scholarly journals LO80: Perfecting practice for rare procedures: a simulation-based, multi-centre randomized trial

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S36-S36
Author(s):  
A. Petrosoniak ◽  
C. Hicks ◽  
S. Gray ◽  
M. McGowan ◽  
J. Sherbino ◽  
...  
Keyword(s):  
Mastery Learning ◽  
Deliberate Practice ◽  
Skills Training ◽  
Secondary Outcome ◽  
Guided Practice ◽  
Practice Performance ◽  
Significant Difference ◽  
Simulation Based ◽  
Skill Performance ◽  
Post Test

Introduction: Mastery learning, which deconstructs a complex task into sequential sub-steps combined with deliberate practice to achieve each step in sequence, represents an important method to enhance simulation-based procedural skills training. However, the evidence to support the effectiveness of this theory to improve learning is lacking. This study compared mastery learning using deliberate practice with self-guided practice on skill performance of a rarely performed, life-saving procedure, a bougie-assisted cricothyroidotomy (BAC). Methods: In this multi-centre, randomized study at five North American emergency medicine (EM) residency training programs, we assigned 166 EM postgraduate trainees to either mastery learning and deliberate practice (ML + DP) or self-guided practice for BAC. Three blinded airway experts independently evaluated BAC skill performance by video review before (pre-test) and after (post-test) each training session. The primary outcome was post-test skill performance using a 5-point global rating score (GRS). A secondary outcome, defined a priori, was performance time to complete the BAC skill (chronometry). Results: There was no significant difference in post-test BAC performance after ML + DP or self-guided practice. Performance scores improved for both groups by 13% from the pre-test to post-test (F (1,138) = 43, p < 0.001). Overall, time to complete the BAC improved significantly from pre-test (87.6 seconds) to posttest (54.1 seconds), (F, 1,149) = 122, p < 0.001). At post-test, the ML + DP group performed the skill 7.4 seconds faster than the self-guided practice group (F (1,150) = 6.77, p < 0.01). Conclusion: Mastery learning coupled with deliberate practice provides systematic and focused feedback during skill acquisition. However, it is resource intensive and its efficacy is not fully defined. In this study, MP + DP did not result in improved global performance; it did result in faster performance times, a relevant finding for time-sensitive procedures. These results are important for educators who seek to optimize technical skills training in a competency-based model of medical education. Our findings suggest that time-sensitive procedures might benefit from ML + DP teaching strategies to enhance time to procedural performance.

Increasing Emergency Medicine Residents’ Confidence in Disaster Management: Use of an Emergency Department Simulator and an Expedited Curriculum

2012 ◽  
Vol 27 (1) ◽  
pp. 31-35 ◽  
Author(s):  
Jeffrey Michael Franc ◽  
Darren Nichols ◽  
Sandy L. Dong
Keyword(s):  
Emergency Medicine ◽  
Disaster Management ◽  
Medical Training ◽  
Faculty Evaluation ◽  
Computer Software ◽  
Disaster Medicine ◽  
Disaster Plan ◽  
Significant Difference ◽  
Simulation Based ◽  
Post Test

AbstractIntroduction: Disaster Medicine is an increasingly important part of medicine. Emergency Medicine residency programs have very high curriculum commitments, and adding Disaster Medicine training to this busy schedule can be difficult. Development of a short Disaster Medicine curriculum that is effective and enjoyable for the participants may be a valuable addition to Emergency Medicine residency training.Methods: A simulation-based curriculum was developed. The curriculum included four group exercises in which the participants developed a disaster plan for a simulated hospital. This was followed by a disaster simulation using the Disastermed.Ca Emergency Disaster Simulator computer software Version 3.5.2 (Disastermed.Ca, Edmonton, Alberta, Canada) and the disaster plan developed by the participants. Progress was assessed by a pre- and post-test, resident evaluations, faculty evaluation of Command and Control, and markers obtained from the Disastermed.Ca software.Results: Twenty-five residents agreed to partake in the training curriculum. Seventeen completed the simulation. There was no statistically significant difference in pre- and post-test scores. Residents indicated that they felt the curriculum had been useful, and judged it to be preferable to a didactic curriculum. In addition, the residents’ confidence in their ability to manage a disaster increased on both a personal and and a departmental level.Conclusions: A simulation-based model of Disaster Medicine training, requiring approximately eight hours of classroom time, was judged by Emergency Medicine residents to be a valuable component of their medical training, and increased their confidence in personal and departmental disaster management capabilities.

scholarly journals Effects of Interventional Training Program on Interpersonal Skills in Female Teenagers: A Case Control Study

2020 ◽  
Vol 11 (4) ◽  
Author(s):  
Parasto Karimi ◽  
Fathola Mohamadian ◽  
Yousef Veisani ◽  
Sehat Aibod
Keyword(s):  
Training Program ◽  
Interpersonal Skills ◽  
Skills Training ◽  
Cluster Sampling ◽  
Control Groups ◽  
Test Stage ◽  
Significant Difference ◽  
Post Test ◽  
Female Teenagers ◽  
And Control

Background: Interpersonal skills enable people to develop positive and effective relationships with each other. Objectives: This study aimed to investigate the effectiveness of training on interpersonal skills in female teenagers. Methods: By an interventional study with pretest-posttest design, subjects were randomly divided into case and control groups. The target population consisted of all female teenagers in Ilam in 2016 - 2017. The 60 participants, included by multi-stage cluster sampling, were randomly assigned into two experimental (n = 30) and control groups (n = 30). The short 32-item version of inventory of interpersonal problems (IIP) was used to collection of data, which was completed by all subjects at the pre-test stage. The interventional group received eight sessions of the life skills training program, and two experimental and control groups received the post-test. Data were analyzed by two-variable variance of analysis via SPSS software version 20. Results: The results showed a significant difference between the interpersonal skills scores of both interventional and control groups in the post-test stage at the significance level (P < 0.01). This means that training enhances the interpersonal skills of female teenagers. Conclusions: The training program can be effective for interpersonal skills.

scholarly journals Fostering Students’ Retention in Photosynthesis Using Concept Mapping and Cooperative Mastery Learning Instructional Strategies

2022 ◽  
Vol 11 (1) ◽  
pp. 103-116
Author(s):  
Emmanuel Bizimana ◽  
Dieudonné Mutangana ◽  
Adrian Mwesigye
Keyword(s):  
Instructional Strategies ◽  
Concept Mapping ◽  
Mastery Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Treatment Groups ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control

<p style="text-align: justify;">The performance in biology at the secondary level has not been as good as expected. This has been a matter of concern. Thus, there has been a continuous focus on exploring newer innovative learner-centered and friendly instructional strategies to enhance understanding and retention in biology. This study, therefore, determined the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on fostering retention in photosynthesis among secondary schools in Nyamagabe district, Rwanda. A pre-test and post-test non-equivalent control group quasi-experimental design was used. Data were obtained from 151 students taught with CM, 144 students taught with CML, and 154 students taught with Conventional Teaching Methods (CTM). The Photosynthesis Retention Test (KR-21= 0.82) was used for data collection. The data were mainly analyze d using mean and Analysis of Covariance (ANCOVA). The results showed that the CM and CML treatment groups outperformed the CTM group in retention in photosynthesis. There was a statistically significant difference in favor of the CM between the two experimental groups. The male and female students taught using CM retained equally in photosynthesis while gender difference was revealed in the mean retention scores of the students exposed to the CML, with females retained significantly higher than males. The study concluded that the CM and CML strategies were more effective than CTM. It was suggested, among other things, that teachers should be encouraged to apply CM and CML strategies when teaching biology.</p>

scholarly journals Comparing the effectiveness of sexual skills training and communication skills training on the sexual attitudes of married women

2020 ◽  
Vol 9 (1) ◽  
pp. 3-3
Author(s):  
Azra Ghaffari ◽  
Ayda Feizollahe Vahid
Keyword(s):  
Communication Skills ◽  
Sexual Attitudes ◽  
Training Group ◽  
Skills Training ◽  
Married Women ◽  
Control Group ◽  
Communication Skills Training ◽  
Training Method ◽  
Significant Difference ◽  
Post Test

Background: The aim of this study was to examine the effectiveness of sexual skills training and communication skills training on the sexual attitudes of married women. The statistical population of the present study consisted of all married women aged 18 to 45 years old in Tabriz in 2014. Methods: The quasi-experimental research design consisted of three groups (pre-test and post-test) using a comparative method. Individuals were randomly placed into three groups with 15 individuals each: a sexual skills training group, a communication skills training group and a control group. All individuals were tested before starting the training sessions. The two experimental groups received educational interventions consisting of eight sessions of 60 to 90 minutes, while the control group did not receive any training. Following the training sessions, all groups completed a post-test. The Sexual Knowledge and Attitudes Scale (SKAS) was used to collect the data; covariance analysis (ANCOVA) was used to analyze the results. Results: Based on the analysis, the results of a consequential least significant difference (LSD) test indicated a significant difference between the communication skills training method and the sexual skills training method in their roles in affecting women’s sexual attitudes positively. The P value for the communication skills group was 0.014 and 0.914 for the sexual skills group, indicating the communication skills training method was more effective. Differences are considered statistically significant at P>0.05. Conclusions: Communication skills training can have a positive impact on sexual attitudes and may be a preferred training option to reduce couples’ sexual problems.

scholarly journals LO096: Comfortable with your thoracotomy skills? An innovative simulation-based curriculum to teach rare procedures in emergency medicine

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S63-S63
Author(s):  
S.H. Gray ◽  
J. Owen ◽  
A. Petrosoniak
Keyword(s):  
Emergency Medicine ◽  
Experiential Education ◽  
Deliberate Practice ◽  
Technical Skills ◽  
Skills Training ◽  
Residency Programs ◽  
Ongoing Work ◽  
Life Saving ◽  
Simulation Based ◽  
Technical Skills Training

Introduction / Innovation Concept: Emergency medicine (EM) residents must demonstrate proficiency in several rare, life-saving procedures but few clinical opportunities exist to practice and master these skills. Currently no standardized curricula exist for the instruction of these skills during EM residency. Accordingly, many residents graduate without the experience to perform these critical procedures confidently. We developed a novel, simulation-based curriculum for six rare, life-saving, EM skills that integrates deliberate practice and Kolb’s theory of experiential education. Methods: We used existing EM training objectives and a recent national resident needs assessment to develop a simulation-based technical skills curriculum. The six station curriculum was underpinned by the pedagogical framework of experiential education and deliberate practice. Instructor and participant feedback directed subsequent curriculum modifications. Curriculum, Tool, or Material: This one-day intensive curriculum was successfully implemented at two Canadian EM residency programs for 54 EM residents, from both CCFP-EM and FRCP-EM streams. Participant feedback was highly favorable. An iterative approach to curriculum implementation at two separate residency programs effectively allowed educators to respond to participant needs. Conclusion: A novel simulation-based curriculum for rare procedures in EM is feasible, practical, and highly valued by participants. Ongoing work is underway to refine the curriculum and assess its efficacy in creating competence. Deliberate practice and Kolb’s theory of experiential education provide useful frameworks for technical skills training.

scholarly journals Effectiveness of a Health Behavioural Intervention Aimed at Reduction of Risky Sexual Behaviours among Young Men in the KwaZulu-Natal Province, South Africa

2019 ◽  
Vol 16 (11) ◽  
pp. 1938
Author(s):  
Thabang Manyaapelo ◽  
Bart Van den Borne ◽  
Robert A. C. Ruiter ◽  
Sibusiso Sifunda ◽  
Priscilla Reddy
Keyword(s):  
South Africa ◽  
Skills Training ◽  
Sexual Relationships ◽  
Control Group ◽  
Behavioural Intervention ◽  
Control Group Design ◽  
Alcohol And Drug Use ◽  
Significant Difference ◽  
Kwazulu Natal ◽  
Post Test

Two studies evaluating the same behavioural intervention were conducted in two areas in the KwaZulu-Natal province of South Africa using a randomized pre-test post-test control group design for study 1 (peri-urban) and a pre-test post-test design without a control group for study 2 (rural). The intervention included discussions and skills training on: (1) notions of masculinity, manhood, and responsibility, (2) personal and sexual relationships, (3) general communication skills, and (4) alcohol and other substance use. The intervention was aimed at men between 18 and 35 years of age. Measures of attitude, subjective norms, perceived behavioural control and intention for condom use, human immunodeficiency virus (HIV) testing, reduction of alcohol and drug use, avoiding sex while intoxicated, and avoiding sex with intoxicated people were assessed using a facilitator-administered questionnaire. The results for study 1 showed that 4 of the 19 variables scored significantly different at baseline and that all 19 variables showed no significant changes between pre-test and post-test. For study 2, one significant difference was found for attitude towards avoiding sex when one is intoxicated. Overall, the intervention had minimal success with just one area of positive effect. Further development and testing of this programme is recommended before it can be considered for broader scale implementation.

scholarly journals Simulation-Based Mastery Learning with Deliberate Practice Improves Clinical Performance in Spinal Anesthesia

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Ankeet D. Udani ◽  
Alex Macario ◽  
Kiruthiga Nandagopal ◽  
Maria A. Tanaka ◽  
Pedro P. Tanaka
Keyword(s):  
Clinical Performance ◽  
Mastery Learning ◽  
Deliberate Practice ◽  
Intervention Group ◽  
Control Group ◽  
Baseline Assessment ◽  
Simulation Based ◽  
Improved Performance ◽  
Time Required ◽  
Anesthesia Residents

Introduction.Properly performing a subarachnoid block (SAB) is a competency expected of anesthesiology residents. We aimed to determine if adding simulation-based deliberate practice to a base curriculum improved performance of a SAB.Methods.21 anesthesia residents were enrolled. After baseline assessment of SAB on a task-trainer, all residents participated in a base curriculum. Residents were then randomized so that half received additional deliberate practice including repetition and expert-guided, real-time feedback. All residents were then retested for technique. SABs on all residents’ next three patients were evaluated in the operating room (OR).Results.Before completing the base curriculum, the control group completed 81% of a 16-item performance checklist on the task-trainer and this increased to 91% after finishing the base curriculum (P<0.02). The intervention group also increased the percentage of checklist tasks properly completed from 73% to 98%, which was a greater increase than observed in the control group (P<0.03). The OR time required to perform SAB was not different between groups.Conclusions.The base curriculum significantly improved resident SAB performance. Deliberate practice training added a significant, independent, incremental benefit. The clinical impact of the deliberate practice intervention in the OR on patient care is unclear.

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