scholarly journals Self Assessment Exercises in Emergency Medicine

2005 ◽  
Vol 151 (3) ◽  
pp. 192-198
Author(s):  
P. Hunt ◽  
J. Smith
Keyword(s):  
Emergency Medicine ◽  
Self Assessment

52. Simulation based training improves resident competence in the performance of critical resuscitation procedures

2007 ◽  
Vol 30 (4) ◽  
pp. 56
Author(s):  
I. Rigby ◽  
I. Walker ◽  
T. Donnon ◽  
D. Howes ◽  
J. Lord
Keyword(s):  
Internal Medicine ◽  
Emergency Medicine ◽  
Medical Education ◽  
Family Medicine ◽  
Training Program ◽  
Correlation Coefficient ◽  
Training Programs ◽  
Self Assessment ◽  
Procedural Skills ◽  
Simulation Based

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

SBAQs for the FRCEM Primary

2018 ◽  
Keyword(s):  
Emergency Medicine ◽  
Royal College ◽  
Self Assessment ◽  
High Quality

SBAQ's for the FRCEM Primary is a key resource for the new FRCEM Primary examination. Featuring over 450 Single Best Answer Questions (SBAQ's) mapped to the Royal College of Emergency Medicine curriculum, this comprehensive guide ensures high-quality self-assessment. Each chapter focuses on a key areas of emergency medicine candidates will be tested on. All questions are supported by detailed answers and further reading to ensure quick identification of key areas that may need more attention. The last chapter features a mock examination of 100 SBAQ's ensuring the reader has, not only the knowledge to the pass the exam, but can practice the technique and approach required for success in this exam. Edited by an experienced Consultant, SBAQ's for the FRCEM Primary is essential reading for candidates preparing for the FRCEM Primary exam worldwide.

scholarly journals Teaching the RAPID approach at the start of emergency medicine clerkship: an evaluation

CJEM ◽  
2014 ◽  
Vol 16 (04) ◽  
pp. 273-280 ◽  
Author(s):  
Robert A. Woods ◽  
Krista Trinder ◽  
Marcel D’Eon ◽  
Sean McAleer
Keyword(s):  
Emergency Medicine ◽  
Focus Groups ◽  
Intervention Group ◽  
Comprehensive Care ◽  
Exit Examination ◽  
Self Assessment ◽  
Medicine Clerkship ◽  
Written Examination ◽  
Emergency Department Patients ◽  
The One

ABSTRACTBackground:The RAPID approach (Resuscitation, Analgesia and assessment, Patient needs, Interventions, Disposition) was developed as an approach to managing emergency department patients. It is a mental checklist to help trainees provide comprehensive care, addressing issues in priority. Its impact on trainee performance has not been assessed.Methods:Forty-two clerkship students were enrolled, with 21 students in each group. They received or did not receive the teaching intervention on an alternate basis. Students were assessed through daily encounter cards, a case presentation, a self-assessment form, a prerotation case (case E), and a sixcase short-answer exit examination (cases A to F) with case E repeated. Case E was designed specifically to assess students’ ability to provide comprehensive care. Fourteen students participated in focus groups.Results:Students in the intervention group had significantly higher exit examination case E scores (11.67 of 14 v. 10.26 of 14, p 5 0.008) and improvement in their case E scores from pre- to postrotation (1.82 v. 0.26, p 5 0.006). There were no significant differences in the other outcome measures. Intervention group students made positive comments around analgesia, addressing nonmedical needs and counseling on health promotion during focus groups.Conclusions:Students exposed to the RAPID approach at the start of their emergency medicine rotation performed better on the one component of the written examination for which it was designed to improve performance. Students found it to be a useful mental checklist for comprehensive care, possibly addressing the hidden curriculum. Emergency medicine educators should consider further study and careful implementation of the RAPID approach.

Simulation-based Emergency Medicine Resident Self-Assessment

2011 ◽  
Vol 41 (6) ◽  
pp. 679-685 ◽  
Author(s):  
Annie T. Sadosty ◽  
M. Fernanda Bellolio ◽  
Torrey A. Laack ◽  
Anuradha Luke ◽  
Amy Weaver ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Self Assessment ◽  
Emergency Medicine Resident ◽  
Medicine Resident ◽  
Simulation Based

Medical Student Self-Assessment Narratives: Perceived Educational Needs During Fourth-Year Emergency Medicine Clerkship

2013 ◽  
Vol 25 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Aaron W. Bernard ◽  
Amanda Balodis ◽  
Nicholas E. Kman ◽  
Jeffrey M. Caterino ◽  
Sorabh Khandelwal
Keyword(s):  
Emergency Medicine ◽  
Medical Student ◽  
Educational Needs ◽  
Self Assessment ◽  
Medicine Clerkship

What's the Evidence: Self-Assessment Implications for Life-Long Learning in Emergency Medicine

2017 ◽  
Vol 53 (1) ◽  
pp. 116-120 ◽  
Author(s):  
Margaret Wolff ◽  
Sally A. Santen ◽  
Laura R. Hopson ◽  
Robin R. Hemphill ◽  
Susan E. Farrell
Keyword(s):  
Emergency Medicine ◽  
Self Assessment ◽  
Life Long Learning
Sign in / Sign up

Export Citation Format

Share Document