Left Ventricular Assist Device Multialarm Emergency: A High-Fidelity Simulation Case for Emergency Medicine Residents

Barnicle, Ryan N.; Boaglio, Sean; Fitzgerald, Jillian; Otterness, Karalynn; Johnson, Scott; Ahn, Christine

doi:10.15766/mep_2374-8265.11156

Cited by 2 publications

(2 citation statements)

References 12 publications

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“…It is still a rarely used therapy, therefore for some medics, it is impossible to examine a patient themselves. Barnicle et al confirmed the effectiveness of medical simulation in the education of emergency medicine residents [20]. To the best of our knowledge, this was the first scenario in Poland that touched the field of LVAD therapy.…”

Section: Discussionmentioning

confidence: 74%

Are we well prepared to examine patients with left ventricular assist device in emergency conditions? — a simulation-based pilot study

Kłosiewicz

Podlewski

Ładzińska

et al. 2022

Medical Research Journal

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Introduction: Left ventricular assist device (LVAD) therapy is becoming more and more important. There is now increasing number of patients on LVAD therapy. This means that they will also be more frequent patients in emergency departments. There are several differences in cardiovascular function in these patients. An examination performed according to the well-known ABCDE algorithm, can be difficult to interpret and result in incorrect decisions. The aim of this pilot study was to preliminarily assess the ability of medical university students to examine a patient with LVAD. Material and methods:The authors designed a simulation study. The aim of the scenario was to assess the unconscious, spontaneously breathing patient with LVAD and provide assistance appropriate to the patient's condition. Ten groups of students from different polish medical universities participated in the study.Results: All teams implemented the ABCDE examination protocol. Seven teams started chest compressions due to absence of pulse despite spontaneous breathing. Out of seven teams that started compressions, two terminated after discussion within the team. Half of the teams completed the driveline and LVAD device check. Four teams contacted the LVAD coordinator. Three teams in the study did not perform perfusion assessment.Conclusions: An examination according to the ABCDE algorithm can be performed in a patient with LVAD.However, there is a need to modify the standard algorithm to adjust for the characteristics of an LVAD patient. Consideration should be given to inadequate skills in interpreting the results ABCDE examination.Simulation-based learning should be an important part of pre-and postgraduate education

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Section: Discussionmentioning

confidence: 74%

Are we well prepared to examine patients with left ventricular assist device in emergency conditions? — a simulation-based pilot study

Kłosiewicz

Podlewski

Ładzińska

et al. 2022

Medical Research Journal

View full text Add to dashboard Cite

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“…Simulation-based learning (SBL) continues to increase in popularity in medical education, ranging from simulations of resuscitation scenarios for medical students on their first day, to resident physicians practicing central venous catheters, to multi-disciplinary teams practicing communication during primary and secondary assessments of trauma patients [1][2][3]. Prior studies have shown that exposure to SBL, even in undergraduate education, can increase clinical success specifically regarding technical skills such as CPR and airway management [4].…”

Section: Introductionmentioning

confidence: 99%

Knowledge Retention From Emergency Medicine Simulation-Based Learning Curriculum for Pre-clinical Medical Students

McMains,

Larkins,

Doherty

et al. 2023

Cureus

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Introduction Traditional medical school curricula rely on textbook-based learning during the first two years, often limiting students' clinical exposure. Simulation-based learning (SBL) provides an opportunity for students to gain clinical exposure and competency with common procedures as well as to gain knowledge related to common clinical topics. Retention of factual knowledge is a current topic of discussion as medical learners often have difficulty with long-term retention. The aim of this study was to assess if students would learn, retain, and enjoy emergency medicine (EM)-focused SBL. Materials and methods We developed an EM-focused SBL curriculum consisting of four main educational events: suturing, medical stabilization, mass casualty triage, and point-of-care ultrasound (POCUS). Participants were first- and second-year healthcare students enrolled in a traditional, preclinical curriculum, who completed pre- and post-event quizzes consisting of multiple-choice questions on topics covered during the SBL scenario. We compared pre- and post-event quiz scores using a one-way paired t-test. Quizzes were readministered up to 100 days after each SBL event to test knowledge retention, and scores were compared across time by repeated-measures analysis of variance (RMANOVA). Results For suture (n=22), mass casualty (n=20), and ultrasound simulations (n=17), post-event mean quiz scores increased significantly in comparison to mean quiz scores from before the event (p≤0.05). Medical stabilization simulation post-event scores were increased but did not reach statistical significance. Data collected at 45, 74, and 94 days following the suture lab as well as 29 and 49 days after the medical evacuation event, and 20 days after the mass casualty event showed no statistical decrease in quiz means suggesting retention of knowledge among learners. Subjective assessments of participant satisfaction demonstrated an enjoyment of the events. Discussion EM-focused SBL events offered enjoyable learning opportunities for students to effectively obtain and possibly retain clinical knowledge. Conclusion SBL has the potential to improve student retention of clinical knowledge during the preclinical years and, therefore, should be further explored and implemented as a core pillar of medical education as opposed to its current state as a learning adjunct.

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Left Ventricular Assist Device Multialarm Emergency: A High-Fidelity Simulation Case for Emergency Medicine Residents

Cited by 2 publications

References 12 publications

Are we well prepared to examine patients with left ventricular assist device in emergency conditions? — a simulation-based pilot study

Are we well prepared to examine patients with left ventricular assist device in emergency conditions? — a simulation-based pilot study

Knowledge Retention From Emergency Medicine Simulation-Based Learning Curriculum for Pre-clinical Medical Students

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