scholarly journals Non-technical skills of medical students in the course of pediatric emergency simulations are associated with their mindfulness: an observational cohort study

2019 ◽  
Author(s):  
Jacek Chmielewski ◽  
Włodzimierz Łuczyński ◽  
Jakub Dobroch ◽  
Grzegorz Cebula ◽  
Tomasz Bielecki ◽  
...  
Keyword(s):  
Medical Students ◽  
Rating Scale ◽  
Technical Skills ◽  
Pediatric Emergency ◽  
Global Rating Scale ◽  
Attention And Memory ◽  
High Fidelity ◽  
Global Rating ◽  
Extreme Stress ◽  
Fixation Error

Abstract Background High fidelity medical simulations allow for teaching medical skills in safe and realistic conditions. Pediatric teams of emergency departments work under extreme stress, which affects high-level cognitive functions, specifically attention and memory, and increases the already high stakes for young doctors. Lapses in attention increase the risk of serious consequences such as medical errors, failure to recognize life-threatening signs and symptoms, and other essential patient safety issues. Mindfulness as a process of intentionally paying attention to each moment with curiosity, openness and acceptance of each experience without judgment can potentially contribute to improving the performance of medical teams in conditions of pediatric emergency. The aim of the study was to determine whether the actions of medical students in the course of pediatric high fidelity simulations are related to their mindfulness. Participants and methods A total of 166 standardized simulations were conducted among students of medicine in three simulation centers of medical universities, assessing: stress sensation, technical skills (checklists), non-technical skills (Ottawa Crisis Resource Management Global Rating Scale) and mindfulness using Five Facet Mindfulness Questionnaire. Results The perception of stress among students was lower and more motivating if they were more mindful. Mindfulness of students correlated positively with avoiding fixation error, but negatively with listening to and managing the team. The lowest scores among non-technical skills were noted in the area of ​​situational awareness (fixation error). In subsequent simulations of the same team, students' non-technical skills improved, although no change was noted in their technical skills. Conclusions The results of our research indicate the relationship between the mindfulness of medical students and their non-technical skills and the perception of stress in pediatric emergency simulations. Further research is needed to show whether mindfulness training leads to any changes in this field. Trial registration ClinicalTrials.gov, NCT03761355).

scholarly journals Aprendizagem Assistida por Pares: Uma Alternativa Pedagógica no Ensino de Competências a Estudantes de Medicina

2020 ◽  
Vol 33 (11) ◽  
pp. 742
Author(s):  
Joana Fernandes Ribeiro ◽  
Manuel Rosete ◽  
Andreia Teixeira ◽  
Hugo Conceição ◽  
Lèlita Santos
Keyword(s):  
Medical Students ◽  
Rating Scale ◽  
Technical Skills ◽  
Surgical Skills ◽  
Global Rating Scale ◽  
Control Group ◽  
P Value ◽  
Global Rating ◽  
Learning Program ◽  
Peer Assisted Learning

Introduction: Technical skills training is fundamental for clinical practice although poorly emphasised in undergraduate medical curricula. In these circumstances, Peer Assisted Learning methodology has emerged as a valid alternative to overcome this insufficiency. The purpose of this study is to evaluate the impact on students of a Peer Assisted Learning program in basic surgical skills, regarding technical competences and knowledge improvement.Material and Methods: A total of 104 randomly selected third year medical students participated in a workshop delivered by fifth year students. From that total, 34 students were assessed before and after the workshop, using the Objective Structured Assessment of Technical Skills instrument, that consists of a global rating scale and a procedure-specific checklist. Sixth year students (control group) were also assessed in their performance without participating in the workshop. Before workshop versus after workshop Objective Structured Assessment of Technical Skills results were compared using Wilcoxon and McNemar tests. After workshop versus control group Objective Structured Assessment of Technical Skills results were compared using Mann-Whitney, qui-squared test and Fisher’s exact test.Results: For the global rating scale, students obtained an after the workshop score (29.5) that was significantly higher than the before the workshop score (15.5; p-value < 0.001), but no significant differences were found between after the workshop and control group scores (p-value = 0.167). For the procedure-specific checklist, 3rd year students had a substantial positive evolution in all parameters and obtained higher rates of correct achievements compared to the control group.Discussion: The final outcomes demonstrated a significant qualitative and quantitative improvement of knowledge and technical skills, which is in accordance with other literature.Conclusion: This Peer Assisted Learning program revealed promising results concerning improvement of surgical skills in medical students, with little staff faculty contribution and extension to a much broader number of students.

Objective structured assessment of technical skill in temporal bone dissection: validation of a novel tool

2021 ◽  
pp. 1-11
Author(s):  
M Stavrakas ◽  
G Menexes ◽  
S Triaridis ◽  
P Bamidis ◽  
J Constantinidis ◽  
...  
Keyword(s):  
Temporal Bone ◽  
Rating Scale ◽  
Assessment Tool ◽  
Three Dimensional ◽  
Technical Skills ◽  
Technical Skill ◽  
Global Rating Scale ◽  
Global Rating ◽  
Validity And Reliability ◽  
Cortical Mastoidectomy

Abstract Objective This study developed an assessment tool that was based on the objective structured assessment for technical skills principles, to be used for evaluation of surgical skills in cortical mastoidectomy. The objective structured assessment of technical skill is a well-established tool for evaluation of surgical ability. This study also aimed to identify the best material and printing method to make a three-dimensional printed temporal bone model. Methods Twenty-four otolaryngologists in training were asked to perform a cortical mastoidectomy on a three-dimensional printed temporal bone (selective laser sintering resin). They were scored according to the objective structured assessment of technical skill in temporal bone dissection tool developed in this study and an already validated global rating scale. Results Two external assessors scored the candidates, and it was concluded that the objective structured assessment of technical skill in temporal bone dissection tool demonstrated some main aspects of validity and reliability that can be used in training and performance evaluation of technical skills in mastoid surgery. Conclusion Apart from validating the new tool for temporal bone dissection training, the study showed that evolving three-dimensional printing technologies is of high value in simulation training with several advantages over traditional teaching methods.

1005 Acquisition of Surgical Skills in Medical Students Via Telementoring: A Randomised Control Trial

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
A Feeley ◽  
I Feeley ◽  
D Hehir
Keyword(s):  
Medical Students ◽  
Rating Scale ◽  
Significant Degree ◽  
Randomised Control Trial ◽  
Global Rating Scale ◽  
Control Group ◽  
Live Streaming ◽  
Global Rating ◽  
Post Test ◽  
Suturing Skills

Abstract Aim To evaluate the use of telementoring in acquisition of basic suturing skills in medical students. Method This was a single blinded two- armed randomised control trial. Medical students undergoing clinical rotations in their penultimate and final years were invited to participate in this study. Informed consent was obtained. The control group underwent conventional suturing training, with the interventional group undergoing the tutorial in a remote learning setting via live streaming. Pre- and post-test assessment was carried out using validated Global Rating Scale tool. Results Eleven students were enrolled in this study. Participants were comparable at baseline (p=.18) and following the tutorial (p=.29). Participants improved to a statistically significant degree in both the virtual group (p=.02) and the in-person group (p=.001). Conclusions Telementoring is an effective tool in the provision of teaching basic suturing skills in medical students. Research on its use in more complex practical skills is warranted.

scholarly journals Training on synthetic ethylene-vinyl acetate bench model allows novice medical students to acquire suture skills

2012 ◽  
Vol 27 (3) ◽  
pp. 271-278 ◽  
Author(s):  
Rafael Denadai ◽  
Rogério Saad-Hossne ◽  
Marie Oshiiwa ◽  
Érika Malheiros Bastos
Keyword(s):  
Medical Students ◽  
Vinyl Acetate ◽  
Rating Scale ◽  
Ethylene Vinyl Acetate ◽  
Global Rating Scale ◽  
Global Rating ◽  
Post Test ◽  
Group A ◽  
Group B ◽  
Bench Model

PURPOSE: To assess the acquisition of suture skills by training on ethylene-vinyl acetate bench model in novice medical students. METHODS: Sixteen medical students without previous surgery experience (novices) were randomly divided into two groups. During one hour group A trained sutures on ethylene-vinyl acetate (EVA) bench model with feedback of instructors, while group B (control) received a faculty-directed training based on books and instructional videos. All students underwent a both pre-and post-tests to perform two-and three-dimensional sutures on ox tongue. All recorded performances were evaluated by two blinded evaluators, using the Global Rating Scale. RESULTS: Although both groups have had a better performance (p<0.05) in the post-test when compared with the pre-test, the analysis of post-test showed that group A (EVA) had a better performance (p<0.05) when compared with group B (control). CONCLUSION: The ethylene vinyl acetate bench model allowed the novice students to acquire suture skills faster when compared to the traditional model of teaching.

scholarly journals Unanticipated Difficult Airway in Obstetric Patients

2012 ◽  
Vol 117 (4) ◽  
pp. 883-897 ◽  
Author(s):  
Mrinalini Balki ◽  
Mary Ellen Cooke ◽  
Susan Dunington ◽  
Aliya Salman ◽  
Eric Goldszmidt
Keyword(s):  
Cesarean Section ◽  
Difficult Airway ◽  
Rating Scale ◽  
Fetal Distress ◽  
Maternal Distress ◽  
Global Rating Scale ◽  
High Fidelity ◽  
Global Rating ◽  
High Fidelity Simulation ◽  
Emergency Cesarean

Background The objective of this study was to develop a consensus-based algorithm for the management of the unanticipated difficult airway in obstetrics, and to use this algorithm for the assessment of anesthesia residents' performance during high-fidelity simulation. Methods An algorithm for unanticipated difficult airway in obstetrics, outlining the management of six generic clinical situations of "can and cannot ventilate" possibilities in three clinical contexts: elective cesarean section, emergency cesarean section for fetal distress, and emergency cesarean section for maternal distress, was used to create a critical skills checklist. The authors used four of these scenarios for high-fidelity simulation for residents. Their critical and crisis resource management skills were assessed independently by three raters using their checklist and the Ottawa Global rating scale. Results Sixteen residents participated. The checklist scores ranged from 64-80% and improved from scenario 1 to 4. Overall Global rating scale scores were marginal and not significantly different between scenarios. The intraclass correlation coefficient of 0.69 (95% CI: 0.58, 0.78) represents a good interrater reliability for the checklist. Multiple critical errors were identified, the most common being not calling for help or a difficult airway cart. Conclusions Aside from identifying common critical errors, the authors noted that the residents' performance was poorest in two of our scenarios: "fetal distress and cannot intubate, cannot ventilate" and "maternal distress and cannot intubate, but can ventilate." More teaching emphasis may be warranted to avoid commonly identified critical errors and to improve overall management. Our study also suggests a potential for experiential learning with successive simulations.

scholarly journals Development and incorporation of hybrid simulation OSCE into in-training examinations to assess multiple CanMEDS competencies in urologic trainees

2015 ◽  
Vol 9 (1-2) ◽  
pp. 32 ◽  
Author(s):  
Laura Nguyen ◽  
Kim Tardioli ◽  
Matthew Roberts ◽  
James Watterson
Keyword(s):  
Rating Scale ◽  
Hybrid Simulation ◽  
Cost Effective ◽  
Technical Skills ◽  
Global Rating Scale ◽  
Global Rating ◽  
Training Requirements ◽  
Objective Structured Clinical Exam ◽  
Competency Based ◽  
Multiple Domains

Introduction: As residency training requirements increasingly emphasize a competency-based approach, novel tools to directly evaluate Canadian Medical Education Directives for Specialists (CanMEDS) competencies must be developed. Incorporating simulation allows residents to demonstrate knowledge and skills in a safe, standardized environment. We describe a novel hybrid simulation station for use in a urology resident in-training Objective Structured Clinical Exam (OSCE) to assess multiple CanMEDS competencies.Methods: An OSCE station was developed to assess Communicator, Health Advocate, Manager, and Medical Expert (including technical skills) CanMEDS roles. Residents interviewed a standardized patient, interacted with a nurse, performed flexible cystoscopy and attempted stent removal using a novel bladder/stent model. Communication was assessed using the Calgary-Cambridge Observational Guide, knowledge was assessed using a checklist, and technical skills were assessed using a previously validated global rating scale. Video debriefing allowed residents to review their performance. Face and discriminative validity were assessed, and feasibility was determined through qualitative post-examination interviews and cost analysis.Results: All 9 residents (postgraduate years [PGY] 3, 4, 5) completed the OSCE in 15 minutes. Communicator and knowledge scores were similar among all PGYs. Scores in technical skills were higher in PGY-5 compared with PGY-3/4 reside nts (mean score 79% vs. 73%). Residents and exam personnel felt the OSCE station allowed for realistic demonstration of competencies. Equipment cost was $218 for the exam station.Conclusions: We developed and implemented a hybrid simulation- based OSCE station to assess multiple CanMEDS roles. This approach was feasible and cost-effective; it also provided a framework for future development of similar OSCE stations to assess resident competencies across multiple domains.

Assessment of Robotic Console Skills (ARCS): construct validity of a novel global rating scale for technical skills in robotically assisted surgery

2017 ◽  
Vol 32 (1) ◽  
pp. 526-535 ◽  
Author(s):  
May Liu ◽  
Shreya Purohit ◽  
Joshua Mazanetz ◽  
Whitney Allen ◽  
Usha S. Kreaden ◽  
...  
Keyword(s):  
Construct Validity ◽  
Rating Scale ◽  
Technical Skills ◽  
Global Rating Scale ◽  
Global Rating

A universal global rating scale for the evaluation of technical skills in the operating room

2007 ◽  
Vol 193 (5) ◽  
pp. 551-555 ◽  
Author(s):  
Jeffrey D. Doyle ◽  
Eric M. Webber ◽  
Ravi S. Sidhu
Keyword(s):  
Operating Room ◽  
Rating Scale ◽  
Technical Skills ◽  
Global Rating Scale ◽  
Global Rating

scholarly journals Resident self-assessment versus faculty assessment of laparoscopic technical skills using a global rating scale

2010 ◽  
Vol 1 ◽  
pp. 37-41 ◽  
Author(s):  
Sarah E. Peyre ◽  
Heather MacDonald ◽  
Laila Al-Marayati ◽  
Claire Templeman ◽  
Laila I. Muderspach
Keyword(s):  
Rating Scale ◽  
Technical Skills ◽  
Global Rating Scale ◽  
Global Rating ◽  
Self Assessment ◽  
Faculty Assessment

scholarly journals P.181 High-Fidelity Simulation-Based Microsurgical Training for Neurosurgical Residents

2021 ◽  
Vol 48 (s3) ◽  
pp. S72-S72
Author(s):  
B Santyr ◽  
M Abbass ◽  
A Chalil ◽  
D Krivosheya ◽  
LM Denning ◽  
...  
Keyword(s):  
Rating Scale ◽  
Global Rating Scale ◽  
High Fidelity ◽  
Global Rating ◽  
High Fidelity Simulation ◽  
Femoral Vessel ◽  
Simulation Based ◽  
Microsurgical Techniques ◽  
One Year ◽  
Training Modules

Background: Microsurgical techniques remain a cornerstone of neurosurgical training. Despite this, neurosurgical microvascular case volumes are decreasing as endovascular and minimally invasive options expand. As such, educators are looking towards simulation to supplement operative exposure. We review a single institution’s experience with a comprehensive, longitudinal microsurgical simulation training program, and evaluate its effectiveness. Methods: Consecutive postgraduate year 2 (PGY-2) neurosurgery residents completed a one-year curriculum spanning 17 training sessions divided into 5 modules of increasing fidelity. Both perfused duck wing and live rat femoral vessel training modules were used. Trainee performance was video recorded and blindly graded using the Objective Structured Assessment of Technical Skills Global Rating Scale. Results: Eighteen participants completed 107 microvascular anastomoses during the study. There was significant improvement in six measurable skills during the curriculum. Mean overall score was significantly higher on the fifth attempt compared to the first attempt for all 3 live anastomotic modules (p<0.001). Each module had a different improvement profile across the skills assessed. The greatest improvement was observed during artery-to-artery anastomosis. Conclusions: This high-fidelity microsurgical simulation curriculum demonstrated a significant improvement in the six microneurosurgical skills assessed, supporting its use as an effective teaching model. Transferability to the operative environment is actively being investigated.

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