Learning Curves in Health Professions Education Simulation Research

Howard, Neva; Cook, David A.; Hatala, Rose; Pusic, Martin

doi:10.1097/sih.0000000000000477

Cited by 25 publications

(26 citation statements)

References 39 publications

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“…We found no statistically signi cant differences in the participants' OSATS and DOPS scores between the fourth training session (LC4) of the LC group and the GFs' performance (OSATS: 24 points [24][25] vs. 25 points (24)(25), p = 0.802] and DOPS: 27 points [26][27] vs. 26 points (26)(27), p = 0.446), respectively. However, the LC4 and GF OSATS results were signi cantly superior to those of the BC group (24 points [24][25] vs. 25 points [24][25] vs. 24 points [21][22][23][24][25], respectively; p = 0.042]. No differences were found in the DOPS scores between the three groups (Fig.…”

Section: Impact Of the Learning Curve-based Training Program (Lc Group)mentioning

confidence: 96%

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Moving Forward from the “Boot Camp Method” To Learning-Curve Development in Simulation-Based Paracentesis Training For Undergraduate Medical Students

Inzunza¹,

Tejos²,

Villagrán³

et al. 2021

Preprint

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Background: Abdominal paracentesis is an essential competence for physicians. Simulation-based mastery learning (SBML) programs lead to developing these skills for medical students. Most programs are structured as short boot-camps, without assessing skills' retention mid and long-term or learning curves.Aim: To assess the learning curve of paracentesis through an SBML program for medical students and compare this learning curve-based program with the boot-camp method.Methods: A prospective quasi-experimental study was conducted. A cohort of medical students participated in an SBML program with successive sessions until proficiency criteria were met while their learning curve was assessed (LC group). A control group received an SBML boot-camp intervention (BC group). As a proficient group, gastroenterology fellows (GF group) performed a paracentesis on the simulated model. The skills of the three groups were compared using technical/proficiency scores. Learning curves and cost analysis were performed.Results: 100% of the LC group achieved proficiency in the fourth session, with a flattening learning curve between third-fourth sessions. Comparing the initial and final sessions of LC group showed a significant improvement in their scores. When comparing the three groups, statistical differences were found in the skill scores, with the BC group having the lowest. The overall cost per participant was highest for the LC group.Conclusion: This study identifies a learning curve for paracentesis with an SBML program. The LC group significantly improved their skills, comparable with the GF group’s performance. SBML focused on a learning curve ensured better skills acquisition than the “boot-camp method.”

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Section: Impact Of the Learning Curve-based Training Program (Lc Group)mentioning

confidence: 96%

“…The mixed-effects models allowed an analysis of the LC group [22] that represented the trainees' average OSATS and DOPS scores. Each trainee's trajectory, showing the trainee's individual learning curve, was estimated using Growth Curve Modeling [23], specifying an intercept and a random coe cient model.…”

Section: Learning Curve Analysismentioning

confidence: 99%

Moving Forward from the “Boot Camp Method” To Learning-Curve Development in Simulation-Based Paracentesis Training For Undergraduate Medical Students

Inzunza¹,

Tejos²,

Villagrán³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Although we did notice a decrease in the time of the hybrid round over the 1-month study period for the same number of PICU patients, this observation might still point to the team's learning curve, which has improved over time with the new hybrid system of daily rounds. However, this study was not designed to examine the HCWs' learning curve, and reporting learning curves in health profession research is deficient and often underutilizes their desired properties ( 41 ). Also, in our F.G., representativeness was not a goal for the qualitative part of this study.…”

Section: Limitationsmentioning

confidence: 99%

Pediatric Intensive Care Hybrid-Style Clinical Round During COVID-19 Pandemic: A Pilot Study

et al. 2021

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Objectives: With the evolving COVID-19 pandemic and the emphasis on social distancing to decrease the spread of SARS-CoV-2 among healthcare workers (HCWs), our pediatric intensive care unit (PICU) piloted the integration of Zoom meetings into clinical rounds. We aimed to explore the feasibility of these hybrid virtual and physical clinical rounds for PICU patients.Design: Mixed quantitative and qualitative deductive thematic content analysis of narrative responses.Setting: PICU, single tertiary-care academic center.Participants: Multidisciplinary PICU HCWs.Interventions: Integration of Zoom meeting into clinical daily PICU rounds.Measurements: For the quantitative part, we gathered the details of daily PICU hybrid rounds in terms of times, number of HCWs, and type of files shared through Zoom. For the qualitative part, open-ended questions were used.Main Results: The physical round took statistically significantly less time (34.68 ± 14.842 min) as compared with the Zoom round (72.45 ± 22.59 min), p < 0.001. The most shared component in the virtual round was chest X-rays (93.5%). Thirty-one HCWs participated in focus group discussions and were included in the analysis. Some of the HCWs' perceived advantages of the hybrid rounds were enabling multidisciplinary discussions, fewer round interruptions, and practicality of virtual discussions. The perceived challenges were the difficulty of the bedside nurse attending the virtual round, decreased teaching opportunities for the trainees, and decreased interactions among the team members, especially if video streaming was not utilized.Conclusions: Multidisciplinary hybrid virtual and physical clinical rounds in the PICU were perceived as feasible by HCWs. The virtual rounds decreased the physical contact between the HCWs, which could decrease the possibility of SARS-CoV-2 spread among the treating team. Still, several components of the hybrid round should be optimized to facilitate the virtual team-members' interactions and enhance the teaching experience.

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“…While we did notice a decrease in the time of the hybrid round over the one-month study period for the same number of PICU patients, this observation might still point to the team’s learning curve, which has improved over time with the new hybrid system of daily rounds. However, this study was not designed to examine the HCWs’ learning curve, and reporting learning curves in health professions research is deficient and often underutilizes their desired properties (40).…”

Section: Limitationsmentioning

confidence: 99%

Pediatric intensive care hybrid-style clinical round during COVID-19 pandemic: A pilot study

Temsah

Alhaboob

Abouammoh

et al. 2021

Preprint

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Background: With the evolving COVID-19 pandemic and the emphasis on social distancing to decrease the spread of SARS-CoV-2 among healthcare workers (HCWs), our pediatric intensive care unit (PICU) piloted utilization of Zoom online into the clinical rounds to enhance communication among the treating team. We aimed to explore the feasibility of these hybrid virtual and physical clinical rounds for PICU patients from the HCWs' perspective. Methods: A mixed quantitative and qualitative deductive thematic content analysis of narrative responses from pediatric intensive care HCWs were analyzed, descriptive statistics were used Results: A total of 31 HCW were included in the analysis; the mean time of the virtual round was 72.45 minutes vs. 34.68 for physical rounds, the most shared component in the virtual round was CXR (93.5%). Some of the HCWs' perceived advantages of the hybrid rounds were enabling the multidisciplinary discussions, lesser round interruptions, and practicality of the virtual discussions. The perceived challenges were the difficulty of the bedside nurse to attend the virtual round, decreased teaching opportunities for the trainees, and decreased interactions among the team members, especially if the video streaming was not utilized. Conclusion: Hybrid virtual and physical clinical rounds in PICU were perceived as feasible by HCWs. The virtual rounds decreased the physical contact between the HCWs, which could decrease the possibility of SARS-CoV-2 spread among the treating team. Still, several components of the hybrid round could be optimized to facilitate the virtual team-members' interactions and enhance the teaching experience.

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Learning Curves in Health Professions Education Simulation Research

Cited by 25 publications

References 39 publications

Moving Forward from the “Boot Camp Method” To Learning-Curve Development in Simulation-Based Paracentesis Training For Undergraduate Medical Students

Moving Forward from the “Boot Camp Method” To Learning-Curve Development in Simulation-Based Paracentesis Training For Undergraduate Medical Students

Pediatric Intensive Care Hybrid-Style Clinical Round During COVID-19 Pandemic: A Pilot Study

Pediatric intensive care hybrid-style clinical round during COVID-19 pandemic: A pilot study

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