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Simulation Sessions (simulation + session)

Distribution by Scientific Domains

Medical Sciences	100%

Selected Abstracts

16 A Novel Approach to "See One, Do One": Multimedia Presentations before Procedure Workshops and Simulation

ACADEMIC EMERGENCY MEDICINE, Issue 2008
Amita Sudhir
We propose that residents and medical students are likely to gain more from a simulation experience or procedure workshop if they are given educational materials conveying key concepts to review beforehand. Several multimedia formats are available to accomplish this task. Digital video and Powerpoint presentations can be converted to podcasts with or without audio tracks using programs like Profcast, GarageBand, Camtasia, and Keynote. There are also procedure videos available from sources like the New England Journal of Medicine. Participants are provided these instructional materials via a secure web server or email attachment several days prior to the educational session. These presentations are kept short in length (no greater than 10-15 minutes) to optimize compliance while delivering information efficiently. They can be reviewed at the learner's convenience on a personal computer or on an iPod with video capability. This method can significantly reduce the time required for didactic teaching in a procedure workshop; for example, when medical students review a video on basic suturing before attending a suturing workshop, they are prepared to begin practicing with minimal initial instruction. Furthermore, conveying the same information repeatedly through different instructional methods can help learners consolidate knowledge, as in the case of a presentation provided to residents before a simulation session containing the basic clinical teaching points of the case. Participant feedback regarding these resources has been favorable. [source]

Training neonatal skills with simulators?

ACTA PAEDIATRICA, Issue 4 2009
AP Cavaleiro
Abstract Aim: To compare two different ways of learning (self-study vs. simulation sessions) the adequate steps to resuscitate a neonate in the 5th year undergraduate medical curriculum. Methods: One hundred and eighty students attending the 5-week paediatrics rotation were enrolled; 115 were invited to participate in this study, but only 45 students completed it. After a 50-min ,neonatal resuscitation' theoretical interactive class, students were randomly assigned into two groups: the first (n = 21) participated in a 30-min supervised self-study session, while the second (n = 24) attended a 30-min neonatal resuscitation session using the Zoe (Gaumard® Inc., Miami, FL, USA) simulator. Results: Tests consisting of 50 multiple-choice questions were taken before the theoretical class (pre-theoretical test), before the self-study or simulation session (pre-test) and after this session (post-test). Pre-test and post-test scores were similar in both groups (p = 0.118 and p = 0.263, respectively). Conclusion: Simulation-based training of medical students in management of neonatal resuscitation do not led to significant differences on short-term knowledge comparing with traditional method. [source]

Geriatric Emergency Medicine with Integrated Simulation Curriculum

ACADEMIC EMERGENCY MEDICINE, Issue 2009
Chris Doty
Our initiative is a replicable model curriculum that teaches emergency geriatric care principles utilizing didactics and immersive simulation. Simulated scenarios encompass principles specific to geriatric care. Major curricular principles include: 1) respect for patients' autonomy, 2) accommodating patients' physical and cognitive limitations, 3) appropriate resource utilization, and 4) accurate symptom recognition and clinical decision-making. These four basic principles are incorporated throughout the curriculum and specifically during three simulated scenarios: 1) a patient with respiratory distress in the setting of end-stage cancer and end-of-life teaches topics pertaining to living wills, health care proxies and DNR orders; 2) a fallen patient requiring a trauma evaluation and safe discharge teaches resource utilization, complex evaluation of home environment, social support principles, access to medical care concepts, and utilization of institutional social services; 3) a patient with altered mental status caused by polypharmacy and sepsis teaches geriatric diagnostic and intervention challenges. Faculty teach specific clinical tactics such as minimizing distractions, frequent reorientation, minimal use of urinary catheters and "tethering" devices, prompt triage and medical screening exams, and coordinating disposition with family, nursing, and clerical staff. The curriculum also includes large classroom didactics incorporating active learning via live streamed simulation into the resident conference room. We developed an internet-based tool to manage the curriculum and track resident participation. The tool stores and sends educational handouts via email and displays digital media (e.g., radiographs, EKGs) on screen during lectures and simulation sessions. Learning objectives are measured and reinforced with pre- and post-curriculum test questions. [source]

Resident Response to Integration of Simulation-based Education into Emergency Medicine Conference

ACADEMIC EMERGENCY MEDICINE, Issue 11 2008
Ernest E. Wang MD
Abstract Objectives:, Utilization of simulation-based training has become increasingly prevalent in residency training. The authors compared emergency medicine (EM) resident feedback for simulation sessions to traditional lectures from an EM residency didactic program. Methods:, The authors performed a retrospective review of all written EM conference evaluations over a 29-month period. Evaluation questions were scored on a 1,9 Likert scale. Results:, Lectures and simulation accounted for 77.6 and 22.4% of the conferences, respectively. Scored means (±standard deviations [SDs]) were as follows: overall, lecture 7.97 ± 0.74 versus simulation 8.373 ± 0.44 (p < 0.01); Question 1, lecture 7.97 ± 0.74 versus simulation 8.40 ± 0.43 (p < 0.005); Question 2, lecture 7.92 ± 0.74 versus simulation 8.34 ± 0.48 (p < 0.01); Question 3, lecture 8.01 ± 0.77 versus simulation 8.26 ± 0.51 (p < 0.15); and Question 4, lecture 8.00 ± 0.75 versus simulation 8.42 ± 0.46 (p < 0.01). There was no longitudinal decay of scores. Conclusions:, Emergency medicine residents scored simulation-based sessions higher than traditional lectures. The scores over time suggest that this preference for simulation can be sustainable long term. Residents perceive simulation as more desirable teaching method compared to the traditional lecture format. [source]