Simulation-Based Medical Error Disclosure Training for Pediatric Healthcare Professionals

2007 ◽  
Vol 29 (4) ◽  
pp. 12-19 ◽  
Author(s):  
Karen I. Wayman ◽  
Kimberly A. Yaeger ◽  
Paul J. Sharek ◽  
Sandy Trotter ◽  
Lisa Wise ◽  
...  
Keyword(s):  
Medical Error ◽  
Healthcare Professionals ◽  
Error Disclosure ◽  
Simulation Based ◽  
Pediatric Healthcare

scholarly journals Enhancing the future of simulation-based education in pediatrics

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Manuela Spadea ◽  
Massimiliano Ciantelli ◽  
Nicoletta Fossati ◽  
Armando Cuttano
Keyword(s):  
Healthcare Professionals ◽  
Training Programs ◽  
Educational Tool ◽  
Future Technology ◽  
Pediatric Education ◽  
Simulation Based ◽  
The Future ◽  
Societal Impacts ◽  
New Challenges ◽  
Pediatric Healthcare

AbstractTechnology-enhanced simulation has emerged as a great educational tool for pediatric education. Indeed, it represents an effective method to instruct on technical and non-technical skills, employed by a large number of pediatric training programs. However, this unique pandemic era posed new challenges also on simulation-based education. Beyond the mere facing of the clinical and societal impacts, it is fundamental to take advantage from the current changes and investigate innovative approaches to improve the education of pediatric healthcare professionals. To this aim, we herein lay down the main pillars that should support the infrastructure of the future technology-enhanced simulation.

Teaching Empathic Communication to Pediatric Interns: Immediate and 3-Month Impact

2021 ◽  
pp. 104990912199979
Author(s):  
Jason Z. Niehaus ◽  
Megan M. Palmer ◽  
James E. Slaven ◽  
Lyle Fettig
Keyword(s):  
Communication Skills ◽  
Medical Error ◽  
Communication Training ◽  
Reflective Teaching ◽  
Communication Course ◽  
Error Disclosure ◽  
Clinical Scenarios ◽  
Simulation Based ◽  
Empathic Communication

Objective: Evaluate pediatric intern self-reported preparedness to Deliver Serious News, Express Empathy, and Medical Error Disclosure after a 1-day simulation based-empathic communication training. Additionally, we sought to evaluate self-reported use of communication skills and describe the clinical scenarios in which the skills were used. Methods: Pediatric interns completed the survey immediately and 3 months after participating in the communication course. Results: Self-reported preparedness to Deliver Serious News, Express Empathy, and Medical Error Disclosure all significantly improved. At 3 months, 73.9% of respondents reported using the skills at least weekly and 62% described the clinical scenarios in which they used skills. These descriptions show an ability to use the skills appropriately, and in some cases apply the skills in advanced, more difficult scenarios. Conclusion: A 1 day simulation-based reflective teaching course for pediatric interns is an effective way to teach empathic communication skills. They feel more prepared to deliver serious news, respond with empathy and disclose a medical error. In addition, the interns value the training as a part of their education and report using the skills in appropriate scenarios at 3 months.

Pediatric healthcare professionals’ perceptions, knowledge, and use of essential oils

2021 ◽  
pp. 101474
Author(s):  
Johanna R. Michlig ◽  
Ashley J. Stelter ◽  
Michelle L. Czarnecki ◽  
Anita Norton ◽  
Nancy Korom ◽  
...  
Keyword(s):  
Essential Oils ◽  
Healthcare Professionals ◽  
Pediatric Healthcare

Pediatric Healthcare Professionals’ Views on Autism Spectrum Disorder Screening at 12–18 Months

2014 ◽  
Vol 44 (9) ◽  
pp. 2311-2328 ◽  
Author(s):  
Elizabeth R. Crais ◽  
Cara S. McComish ◽  
Betsy P. Humphreys ◽  
Linda R. Watson ◽  
Grace T. Baranek ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Healthcare Professionals ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pediatric Healthcare

Confessional Approach to Disclosure of Medical Error

2021 ◽  
Author(s):  
Jordan Mason
Keyword(s):  
Medical Errors ◽  
Medical Error ◽  
Recent Literature ◽  
Patient Relationship ◽  
Physician Patient Relationship ◽  
Error Disclosure ◽  
Patient Relationships ◽  
Physician Patient

Abstract Recent literature on the ethics of medical error disclosure acknowledges the feelings of injustice, confusion, and grief patients and their families experience as a result of medical error. Substantially less literature acknowledges the emotional and relational discomfort of the physicians responsible or suggests a meaningful way forward. To address these concerns more fully, I propose a model of medical error disclosure that mirrors the theological and sacramental technique of confession. I use Aquinas’ description of moral acts to show that all medical errors are evil, and some accidental medical errors constitute venial sins; all sin and evil should be confessed. As Aquinas urges confession for sins, here I argue that confession is necessary to restore physicians to the community and to provide a sense of absolution. Even mistakes for which physicians are not morally culpable ought to be confessed in order to heal the physician–patient relationship and to address feelings of professional distress. This paper utilizes an Episcopal theology of confession that affirms verbal admission and responsibility-taking as freeing and relationally restoring acts, arguing that a confessional stance toward medical error both leads to better outcomes in physician–patient relationships and is more compassionate toward physicians who err.

scholarly journals The simulation coaching concept - A step towards expertise

2020 ◽  
Vol 10 (4) ◽  
pp. 83
Author(s):  
Mari Salminen-Tuomaala ◽  
Jaakko Hallila ◽  
Asta Niinimäki ◽  
Paula Paussu
Keyword(s):  
Healthcare Professionals ◽  
Professional Competence ◽  
Development Project ◽  
Educational Institutions ◽  
Learning Needs ◽  
Healthcare Staff ◽  
Learning Skills ◽  
Ongoing Research ◽  
Coaching Intervention ◽  
Simulation Based

Background and objective: This paper presents a sub-study of an ongoing research and development project (August 1, 2017-December 31, 2019), whose aim has been to use simulation-based coaching to meet social and healthcare staff’s self-reported learning needs in 20 small and medium-sized enterprises in Finland. Two regional educational institutions are responsible for the management of the project. The study aim was to examine the development of self-rated professional competence and expertise of social and healthcare staff, following a simulation coaching project.Methods: An electronic questionnaire was used to collect information about participants’ self-rated expertise, first in November 2017 and again in May 2019 following the simulation-based coaching intervention. IBM SPSS for Windows 25 was used to analyse the data.Results: The respondents appreciated simulation coaching as an effective way of developing expertise and the continuous learning skills of professionals. In this project, coaching was considered to be especially suitable for theoretical and practical management of acute situations; for keeping up with change in society; for anticipating development needs, and for promoting the attractiveness and competitiveness of the company where they worked.Conclusions: The simulation coaching concept, which involves action-based and concrete ways of developing theoretical and practical competence, is well suited for social and healthcare professionals undertaking continuing education. Using the companies’ own facilities facilitates participation and application of new knowledge and skills.

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