Improving physicians' surgical ward round competence through simulation-based training

Grünewald, Marc; Klein, Evelyn; Hapfelmeier, Alexander; Wuensch, Alexander; Berberat, Pascal O.; Gartmeier, Martin

doi:10.1016/j.pec.2019.11.029

Cited by 10 publications

(7 citation statements)

References 19 publications

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“… 5 , 16 , 17 Bedside teaching in ward rounds provides students with a true contextual learning experience and could improve medical students’ clinical competence and professionalism. 2 , 4 , 18 Heckmann et.al 19 found that a blended teaching method, which consisted of problem-based learning, gathering experience with neurooncological and neurophysiological principles, and ward-round bedside teaching, could improve students’ neurological knowledge and skills. However, we are not aware of previous studies evaluating the effectiveness of ward-round training as a single instructional tool for clinical competency in nursing education.…”

Section: Discussionmentioning

confidence: 99%

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The Effectiveness of Student-Led Ward Round Training on Knowledge Acquisition, Critical Thinking Ability, and Self-Confidence of Acute Upper Gastrointestinal Bleeding for Nursing Students

Liu¹,

Zhao²,

Liao³

et al. 2023

AMEP

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Introduction Nursing knowledge, critical thinking ability, and self-perceived confidence are imperative to nursing skills in professional nursing practice. Therefore, nurse educators are required to use teaching strategies that will help promote their knowledge, critical thinking, and self-confidence in complex contents such as the nursing of acute upper gastrointestinal bleeding (AUGIB). Purpose This study compares the effect of student-led and instructor-led ward-round training methods on knowledge acquisition, critical thinking ability, and self-perceived confidence during AUGIB sessions. Methods Forty nursing students in the first year of the Emergency Nursing Residency Program were randomly divided into a student-led ward round training group (SG) and an instructor-led ward round training group (IG) with a ratio of 1:1. A knowledge quiz, critical thinking ability test, and self-perceived confidence questionnaire were performed before and after the ward round training to assess both groups of students for their knowledge acquisition, critical thinking ability, and self-perceived confidence improvement. Feedback questionnaires were conducted after the training to evaluate students’ perspectives and interests concerning the teaching module. Results The scores of the post-training quiz were significantly higher than that of the pre-training quiz in both the SG (44.10±2.92 vs 31.10±4.27, p<0.001) and IG (32.35±2.21 vs 30.55±2.24, p=0.01). In the post-training quiz, scores achieved by the students from the SG (44.10±2.92) were significantly higher than those achieved by the students from the IG (32.35±2.21, p< 0.001). The level of self-perceived confidence improved significantly after ward round training in the SG (p< 0.001). However, there was no statistically significant difference in the IG with respect to the change from pre- to post-training (p=0.43).The students’ critical thinking ability improved significantly in the SG (14.95±2.58 vs 7.10±1.79, p<0.001), while no significant improvement was found in the IG (7.91±2.28 vs 6.52±2.21, p=0.07) after ward round training. Conclusion The teaching method of SWRT improves nursing students’ knowledge acquisition, critical thinking ability, and self-perceived confidence in AUGIB.

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Section: Discussionmentioning

confidence: 99%

“… 2 , 3 Therefore, ward-round teaching has been used to improve students’ quality of patient assessment, management, and nontechnical skills in medical education. 2 , 4–6 However, there are limited studies on nursing education through ward-round training. 7–10 …”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Student-Led Ward Round Training on Knowledge Acquisition, Critical Thinking Ability, and Self-Confidence of Acute Upper Gastrointestinal Bleeding for Nursing Students

Liu¹,

Zhao²,

Liao³

et al. 2023

AMEP

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“…Several models and interventions have been suggested to conduct a SWR safely with maximum effectiveness [1][2][3][4][5][6][7][8]. There has been significant variations in the conduction of SWR depending upon the seniority of clinical lead (consultant versus registrar), type of patients (old patients versus new admissions) and the settings of SWR (on-call team versus non on-call team).…”

Section: Debriefingmentioning

confidence: 99%

“…This diverse and complex cohort of surgical patients can pose significant diagnostic and management challenges and therefore, their adequate review during SWR can undoubtedly improve safety of the patients. Various measures to improve the effectiveness of SWR has been reported with variable success [1][2][3][4][5][6][7][8]. SWR constitute a keystone of safe hospital surgical practice and poor-quality SWR can lead to a greater number of adverse events risking the safety of the patients, thereby cascading to an increased financial strain on our already burdened healthcare system of NHS [8].…”

Section: Introductionmentioning

confidence: 99%

Role of Briefing and Debriefing in Running Surgical Ward Round Effectively: A Prospective Observational Study

S¹,

Shehram²,

M³

et al. 2022

Int J Surg Res Pract

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“…7 Many countries have established standard guidelines and protocols for improving the procedural skills and competency of doctors. [8][9][10] It is well known that a learning curve, which typically starts with a steep ascending phase and reaches a plateau phase, applies to doctors during procedural training. [11][12][13] Many variables, such as the total number and complexity of the procedural steps, can affect this learning curve.…”

Section: Introductionmentioning

confidence: 99%

Application of rigid bronchoscopy for emergent removal of tracheobronchial foreign body in paediatric cases: a learning curve study

et al. 2021

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Objectives To explore the factors associated with the operative duration for paediatric tracheobronchial foreign body removal by rigid bronchoscopy, and to analyse the learning curve for mastery of the rigid bronchoscopy skill. Methods A retrospective study was performed of paediatric cases of tracheobronchial foreign body removal by rigid bronchoscopy in our department from January 2007 to July 2019. Multivariate Cox regression analysis was used to analyse the factors associated with the operative duration. In addition, the learning curves for two doctors were evaluated by curve-fitting regression analysis. Results A total of 410 paediatric cases of tracheobronchial foreign body removal by rigid bronchoscopy were evaluated. The operative duration was significantly influenced by the skill of the doctor. The learning curves for both doctor A and doctor B demonstrated two typical phases: an initially rapidly changing learning phase followed by a steady consolidation phase. Conclusion The operative duration for paediatric tracheobronchial foreign body removal by rigid bronchoscopy was associated with the skill of the doctor. In order to fully master the rigid bronchoscopy technique, doctors should perform a minimum number of procedures to pass the learning phase and reach the consolidation phase.

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Improving physicians' surgical ward round competence through simulation-based training

Cited by 10 publications

References 19 publications

The Effectiveness of Student-Led Ward Round Training on Knowledge Acquisition, Critical Thinking Ability, and Self-Confidence of Acute Upper Gastrointestinal Bleeding for Nursing Students

The Effectiveness of Student-Led Ward Round Training on Knowledge Acquisition, Critical Thinking Ability, and Self-Confidence of Acute Upper Gastrointestinal Bleeding for Nursing Students

Role of Briefing and Debriefing in Running Surgical Ward Round Effectively: A Prospective Observational Study

Application of rigid bronchoscopy for emergent removal of tracheobronchial foreign body in paediatric cases: a learning curve study

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