Computerized realistic simulation: A teaching module for crisis managementin radiology

OBJECTIVE. Computerized realistic simulation technology has been used as a training tool in fields such as aviation and military training and in the n uclear power industry. More recently, it has been adapted for use in anesth esia crisis resource management. We describe the effectiveness of a simulat ion program like that used by anesthesiology departments that we developed to teach radiologists the principles of crisis management. MATERIALS AND METHODS. A mock CT scanner and patient simulator were used to simulate the environment in which radiologists encounter crises. Twenty-fo ur residents attended the training program, four at each half-day session. Two responded to and two observed an initial crisis, after which they atten ded a lecture and watched a videotape review. The second pair then particip ated in a different crisis scenario. The scenario order was randomized. All scenarios were videotaped and randomly reviewed by two physicians not invo lved with the course. The following behavioral qualities of the participati ng residents were evaluated using a five-point scale, ranging from poor (1) to excellent (5). global assessment, communication skills, use of support personnel, use of resources, and role clarity. Residents then rated the cou rse on a five-point scale using the following criteria: overall course usef ulness, attainment of course goals, realism of scenarios, quality of lectur e, and quality of videotape review. RESULTS. The trainees who had attended the lecture and watched the videotap e review before participating in a scenario consistently scored higher than those who had not in the following areas (score after training/score befor e training): global assessment, 4.08/2.50; communication skills, 4.09/2.67; use of support personnel, 4.17/3.00; use of resources, 4.00/2.92; and role clarity, 4.17/2.67. Moreover, the participants gave the course the followi ng average ratings: overall usefulness, 4.93; attainment of course goals, 4 .78; realism of scenarios, 4.63; quality of lecture, 4.63; and quality of v ideotape review, 4.85. CONCLUSION. Although the critical assessment of a teaching method is diffic ult and subjective by nature, the improvement in behavioral performance sco res suggests that simulation technology effectively conveyed the principles of crisis management. The course ratings show that the program was well ac cepted by participants.