Using simulation for interventional radiology training
Identifieur interne : 001C93 ( Pmc/Checkpoint ); précédent : 001C92; suivant : 001C94Using simulation for interventional radiology training
Auteurs : D. GouldSource :
- The British Journal of Radiology [ 0007-1285 ] ; 2010.
Abstract
Debate on the existence of innate skills has all but evaporated in the light of evidence that it is only the hours spent in deliberate practice that correlate with even the most elite levels of expertise. A range of simple to advanced technologies stands to address some of the many challenges to effective training of 21st century, procedural medicine. Simulation could train and assess behaviours remotely from patients, in complete safety, reducing the risks of inexperienced trainees learning critical tasks in patients while contributing to certification and revalidation. Understanding the strengths and limitations of these devices, determining and improving their effectiveness and identifying their roles, as well as those of individuals and teams, represents a cornerstone of successful adoption into the interventional radiology curriculum. This requires a simulation strategy that includes standards for simulator documentation.
Url:
DOI: 10.1259/bjr/33259594
PubMed: 20603407
PubMed Central: 3473666
Affiliations:
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<front><div type="abstract" xml:lang="en"><p>Debate on the existence of innate skills has all but evaporated in the light of evidence that it is only the hours spent in deliberate practice that correlate with even the most elite levels of expertise. A range of simple to advanced technologies stands to address some of the many challenges to effective training of 21st century, procedural medicine. Simulation could train and assess behaviours remotely from patients, in complete safety, reducing the risks of inexperienced trainees learning critical tasks in patients while contributing to certification and revalidation. Understanding the strengths and limitations of these devices, determining and improving their effectiveness and identifying their roles, as well as those of individuals and teams, represents a cornerstone of successful adoption into the interventional radiology curriculum. This requires a simulation strategy that includes standards for simulator documentation.</p>
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<front><journal-meta><journal-id journal-id-type="nlm-ta">Br J Radiol</journal-id>
<journal-id journal-id-type="iso-abbrev">Br J Radiol</journal-id>
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<article-categories><subj-group subj-group-type="heading"><subject>Commentary</subject>
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<title-group><article-title>Using simulation for interventional radiology training</article-title>
<alt-title alt-title-type="running-head">Commentary: Using simulation for interventional radiology training</alt-title>
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<contrib-group><contrib contrib-type="author"><name><surname>Gould</surname>
<given-names>D</given-names>
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<degrees>MB, ChB, FRCP, FRCR</degrees>
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<aff id="aff1"><addr-line>Department of Radiology, Royal Liverpool University and Broadgreen NHS Trust, Prescot Street, Liverpool L7 8XP, UK</addr-line>
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<author-notes><corresp id="cor1">Derek Gould, MB, ChB, FRCP, FRCR, Consultant Interventional Radiologist, Department of Radiology, Royal Liverpool University and Broadgreen NHS Trust, Prescot Street, Liverpool L7 8XP. E-mail: <email>dgould@liv.ac.uk</email>
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<pub-date pub-type="ppub"><month>7</month>
<year>2010</year>
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<volume>83</volume>
<issue>991</issue>
<fpage>546</fpage>
<lpage>553</lpage>
<history><date date-type="received"><day>13</day>
<month>1</month>
<year>2010</year>
</date>
<date date-type="rev-recd"><day>19</day>
<month>1</month>
<year>2010</year>
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<date date-type="accepted"><day>25</day>
<month>1</month>
<year>2010</year>
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<permissions><copyright-statement>© 2010 The British Institute of Radiology</copyright-statement>
<copyright-year>2010</copyright-year>
</permissions>
<abstract><p>Debate on the existence of innate skills has all but evaporated in the light of evidence that it is only the hours spent in deliberate practice that correlate with even the most elite levels of expertise. A range of simple to advanced technologies stands to address some of the many challenges to effective training of 21st century, procedural medicine. Simulation could train and assess behaviours remotely from patients, in complete safety, reducing the risks of inexperienced trainees learning critical tasks in patients while contributing to certification and revalidation. Understanding the strengths and limitations of these devices, determining and improving their effectiveness and identifying their roles, as well as those of individuals and teams, represents a cornerstone of successful adoption into the interventional radiology curriculum. This requires a simulation strategy that includes standards for simulator documentation.</p>
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