Pitfalls in Emergency Medicine: Survey-Based Identification of Learning Objectives for Targeted Simulation Curricula by Emergency Department Staff

Williams, Kerry-Lynn; Renouf, Tia; Dubrowski, Adam

doi:10.7759/cureus.11965

Cited by 4 publications

(6 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although we did not study why WBIT errors are more likely in the ED, we speculate that contributing factors may include the nature of the ED work environment with staff tending to multiple patients at one time, rapid patient turnover, staggered staffing shifts leading to multiple sign outs and overall stressful working conditions. 21 This study did not compare risk for WBIT errors in other hospital locations such as the operating room, intensive care unit, or labor and delivery due to lower expected error proportions in these locations. We also did not compare factors that would potentially be associated with errors in these locations (such as use of ePPID or phlebotomists for sample collection) in these areas, again due to lower expected error proportions.…”

Section: Discussionmentioning

confidence: 99%

Emergency departments are higher‐risk locations for wrong blood in tube errors

et al. 2021

View full text Add to dashboard Cite

Background: Wrong blood in tube (WBIT) errors can lead to ABO mistransfusions. It is unknown if WBIT errors are more likely in specific healthcare locations or if specific collection practices influence the commission of WBIT errors.Study Design and Methods: Data on pretransfusion samples from calendar year 2019 were collected retrospectively by 39 transfusion services in nine countries. We compared the proportion of WBIT errors made in emergency departments (EDs), inpatient wards, and outpatient clinics. Results: In total, 143 WBIT errors were detected among 1,394,862 samples for an unadjusted aggregate WBIT proportion of 1.03/10,000 samples. Using a pooled random effects model, the WBIT proportion was estimated to be significantly higher in EDs (1.23/10,000 samples, 95% CI 0.62-2.43) than inpatient wards (0.71/10,000, 95% CI 0.44-1.14; p < .001) or outpatient clinics (0.24/10,000, 95% CI 0.08-0.65; p < .001) and significantly higher in inpatient wards than outpatient clinics (p = .043). The use of electronic positive patient identification (ePPID) systems was associated with a significantly lower WBIT proportion in the ED (odds ratio, OR: 0.32, 95% CI: 0.11-0.96, p = .041), but not in inpatient wards (OR: 0.45, 95% CI: 0.20-1.01, p = .054) or outpatient clinics (OR: 1.95, 95% CI: 0.39-9.74, p = .415).Discussion: Normalized for the number of samples drawn per location, the WBIT proportion in EDs was 1.7 times higher than inpatient wards and 5.1 times higher than outpatient clinics. EDs represent higher-risk clinical locations for WBIT errors, and electronic positive patient identification (ePPID) may provide a greater impact on safety in EDs relative to other clinical areas.

show abstract

Section: Discussionmentioning

confidence: 99%

Emergency departments are higher‐risk locations for wrong blood in tube errors

et al. 2021

View full text Add to dashboard Cite

show abstract

“…The field of health professions education (HPE) recognizes that all healthcare providers should be competent and have access to optimal training resources to develop and maintain competencies [1]. Healthcare providers in rural and remote (R&R) areas of Canada, more specifically physicians and nurses, may not have the same access to skills development and maintenance opportunities as those in urban areas due to factors such as distance from urban centers and cost [2]. The inexperience and lack of training for healthcare providers is one factor that has impacted the quality of care received by Canadians in R&R settings [3].…”

Section: Introductionmentioning

confidence: 99%

Identification of a partnership model between a university, for-profit, and not-for-profit organization to address health professions education and health inequality gaps through simulation-based education: A scoping review protocol

et al. 2023

Self Cite

View full text Add to dashboard Cite

Introduction Healthcare providers in rural and remote (R&R) areas of Canada do not have the same access to skills development and maintenance opportunities as those in urban areas. Simulation-based education (SBE) is an optimal technique to allow healthcare providers to develop and maintain skills. However, SBE is currently limited mainly to universities or hospital-based research laboratories in urban areas. The purpose of this scoping review is to identify a model, or components of a model, that outline how a university research laboratory can collaborate with a for profit and not-for-profit organization to facilitate the diffusion of SBE into R&R healthcare provider training. Methods and analysis This scoping review will be guided by the methodological framework introduced by Arksey and O’Malley in 2005 and the Methodology for Joanna Briggs Institute Scoping Reviews. Ovid MEDLINE, PsycINFO, Scopus, Web of Science, and CINAHL will be searched for relevant articles published between 2000 and 2022, in addition to grey literature databases and manual reference list searches. Articles describing a partnership model or framework between academic institutions and non-profit organizations with a simulation or technology component will be included. Titles and abstracts will be screened, followed by a full-text screening of articles. Two reviewers will participate in the screening and data extraction process for quality assurance. Data will be extracted, charted, and summarized descriptively to report key findings on potential partnership models. Conclusion This scoping review will provide an understanding on the extent of existing literature regarding the diffusion of simulators for healthcare provider training through a multi-institutional partnership. This scoping review will benefit R&R parts of Canada by identifying gaps in knowledge and determining a process to deliver simulators to train healthcare providers. Findings from this scoping review will be submitted for publication in a scientific journal.

show abstract

“…In addition, the healthcare professionals that stay in rural and remote contexts experience difficulties accessing skills development and maintenance courses to address the diverse health needs of rural communities due to factors such as distance from urban centers and cost. Therefore it is crucial to provide them the appropriate simulation-based skills training [ 2 ]. Continuing medical education is one mechanism that allows for lifelong learning through conferences, courses, workshops, and more so that healthcare professionals can maintain the knowledge and skills necessary for practice [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

Hands-On Practice on Sustainable Simulators in the Context of Training for Rural and Remote Practice Through a Fundamental Skills Workshop

Siraj¹,

Sivanathan²,

Abdo³

et al. 2022

Cureus

Self Cite

View full text Add to dashboard Cite

Simulation-based education (SBE) is a sustainable method to allow healthcare professionals to develop competencies in clinical skills that can be difficult to maintain in rural and remote settings. Simulationbased skills training is necessary for healthcare professionals that experience difficulties accessing skills development and maintenance courses to address the needs of rural communities. However, simulators, a key element of simulation, are often prohibitively expensive and follow a "one-size-fits-all" approach. Using additive manufacturing (AM) techniques, more specifically three-dimensional (3D) printing, to produce inexpensive yet functional and customizable simulators is an ideal solution for learners to practice and improve their procedural skills anywhere and anytime. AM allows for the customization of simulators to fit any context while reducing costs and is an economic solution that moves away from the use of animal products to a more ethical, sustainable method for training. This technical report describes the delivery of a fundamental skills workshop to provide hands-on training to rural and remote healthcare professionals using 3D-printed simulators purposefully designed following design-to-cost principles. The workshop was delivered at a three-hour session hosted at a rural and remote medicine course in Ottawa, Canada. The workshop consisted of four technical skills: suturing, cricothyrotomy, episiotomy, and intraosseous infusion (tibial) (IO) and used a blended learning approach to train healthcare professionals and trainees who practice in rural and remote areas. In addition, the learners were granted access to a custom-designed learning management system, which provided a repository of instructional materials, and enabled them to record and upload personal practice sessions, review other learners' practice sessions, collaborate, and provide feedback to other learners. The feedback collected from participants, instructors, and observations on the delivery of the workshop will help improve the structure and training provided to learners. The delivery of this workshop annually is an ideal solution to ensure parsimonious delivery of simulation training for rural and remote healthcare professionals.

show abstract

Pitfalls in Emergency Medicine: Survey-Based Identification of Learning Objectives for Targeted Simulation Curricula by Emergency Department Staff

Cited by 4 publications

References 16 publications

Emergency departments are higher‐risk locations for wrong blood in tube errors

Emergency departments are higher‐risk locations for wrong blood in tube errors

Identification of a partnership model between a university, for-profit, and not-for-profit organization to address health professions education and health inequality gaps through simulation-based education: A scoping review protocol

Hands-On Practice on Sustainable Simulators in the Context of Training for Rural and Remote Practice Through a Fundamental Skills Workshop

Contact Info

Product

Resources

About