion criteria
Exclusion criteria
Sequence of teaching (whether lecture or simulation session first) can help to achieve the maximum skill acquisition in TEE.
Sequence of teaching (whether lecture or simulation session first) can help to achieve the maximum skill acquisition in TEE.
Time frame: Within an hour of completion of both lecture and simulation sessions.
After the end of both lecture and simulation session, participants will be asked to demonstrate skill of acquisition of 11 basic views on TEE simulator within stipulated time, and will be scored by 2 independent raters.
Time frame: Within an hour of completion of both lecture and simulation sessions.
Identify and compare whether there are demographic variations in knowledge and skill acquisition in TEE among anaesthesiologists within each sequence of teaching and learning (i.e. lecture followed by simulation training and simulation training followed by lecture). This will be done through the administration of 30-question MCQ relating to TEE safety, probe manipulation and basic views in TEE, and a technical skill test.
National University of Singapore
Other
The Ideal Sequence of Didactic Lectures and Simulation in Teaching Transoesophageal Echocardiography (TEE) Among Anaesthesiologists
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