A Longitudinal Study of Internal Medicine Residents??? Retention of Advanced Cardiac Life Support Skills

Wayne, Diane B.; Siddall, Viva J.; Butter, John; Fudala, Monica J.; Wade, Leonard D.; Feinglass, Joe; McGaghie, William C.

doi:10.1097/00001888-200610001-00004

Cited by 195 publications

(145 citation statements)

References 30 publications

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“…In simulation-based mastery learning (SBML), all trainees must meet or exceed the mastery standard in a simulated environment before performing the clinical skill in actual patient care. 11 Earlier work shows that skills are retained 12 to 14 months after simulation-based education for Advanced Cardiac Life Support 20 and central venous catheter insertion. 21 However, little is known about retention of cognitive skills, such as the advanced medical knowledge and patient care skills, needed to provide care for critically ill ICU patients.…”

Section: Introductionmentioning

confidence: 99%

Retention of Critical Care Skills After Simulation-Based Mastery Learning

Moazed¹,

Cohen²,

Furiasse³

et al. 2013

Journal of Graduate Medical Education

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Background Whether cognitive and patient care skills attained during simulation-based mastery learning (SBML) are retained is largely unknown. Objective We studied retention of intensive care unit (ICU) clinical skills after an SBML boot camp experience. Methods Forty-seven postgraduate year (PGY)-1 residents completed SBML intervention designed to increase procedural, communication, and patient care skills. The intervention included ICU skills such as ventilator and hemodynamic parameter management. Residents were required to meet or exceed a minimum passing score (MPS) on a clinical skills examination before starting actual patient care. Skill retention was assessed in 42 residents who rotated in the medical ICU. Residents received a standardized 15-minute booster teaching session reviewing key concepts during the first week of the rotation. During the fourth week of their rotation, PGY-1 residents completed a clinical skills examination at the bedside of an actual ICU patient. Group mean examination scores and the proportion of subjects who met or exceeded the MPS at each testing occasion were compared. Results Residents scored a mean 90% (SD = 6.5%) on the simulated skills examination immediately after training. Residents retained skills obtained through SBML as the mean score at bedside follow-up testing was 89% (SD = 8.9%, P = .36). Thirty-seven of 42 (88%) PGY-1 residents met or exceeded the MPS at follow-up. Conclusion SBML leads to substantial retention of critical care knowledge, and patient care skills PGY-1 boot camp is a highly efficient and effective model that can be administered at the beginning of the academic year.

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Section: Introductionmentioning

confidence: 99%

Retention of Critical Care Skills After Simulation-Based Mastery Learning

Moazed¹,

Cohen²,

Furiasse³

et al. 2013

Journal of Graduate Medical Education

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“…Earlier research shows that skills are retained after simulation-based education in advanced cardiac life support and central venous catheter insertion. 13,14 However, to our knowledge this is the first study to address retention of CSD skills, which are complex communication skills.…”

Section: Discussionmentioning

confidence: 99%

Code Status Discussion Skill Retention in Internal Medicine Residents: One-Year Follow-Up

Wayne

Moazed

Cohen

et al. 2012

Journal of Palliative Medicine

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Background: Communicating with patients about goals of care is an important skill for internal medicine residents. However, many trainees are not competent to perform a code status discussion (CSD). A multimodality intervention improved skills in a group of first-year residents in 2011. How long these acquired CSD skills are retained is unknown. Objective: To study CSD skill retention one year after a multimodality intervention. Design: This was a longitudinal cohort study. Setting/Subjects: Thirty-eight second-year internal medicine residents in a university-affiliated internal medicine residency program participated in the study. Nineteen completed the intervention and 19 served as controls. Measurements: Mean CSD clinical skills examination (CSE) scores using an 18-item checklist were compared after the intervention (2011) and one year later (2012). Results: Intervention group residents performed significantly better than residents in the control group (71.9% (standard deviation [SD] = 16.0%) versus 54.7% (SD = 17.1%; p < 0.001) at one-year follow-up. Intervention group residents retained their CSD skills at one year as performance was 75.1% in 2011 and 71.9% in 2012 ( p = 0.46). Control group residents did not develop additional CSD skills as 2011 checklist performance was 53.2% and 2012 performance was 54.7% ( p = 0.78). Conclusions: CSD skills taught in a rigorous curriculum are retained at one-year follow-up. Residents in the control group did not acquire new CSD skills despite an additional year of training and clinical experience. Further study is needed to link improved CSD skills to better patient care quality.

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“…Simulation-based education employs the principle of deliberate practice, and this modality has demonstrated effective learning at 14 months with no significant decay in resuscitation skills and knowledge. 13 This learning also appears to transfer to actual clinical practice. 14 However, simulation is a time and resourceintensive teaching modality; therefore, it is not the most efficient and cost-effective method of delivering knowledge to large numbers of people in a timely fashion.…”

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confidence: 89%

“…L'éducation basée sur les simulations se fonde sur le principe de la pratique délibé-rée, et cette modalité s'est avérée être un outil d'apprentissage efficace à 14 mois, ne montrant pas de déclin significatif des compétences et connaissances en matière de réanimation. 13 Ce type d'apprentissage semble également se traduire dans la pratique clinique. 14 Cependant, la simulation est une modalité d'enseignement qui exige beaucoup de temps et de ressources; pour cette raison, il ne s'agit pas de la méthode la plus efficace et la plus rentable pour la transmission des connaissances à un grand nombre de personnes en temps opportun.…”

Section: Enseigner Launclassified

Teaching how to expect the unexpected: improving the retention of knowledge for rare clinical events

Bould

Naik

2008

Can J Anesth/J Can Anesth

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A Longitudinal Study of Internal Medicine Residents??? Retention of Advanced Cardiac Life Support Skills

Cited by 195 publications

References 30 publications

Retention of Critical Care Skills After Simulation-Based Mastery Learning

Retention of Critical Care Skills After Simulation-Based Mastery Learning

Code Status Discussion Skill Retention in Internal Medicine Residents: One-Year Follow-Up

Teaching how to expect the unexpected: improving the retention of knowledge for rare clinical events

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