Non-technical skills progression during anesthesiology residency in Portugal: the impact of a National Pedagogical Plan

Figures & data

Table 1. Horizontal questionnaire applied over the 4 years of the ARP. These questions were performed pre- and post-simulation courses each year.

	Question
Q5	I have been in situations that I could not deal with without help
Q6	I ask for help
Q7	I feel the need for support
Q8	I make mistakes
Q9	It is difficult for me to report the mistakes I make
Q10	I do not feel prepared for the responsibility I have
Q11	I do not have enough knowledge for the responsibility I have
Q12	I do not have enough training for the responsibility I have
Q13	I do not have enough experience for the responsibility I have
Q14	I feel bad when I ask for help
Q15	When I disagree with the consultant anesthesiologist’s opinion, I do not express that position
Q16	The behavioral component is crucial in the clinical setting

Figure 1. Evolution over time comparing pre-course and post-course – year I. *p < 0.05.

Figure 2. Evolution over time comparing pre-course and post-course – year II. *p < 0.05.

Figure 3. Evolution over time comparing pre-course and post-course – year III. *p < 0.05.

Figure 4. Evolution over time comparing pre-course and post-course – year IV. *p < 0.05.

Figure 5. Global evolution of the simulation courses. All differences are statistically significant.

Availability of data and materials

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.