A Comprehensive Medical Simulation Education Curriculum for Emergency Medicine Residents

Binstadt, Emily S.; Walls, Ron M.; White, Benjamin; Nadel, Eric S.; Takayesu, James Kimo; Barker, Tobias; Nelson, Stephen J.; Pozner, Charles N.

doi:10.1016/j.annemergmed.2006.08.023

Cited by 126 publications

(93 citation statements)

References 30 publications

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“…High-fidelity simulation training was first utilized in the medical field with the development of anesthesia crisis resource management training (ACRM) (Howard et al 1992). It was subsequently adopted and customized by other specialties, most notably Emergency Medicine (McLaughlin et al 2002;Gordon et al 2004;Binstadt et al 2006;Moye et al 2007). The subjective response of participants has been very enthusiastic (Howard et al 1992;Morgan & Cleave-Hogg 2000;Gordon et al 2001;Cleave-Hogg & Morgan 2002;McLaughlin et al 2002;Binstadt et al 2006).…”

Section: Discussionmentioning

confidence: 99%

A simulation-based biodefense and disaster preparedness curriculum for internal medicine residents

et al. 2008

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A simulation-based biodefense and disaster preparedness curriculum for internal medicine residents, Medical Teacher, 30:6, e145-e151, DOI: 10.1080/01421590802047257To link to this article: https://doi.org/10.1080/01421590802047257 AbstractAims: Disaster and bioterrorism preparedness is poorly integrated into the curricula of internal medicine residency programs. Given that victims may present to a variety of healthcare venues, including primary care practices, inpatient hospital wards, and intensive care units, we developed a curriculum to address this need. Methods: The curriculum consisted of four didactic sessions with supplemental readings covering biologic, chemical, and radiologic agents, as well as public health infrastructure. All 30 internal medicine resident participants also underwent a four hour training seminar at a high fidelity human simulation center. Instruction included the use of personal protective equipment (PPE) and participation in simulated scenarios utilizing technologically sophisticated mannequins with monitoring and interactive capability. Sessions were videotaped, reviewed with participants, and followed by self-evaluation and constructive feedback. Results: Compared to a control group of residents who did not undergo training, the participants' level of knowledge was significantly better, with mean objective test scores of 66.8% AE 11.8% SD vs. 50% AE 13.1% SD, p < 0.0001. Although there was a trend toward increasing knowledge with increasing level of training in the control group, this difference was not significant. Subjective preparedness was also significantly better in the intervention group (p < 0.0001). Objective improvements were not maintained after one year. Conclusions: In this pilot study, a disaster-preparedness curriculum including simulation-based training had a positive effect on residents' knowledge base and ability to respond to disaster. However, this effect had diminished after one year, indicating the need for reinforcement at regular intervals.

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Section: Discussionmentioning

confidence: 99%

A simulation-based biodefense and disaster preparedness curriculum for internal medicine residents

et al. 2008

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“…The same group, in another study, explained a method for developing a computerized NGT placement training method for clinical education [99] Reisenberg et al [100] used a modified Delphi method to create a checklist for education and the assessment of NGT insertion and showed that using a validated checklist could decrease costs and complications while increasing the quality of health care. Binstadt et al [101] used a simulation-based module for integration in emergency departments. They showed that this module of education could help healthcare workers perform any necessary intervention which is expected to be expert and that their ability reached the optimal level of performance in terms of management and decision making.…”

Section: Educationmentioning

confidence: 99%

Nasogastric tube insertion in anaesthetized patients: a comprehensive review

Sanaie

Mahmoodpoor

Najafi

2017

Anaesthesiol Intensive Ther

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Nasogastric tubes (NGT) still remain the easiest and the best way for gastrointestinal tract access. There are various indications for the insertion of a nasogastric tube in anaesthetized and critically ill patients. Although many techniques have been introduced to facilitate nasogastric tube insertion using anatomic landmarks and a group of devices, there is no consensus on a standard method. Moreover, there are different methods for the assessment of the correct placement of a nasogastric tube. In addition to these challenges in insertion and assessment methods, there are varieties of major life-threatening and minor complications to be addressed. Thus, selecting the most appropriate approach requires enough knowledge in this area, considering patient condition and clinical factors, as well as the practitioners' sufficient education and experience, along with skill in performance. This is a comprehensive review of the literature evidence on different methods for nasogastric tube insertion, on the assessment of correct placement and the evaluation of complications, in addition to an approach to the effect of education on the quality of routine practice and patients' outcome.

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“…With video feedback, participants can see exactly how the scenario played out and compare reality with their perceptions of how things transpired. Critical actions can be highlighted with concrete examples taken from the scenario recordings, and participants receive a bird's eye view of the sequence of events as witnessed by the active and passive observers of the case [12] .…”

Section: Introductionmentioning

confidence: 99%

Integrating Google Glass into simulation-based training: experiences and future directions

Dameff

Tully

2014

JBGC

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Background: Education experts are starting to explore the potential uses of wearable technology and augmented reality in simulation-based training. In this article, we summarize our experiences with using Google Glass in simulation-based training and discuss potential future directions with this advanced technology. Methods:Emergency medicine residents and medical students participated in a pilot study where each team captain was asked to wear Google Glass during 15 separate simulation-based training sessions. Video obtained from Google Glass was analyzed and utilized during debriefing sessions for the residents and medical students. Results:We were able to successfully integrate Google Glass into simulation-based training and debriefing. During the analysis of each recording, observations were noted about the events that transpired and this data was used to provide instructional feedback to the residents and medical students for self-reflection and appraisal. Post-exercise surveys were conducted after each simulation session and all participants noted that Google Glass did not interfere with their simulation experience. Google Glass enabled the observers to analyze the team captain's primary visual focus during the entire simulation scenario and feedback was provided based on the data recorded. Conclusions:Wearable technologies such as Google Glass can be successfully integrated into simulation-based training exercises without disrupting the learners' experience. Data obtained from this integration can be utilized to improve debriefing sessions and self-reflection. Future research is underway and required to evaluate other potential uses for wearable technology in simulation-based training.

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A Comprehensive Medical Simulation Education Curriculum for Emergency Medicine Residents

Cited by 126 publications

References 30 publications

A simulation-based biodefense and disaster preparedness curriculum for internal medicine residents

A simulation-based biodefense and disaster preparedness curriculum for internal medicine residents

Nasogastric tube insertion in anaesthetized patients: a comprehensive review

Integrating Google Glass into simulation-based training: experiences and future directions

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