The apprenticeship model of surgical education, relying solely on operating room training, may be insufficient to meet current needs of cardiac surgery trainees. Challenges such as resident duty hour restrictions, increasing case complexity, and novel techniques limit direct intraoperative experience. Simulation is a widely accepted educational tool in surgery. The purpose of this study was to establish an understanding of the current use of simulation in Canadian cardiac surgery and to examine the attitudes of Canadian educators and residents toward simulation training. Canadian cardiac surgery residents and faculty surgeons were surveyed at each of the 12 Canadian academic institutions. Simulation was used in all 12 academic programs, with the average use being 3 to 4 times a year. The most common simulators used were anastomotic task trainers and porcine heart models. Simulation sessions were deemed incomplete, lacking clearly stated learning objectives and evaluations. There was an overall desire from both residents and faculty surgeons to have more simulation use at their centres. This study identified that although simulation is used and valued within Canada, it is not yet employed to maximum potential. Simulation cannot replace operative experience, but current demands on surgeons and residents mandates a broader, more effective application of simulation as an educational adjunct.
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