scholarly journals An Innovative Clinical Skills “Boot Camp” for Dental Medicine Residents

2017 ◽  
Vol 4 ◽  
pp. 238212051771001 ◽  
Author(s):  
Jenny Castillo ◽  
Jared Kutzin ◽  
Kathleen Agoglia ◽  
Patricia Janicke ◽  
Zachary Milligan ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Medical Knowledge ◽  
Boot Camp ◽  
School Curriculum ◽  
Dental School ◽  
Knowledge And Skills ◽  
Inpatient Hospital ◽  
Simulation Based

During a 1-year hospital-based residency, dental residents are required to rotate through many departments including surgery, medicine, and emergency medicine. It became apparent that there was a gap between clinical skills knowledge taught in dental school curriculum and skills required for hospital-based patient care. In response, a simulation-based intensive clinical skill “boot camp” was created. The boot camp provided an intensive, interactive 3-day session for the dental residents. During the 3 days, residents were introduced to medical knowledge and skills that were necessary for their inpatient hospital rotations but were lacking in traditional dental school curriculum. Effectiveness of the boot camp was assessed in terms of knowledge base and comfort through presession and postsession surveys. According to resident feedback, this intensive introduction for the dental residents improved their readiness for their inpatient hospital-based residency.

scholarly journals A Pediatric Cardiology Fellowship Boot Camp improves trainee confidence

2016 ◽  
Vol 26 (8) ◽  
pp. 1514-1521 ◽  
Author(s):  
Catherine K. Allan ◽  
Paul Tannous ◽  
Elizabeth DeWitt ◽  
Michael Farias ◽  
Laura Mansfield ◽  
...  
Keyword(s):  
Pediatric Cardiology ◽  
Clinical Skills ◽  
Exercise Physiology ◽  
Boot Camp ◽  
Learning Objectives ◽  
Cardiac Pathology ◽  
Knowledge And Skills ◽  
Paediatric Cardiology ◽  
Simulation Based ◽  
Hands On

AbstractIntroductionNew paediatric cardiology trainees are required to rapidly assimilate knowledge and gain clinical skills to which they have limited or no exposure during residency. The Pediatric Cardiology Fellowship Boot Camp (PCBC) at Boston Children’s Hospital was designed to provide incoming fellows with an intensive exposure to congenital cardiac pathology and a broad overview of major areas of paediatric cardiology practice.MethodsThe PCBC curriculum was designed by core faculty in cardiac pathology, echocardiography, electrophysiology, interventional cardiology, exercise physiology, and cardiac intensive care. Individual faculty contributed learning objectives, which were refined by fellowship directors and used to build a programme of didactics, hands-on/simulation-based activities, and self-guided learning opportunities.ResultsA total of 16 incoming fellows participated in the 4-week boot camp, with no concurrent clinical responsibilities, over 2 years. On the basis of pre- and post-PCBC surveys, 80% of trainees strongly agreed that they felt more prepared for clinical responsibilities, and a similar percentage felt that PCBC should be offered to future incoming fellows. Fellows showed significant increase in their confidence in all specific knowledge and skills related to the learning objectives. Fellows rated hands-on learning experiences and simulation-based exercises most highly.ConclusionsWe describe a novel 4-week-long boot camp designed to expose incoming paediatric cardiology fellows to the broad spectrum of knowledge and skills required for the practice of paediatric cardiology. The experience increased trainee confidence and sense of preparedness to begin fellowship-related responsibilities. Given that highly interactive activities were rated most highly, boot camps in paediatric cardiology should strongly emphasise these elements.

scholarly journals Feasible and effective use of a simulation-based curriculum for post-graduate emergency medicine trainees in India to improve learner self-efficacy, knowledge, and skills

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
T. Ahluwalia ◽  
S. Toy ◽  
C. Gutierrez ◽  
K. Boggs ◽  
K. Douglass
Keyword(s):  
Emergency Medicine ◽  
Self Efficacy ◽  
Pediatric Emergency ◽  
Pediatric Care ◽  
Procedural Skills ◽  
Knowledge And Skills ◽  
Post Graduate ◽  
Pediatric Emergencies ◽  
Simulation Based

Abstract Background Pediatric emergency medicine training is in its infancy in India. Simulation provides an educational avenue to equip trainees with the skills to improve pediatric care. We hypothesized that a simulation-based curriculum can improve Indian post-graduate emergency medicine (EM) trainees’ self-efficacy, knowledge, and skills in pediatric care. Methods We designed a simulation-based curriculum for management of common pediatric emergencies including sepsis, trauma, and respiratory illness and pediatric-specific procedures including vascular access and airway skills. Training included didactics, procedural skill stations, and simulation. Measures included a self-efficacy survey, knowledge test, skills checklist, and follow-up survey. Results were analyzed using the Wilcoxon signed-rank test and paired-samples t test. A 6-month follow-up survey was done to evaluate lasting effects of the intervention. Results Seventy residents from four academic hospitals in India participated. Trainees reported feeling significantly more confident, after training, in performing procedures, and managing pediatric emergencies (p < 0.001). After the simulation-based curriculum, trainees demonstrated an increase in medical knowledge of 19% (p < 0.01) and improvement in procedural skills from baseline to mastery of 18%, 20%, 16%, and 19% for intubation, bag-valve mask ventilation, intravenous access, and intraosseous access respectively (p < 0.01). At 6-month follow-up, self-efficacy in procedural skills and management of pediatric emergencies improved from baseline. Conclusions A simulation-based curriculum is an effective and sustainable way to improve Indian post-graduate EM trainees’ self-efficacy, knowledge, and skills in pediatric emergency care.

scholarly journals Evaluation of Viewpoints of final-year Students of Qazvin Dental School on Clinical Skills Based on Educational Program in 2015

2021 ◽  
Author(s):  
Hamid Hamadzade ◽  
Ramin Sarchami ◽  
Shahabaldin Nazeri
Keyword(s):  
Educational Program ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Dental Students ◽  
Point Of View ◽  
Dental School ◽  
Oral Disease ◽  
Cross Sectional ◽  
Significant Difference ◽  
Current Student

Introduction: Self-assessment is one of the methods of benchmarking dental graduates of the acquired skills  and identify the strengths and weaknesses of the current student and educational system. The purpose of this study was to evaluate the viewpoints of final-year students of Qazvin Dental School regarding their acquired clinical skills based on the educational program. Methods: The type of study was descriptive cross-sectional. In this study, the clinical skill level of dental students was evaluated using a 45-item questionnaire (from the skills of 9 clinical departments). Data were analyzed by SPSS software version 16 using t-test. Results: 24 students (10 males and 14 females) were included in the study. In general, the mean of students (out of 5 scores) was 3.41±0.30 which was in good level. There was a significant difference between the students' ability in different departments (P = 0.000). The highest ability was in endodontics (4.00) and the lowest in oral disease and diagnosis (2.98). There was no significant difference in total abilities between men and women, but the ability of women in the endodontics ward was higher than men (P = 0.002). Conclusion: The level of ability of the students from their point of view in this study was good. There was also a difference in the skills of girls and boys in educational settings. The results of this study can be used for evaluation of strengths and weaknesses and planning for promoting education in Qazvin Dental School.

Effectiveness of Simulation Training on Graduate Audiology Students' Auditory Brainstem Response Testing Skills

2021 ◽  
pp. 1-10
Author(s):  
Amanda Reed ◽  
Alexandra Andre ◽  
Saradha Ananthakrishnan ◽  
Peggy Korczak
Keyword(s):  
Auditory Brainstem Response ◽  
Clinical Training ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Auditory Brainstem ◽  
Electrode Placement ◽  
Skills Assessment ◽  
Scalp Electrode ◽  
Simulation Based ◽  
Brainstem Response

Purpose Simulation is a tool commonly used in the clinical training of students within the health professions fields, such as medicine and nursing. The effectiveness of simulation as a teaching technique has been extensively documented in numerous health care professions; however, little is known about the effectiveness of simulation techniques in audiology education. This study assesses the effectiveness of a simulation activity focused on auditory brainstem response (ABR) testing conducted with students of an applied doctoral program in audiology. Method Twelve 2nd year audiology graduate students enrolled in the auditory electrophysiology course at Towson University in Fall 2018 participated in this pre–post study. Over a 3-week period, each student (a) received didactic instruction in ABR testing, (b) underwent a presimulation exercise skills assessment, (c) participated in a simulation exercise, and (d) underwent a postsimulation exercise skills assessment. Results Significant improvements were observed in clinical skill level for the ABR tasks evaluated in terms of both accuracy and efficiency (time in seconds needed to complete the task). The tasks evaluated included skin preparation, identification of scalp electrode placement sites, and scalp electrode placement in a variety of configurations (single- and two-channel arrays, horizontal and vertical electrode montages). Benefits associated with simulation-based instruction varied by clinical skill as well as by student. Conclusions The data described in this study reinforce the need to incorporate simulation in audiology training programs, especially for complex clinical skills. It also emphasizes the need for additional research that can be useful in the design and implementation of simulation-based exercises.

scholarly journals Pediatric Trauma Boot Camp: A Simulation Curriculum and Pilot Study

2018 ◽  
Vol 2018 ◽  
pp. 1-8 ◽  
Author(s):  
Ahmad Khobrani ◽  
Nirali H. Patel ◽  
Richard L. George ◽  
Neil L. McNinch ◽  
Rami A. Ahmed
Keyword(s):  
Emergency Medicine ◽  
Pilot Study ◽  
Survey Methodology ◽  
Pediatric Trauma ◽  
Boot Camp ◽  
Pediatric Emergency ◽  
Basic Knowledge ◽  
Convenience Sample ◽  
Simulation Based ◽  
Trauma Curriculum

Trauma is a leading cause of morbidity and mortality in infants and children worldwide. Trauma education is one of the most commonly reported deficiencies in pediatric emergency medicine (PEM) training. In this study, we describe the creation of a pediatric trauma boot camp in which trainees’ basic knowledge, level of confidence, teamwork, and communication skills are assessed. The primary goal of this pilot study was to create a simulation-based pediatric trauma curriculum for PEM fellows and emergency medicine residents utilizing Kern’s curricular conceptual framework. This was a pilot, prospective, single cohort, exploratory, observational study utilizing survey methodology and a convenience sample. The curriculum consisted of a two-day experience that included confidence surveys, a cognitive multiple-choice questionnaire, and formative and summative simulation scenarios. At the conclusion of this intensive simulation-based trauma boot camp participants reported increased confidence and demonstrated significant improvement in the basic knowledge and performance of the management of pediatric trauma cases in a simulated environment.

scholarly journals Classic clinical descriptions of disease: curing medical education with a dose of the past

2021 ◽  
Vol 9 (37) ◽  
pp. 54-59
Author(s):  
Erin Choi ◽  
Sonia Khan ◽  
Laxmi Chintakayala ◽  
Katherine Holder ◽  
Bernardo Galvan ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
The United States ◽  
School Curriculum ◽  
Laboratory Findings ◽  
Medical Licensing ◽  
Usmle Step 1 ◽  
Texas Tech University ◽  
Diagnostic Technologies

The importance of clinical skills, including obtaining patient history and performing physical examination, has been de-emphasized in the modern medical school curriculum. With advancements in diagnostic technologies, the clinical presentation of diseases in medical textbooks has been simplified, diminished, and largely replaced with detailed pathophysiology and laboratory findings. The implementation of the United States Medical Licensing Exam (USMLE) Step 1 has also contributed in pushing medical education toward classroom-based learning rather than emphasizing clinical experience. Clinical skills competency is crucial to accurately diagnose patients and simultaneously lowers health care costs by not relying on unneeded diagnostic tests. To address this gap in medical knowledge, a group of students at Texas Tech University Health Sciences Center, Lubbock, Texas, have created a website documenting classic clinical disease descriptions written by some of the renowned physicians from the 19th and 20th centuries, including Osler, Flint, Gowers, etc. This website will continue to grow and will be a useful tool for professors, physicians, and medical students.

scholarly journals Simulation-Based Curriculum Development: Lessons Learnt in Global Health Education

2020 ◽  
Author(s):  
Rasha Sawaya ◽  
Sandra Mrad ◽  
Eva Rajha ◽  
Rana Saleh ◽  
Julie Rice
Keyword(s):  
Emergency Medicine ◽  
Curriculum Design ◽  
Clinical Skills ◽  
Medical Center ◽  
Curriculum Evaluation ◽  
Low Frequency ◽  
American University ◽  
Global Health Education ◽  
Resource Setting ◽  
Simulation Based

Abstract Background: Simulation based medical education (SBME) allows learners to acquire clinical skills without exposing patients to unnecessary risk. This is especially applicable to Emergency Medicine training programs where residents are expected to demonstrate proficiency in the management of time critical, low frequency, and highly-morbidity conditions. This study aims to describe the process through which a SBME curriculum was created, in a limited simulation resource setting at a 4-year Emergency Medicine (EM) residency program at the American University of Beirut Medical Center. Methods: A case-based pilot simulation curriculum was developed following Kern’s 6 step approach to curriculum design. The curricular objectives were identified through an anonymous survey of the program’s residents and faculty. Curriculum outcomes were assessed, and the curriculum was revised to address curricular barriers. Evaluations of the revised curriculum were collected during the simulation sessions and through a whole revised curriculum evaluation at the end of the first year of its implementation. Results: 14/20 residents (70%) and 8/8 faculty (100%) completed the needs assessment from which objectives for the pilot curriculum were developed and implemented through 6 2-hour sessions over a 1-year period. Objectives were not met and identified barriers included cost, scheduling, resources, and limited faculty time. The revised curriculum addressed these barriers and 24 40-minute sessions were successfully conducted during the following year. The sessions took place 3 at a time, in 2-hour slots, using the same scenario to meet the objectives of the different learners’ levels. 91/91 evaluations were collected from participants with overall positive results. The main differences between the pilot and the revised curricula included: a better understanding of the simulation center resources and faculty’s capabilities. Conclusion: Simulation-based education is feasible even with limited-resources. However, understanding the resources available, and advocating for protected educator time are essential to implementing a successful EM simulation curriculum.

scholarly journals Retention of Critical Care Skills After Simulation-Based Mastery Learning

2013 ◽  
Vol 5 (3) ◽  
pp. 458-463 ◽  
Author(s):  
Farzad Moazed ◽  
Elaine R. Cohen ◽  
Nicholas Furiasse ◽  
Benjamin Singer ◽  
Thomas C. Corbridge ◽  
...  
Keyword(s):  
Critical Care ◽  
Patient Care ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Boot Camp ◽  
Skill Retention ◽  
Actual Patient ◽  
Testing Occasion ◽  
Simulation Based

Abstract Background Whether cognitive and patient care skills attained during simulation-based mastery learning (SBML) are retained is largely unknown. Objective We studied retention of intensive care unit (ICU) clinical skills after an SBML boot camp experience. Methods Forty-seven postgraduate year (PGY)-1 residents completed SBML intervention designed to increase procedural, communication, and patient care skills. The intervention included ICU skills such as ventilator and hemodynamic parameter management. Residents were required to meet or exceed a minimum passing score (MPS) on a clinical skills examination before starting actual patient care. Skill retention was assessed in 42 residents who rotated in the medical ICU. Residents received a standardized 15-minute booster teaching session reviewing key concepts during the first week of the rotation. During the fourth week of their rotation, PGY-1 residents completed a clinical skills examination at the bedside of an actual ICU patient. Group mean examination scores and the proportion of subjects who met or exceeded the MPS at each testing occasion were compared. Results Residents scored a mean 90% (SD  =  6.5%) on the simulated skills examination immediately after training. Residents retained skills obtained through SBML as the mean score at bedside follow-up testing was 89% (SD  =  8.9%, P  =  .36). Thirty-seven of 42 (88%) PGY-1 residents met or exceeded the MPS at follow-up. Conclusion SBML leads to substantial retention of critical care knowledge, and patient care skills PGY-1 boot camp is a highly efficient and effective model that can be administered at the beginning of the academic year.

Medical students as simulation educators: students’ experience of a 7-week simulation-based education rotation

2020 ◽  
pp. bmjstel-2020-000582 ◽  
Author(s):  
Victoria Brazil ◽  
Melissah Caughley ◽  
Lauren Middleton ◽  
Georgia Powell ◽  
Nemat Alsaba
Keyword(s):  
Medical Students ◽  
Role Models ◽  
Practical Knowledge ◽  
School Curriculum ◽  
Lifelong Learners ◽  
Knowledge And Skills ◽  
Simulation Education ◽  
Clinician Educators ◽  
Simulation Based ◽  
The Impact

Medical students will have future roles as clinician educators, and need to develop knowledge and skills for that role. Specific skills in simulation-based education (SBE) may be valuable in many educational settings. We aimed to understand the impact of a 7-week placement in SBE on the development of medical students’ knowledge, skills and perspectives as educators. We reviewed the experience of three graduated students (also coauthors of this article) who participated in the rotation in 2018. This case study includes analysis of the students’ electronic portfolios, rotation reports and subsequent reflections of the student coauthors. Five themes were identified:—‘Development as a professional’, ‘Active participation in an educator team’, ‘Diverse experience in simulation skills and techniques’, ‘Role models and mentoring’ and ‘Rethinking feedback’. Students describe the development of practical knowledge and skills, and more fundamental reflections on the nature of learning, feedback and their personal professional development. We suggest that integration of a simulation education elective within a medical school curriculum helps build capacity for effective SBE delivery, and has positive impacts on students for their future roles as doctors, educators and lifelong learners.

Nurse Educators Teaching Medical Interns: Impact of Interprofessional Collaboration

2021 ◽  
Vol 27 (2) ◽  
pp. 125-130
Author(s):  
Maryanne Barra ◽  
Samantha Singh Hernandez ◽  
Janet Czermak
Keyword(s):  
Nurse Educators ◽  
Positive Impact ◽  
Clinical Performance ◽  
Interprofessional Collaboration ◽  
Clinical Skills ◽  
Chief Resident ◽  
Medical Knowledge ◽  
Convenience Sample ◽  
Knowledge And Skills ◽  
Medical Interns

BackgroundThis quantitative educational intervention was conducted to determine the effectiveness of a 1-day internal medicine orientation for new interns, led by nurse educators instead of medical doctors.MethodsScheduled within the orientation week curriculum, this project had a purposeful convenience sample of 14 students comprising the entire intern class. An afternoon of 1:1 clinical skills with nursing guidance followed a morning of didactic lecture on medical knowledge and skills transfer. Students completed a pre/postmedical education test (MET) to evaluate knowledge and skills acquired.ResultsInterns reported increased confidence with clinical competencies to both nurse educators and the chief resident. Outcome questionnaires revealed statistically significant increases in knowledge about clinical skills after the intervention. Interns witnessed interprofessional teamwork.ConclusionNurse educators teaching medical interns facilitates interprofessional team collaboration, communication, and mutual respect. This simulation pedagogy focusing on principles of deliberate practice can have a positive impact on academic and clinical performance.

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