A Future for Simulation in Acute Neurology

Wijdicks, Eelco F. M.; Hocker, Sara E.

doi:10.1055/s-0038-1666986

Cited by 13 publications

(20 citation statements)

References 27 publications

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“…In urgent consultation, acute cerebrovascular diseases accounted for 33.6% of cases, including cerebral infarction, cerebral hemorrhage, and transient ischemic attack; this is similar to previous findings [9]. In the study hospital, the average age of urgent consultation patients was 60.3 years old; this could be related to the increased incidence of stroke with age [6].…”

Section: Discussionsupporting

confidence: 88%

Analysis of Urgent Neurologic In-Hospital Consultations in a Large Tertiary Hospital Center in China

Wang¹,

Ren²,

Zeng

2020

Preprint

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Objective: To determine the current state of urgent neurologic in-hospital consultations, this study investigated urgent neurologic in-hospital consultations in a large tertiary hospital in China over a 4-year period. Methods: We conducted a retrospective study of urgent neurologic in-hospital consultations in a large tertiary hospital for 4 consecutive years (Jan. 1, 2014 to Dec. 31, 2017). The clinical data of patients who received urgent neurologic in-hospital consultations were obtained from the electronic medical record system and analyzed. Results: A total of 1437 cases (age range: 9-103 years old; average age: 60.3; males: 54.6%) were included in the study; 57.5% of the consultations were in line with urgent consultation criteria. The departments applying for urgent consultation involved 29Twenty-nine clinical departments were involved in the urgent consultations. consciousness disorder (36.0%), tics/stiffness (13.6%), limb weakness (8%), and mental disorders (5.6%). Urgent consultation diseases were divided into three categories: neurological diseases (77.8%), non-neurological non-neurological diseases (10.4%), and undiagnosed diseases (11.8%). The common neurological disorders included urgent cerebrovascular disease (33.6%), epilepsy/status epilepticus (15.8%), and metabolic or infective toxic encephalopathy (14.9%). Conclusions: Most urgent neurologic consultation is in line with consultations followed the guidelines for urgent neurologic consultation criteria. Non-neurologic. Non-neurological physicians in clinics should enrich their knowledge of frequently occurring urgent and critical neurological diseases.

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Section: Discussionsupporting

confidence: 88%

Analysis of Urgent Neurologic In-Hospital Consultations in a Large Tertiary Hospital Center in China

Wang¹,

Ren²,

Zeng

2020

Preprint

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“…A subarachnoid hemorrhage is an ideal case for simulation-based teaching due to the ambiguity of the presenting symptoms and the high associated risk with an inaccurate diagnosis [ 4 ]. We have developed a virtual subarachnoid hemorrhage simulation for training preclinical students to recognize the ‘red flags’ of a headache before entering clerkship, so that they are better prepared to recognize neurosurgical emergencies during their rotation and future practice and react appropriately.…”

Section: Introductionmentioning

confidence: 99%

“…Preclinical medical students consistently report that they enjoy simulation-based learning more than other teaching techniques [ 5 - 8 ], and there is significant evidence that simulation-based learning improves skill, confidence, internal motivation, and long-term recall [ 4 ]. By simulating SAH early in medical training, future doctors will be better prepared to recognize the signs of this challenging diagnosis.…”

Section: Introductionmentioning

confidence: 99%

“…Neurology simulations are severely underrepresented in Canadian medical school curriculums, as the traditional teaching of neurological emergencies is often through non-authentic learning environments such as classroom lectures [ 4 , 8 ]. At the time of writing, no subarachnoid hemorrhage simulations for preclinical learners are available.…”

Section: Introductionmentioning

confidence: 99%

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The Big Bang: A Virtual Subarachnoid Hemorrhage Simulation for Preclinical Medical Students

Harris

Sheppard

2021

Cureus

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Simulation-based learning is important for rare, high mortality cases, which are unlikely to be witnessed during clinical rotations but are likely to be encountered during future practice such as a subarachnoid hemorrhage. Neurology case simulations, especially those targeted at preclinical learners, are underrepresented in simulation pedagogy, and preclinical learners are underrepresented in a meta-analysis of the efficacy of simulation-based medical education. We designed a virtual simulation of subarachnoid hemorrhage for preclinical medical students, which can be implemented during restricted access to clinical learning. The simulation is 15 minutes long and requires only one standardized patient and one evaluator, which makes this simulation accessible to institutions with limited simulation resources. We adapted the validated questions from the “Simulation Evaluation Tool - Modified” for our post-simulation survey, which will detect the students’ level of confidence and their perceived learning post-simulation. The analysis of student experiences using this validated tool will contribute to the literature base surrounding the efficacy of virtual simulation as a training tool for preclinical learners.

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“…Learning via simulated patients facilitates the achievement of specific learning objectives without the clinical-decision-making pressure in front of real patients. The students could achieve the goal of clinical training via standardized and repetitive practice without worrying about annoying or hurting patients (Galtrey et al, 2018;Wijdicks and Hocker, 2018).…”

Section: Introductionmentioning

confidence: 99%

What is the best option to manage the bedside teaching for Neurology Clerkship -- Demonstration, Simulation or WeChat teaching?

Zhou¹,

Feng²,

Lu³

et al. 2020

MedEdPublish

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Background: Neurological clerkship is an important but challenging part of the neurology curriculum, and bedside teaching is essential for clerks to integrate complex theories and skills into practice.Objective: This study aimed to investigate the three bedside teaching methods as modified bedside demonstration, simulation via standard patients as well as WeChat-assisted teaching during neurological clerkship, in order to identify the optimal method. Design: The 4 th -year medical students were enrolled during their neurological clerkship. Bedside teaching on topics of acute ischemic stroke, acute myelitis and myasthenia gravis were delivered in a random order of demonstration, simulation and WeChat-assisted teaching. A questionnaire was assigned to each participant at the end of the twoweek clerkship to rank the three methods based on their general impression, as well as detailed assessment of clinical abilities and attitudes.Results: A total of 112 clerks were enrolled and 98 were eligible for analysis. For both general and overall ranking, simulation was the most approved bedside teaching method while WeChat-assisted teaching took the least approval among the three. A majority of participants preferred simulation because of the significant improvement on interpretation of diseases, interest in neurology, diagnostic skills, clinical skills, communication skills, empathy and protection of privacy (P 0.05). Demonstration was considered to benefit performance in examination (P=0.009). The ranking of the three methods revealed different consistency between general impression and detailed assessment. More participants tended to underestimate themselves in simulation but to overestimate themselves in

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A Future for Simulation in Acute Neurology

Cited by 13 publications

References 27 publications

Analysis of Urgent Neurologic In-Hospital Consultations in a Large Tertiary Hospital Center in China

Analysis of Urgent Neurologic In-Hospital Consultations in a Large Tertiary Hospital Center in China

The Big Bang: A Virtual Subarachnoid Hemorrhage Simulation for Preclinical Medical Students

What is the best option to manage the bedside teaching for Neurology Clerkship -- Demonstration, Simulation or WeChat teaching?

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