Resident training for eclampsia and magnesium toxicity management: simulation or traditional lecture?

Fisher, Nelli; Bernstein, Peter S.; Satin, Andrew J.; Pardanani, Setul; Heo, Hye; Merkatz, Irwin R.; Goffman, Dena

doi:10.1016/j.ajog.2010.06.010

Cited by 45 publications

(33 citation statements)

References 14 publications

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“…It could be argued that simulation residents did better because they received additional teaching; however, during their residency training, the control residents undoubtedly would have received additional informal teaching in the operating room on the anesthesia machine. Proponents of simulation-centre education cite the many advantages of learning in a simulated environment, [13][14][15] including 1) repetitive and deliberate practice of skills with opportunities for learner feedback; 2) opportunity to learn on an individualized basis with individualized feedback (learner centred); 3) opportunity to learn in the clinical context (contextual learning); 4) learning that is no longer restricted to ''chance'' clinical encounters; and 5) opportunity to learn skills in a controlled environment without harm to patients. Simulation residents in our study likely benefited from many of the above advantages.…”

Section: Discussionmentioning

confidence: 99%

An experiential teaching session on the anesthesia machine check improves resident performance

Chiu

Arab

Elliott

et al. 2011

Can J Anesth/J Can Anesth

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Purpose A preoperative machine check is imperative, yet machine faults are missed despite experience. We hypothesized that a simulation training session would improve junior residents' ability to perform a machine check beyond the level of final year residents who received only didactic training. Methods In 2005, an experiential machine check training session was introduced into residency training at the postgraduate year 1 (PGY-1) level. Three weeks later, the simulation residents were asked to perform a machine check and detect ten preset faults. The control group consisted of PGY-5 residents who had received a didactic anesthesia machine lecture during their residency; these control residents were asked to perform the same machine check as the simulation residents. Data were collected from 2005 to 2008 with each cohort of incoming PGY-1 residents and graduating PGY-5 residents. When the first group of PGY-1 residents became PGY-5 residents in 2009, they were invited to return for a retention test. In all tests, the number of faults detected was recorded, and the machine check was evaluated using a checklist. Results Thirty-seven simulation residents and 27 control residents participated in the study. Simulation residents had significantly higher checklist scores than the control residents, and they identified more machine faults (both P \ 0.001). Twenty-one simulation residents repeated the study in their senior year, and they continued to achieve higher checklist scores and identify more machine faults than the control residents (both P \ 0.001). Conclusion Our results suggest that an experiential training session allowed junior residents to achieve skills superior to those of senior colleagues after a five-year residency. This training was retained for two to four years as they continued to outperform their comparative controls. RésuméObjectif La ve´rification pre´ope´ratoire d'une machine est impe´ratif, toutefois des pannes de l'appareil ne sont pas de´tecte´es en de´pit de l'expe´rience. Nous avons e´mis l'hypothe`se qu'une session de formation sous forme de simulation pouvait ame´liorer la capacite´des re´sidents juniors a`effectuer une ve´rification de la machine avec un meilleur re´sultat qu'un re´sident de dernie`re anne´e n'ayant reçu qu'une formation didactique. Méthodes En 2005, une session de formation expe´rientielle de ve´rification de machines a e´te´introduite dans le programme de la premie`re anne´e de re´sidence (PGY-1). Trois semaines plus tard, il a e´te´demande´aux re´sidents ayant suivi la simulation d'effectuer une ve´rification de la machine et de´tecter dix pannes pre´e´tablies. Le groupe te´moin comportait des re´sidents PGY-5 qui avaient suivi un cours didactique sur la machine d'anesthe´sie pendant leur re´sidence; ces re´sidents « te´moins » ont e´te´invite´s à faire la meˆme ve´rification de la machine que les re´sidents ayant suivi la simulation. Les donne´es ont e´te´collecte´es de 2005 a`2008 aupre`s de chaque cohorte de nouveaux re´sidents PGY-1 et de re´sidents PGY-...

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Section: Discussionmentioning

confidence: 99%

An experiential teaching session on the anesthesia machine check improves resident performance

Chiu

Arab

Elliott

et al. 2011

Can J Anesth/J Can Anesth

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“…Furthermore, assessments of long-term effects on clinical outcomes are necessary for obstetric complications. Clark, et al, 2010;Deering, Poggi, Macedonia, et al, 2004;Fransen, van de Ven, Merien, et al, 2012;Fisher, Bernstein, Satin, et al, 2010３．研究参加者・研究者の盲検化 5 Crofts, Bartlett, Ellis, et al, 2006Fransen, van de Ven, Merien, et al, 2012;Deering, Poggi, Macedonia, et al, 2004;Daniels, Arafeh, Clark, et al, 2010;Fisher, Bernstein, Satin, et al, 2010４．アウトカム評価者の盲検化 5 Crofts, Bartlett, Ellis, et al, 2006Fransen, van de Ven, Merien, et al, 2012;Deering, Poggi, Macedonia, et al, 2004;Daniels, Arafeh, Clark, et al, 2010;Fisher, Bernstein, Satin, et al, 2010５．不完全なアウトカムデータ 5 3 Deering, Poggi, Macedonia, et al, 2004Fisher, Bernstein, Satin, et al, 2010;Fransen, van Merien, et al, 2012intention-to-treat ITT Crofts, et al 2006ITT 5.7 Daniels, et al 2010 15.6 Fransen, et al 2012 Primary outcome Secondary outcome 4 Crofts, Bartlett, Ellis, et al, 2006;Daniels, Arafeh, Clark, et al, 2010;Deering, Poggi, Macedonia, et al, 2004;Fisher, Bernstein, Satin, et al, 2010 4 Primary outcome Merien, et al, 2012;Deering, Poggi, Macedonia, et al, 2004Fransen, et al 2012 7.5 vs 6.0; p=. …”

Section: Resultsmentioning

confidence: 99%

Literature review of simulation training for acute obstetric emergencies

Kato¹,

Kataoka²

2015

J. Jpn. Acad. Midwif.

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“…Simulations enhanced nursing, medical, and pharmacy students' and residents' responses to patients' needs in simulated clinical situations because of opportunity to practice problem-solving skills, including medication reconciliation, ventricular tachycardia, and overdose of sedatives in dental practice. 23,24,26,35,37,38,40 Confidence was enhanced in nursing students' pediatric medication administration 33 and in pharmacy students' abilities in recognizing, preventing, communicating, and reporting medication errors. 32 Improved critical thinking was reported in pharmacy students' management of critically ill patients 34 and acute care pharmacotherapy.…”

Section: Categoriesmentioning

confidence: 99%

“…Retrospective record reviews indicate that adverse events affect 9.2% [interquartile range (IQR), 4.6%Y12.4%] of those admitted to hospital, 15.1% (IQR, 11.9%Y20.4%) are drug related, and 43% (IQR, 39.4%Y49.6%) are preventable (n = 74,485 patients, 8 studies in the United States, Canada, UK, Australia, and New Zealand). 3 When all health care settings are considered, estimates of the incidence of adverse events range from 0.1% to 65.4%, with little difference between countries, settings, or specialties (23,696,252 patients, 156 studies). 4 A higher incidence is reported among elderly patients.…”

mentioning

confidence: 99%

Learning Outcomes Associated With Patient Simulation Method in Pharmacotherapy Education

Aura

Sormunen

Jordan

et al. 2015

Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare

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The aims of this systematic integrative review were to identify evidence for the use of patient simulation teaching methods in pharmacotherapy education and to explore related learning outcomes. A systematic literature search was conducted using 6 databases as follows: CINAHL, PubMed, SCOPUS, ERIC, MEDIC, and the Cochrane Library, using the key words relating to patient simulation and pharmacotherapy. The methodological quality of each study was evaluated. Eighteen articles met the inclusion criteria. The earliest article was published in 2005. The selected research articles were subjected to qualitative content analysis. Patient simulation has been used in pharmacotherapy education for preregistration nursing, dental, medical, and pharmacy students and for the continuing education of nurses. Learning outcomes reported were summarized as follows: (1) commitment to pharmacotherapy learning, (2) development of pharmacotherapy evaluation skills, (3) improvement in pharmacotherapy application skills, and (4) knowledge and understanding of pharmacotherapy. To develop effective teaching methods and ensure health care professionals' competence in medication management, further research is needed to determine the educational and clinical effectiveness of simulation teaching methods.

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Resident training for eclampsia and magnesium toxicity management: simulation or traditional lecture?

Cited by 45 publications

References 14 publications

An experiential teaching session on the anesthesia machine check improves resident performance

An experiential teaching session on the anesthesia machine check improves resident performance

Literature review of simulation training for acute obstetric emergencies

Learning Outcomes Associated With Patient Simulation Method in Pharmacotherapy Education

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