(First paragraph) The Executive Councils of the Society of Interventional Radiology (SIR), Radiological Society of North America (RSNA), and Cardiovascular and Interventional Radiological Society of Europe (CIRSE) have charged their Medical Simulation Task Forces and Work Groups to cooperate to achieve excellence and safety in interventional radiology patient care by jointly recommending and guiding implementation of a robust infrastructure and process to support Interventional Radiology (IR) simulation development, assessment, validation, application, and dissemination

Becker, Gary

Cardella, John

Conners, Buddy

Dawson, Steven

Glaiberman, Craig

Gould, Derek

Kessel, David

Lee, Mick

Patel, Aalpen

Scerbo, Mark

English

Old Dominion University

Old Dominion UniversityODU Digital CommonsPsychology Faculty Publications Psychology2007SIR/RSNA/CIRSE Joint Medical Simulation TaskForce Strategic Plan: Executive SummaryDerek GouldAalpen PatelGary BeckerBuddy ConnersJohn CardellaSee next page for additional authorsFollow this and additional works at: https://digitalcommons.odu.edu/psychology_fac_pubsPart of the Cardiology Commons, and the Radiology CommonsThis Editorial is brought to you for free and open access by the Psychology at ODU Digital Commons. It has been accepted for inclusion in PsychologyFaculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact digitalcommons@odu.edu.Repository CitationGould, Derek; Patel, Aalpen; Becker, Gary; Conners, Buddy; Cardella, John; Dawson, Steven; Glaiberman, Craig; Kessel, David; Lee,Mick; and Scerbo, Mark, "SIR/RSNA/CIRSE Joint Medical Simulation Task Force Strategic Plan: Executive Summary" (2007).Psychology Faculty Publications. 58.https://digitalcommons.odu.edu/psychology_fac_pubs/58Original Publication CitationGould, D., Patel, A., Becker, G., Connors, B., Cardella, J., Dawson, S., . . . Scerbo, M. (2007). SIR/RSNA/CIRSE joint medicalsimulation task force strategic plan: Executive summary. Cardiovascular and Interventional Radiology, 30(4), 551-554. doi:10.1007/s00270-007-9103-9AuthorsDerek Gould, Aalpen Patel, Gary Becker, Buddy Conners, John Cardella, Steven Dawson, Craig Glaiberman,David Kessel, Mick Lee, and Mark ScerboThis editorial is available at ODU Digital Commons: https://digitalcommons.odu.edu/psychology_fac_pubs/58CIRSE GUIDELINESSIR/RSNA/CIRSE Joint Medical Simulation Task Force StrategicPlan: Executive SummaryDerek Gould Æ Aalpen Patel Æ Gary Becker Æ Buddy Connors Æ John Cardella ÆSteven Dawson Æ Craig Glaiberman Æ David Kessel Æ Mick Lee Æ William Lewandowski ÆRoger Phillips Æ Jim Reekers Æ David Sacks Æ Marc Sapoval Æ Mark ScerboPublished online: 22 June 2007 Springer Science+Business Media, LLC 2007Strategic MissionThe Executive Councils of the Society of InterventionalRadiology (SIR), Radiological Society of North America(RSNA), and Cardiovascular and Interventional Radiolog-ical Society of Europe (CIRSE) have charged their MedicalSimulation Task Forces and Work Groups to cooperate toachieve excellence and safety in interventional radiologypatient care by jointly recommending and guiding imple-mentation of a robust infrastructure and process to supportInterventional Radiology (IR) simulation development,assessment, validation, application, and dissemination.The goal of medical training is to create practitionerswho demonstrate mastery of the professionalism (skills,knowledge, attitudes, and behavior) required for the suc-cessful delivery of medical therapy [1]. A well-designedand fully integrated curriculum is the essential mechanismD. KesselLeeds Teaching Hospitals, Leeds, UKM. LeeDepartment of Radiology, Beaumont Hospital, Royal College ofSurgeons in Ireland, Dublin, IrelandW. LewandowskiWilliam E. Lewandowski Consulting, Daytona Beach, FL, USAR. PhillipsDepartment of Computer Science, University of Hull, Hull, UKJ. ReekersDepartment of Radiology, Academic Medical Centre,Amsterdam, The NetherlandsD. SacksDepartment of Radiology, The Reading Hospital and MedicalCenter, Reading, PA, USAM. SapovalDepartment of Radiology, Hopital Europeen G, Pompidou, Paris,FranceM. ScerboDepartment of Psychology, Old Dominion University, Norfolk,VA, USAThis article also appears in the July 2007 issue of Journal of Vascularand Interventional Radiology.D. Gould (&)Radiology Department, Royal Liverpool University Trust,Liverpool, UKe-mail: dgould@liv.ac.ukA. PatelDepartment of Radiology, University of Pennsylvania School ofMedicine, Philadelphia, PA 19104, USAG. BeckerDepartment of Radiology, University of Arizona College ofMedicine, Tucson, AZ, USAB. ConnorsRadiology Associates of Sacramento, Sacramento, CA, USAJ. CardellaDepartment of Radiology, Baystate Health System/TuftsUniversity School of Medicine, 759 Chestnut Street, C3162,Springfield, MA 01199, USAS. DawsonDepartment of Radiology, Massachusetts General Hospital,Harvard Medical School, Boston, MA, USAC. GlaibermanMallinckrodt Institute of Radiology, Washington UniversitySchool of Medicine, 510 South Kingshighway Boulevard,Box 8131, St. Louis, MO 63110, USA123Cardiovasc Intervent Radiol (2007) 30:551–554DOI 10.1007/s00270-007-9103-9by which this mastery is achieved. Since ancient times,mastery of the curriculum’s clinical, cognitive, psycho-motor, and attitudinal skills have been acquired in themaster-apprentice training model (MAM). After initiallyobserving the instructor, the trainee is eventually allowed‘‘hands-on’’ experience under supervision: in the past thishas been supplemented with training on physical and ani-mal models, cadavers, and, more recently, analogue, digi-tal, and hybrid simulation [2].The limitations of the traditional MAM for learning inpatients include the need for expert supervision, thepotential for suboptimal results or harm, time constraints,rising costs, stress, ethical considerations, and an adver-sarial medicolegal milieu. In addition, diagnostic imagingadvances have all but eliminated the need for thestraightforward invasive diagnostic procedures which hadbeen used to train basic skills in interventional radiology(IR). These difficulties have led to a reappraisal of alter-native training methods for the 21st century to augment andsegmentally replace the traditional training methods.Teaching models and tools must be cost effective,adaptable to change, and proven to develop skills thattransfer to clinical circumstances. Where this gold standardvalidation proves elusive, these new medical simulatorsmust be reconfigured to optimize the probability of vali-dation. Medical simulation, using a combination of physi-cal models and computer simulations, holds considerablepromise for training, but to do this effectively requiresaccepted principles of educational methodology, includingthe need to obtain procedural skills within an overarchingcurriculum, with comprehension of the underlying condi-tion and the risks and benefits of various therapies. Yetwhile standards exist for aviation, there are as yet none forthe methodology and validity of medical simulations.ValidationPublic and professional acceptance of the use of simulationas a component of training high stakes IR skills requiresproof (validation) of effectiveness. Validation of ‘‘testing’’requires the ability to accurately assess knowledge and per-formance as they relate to learning objectives. The require-ments for validating the use of a training device as a part of acurriculum depend on considerations such as the need(1) to claim that participating in a particular trainingprogram is an accurate indicator of a level of com-petence or proficiency in the clinical environment;(2) to claim that the use of a particular training deviceconsistently provides particular results (proficiency,reduced training costs/errors over time), when usedby different individuals in different training pro-grams;(3) to standardize a range of training programs to ensurethat each predictably delivers a certain percentage oflearners attaining predefined standards within a setperiod of time;(4) for acceptance by users, experts, or other third parties(e.g., the public). This acceptance is generally morelikely where training is performed with validated tools.For these reasons, development of recommendations forvalidation and defined standards (including those specifiedwithin a curriculum) underpins the Joint Medical Simula-tion Task Force (JMST) strategic plan [3, 4].A Strategy for ImplementationTo safely implement simulator-based training in a curric-ulum requires evidence of clinical relevance, yet continuedtechnology development might rapidly render well-con-ducted validation studies obsolete. It therefore seems pru-dent to adopt new technology for use within its areas ofknown efficacy [3] as determined by development history,metrics, validation studies, and the standards that are to beset in consequence of this strategy. Indeed clinicallyappropriate innovation, development, and instructionaldesign should facilitate validation, opening up a new era inmedical procedural training.To increase the role of simulation in correctly teaching thecognitive and clinical knowledge necessary for the practiceof IR requires thoughtful development and careful, yetexpeditious, incorporation into official training curricula.This requirement has been identified by the ExecutiveCouncils of SIR and CIRSE and the Board of Directors of theRSNA [5]. The JSTF has been charged with recommendingto their leadership a plan to integrate, throughout theirdivisional structures, the analysis, development, assessment,application, and dissemination of medical simulation in IR.This includes professional education, standards, research(principally direction, advice, and support), economics,practice building, and public information. The JSTF is not acredentialing body: its recommendations will include pro-fessional education, standards, research, economics, prac-tice building, and public information. They will be derivedfrom evidence-based and subject matter expert advice. TheRSNA continues to work with SIR and CIRSE on the vision,mission, and goals for simulation in IR and beyond, as wellas an implementation plan.The 2010 Vision of the SocietiesBy 2010 a growing number of validated IR simulationtraining modules will (1) have been shown to transfer skillsand reduce procedural error, (2) be delivering clinical552 D. Gould et al.: Joint Societies’ Simulation Plan123benefit to patients, and (3) have been integrated into astandardized IR training curriculum and certifying exam-inations—the newly formed American Board of Radiology(ABR) Foundation is planning on a major role for simu-lation in its early initiatives.Specific Goals to Attain the Mission of the JointSimulation Task Force1. To foster international relationships between societiesand physicians in recognition of an increasingly globalradiology community2. To help the IR profession meet the anticipated growthin demand for interventional radiologists by conduct-ing activities which, through introducing simulationinto curricula, will helpa. To continuously improve education and training toreflect the current and evolving specialty of IRb. To encourage and educate students at the under-graduate levelc. To meet the educational and continuing professionaldevelopment needs of the societies’ members3. To become stronger and more inclusive societies bydemonstrating leadership in key clinical and technol-ogy areas affecting the future of IR4. To advocate successfully on behalf of patientsa. To ensure that they have access to optimal careb. To provide excellence in that care byi. Recommending standards in educationii. Using medical simulation optimally to improvepatient safety5. To support and disseminate high-quality research inradiological sciences relevant to simulation and pursueexcellence in publications and communications of thisresearchStrategy Outline [3, 4]This two-stage strategy aims to achieve the stated goals formedical simulation with specific reference to financialimplications and expected timeframes. While not intendedto be prescriptive, the societies recognize the pressing needfor such an initiative in the field of IR simulation, recog-nizing that periodic updates and modifications will be nee-ded to address evolving technology and political issues. TheJSTF will work to develop the strategy objectives and dis-seminate findings collaborating with others as required tomeet the societies’ mission of excellence in IR patient care.Stage IStage 1 comprises two parallel strands, curriculum devel-opment and organizational objectives.A. Curriculum developmentThis defines the role of simulation within a structured,training program including how, where, and when simu-lator training takes place. It will also review assessmentmethodologies for establishing competence including tra-ditional techniques, novel automatic assessment based onsimulator-derived performance data, and observer-basedmethods. Finally, it outlines the role of credentialingorganizations to oversee accreditation and revalidationB. Organizational objectivesThese consider how utilizing simulator models could im-prove the performance of IR training and of health careinstitutions. Human factors for the adoption of medicalsimulation standards will be determined, including identi-fication of metrics and agreement on standards for thevalidity and efficacy of simulator models. Criteria forevaluating simulators will be developed with respect tolearning, training, and the nature of performance feedback.Support for the task force will be enlisted from theindustry, funding organizations, and the government. Aprogram will be formulated for implementation of simu-lator-based training in IR curricula. Finally, recommenda-tions will be made regarding the use of simulation bysimulator and medical device companies for education,when operating outside curricula [6].Stage IIIt is intended that this strategy will provide guidance.Research methodology (i.e., milestones, Gantt charts,specifications, costings, personnel, etc.) is expected to begenerated and implemented by various other groups. Thecore objectives of this stage are summarized below.A. Training standardsB. Professional educationC. Practice buildingD. ResearchThis part of the strategy aims to provide direction, advice,and support to researchers from within and outside the col-laborative, academic, and industrial partners of the JSTF.D. Gould et al.: Joint Societies’ Simulation Plan 553123E. EconomicsF. Public educationReferences1. Irvine D (2007) Medical Professionalism. Evidence from SirDonald Irvine. Royal College of Physicians. Available at: http://www.rcplondon.ac.uk/wp/medprof/medprof_prog_041216.asp;accessed 8 May2. Dawson S (2006) Procedural simulation: a primer. J Vasc IntervRadiol 17(2; Pt 1):205–2133. Cardiovascular and Interventional Radiology Society ofEurope (2007) Available at: http://www.cirse.org/_files/contentmanagement/CIRSE_SIR_Joint_Strategy.pdf; accessed20 April4. Society of Interventional Radiology (2007) Available at: http://www.sirweb.org/clinical/cpg/CIRSE_SIR_Joint_Strategy_7-14-06.pdf; accessed 1 May5. Gould DA, Reekers JA, Kessel DO, et al. (2006) Simulationdevices in interventional radiology: caveat emptor. CardioVascInterv Radiol 29(1):4–66. Morgan JM, Marco J, Stockx L, et al. (2005) Educationalgovernance for the regulation of industry sponsored continuingmedical education in interventional and device based therapies.Heart 91:710–712554 D. Gould et al.: Joint Societies’ Simulation Plan123

SIR/RSNA/CIRSE Joint Medical Simulation Task Force Strategic Plan: Executive Summary

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SIR/RSNA/CIRSE Joint Medical Simulation Task Force Strategic Plan: Executive Summary

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