Evaluating a multimodal clinical anesthesia course integrated into an existing veterinary curriculum

Julie A. Noyes, Robert D. Keegan, Kira J. Carbonneau, Mauricio L. Lepiz, David C. Rankin, Susan M. Matthew

Research output: Contribution to journalArticlepeer-review

Abstract

Introduction This study evaluated a multimodal, simulation-based course in veterinary anesthesia integrated into an existing veterinary curriculum. Methods A simulation-based, multimodal training course in clinical anesthesia was evaluated using outcomes from multiple levels of the Kirkpatrick Model of Training Evaluation. Cognitive and affective outcomes were evaluated before and after instruction. Head-mounted cameras were used to record clinical performance during students' first live patient anesthesia experience in the curriculum. Results Pretest-posttest analysis of cognitive and affective outcomes for course participants revealed significant increases in knowledge and self-efficacy. Course participants received higher ratings on clinical task performance and professional skills (ie, communication and collaboration) compared with a matched control group when evaluated by blinded, external raters using a standardized rubric. Conclusions These findings indicate that implementing a multimodal anesthesia simulation-based course directly into the curriculum can enhance cognitive and affective outcomes and prepare students for subsequent anesthesia-related patient care experiences.

Original languageEnglish (US)
Pages (from-to)177-184
Number of pages8
JournalSimulation in Healthcare
Volume16
Issue number3
DOIs
StatePublished - 2021
Externally publishedYes

Keywords

  • Anesthesia simulation
  • Deliberate practice
  • Multimodal course
  • Veterinary education

ASJC Scopus subject areas

  • Epidemiology
  • Medicine (miscellaneous)
  • Education
  • Modeling and Simulation

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