Achieving Housestaff Competence in Emergency Airway Management Using Scenario Based Simulation Training

Rosenthal, Marnie; Adachi, Mari; Ribaudo, Vanessa; Mueck, J.; Schneider, Roslyn F.; Mayo, Paul H.

doi:10.1378/chest.129.6.1453

Cited by 86 publications

(38 citation statements)

References 12 publications

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“…51 This training was achievable whether senior residents or faculty were training PGY-1 residents. 52 Pediatric EM and gastroenterology attending physicians performed better on a procedural sedation checklist after HFS training and assessment, 53 demonstrating that this effect is not limited to novices.…”

Section: Overview Of Assessment Methods Identifiedmentioning

confidence: 99%

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Takayesu

Kulstad

Wallenstein

et al. 2012

Academic Emergency Medicine

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There is an established expectation that physicians in training demonstrate competence in all aspects of clinical care prior to entering professional practice. Multiple methods have been used to assess competence in patient care, including direct observation, simulation-based assessments, objective structured clinical examinations (OSCEs), global faculty evaluations, 360-degree evaluations, portfolios, self-reflection, clinical performance metrics, and procedure logs. A thorough assessment of competence in patient care requires a mixture of methods, taking into account each method's costs, benefits, and current level of evidence. At the 2012 Academic Emergency Medicine (AEM) consensus conference on educational research, one breakout group reviewed and discussed the evidence supporting various methods of assessing patient care and defined a research agenda for the continued development of specific assessment methods based on current best practices. In this article, the authors review each method's supporting reliability and validity evidence and make specific recommendations for future educational research.ACADEMIC EMERGENCY MEDICINE 2012; 19:1379-1389 by the Society for Academic Emergency Medicine I n 2001, the Accreditation Council for Graduate Medical Education (ACGME) introduced a timeline for the implementation of training and assessment in six core competencies that form the foundation of clinical competence. Introduced in 1996, the Canadian CanMEDS manager competency correlates to the AC-GME patient care competency, broadly defined as "the active engagement in decision-making in the operation of the healthcare system."1 The patient care competency for emergency medicine (EM) has been defined by a previous Academic Emergency Medicine (AEM) consensus conference, 2 now further elaborated on by the milestones in training, 3 as being able to efficiently gather and synthesize medical and diagnostic information, prioritize tasks, and implement management plans on multiple patients, as well as performing essential invasive procedures competently.There is an explicit expectation that physicians in training demonstrate competence in various aspects of clinical care prior to graduation and professional practice. 4 While this accountability falls squarely on the shoulders of residency training programs, it is mirrored by commensurate expectations of maintenance of competency during ongoing professional practice.The goals of the 2012 AEM consensus conference patient care working group were to describe the current state of evidence for assessment of competence in patient care and define a research agenda for the further development of specific assessment methods based on current best practices. METHODSA search was conducted using MEDLINE 1996-present using the key word search terms "assessment," "patient care," "competency," "competence," "assess*," "emergency," and "education" and limited to humans and English language [boolean search: ((assessment and patient care AND (competency or competence)) OR (assess* a...

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Section: Overview Of Assessment Methods Identifiedmentioning

confidence: 99%

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Takayesu

Kulstad

Wallenstein

et al. 2012

Academic Emergency Medicine

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“…3,4 Simulation-based education improves trainees' knowledge and skills in areas such as invasive procedures, [5][6][7][8][9] communication skills, 10 and management of medical emergencies. [11][12][13] Simulation-based interventions in the ICU setting have also shown promise in promoting resident confidence 14 and critical care skills. 15 Information regarding skill transfer from the simulated setting to the bedside is limited.…”

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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“…El diseño de este estudio es similar a otros en la literatura, en los que se incluye un pretest y un post-test que permite identificar el aprendizaje de los alumnos (23)(24)(25)(26)(27)(28)(29) . Estos estudios han permitido demostrar un importante avance, no solo en el perfeccionamiento de las competencias necesarias para el manejo de la vía aérea y la identificación de los dispositivos para su abordaje, sino también en la confianza propia que debe tener el estudiante ante lo que implica la realización de estos procedimientos en los que fácilmente se puede comprometer la vida del paciente.…”

Section: Discussionunclassified

“…Aunque existen pocos programas en Colombia para adquirir las herramientas necesarias para el manejo de la vía aérea difícil, no existen estudios que evalúen la efectividad de cursos cortos en el aprendizaje de los predictores que permitan identificar la vía aé-rea difícil. Este problema cobija incluso a los programas de anestesiología, de los cuales para el 2004 solo un 33% en Estados Unidos tenía rotación formal en vía aérea (21)(22)(23)(24)(25)(26)(27)(28) . Por tal razón, este estudio fue diseñado para medir la efectividad de uno de los cursos de vía aérea existentes en Colombia, para aprender a identificar los predictores de vía aérea difícil.…”

Section: Dificultad Paraunclassified

Eficacia de un curso teórico práctico en el aprendizaje de predictores de vía aérea difícil

Bustos

Castro²

2012

RFS

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Achieving Housestaff Competence in Emergency Airway Management Using Scenario Based Simulation Training

Cited by 86 publications

References 12 publications

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Retention of Critical Care Skills After Simulation-Based Mastery Learning

Eficacia de un curso teórico práctico en el aprendizaje de predictores de vía aérea difícil

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