Simulation in postgraduate plactic surgery education and training
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Date
2019-01
Authors
Nel, Corne Pieter Gustav
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
Simulation can play an important role in building a safer health care system and may have
the potential to address a number of challenges facing postgraduate medical training.
Simulation-based learning is becoming widely established within medical education and
offers benefits to inexperienced residents learning procedural skills in a climate of
decreasing clinical exposure. Simulation in health care is increasingly being used for
teaching and training and the development of competencies related to patient safety and
teamwork. The ability to perform clinical procedures safely on patients is a key skill and
requires a combination of various skills and competencies – some of which may be obtained
by introducing simulation into registrars’ training.
An in-depth study was done on simulation in postgraduate plastic surgery education and
training. The problem that was addressed in this study was the lack of clarity about whether,
and, if so, to what extent simulation can contribute by playing a role, and will be of value
in postgraduate plastic surgery education and training, and whether it would enhance the
effectiveness of learning at various cognitive levels. The research was therefore aimed at
identifying the contribution that simulation can make to plastic surgery education and
training. The methods used to achieve this aim included a literature study, Delphi survey and semistructured
interviews. The conceptualisation and contextualisation of simulation-based
education and training in plastic surgery were accomplished through the literature study
that focussed on the role and value of simulation, the features and uses of simulation that
lead to effective learning and theory underlying a process to developing and formulating
guidelines. Through the Delphi questionnaire, the Delphi experts had to indicate the
importance of simulation as one of the methods to train a plastic surgeon. They, if they
wished to do so, had to complete a questionnaire regarding what type of simulation
modality is/can be applicable as far as simulation is concerned and had to indicate the
cognitive level of training that is/can be addressed by simulation. The identification of a
number of outcomes that may be reached by applying simulation as a possible method, including suggestions on the type of simulation modality to be used, as well as the possible
cognitive level, was established by this method. In this study, the purpose of the individual
semi-structured interviews with role-players in clinical simulation was to investigate and
establish clarification on simulation in postgraduate plastic surgery education and training.
It informed decisions on the development of the proposed guidelines by the in-depth
overview of the contribution that simulation can make and recommendations as far as the
challenges to the implementation of simulation into plastic surgery education and training. The results and findings of the research (prepared in manuscript/article format), contributed
to achieving the aim of the research, and were used for the creation of a framework
structure that can be applied to propose/suggest guidelines with recommendations for the
implementation of simulation in postgraduate plastic surgery education and training. For
simulation to be introduced as a teaching method and a learning opportunity for residents
with a view to impact on plastic surgery education and training, it should include (i) a clear
set of recommendations on how simulation can enhance the effectiveness of learning; (ii)
a description of the contribution, including the role and value of simulation, based on a
scientific research process; (iii) the development of an argument to enhance plastic surgery
training by including simulation in education and training programmes; and (iv) the
development of a framework structure that can be applied to propose guidelines for
teaching through simulation as part of training programmes for evidence-based plastic
surgery education and practice. The outcome of the study will serve as a directive for postgraduate plastic surgery education
and training by means of suggested guidelines including recommendations on how
simulation may be utilised to improve students’ knowledge, skills and professional conduct.
In conclusion, the researcher recommends that further research may be undertaken, by an
interdisciplinary group within the discipline of plastic surgery, based on a systematic review
of evidence and within the parameters of sufficient resources, finances, expertise and
knowledge, skills and competencies, to compile valid and usable guidelines on simulation
by the profession for the profession. This research is seen as the first step taken in this
process or direction.
Description
Keywords
Cognitive levels, Development of guidelines, Effective learning, Delphi process, Learning theories, Semi-structured interviews, Simulation, Postgraduate plastic surgery education and training, Thesis (Ph.D. HPE (Health Professions Education))--University of the Free State, 2019