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Skills Workshop (skill + workshop)
Selected AbstractsBasic Emergency Medicine Skills Workshop as the Introduction to the Medical School Clinical Skills CurriculumACADEMIC EMERGENCY MEDICINE, Issue 2009Wallace Carter Introduction:,Most medical school curricula lack training in basic skills needed in a medical emergency. After the September 11th, 2001 terrorist attacks, junior level medical students at our institution volunteered their time in the emergency department[ or at Ground Zero. They quickly realized they had little or no practical training for an emergency situation. Objectives:,To correct this curriculum deficit, a five hour basic emergency medicine skills / first responder course for students in their first few weeks of medical school was designed. Methods:,The course consists of lectures followed by related skills stations. Lectures include an introduction to the first responder concept, basic airway, breathing, and circulation management, and a rapid, systematic approach to common emergencies. Skills stations teach basic airway management, bag valve mask ventilation, splinting and immobilizing, and moving patients in the field, stressing improvisation. Multiple skills are practiced in a final simulation station using actors with wound moulage and scripted scenarios. Results:,This course, instituted at Weill Cornell Medical School in 2002, has become a mainstay of the first year curriculum. Student evaluations have been uniformly superlative. There is strong student sentiment that this is the most practical course of the first year. Conclusion:,After six years of experience, we have shown it is possible to present a truncated first responder course as part of the first year curriculum. The course generates tremendous interest and awareness regarding emergency medicine. Future research will examine whether skills taught in this course are retained and can be correctly applied later in medical school. [source] Problem-based Learning in Undergraduate Dental Education: Faculty Development at the University of Southern California School of DentistryJOURNAL OF PROSTHODONTICS, Issue 5 2007Timothy R. Saunders DDS The University of Southern California School of Dentistry (USCSD) seeks to educate oral health professionals with a balanced curriculum covering health promotion, risk assessment and disease prevention, diagnostics, treatments, and therapeutics. Based on critical analyses of a 5-year educational demonstration project, the USCSD proposed to use problem-based learning (PBL) to achieve its goals. Among the many changes required to convert a traditional dental educational curriculum to PBL, none is more important than that of faculty development. To achieve this, the USCSD Curriculum Subcommittee on Faculty Development, Mentoring, and Evaluation has designed and implemented a series of workshops to train its faculty as facilitators. There are four Core Skills Workshops: PBL Process Workshop, Facilitation of Learning Workshop, Student Assessment and Feedback Workshop, and PBL in the Clinical Environment. [source] Simulator Training Improves Fiber-optic Intubation Proficiency among Emergency Medicine ResidentsACADEMIC EMERGENCY MEDICINE, Issue 11 2008Emily Binstadt MD Abstract Objectives:, The objective was to observe how a workshop using a virtual reality bronchoscopy simulator and computer-based tutorial affects emergency medicine (EM) resident skill in fiber-optic intubation. Methods:, In this observational before-and-after study, EM resident performance on three simulated pediatric difficult airway cases was observed before and after a short computer-based tutorial and 10 minutes of self-directed practice. The primary outcome was the total time required to place the endotracheal tube (ETT), secondary outcomes included the number of endoscope collisions with mucosa, and a calculated efficiency score measuring the proportion of time participants spent looking at correct central airway structures. Nonparametric Wilcoxon signed rank tests compared performance on the first versus the repeat attempt for each of the three simulated cases. Participants were surveyed regarding their assessments of the experience. Results:, Significant decreases in median procedure times and number of scope collisions and increases in median efficiency scores were seen for Cases 1 and 2. Case 3 showed no significant changes in outcomes between first and repeat attempts. Participants positively assessed the training and felt that its use would improve clinical practice. Conclusions:, Participation in a simulation-based fiber-optic intubation skill workshop can improve fiber-optic intubation performance rapidly among EM residents. Future research should evaluate if this enhanced performance translates to improved clinical performance in the emergency department (ED). [source] Preliminary evaluation of ,interpreter' role plays in teaching communication skills to medical undergraduatesMEDICAL EDUCATION, Issue 3 2001K C J Lau Rationale and objectives Multiculturalism presents linguistic obstacles to health care provision. We explored the early introduction of ,interpreter' role-play exercises in teaching medical undergraduates communication skills. The interpreter role creates a natural barrier in communication providing an active prompt for recognizing learning needs in this area. Methods Bilingual Cantonese first-year medical students (n=160) were randomly allocated to either ,Observer' or ,Interpreter' role plays at a small-group introductory communication skills workshop using a quasi experimental design, counterbalanced across tutors. Students assessed their own skill competence before and, together with their perceptions of the different role plays' effectiveness, again after the workshop, using an anonymous 16 item Likert-type scale, analysed using ANOVA and MANOVA. Results Students' assessments of their skills improved significantly following the workshop (F=73·19 [1,156], P=0·0009). Students in the observer group reported greater changes in their scores following the workshop than did students in the interpreter group (F=4·84 [1,156], P=0·029), largely due to improvement in perceived skill (F=4·38 [1,156], P=0·038) rather than perceived programme effectiveness (F=3·13 [1,156], P > 0·05). Subsequent MANOVA indicated no main effect of observer/interpreter conditions, indicating these differences could be attributed to chance alone (F=1·41 [16 141], P > 0·05). Conclusion The workshop positively influenced students' perceived communication skills, but the ,Interpreter' role was less effective than the ,Observer' role in achieving this. Future studies should examine whether interpreter role plays introduced later in the medical programme are beneficial. [source] Anatomy of Complications Workshop: An educational strategy to improve performance in obstetricians and gynaecologistsAUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 2 2003Ian Hammond Abstract Many specialist obstetricians and gynaecologists feel inadequately trained to deal with certain situations such as injury to bowel, bladder, ureter and major vessels, and value further training to prevent and manage these problems. We present the structure, objectives and rationale for a surgical skills workshop, which is an intensive practical learning experience aimed to improve the performance of obstetricians and gynaecologists. The overall objective of the workshop is improvement in the prevention and management of complications in obstetric and gynaecological surgery. Over 100 participants have completed the workshop so far. Pre-workshop preparation includes anatomical illustrations to guide reading and a training video describing surgical skills, ewe anatomy and hysterectomy in the ewe. There are four modules: anatomy includes an interactive lecture, cadaveric dissection and examination of prosections with specific learning tasks. Surgical skills involves the demonstration, practice and learning of techniques needed to deal with unexpected operative injury to bowel, bladder, ureter and major blood vessels. Live animal surgery on a ewe allows further supervised practice of the previously learned skills plus the repair of serious vascular injury. Case presentations allow each participant to present a complicated case in a facilitated group session with discussion and feedback from their peers. This session is controlled, non-threatening and a valuable interactive learning experience. Participant feedback suggests that this workshop format is useful and appears to improve the confidence, competence and performance of the participants. This workshop is presented as a template on which other educational activities can be developed. [source] Student characteristics and subculture trends in interpersonal skills workshopsINTERNATIONAL NURSING REVIEW, Issue 3 2002C ert E d, J. Gilmartin P h D Abstract The aim of this study was to explore the experiences of student nurses when learning interpersonal skills and to examine the impact of small group work. A qualitative methodology was used. The sample comprised 50 student nurses who were undertaking the preregistration diploma course. In-depth interviews were employed to collect the data. The findings indicated that many students resisted learning owing to a range of personal characteristics that influenced the learning process. A student typology was constructed which highlighted four types of student characteristics that emerged from the data. Significant characteristics relating to each type of student behaviour are emphasized. This report also combines the student typology with the emergence of three distinct subcultures that frequently both interrupt and enhance learning. In presenting the subcultures the implications for group work are considered in conjunction with study limitations. [source] The value of laparoscopic skills coursesAUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 3 2009George CONDOUS Objectives: To evaluate the effectiveness of ,hands-on' laparoscopic skills course. Methods: A prospective observational study conducted between May 2005 and June 2006. All gynaecologists who attended ,hands-on' laparoscopic skills course held over a five-day period were assessed initially and at the end of the intensive course. Subjective assessment involved each attendee self-scoring their own knowledge in laparoscopy in different fields; this was done using visual analog scoring (VAS). Objective assessment was done through multiple choice questions (MCQs) and motor skill tasks. The difference between the performances of each of the candidates at pre- and post-course periods was evaluated using the Wilcoxon signed rank test. P -values < 0.05 represented statistical significance. Setting: Centre for Advanced Reproductive Endosurgery (CARE), Royal North Shore Hospital, University of Sydney, Sydney, Australia. Results:, Twenty-four consecutive gynaecologists have been enrolled in the study , 14 were specialists and ten were obstetrics and gynaecology trainees. Mean age was 44.4 years (range 35,58 years). Pre- and post-course subjective assessment measuring VAS improved significantly for all variables. Objective measurements of pre- and post-course mean MCQ results also improved significantly from 71% to 84.5%, respectively (P -value < 0.0001). There was dramatic improvement in the performing of motor skills in the dry laboratory. Conclusions: Laparoscopic skills workshops can improve both knowledge base and motor skills. Such courses result in a short-term measurable improvement. Future studies should focus on assessing the impact of such ,hands-on' courses to see if these skills are transferred to the operating room. [source] | ||||||||||