EFFECTIVENESS OF HIGH-FIDELITY SIMULATION BASED ADVANCED CARDIAC LIFE SUPPORT TRAINING AMONG FINAL YEAR MEDICAL STUDENTS

2017 ◽  
Author(s):  
Khin Ohn ◽  
May Ohn ◽  
U. D'Souza ◽  
Zainal Arifin ◽  
Win Tin ◽  
...  
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Advanced Cardiac Life Support ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Based

scholarly journals High Fidelity Simulation Enhances Advanced Cardiac Life Support Training in Medical Students

2014 ◽  
Vol 46 (2) ◽  
pp. 286-287 ◽  
Author(s):  
A. Amin ◽  
C.L. Anderson ◽  
C. Canales ◽  
M. Langdorf ◽  
S. Lotfipour ◽  
...  
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Advanced Cardiac Life Support ◽  
High Fidelity ◽  
High Fidelity Simulation

Introduction of high-fidelity simulation in Pediatric Basic Life Support training for medical students

Resuscitation ◽  
2014 ◽  
Vol 85 ◽  
pp. S107
Author(s):  
Javier Gil-Anton ◽  
Julio Lopez-Bayon ◽  
Manuel Nieto ◽  
Diego Garcia-Urabayen ◽  
Yolanda Lopez-Fernandez ◽  
...  
Keyword(s):  
Medical Students ◽  
Basic Life Support ◽  
Life Support ◽  
High Fidelity ◽  
High Fidelity Simulation

scholarly journals Team Training of Inter-Professional Students (TTIPS) for improving teamwork

2017 ◽  
Vol 3 (4) ◽  
pp. 127-134 ◽  
Author(s):  
John T. Paige ◽  
Deborah D. Garbee ◽  
Qingzhao Yu ◽  
Vadym Rusnak
Keyword(s):  
Medical Students ◽  
Interprofessional Education ◽  
Training Session ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Team Structure ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Assessment Scales

ObjectiveIn surgery, dysfunctional teamwork is perpetuated by a ‘silo’ mentality modelled by students. Interprofessional education using high-fidelity simulation-based training (SBT) may counteract such modelling. We sought to determine whether SBT of interprofessional student teams (1) changes long-term teamwork attitudes and (2) is an effective form of team training.DesignA quasiexperimental, pre/postintervention comparison design was employed at an academic health sciences institution. High-fidelity simulation-based training of 42 interprofessional teams of third year surgery clerkship medical students and senior undergraduate nursing students was undertaken using a two-scenario format with immediate after action debriefing. Pre/postintervention TeamSTEPPS Teamwork Attitudes questionnaires (5 subscales, 30 items, Likert type) were given to the medical student and undergraduate nursing student classes. Pre/postsession Readiness for Inter-Professional Learning (RIPL; 19 items, Likert type) surveys and postscenario participant-rated and observer-rated Teamwork Assessment Scales (3 subscales, 11 items, Likert type) were given during each training session. Mean TeamSTEPPS Teamwork Attitudes Questionnaire, RIPL and Teamwork Assessment Scales scores were calculated; matched pre/postscore differences and trained versus non-trained TeamSTEPPS Teamwork Attitudes Questionnaire scores were compared using paired t-test or analysis of variance.ResultsBoth student groups had 10 significantly improved RIPL items as well as TeamSTEPPS Teamwork Attitudes Questionnaire (TTAQ) mutual support subscales. Medical students had a significantly improved TTAQ team structure subscale. Over a simulation-based training session, each observer-rated Teamwork Assessment Scales subscale and two self-rated Teamwork Assessment Scales subscales significantly improved. Trained students had significantly higher TTAQ team structure subscales than non-trained students.ConclusionsInterprofessional education using high-fidelity simulation-based training of students is effective at teaching teamwork, changing interprofessional attitudes and improving long-term teamwork attitudes.

Practical tips for introducing high-fidelity simulation to undergraduates at a large scale: learning from our experience

2021 ◽  
pp. bmjstel-2021-000888
Author(s):  
Sinead M Walsh ◽  
Maria Costello ◽  
Ella Murphy ◽  
Aoife Lowery ◽  
Bronwyn Reid McDermott ◽  
...  
Keyword(s):  
Medical Students ◽  
Large Scale ◽  
Education Programme ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Undergraduate Medical Students ◽  
Large Scale Learning ◽  
Simulation Based

The letter provides practical tips for developing, implementing and scaling an effective simulation‑based education programme at a large scale for undergraduate medical students. Using time-lapsed scenarios and the pause-discuss method of debrief are some of the useful tips that are discussed further in the letter.

scholarly journals Effect of High-Fidelity Simulation on Medical Students’ Knowledge about Advanced Life Support: A Randomized Study

PLoS ONE ◽  
2015 ◽  
Vol 10 (5) ◽  
pp. e0125685 ◽  
Author(s):  
Andrea Cortegiani ◽  
Vincenzo Russotto ◽  
Francesca Montalto ◽  
Pasquale Iozzo ◽  
Cesira Palmeri ◽  
...  
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Randomized Study ◽  
Advanced Life Support ◽  
High Fidelity ◽  
High Fidelity Simulation

scholarly journals The effect of supplemental high Fidelity simulation training in medical students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Lori Meyers ◽  
Bryan Mahoney ◽  
Troy Schaffernocker ◽  
David Way ◽  
Scott Winfield ◽  
...  
Keyword(s):  
Medical Students ◽  
First Year ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Clinical Environment ◽  
Learning Enhancement ◽  
Pulmonary Physiology ◽  
Clinical Scenarios ◽  
Simulation Based ◽  
First Year Medical Students

Abstract Background Simulation-based education (SBE) with high-fidelity simulation (HFS) offers medical students early exposure to the clinical environment, allowing development of clinical scenarios and management. We hypothesized that supplementation of standard pulmonary physiology curriculum with HFS would improve the performance of first-year medical students on written tests of pulmonary physiology. Methods This observational pilot study included SBE with three HFS scenarios of patient care that highlighted basic pulmonary physiology. First-year medical students’ test scores of their cardio-pulmonary curriculum were compared between students who participated in SBE versus only lecture-based education (LBE). A survey was administered to the SBE group to assess their perception of the HFS. Results From a class of 188 first-year medical students, 89 (47%) participated in the SBE and the remaining 99 were considered as the LBE group. On their cardio-pulmonary curriculum test, the SBE group had a median score of 106 [IQR: 97,110] and LBE group of 99 [IQR: 89,105] (p < 0.001). For the pulmonary physiology subsection, scores were also significantly different between groups (p < 0.001). Conclusions Implementation of supplemental SBE could be an adequate technique to improve learning enhancement and overall satisfaction in preclinical medical students.

scholarly journals High-Fidelity Simulation for Advanced Cardiac Life Support Training

2013 ◽  
Vol 77 (3) ◽  
pp. 59 ◽  
Author(s):  
Lindsay E. Davis ◽  
Tara D. Storjohann ◽  
Jacqueline J. Spiegel ◽  
Kellie M. Beiber ◽  
Jeffrey F. Barletta
Keyword(s):  
Life Support ◽  
Advanced Cardiac Life Support ◽  
High Fidelity ◽  
High Fidelity Simulation

scholarly journals Assessment of medical students’ clinical performance using high-fidelity simulation: comparison of peer and instructor assessment

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ji Hye Yu ◽  
Mi Jin Lee ◽  
Soon Sun Kim ◽  
Min Jae Yang ◽  
Hyo Jung Cho ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Performance ◽  
Peer Assessment ◽  
Performance Assessments ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Rater Reliability ◽  
Assessment Scores ◽  
Simulation Based ◽  
Primary Assessment

Abstract Background High-fidelity simulators are highly useful in assessing clinical competency; they enable reliable and valid evaluation. Recently, the importance of peer assessment has been highlighted in healthcare education, and studies using peer assessment in healthcare, such as medicine, nursing, dentistry, and pharmacy, have examined the value of peer assessment. This study aimed to analyze inter-rater reliability between peers and instructors and examine differences in scores between peers and instructors in the assessment of high-fidelity-simulation-based clinical performance by medical students. Methods This study analyzed the results of two clinical performance assessments of 34 groups of fifth-year students at Ajou University School of Medicine in 2020. This study utilized a modified Queen’s Simulation Assessment Tool to measure four categories: primary assessment, diagnostic actions, therapeutic actions, and communication. In order to estimate inter-rater reliability, this study calculated the intraclass correlation coefficient and used the Bland and Altman method to analyze agreement between raters. A t-test was conducted to analyze the differences in evaluation scores between colleagues and faculty members. Group differences in assessment scores between peers and instructors were analyzed using the independent t-test. Results Overall inter-rater reliability of clinical performance assessments was high. In addition, there were no significant differences in overall assessment scores between peers and instructors in the areas of primary assessment, diagnostic actions, therapeutic actions, and communication. Conclusions The results indicated that peer assessment can be used as a reliable assessment method compared to instructor assessment when evaluating clinical competency using high-fidelity simulators. Efforts should be made to enable medical students to actively participate in the evaluation process as fellow assessors in high-fidelity-simulation-based assessment of clinical performance in situations similar to real clinical settings.

Use of Point-of-Care Ultrasonography in Simulation-Based Advanced Cardiac Life Support Scenarios

2018 ◽  
Vol 5 (2) ◽  
pp. 53-60 ◽  
Author(s):  
Stephanie Cha ◽  
Allan Gottschalk ◽  
Erik Su ◽  
Adam Schiavi ◽  
Adam Dodson ◽  
...  
Keyword(s):  
Life Support ◽  
Point Of Care ◽  
Advanced Cardiac Life Support ◽  
Simulation Based ◽  
Point Of Care Ultrasonography
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