“Simtending”: A Novel Model for Simulating the Attending Role in Senior Residents (1090-004350) (Research Abstract Professor Rounds: Group 6)
Start time: Friday, January 29, 2021, 11:30 AM End time: Friday, January 29, 2021, 12:30 PM Session Type: Research Abstracts (Completed Studies)
The transition from resident to attending physician is a stressful and difficult period, due to the new challenges of final responsibility for patient care and educating residents. Very few medical education interventions address this transition. The “Simtending” model seeks to address these elements via the simulated supervision of junior residents during high acuity cases. Our research question is whether implementation of the Simtending model results in increased satisfaction with simulation activities.
This study included data from residents in a three-year residency program at a tertiary academic center in Chicago, Illinois. The “Simtending” model placed a PGY-3 resident in the role of attending, working alongside junior residents who would staff the case as appropriate. Juniors and faculty provided the “Simtending” feedback. These cases occurred in half of the twice monthly simulation sessions within the curriculum, with the other half of cases in the "traditional" group simulation approach without assigned or structured roles. Data was extracted from anonymous satisfaction survey information from six distinct sessions. Survey responses were compared between “Simtending” and traditional sessions with respect to feedback quality, realism, and achieving objectives. Average scores on each topic were compared using independent samples T-test. Qualitative analysis was used to identify themes from free response questions on the evaluation surveys.
Feedback was collected from six distinct events for a total n of 74. Of these, 44 (59%) were from the Simtending simulation events and the remaining were traditional. On a scale out of 7, residents rated the sessions similarly regarding fulfilling goals and objectives (6.75 +/- 0.61 simtending compared to 6.50 +/-1.14 traditional, p=0.27), realism of scenarios (6.77 +/- 0.52 simtending compared to 6.70 +/- 0.47 traditional, p=0.53); and quality of feedback (6.73 +/- 0.62 simtending compared to 6.67 +/- 0.55 traditional, p=0.66). Qualitative analysis identified a theme related to improved role understanding and satisfaction in the "Simtending" format compared to traditional.
This data shows that residents evaluate the “Simtending” model similarly compared to traditional simulation sessions in terms of realism, meeting goals and objectives, and quality of feedback. The identified theme of improved role understanding and satisfaction indicates that residents have better engagement with the simulation during the structured Simtending model. Future work will include assessment of whether senior residents deem this model to be helpful in their transition to the attending role.