Abstract：
OBJECTIVE: To describe the development and implementation of a comprehensive in situ simulation-based curriculum for anesthesia residents.
METHODS: This is a prospective study.
METHODS: This study was conducted at a university hospital.
METHODS: This single-center prospective study included all 53 anesthesia residents enrolled in the anesthesia residency program.
METHODS: Introduction of a routine, high-fidelity, in situ simulation program that incorporates short sessions to train residents in the necessary skill sets and decision-making processes required in the operating room.
RESULTS: Our team conducted 182 individual 15-minute simulation sessions over 3 months during regular working hours. All 53 residents in our program actively participated in the simulations. Most residents engaged in at least 3 sessions, with an average participation rate of 3.4 per resident (range, 1-6 sessions). Residents completed an online anonymous survey, with a response rate of 71.7% (38 of 53 residents) over the 3-month period. The survey aimed to assess their overall impression and perceived contribution of this project to their training.
CONCLUSIONS: Our proposed teaching method can bridge the gap in resident training and enhance their critical reasoning to manage diverse clinical situations they may not experience during their residency.
METHODS: This is a prospective study.
METHODS: This study was conducted at a university hospital.
METHODS: This single-center prospective study included all 53 anesthesia residents enrolled in the anesthesia residency program.
METHODS: Introduction of a routine, high-fidelity, in situ simulation program that incorporates short sessions to train residents in the necessary skill sets and decision-making processes required in the operating room.
RESULTS: Our team conducted 182 individual 15-minute simulation sessions over 3 months during regular working hours. All 53 residents in our program actively participated in the simulations. Most residents engaged in at least 3 sessions, with an average participation rate of 3.4 per resident (range, 1-6 sessions). Residents completed an online anonymous survey, with a response rate of 71.7% (38 of 53 residents) over the 3-month period. The survey aimed to assess their overall impression and perceived contribution of this project to their training.
CONCLUSIONS: Our proposed teaching method can bridge the gap in resident training and enhance their critical reasoning to manage diverse clinical situations they may not experience during their residency.
摘要：
目的：描述针对麻醉居民的基于原位模拟的综合课程的开发和实施。
方法：这是一项前瞻性研究。
方法：本研究在一所大学医院进行。
方法：这项单中心前瞻性研究纳入了参加麻醉住院医师计划的所有53名麻醉住院医师。
方法：介绍例行程序，高保真,现场模拟程序，包括短期会议，以培训居民在必要的技能和决策过程所需的手术室。
结果：我们的团队在正常工作时间内进行了182次单独的15分钟模拟会议，为期3个月。我们计划中的所有53名居民都积极参与了模拟。大多数居民至少参加3次会议，每位居民的平均参与率为3.4(范围，1-6届会议)。居民完成了在线匿名调查，在3个月期间，回应率为71.7%(53名居民中的38名)。调查旨在评估他们对该项目的总体印象和感知对培训的贡献。
结论：我们提出的教学方法可以弥合住院医师培训的差距，并增强他们的批判性推理，以管理他们在住院期间可能没有经历的各种临床情况。
方法：这是一项前瞻性研究。
方法：本研究在一所大学医院进行。
方法：这项单中心前瞻性研究纳入了参加麻醉住院医师计划的所有53名麻醉住院医师。
方法：介绍例行程序，高保真,现场模拟程序，包括短期会议，以培训居民在必要的技能和决策过程所需的手术室。
结果：我们的团队在正常工作时间内进行了182次单独的15分钟模拟会议，为期3个月。我们计划中的所有53名居民都积极参与了模拟。大多数居民至少参加3次会议，每位居民的平均参与率为3.4(范围，1-6届会议)。居民完成了在线匿名调查，在3个月期间，回应率为71.7%(53名居民中的38名)。调查旨在评估他们对该项目的总体印象和感知对培训的贡献。
结论：我们提出的教学方法可以弥合住院医师培训的差距，并增强他们的批判性推理，以管理他们在住院期间可能没有经历的各种临床情况。
