Simulators for training in ultrasound guided procedures.

The four major categories of skill sets associated with proficiency in ultrasound guided regional anaesthesia are 1) understanding device operations, 2) image optimization, 3) image interpretation and 4) visualization of needle insertion and injection of the local anesthetic solution. Of these, visualization of needle insertion and injection of local anaesthetic solution can be practiced using simulators and phantoms. This survey of existing simulators summarizes advantages and disadvantages of each. Current deficits pertain to the validation process.

[1]  Evaluation of a turkey-breast phantom for teaching freehand, US-guided core-needle breast biopsy. , 1997, Academic radiology.

[2]  R. Nicholson,et al.  Training phantom for ultrasound guided biopsy. , 1997, The British journal of radiology.

[3]  B. Tsui,et al.  Cadaveric ultrasound imaging for training in ultrasound-guided peripheral nerve blocks: Upper extremity , 2007, Canadian journal of anaesthesia = Journal canadien d'anesthesie.

[4]  M. Schaverien.  Development of expertise in surgical training. , 2010, Journal of surgical education.

[5]  R. Aggarwal,et al.  Systematic review of randomized controlled trials on the effectiveness of virtual reality training for laparoscopic surgery , 2008, The British journal of surgery.

[6]  Yang Liu,et al.  New Teaching Model for Practicing Ultrasound-Guided Regional Anesthesia Techniques: No Perishable Food Products! , 2010, Anesthesia and analgesia.

[7]  Mohsen Tavakol,et al.  Assessing the skills of surgical residents using simulation. , 2008, Journal of surgical education.

[8]  D. Shaffer,et al.  “Practicing” Medicine without Risk: Students' and Educators' Responses to High-fidelity Patient Simulation , 2001, Academic medicine : journal of the Association of American Medical Colleges.

[9]  B. Pollard.  New Model for Learning Ultrasound‐Guided Needle to Target Localization , 2008, Regional anesthesia and pain medicine.

[10]  V. Chan,et al.  A New Simulation Model for Ultrasound-Aided Regional Anesthesia , 2009, Regional Anesthesia & Pain Medicine.

[11]  Robert J. Crutcher,et al.  The role of deliberate practice in the acquisition of expert performance. , 1993 .

[12]  Z. Koscielniak-Nielsen,et al.  An Animal Model for Teaching Ultrasound-Guided Peripheral Nerve Blocks , 2008, Regional Anesthesia & Pain Medicine.

[13]  G. Ivani,et al.  The American Society of Regional Anesthesia and Pain Medicine and the European Society of Regional Anaesthesia and Pain Therapy Joint Committee Recommendations for Education and Training in Ultrasound-Guided Regional Anesthesia , 2008, Regional Anesthesia & Pain Medicine.

[14]  S. Barry Issenberg,et al.  Best evidence on high‐fidelity simulation: what clinical teachers need to know , 2007 .

[15]  V. Chan,et al.  Ultrasound Phantom for Hands-On Practice , 2005, Regional Anesthesia & Pain Medicine.

[16]  Derek R. Magee,et al.  A Training System for Ultrasound-Guided Needle Insertion Procedures , 2007, MICCAI.

[17]  N. Charness,et al.  Expert Performance Its Structure and Acquisition , 2002 .

[18]  Paul J. Feltovich,et al.  The Cambridge handbook of expertise and expert performance , 2006 .

[19]  David C. Warltier,et al.  Ultrasound-guided Regional Anesthesia Current State of the Art , 2006 .

[20]  Marilia Bonifácio Baranauskas,et al.  Simulation of ultrasound-guided peripheral nerve block: learning curve of CET-SMA/HSL Anesthesiology residents. , 2008, Revista brasileira de anestesiologia.

[21]  R. Satava,et al.  Virtual Reality Simulation for the Operating Room: Proficiency-Based Training as a Paradigm Shift in Surgical Skills Training , 2005, Annals of surgery.

[22]  B. Tsui,et al.  Cadaveric ultrasound imaging for training in ultrasound-guided peripheral nerve blocks: Lower extremity , 2007, Canadian journal of anaesthesia = Journal canadien d'anesthesie.

[23]  K. A. Ericsson,et al.  Deliberate practice and acquisition of expert performance: a general overview. , 2008, Academic emergency medicine : official journal of the Society for Academic Emergency Medicine.