Physiology education for intensive care medicine residents: A 15-minute interactive peer-led flipped classroom session

Zante, Bjoern; Hautz, Wolf E.; Schefold, Joerg C.

doi:10.1371/journal.pone.0228257

Cited by 10 publications

(9 citation statements)

References 55 publications

(60 reference statements)

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“…Despite these limitations, self-assessed progression may spark the fellows’ interest and likely increase their motivation. This motivation may be key for education in ICU-residents [ 2 ] and may result in increased performance [ 33 , 34 ]. Interestingly, improved learners’ (fellows) skill competence helped to acknowledge skill limitations and may lead to lower ratings in respective self-assessments [ 29 ].…”

Section: Discussionmentioning

confidence: 99%

“…In environments with time constraints such as intensive care units, education may compete with clinical work and administrative responsibilities [ 1 ]. Therefore, educational concepts should be applied with specific and clear learning objectives [ 2 ]. Further, teaching and learning of technical skills in the ICU environment seems determined by caseload and, particularly for emergency skills, even more by suitable teaching cases in respective (emergency) situations.…”

Section: Introductionmentioning

confidence: 99%

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Simulation training for emergency skills: effects on ICU fellows’ performance and supervision levels

Zante

Schefold

2020

BMC Med Educ

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Background The application of manual emergency skills is essential in intensive care medicine. Simulation training on cadavers may be beneficial. The aim of this study was to analyze a skill-training aiming to enhance ICU-fellows´ performance. Methods A skill-training was prepared for chest tube insertion, pericardiocentesis, and cricothyroidotomy. Supervision levels (SL) for entrustable professional activities (EPA) were applied to evaluate skill performance. Pre- and post-training, SL and fellows´ self- versus consultants´ external assessment was compared. Time on skill training was compared to conventional training in the ICU-setting. Results Comparison of pre/post external assessment showed reduced required SL for chest tube insertion, pericardiocentesis, and cricothyroidotomy. Self- and external assessed SL did not significantly correlate for pre-training/post-training pericardiocentesis and post-training cricothyroidotomy. Correlations were observed for self- and external assessment SL for chest tube insertion and pre-assessment for cricothyroidotomy. Compared to conventional training in the ICU-setting, chest tube insertion training may further be time-saving. Conclusions Emergency skill training separated from a daily clinical ICU-setting appeared feasible and useful to enhance skill performance in ICU fellows and may reduce respective SL. We observed that in dedicated skill-training sessions, required time resources would be somewhat reduced compared to conventional training methods.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Simulation training for emergency skills: effects on ICU fellows’ performance and supervision levels

Zante

Schefold

2020

BMC Med Educ

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“…The finalised questionnaire sought responses using a Five-Point Likert Scale. 18 The demographic details (using 4 items) were collected for gender, age, study level, and a question asking the participants, “Have you and or your family member were infected with COVID-19”. Here family member depicts blood relatives living in the close vicinity of the participants ( Table 1 ).…”

Section: Methodsmentioning

confidence: 99%

Implications of the COVID-19 Pandemic on the Mental Health and Professional Psychomotor Skills of Dental Students

Alrashed¹,

Sattar²,

Habib³

et al. 2021

PRBM

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Purpose To estimate dental students’ self-perception of mental well-being (MWB) and its effects on their clinical psychomotor skills (CPS) once they (or their family members) get infected with COVID-19. Materials and Methods This is a cross-sectional (n =268) study from a public dental college in Riyadh. We collected data on MWB and CPS. An 18-item online survey was used to collect the responses from the participants. The inter-rater reliability for the finalised survey came out to be 0.86. Results The participants (54.3%) who were infected with COVID-19 recorded that their CPS were significantly affected (almost 4 times higher) as compared to others ( OR = 4.02; P =0.0004). However, 42.2% reported infection control measures at clinics resulted in bringing significant ( OR =2.22, P =0.04) psychological upsets, for those who were infected with COVID-19. Participants (45.1%) also reported that they have difficulty in recalling old memories or information due to the COVID-19 pandemic; among them, 46.7% were the ones who (and/or any family member) were exposed to COVID-19. Conclusion The study spotlighted the extent of dental students’ MWB and its significant effect on their CPS once (themselves or a family member) infected with COVID-19. Moreover, levels of infection control measures at clinics resulted in psychological upsets for dental students. Clinical Significance The issue is fundamental as participants enter the clinical workforce and face the ever-increasing demands of dental practice.

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“…Another utilized method was a quantitative approach (f=121, %=33.43) and studies using a quantitative research design mainly focused on students' perceptions and effectiveness of FCM through surveys (see Table 7). Quantitative research design has been adopted by many researchers studying FLM (e.g., Battestilli, Dominguez & Thyagarajan, 2020;Rathner & Schier, 2020;Rueda, 2020;Sprint & Fox, 2020;Zante, Hautz & Schefold, 2020;Zheng & Zhang, 2020). While integrating an FCM, İsmail and Abdulla (2019) for instance, used one-group pretest-posttest quasi-experimental research design in order to measure the motivational level and learning achievement of the students.…”

Section: Methodsmentioning

confidence: 99%

Flipped Learning in Education: A Content Analysis

Haidov

Bensen

2021

Sustainable Multilingualism

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Summary The continuously progressive education system of the 21st century requires the introduction of innovative teaching methodologies incorporating up-to-the-minute technology-oriented styles, which are capable of changing the traditional ways of conducting classes presenting teachers as the ultimate source of knowledge, with a new notion which considers teachers as facilitators and guiders in the world of information. A plethora of research has been conducted with respect to flipped learning, however, the number of research papers presenting content analysis is limited indicating the deficiency and lack of content analysis-based papers on Flipped Classroom in Education. Thus, to fill this gap in the literature, there is a demand for conducting a content analysis. In turn, the aim of this paper was to identify the importance and impact of the distributed documents on a Flipped Learning Model (FLM) in Education which was done by gathering data from the SCOPUS database with keywords ‘Flipped Classroom in Education’, within the range of ten years (2011-2020). All studies published in SCOPUS, were statistically analyzed and examined according to the year of publication, subject area, document type, country/territory, languages, source type, types of research and the research methods. It was found that the publications related to FLM in education had dramatically increased from the year 2011 to 2020. The findings of this study also highlighted the importance of FLM in education, especially in courses that require cognitive skills like social studies, medicine, and computer science.

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Physiology education for intensive care medicine residents: A 15-minute interactive peer-led flipped classroom session

Cited by 10 publications

References 55 publications

Simulation training for emergency skills: effects on ICU fellows’ performance and supervision levels

Simulation training for emergency skills: effects on ICU fellows’ performance and supervision levels

Implications of the COVID-19 Pandemic on the Mental Health and Professional Psychomotor Skills of Dental Students

Flipped Learning in Education: A Content Analysis

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