scholarly journals Medical Students Immersed in a Hyper-Realistic Surgical Training Environment Leads to Improved Measures of Emotional Resiliency by Both Hardiness and Emotional Intelligence Evaluation

2020 ◽  
Vol 11 ◽  
Author(s):  
Allana White ◽  
Isain Zapata ◽  
Alissa Lenz ◽  
Rebecca Ryznar ◽  
Natalie Nevins ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Medical Students ◽  
Simulation Training ◽  
Surgical Simulation ◽  
The United States ◽  
Mass Casualty ◽  
Assessment Tools ◽  
Training Environment ◽  
Training Course ◽  
Intelligence Scores

BackgroundBurnout is being experienced by medical students, residents, and practicing physicians at significant rates. Higher levels of Hardiness and Emotional Intelligence may protect individuals against burnout symptoms. Previous studies have shown both Hardiness and Emotional IntelIigence protect against detrimental effects of stress and can be adapted through training; however, there is limited research on how training programs affect both simultaneously. Therefore, the objective of this study was to define the association of Hardiness and Emotional Intelligence and their potential improvement through hyper realistic immersion simulation training in military medical students.MethodsParticipants in this study consisted of 68 second year medical students representing five medical schools who were concurrently enrolled in the United States military scholarship program. During a six day hyper-realistic surgical simulation training course, students rotated through different roles of a medical team and responded to several mass-casualty scenarios. Hardiness and Emotional Intelligence were assessed using the Hardiness Resilience Gauge (HRG) and the Emotional Quotient Inventory (EQ-I 2.0) respectively, at two time points: on arrival (pre-event) and after completion of the course (post-event).ResultsHardiness and Emotional Intelligence scores and sub scores consistently improved from pre-event to post-event assessments. No difference in training benefit was observed between genders but differences were observed by age where age was more often associated with Emotional Intelligence. In addition, factor analysis indicated that the HRG and EQ-I 2.0 assessment tools measured predominately different traits although they share some commonalities in some components.ConclusionThis study indicates that Hardiness and Emotional Intelligence scores can be improved through immersion training in military medical students. Results from this study support the use of training course interventions and prompt the need for long term evaluation of improvement strategies on mitigating burnout symptoms.

scholarly journals Medical Student Attitudes Toward Blood Donation in Times of Increased Need

2021 ◽  
pp. 000313482110110
Author(s):  
Rahima Khatun ◽  
Banan W. Otaibi ◽  
Anna Ssentongo ◽  
Joshua P. Hazelton ◽  
AmandaB. Cooper
Keyword(s):  
Medical Students ◽  
Student Attitudes ◽  
Response Rate ◽  
Blood Donation ◽  
Multivariable Analysis ◽  
The United States ◽  
Mass Casualty ◽  
Academic Institution ◽  
Donor Pool ◽  
Willingness To Donate

Background In situations of increased need, such as mass casualty incidents (MCIs) and COVID-19, donated blood products are in shortage across the United States. Medical students are a potential pool for blood donors. The aim of this study was to determine overall attitudes of medical students at a single academic institution toward blood donation during times of increased need. Methods Three anonymous REDCap surveys were administered to all medical students at a rural academic institution. Surveys 1 and 2 were administered preceding and after an institution-wide MCI drill, in September and November 2019, respectively. Survey 3 was administered following a student-organized COVID-19 blood drive in June 2020. Multivariable analysis was performed to determine if factors, ie, experience with MCI drills and emergency medical services (EMS) training, were associated with willingness to donate blood. Furthermore, barriers to donation among those not willing to donate were assessed. Results Overall response rate for MCI surveys (surveys 1 and 2) was 38% (mean age 25.2 years and 50% women). 91% (n = 210) of respondents were willing to donate blood. Previous participation in MCI drills and EMS training was not associated with higher willingness to donate blood. Response rate for survey 3 was 15.6% (59.4% women), and 30 (31.3%) respondents indicated they did not volunteer to donate blood during the COVID-19 drive. Most common reasons for not donating were “other,” medical concerns, and being out-of-town. Conclusions Majority of medical students are willing to donate blood during times of increased need and offer a possible solution to increase blood donor pool.

scholarly journals Hyper-realistic and immersive surgical simulation training environment will improve team performance

2020 ◽  
Vol 5 (1) ◽  
pp. e000393 ◽  
Author(s):  
Tuan N Hoang ◽  
Anthony J LaPorta ◽  
John D Malone ◽  
Roland Champagne ◽  
Kit Lavell ◽  
...  
Keyword(s):  
Surgical Training ◽  
Team Performance ◽  
Trauma Care ◽  
Simulation Training ◽  
Surgical Simulation ◽  
Healthcare Team ◽  
Surgical Trauma ◽  
Training Environment ◽  
Total N ◽  
Leadership Quality

BackgroundSurgical trauma care requires excellent multidisciplinary team skills and communication to ensure the highest patient survival rate. This study investigated the effects of Hyper-realistic immersive surgical team training to improve individual and team performance. A Hyper-realistic surgical training environment is defined as having a high degree of fidelity in the replication of battlefield conditions in a training environment, so participants willingly suspend disbelief that they become totally immersed and eventually stress inoculated in a way that can be measured physiologically.MethodsSix multispecialty member US Navy Fleet Surgical/US Army Forward Surgical Teams (total n=99 evaluations) underwent a 6-day surgical training simulation using movie industry special effects and role players wearing the Human Worn Surgical Simulator (Cut Suit). The teams were immersed in trauma care scenarios requiring multiple complex interventions and decision making in a realistic, fast-paced, intensive combat trauma environment.ResultsHyper-realistic immersive simulation training enhanced performance between multidisciplinary healthcare team members. Key efficacy quantitative measurements for the same simulation presented on day 1 compared with day 6 showed a reduction in resuscitation time from 24 minutes to 14 minutes and critical error decrease from 5 to 1. Written test scores improved an average of 21% (Medical Doctors 11%, Registered Nurses 25%, and Corpsman/Medics 26%). Longitudinal psychometric survey results showed statistically significant increases in unit readiness (17%), combat readiness (12%), leadership quality (7%), vertical cohesion (7%), unit cohesion (5%), and team communication (3%). An analysis of salivary cortisol and amylase physiologic biomarkers indicated an adaptive response to the realistic environment and a reduction in overall team stress during performance evaluations.ConclusionsHyper-realistic immersive simulation training scenarios can be a basis for improved military and civilian trauma training.Level of evidenceLevel III.

Development and Implementation of a Disaster Medicine Certificate Series (DMCS) for Medical Students

2019 ◽  
Vol 34 (02) ◽  
pp. 197-202 ◽  
Author(s):  
Madison B. Kommor ◽  
Bethany Hodge ◽  
Gregory Ciottone
Keyword(s):  
Medical Students ◽  
Disaster Response ◽  
Effective Means ◽  
Extreme Environments ◽  
The United States ◽  
Mass Casualty ◽  
Disaster Medicine ◽  
Mass Shootings ◽  
Student Opinions ◽  
Incident Command

Introduction:The recent increase in natural disasters and mass shootings highlights the need for medical providers to be prepared to provide care in extreme environments. However, while physicians of all specialties may respond in emergencies, disaster medicine training is minimal or absent from most medical school curricula in the United States. A voluntary Disaster Medicine Certificate Series (DMCS) was piloted to fill this gap in undergraduate medical education.Report:Beginning in August of 2017, second- and third-year medical students voluntarily enrolled in DMCS. Students earned points toward the certificate through participation in activities and membership in community organizations in a flexible format that caters to variable schedules and interests. Topics covered included active shooter training, decontamination procedures, mass-casualty triage, Incident Command System (ICS) training, and more. At the conclusion of the pilot year, demographic information was collected and a survey was conducted to evaluate student opinions regarding the program.Results:Sixty-eight second- and third-year medical students participated in the pilot year, with five multi-hour skills trainings and five didactic lectures made available to students. Forty-eight of those 68 enrolled in DMCS completed the retrospective survey. Student responses indicated that community partners serve as effective means for providing lectures (overall mean rating 4.50/5.0) and skills sessions (rating 4.58/5.0), and that the program created avenues for real-world disaster response in their local communities (rating 4.40/5.0).Conclusions:The DMCS voluntary certificate series model served as an innovative method for providing disaster medicine education to medical students.Kommor MB, Hodge B, Ciottone G. Development and implementation of a Disaster Medicine Certificate Series (DMCS) for medical students.Prehosp Disaster Med. 2019;34(2):197–202

The Resource Costs of Maintaining Learner Utilization of a Simulation Center During the COVID-19 Pandemic

2021 ◽  
pp. 000313482110586
Author(s):  
Anastasios T. Mitsakos ◽  
Eftechios Xanthoudakis ◽  
William Irish ◽  
Walter C. Robey ◽  
Rebecca M. Gilbird ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Education ◽  
Subgroup Analysis ◽  
Simulation Training ◽  
Surgical Simulation ◽  
Negative Impact ◽  
The Third ◽  
Contact Hours ◽  
Simulation Center ◽  
Academic Year

Background Despite advances in online education during the COVID-19 pandemic, its impact on surgical simulation remains unclear. The aim of this study was to compare the costs and resources required to maintain simulation training in the pandemic and to evaluate how it affected exposure of medical students to simulation during their surgical clerkship. Methods The number of learners, contact hours, staff hours, and costs were collected from a multi-departmental simulation center of a single academic institution in a retrospective fashion. Utilization and expenditure metrics were compared between the first quarter of academic years 2018-2020. Statistical analysis was performed to evaluate potential differences between overall resource utilization before and during the pandemic, and subgroup analysis was performed for the resources required for the training of the third-year medical students. Results The overall number of learners and contact hours decreased during the first quarter of the academic year 2020 in comparison with 2019 and 2018. However, the staff hours increased. In addition, the costs for PPE increased for the same periods of time. In the subgroup analysis of the third-year medical students, there was an increase in the number of learners, as well as in the staff hours and in the space required to perform the simulation training. Discussion Despite an increase in costs and resources spent on surgical simulation during the pandemic, the utilization by academic entities has remained unaffected. Further studies are required to identify potential solutions to lower simulation resources without a negative impact on the quality of surgical simulation.

scholarly journals Emotional intelligence, cortisol and α-amylase response to highly stressful hyper-realistic surgical simulation of a mass casualty event scenario

2021 ◽  
Vol 5 ◽  
pp. 100031
Author(s):  
Isain Zapata ◽  
Joseph Farrell ◽  
Svetlana Morrell ◽  
Rebecca Ryznar ◽  
Tuan N. Hoang ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Surgical Simulation ◽  
Mass Casualty ◽  
Mass Casualty Event

scholarly journals Associations between stress, anxiety, depression, and emotional intelligence among osteopathic medical students

2021 ◽  
Vol 121 (2) ◽  
pp. 125-133
Author(s):  
Nicole A. Doyle ◽  
Robert E. Davis ◽  
Syed Siraj A. Quadri ◽  
Joshua R. Mann ◽  
Manoj Sharma ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Psychological Distress ◽  
Medical Students ◽  
Protective Factor ◽  
Well Being ◽  
The United States ◽  
Anxiety And Depression ◽  
Convenience Sample ◽  
Significant Difference ◽  
Anxiety Depression

Abstract Context Stress, anxiety, and depression affect medical student populations at rates disproportionate to those of general student populations. Emotional intelligence (EI) has been suggested as a protective factor in association with psychological distress. Objective To explore the relationships between EI and stress, anxiety, and depression among a sample of US osteopathic medical students. Methods From February to March 2020, a convenience sample of medical students enrolled at an osteopathic medical school in the southeastern region of the United States were invited to complete a voluntary and anonymous 54-item online questionnaire that included sociodemographic items as well as validated and reliable scales assessing perceived stress, anxiety, depression, and EI. Univariate statistics were calculated to describe the participant characteristics and the study variables of interest. Pearson’s product-moment correlations were used to examine relationships between EI and study variables. Three multiple regression models were fitted to examine the relationship between EI and stress, anxiety, and depression, adjusting for sociodemographic factors exhibiting significant bivariate relationships with outcome variables. Dichotomous variables were created that were indicative of positive screens for potential depressive disorder or anxiety disorder. Independent-sample t-tests were used to determine the presence of a statistically significant difference in EI scores between positive screeners for depression and anxiety and their respective counterparts; an alpha level of 0.05 was set a priori to indicate statistical significance. Results In all, 268 medical students participated in this study, for a response rate of approximately 27%. Importantly, EI exhibited significant negative correlations with stress, anxiety, and depression (r=−0.384, p<0.001; r=−0.308, p<0.001; r=−0.286, p<0.001), respectively). Thus, high levels of stress, anxiety, and depression were observed in the sample. Significant relationships remained following covariate adjustment. Established cutoffs for anxiety and depression were used to classify positive and negative screens for these morbidities. Using these classifications, individuals screening positive for potential anxiety and depression exhibited significantly lower levels of EI than their counterparts showing subclinical symptoms (t=5.14, p<0.001 and t=3.58, p<0.001, respectively). Conclusion Our findings support the notion that higher levels of EI may potentially lead to increased well-being, limit psychological distress, improve patient care, and facilitate an ability to thrive in the medical field. We encourage continued study on the efficacy of EI training through intervention, measurement of EI in both academic and clinical settings as an indicator of those at risk for programmatic dropout or psychological distress, and consideration of EI training as an adjunct to the educational program curriculum.

An Exploratory Study of Differences in Emotional Intelligence in U.S. and Norwegian Undergraduate Students

2010 ◽  
Vol 107 (3) ◽  
pp. 891-898 ◽  
Author(s):  
Sigurd W. Hystad ◽  
Jarle Eid ◽  
Anita L. Hansen ◽  
Martha Tapia ◽  
Michael D. Matthews
Keyword(s):  
Emotional Intelligence ◽  
Cultural Differences ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
The United States ◽  
The Self ◽  
Self Control ◽  
Control Factor ◽  
Intelligence Scores ◽  
Main Effects

The present study explored sex and cultural differences in Emotional Intelligence scores in samples from Norway ( n = 297) and the United States ( n = 234). Significant main effects for sex were found in overall Emotional Intelligence scores and the Empathy factor. In addition, results revealed a small but significant effect for culture in the Self-control factor, as well as support for an interaction between sex and culture in the Handling Relationships factor. The results are discussed in light of cultural differences between U.S. and Norwegian societies.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

scholarly journals Disaster Day: A Simulation-Based Disaster Medicine Curriculum for Novice Learners

2021 ◽  
Vol 8 ◽  
pp. 238212052110207
Author(s):  
Brad D Gable ◽  
Asit Misra ◽  
Devin M Doos ◽  
Patrick G Hughes ◽  
Lisa M Clayton ◽  
...  
Keyword(s):  
Medical Students ◽  
Disaster Management ◽  
Disaster Preparedness ◽  
Real Life ◽  
Mass Casualty ◽  
Disaster Medicine ◽  
Incident Command ◽  
Management Concepts ◽  
Simulation Based ◽  
Second Year

Background: Mass casualty and multi-victim incidents have increased in recent years due to a number of factors including natural disasters and terrorism. The Association of American Medical Colleges (AAMC) recommends that medical students be trained in disaster preparedness and response. However, a majority of United States medical students are not provided such education. Objective: The goal of this study was to evaluate the effectiveness of a 1 day, immersive, simulation-based Disaster Day curriculum. Settings and Design: Learners were first and second year medical students from a single institution. Materials and Methods: Our education provided learners with information on disaster management, allowed for application of this knowledge with hands-on skill stations, and culminated in near full-scale simulation where learners could evaluate the knowledge and skills they had acquired. Statistical analysis used: To study the effectiveness of our Disaster Day curriculum, we conducted a single-group pretest-posttest and paired analysis of self-reported confidence data. Results: A total of 40 first and second year medical students participated in Disaster Day as learners. Learners strongly agreed that this course provided new information or provided clarity on previous training, and they intended to use what they learned, 97.6% and 88.4%, respectively. Conclusions: Medical students’ self-reported confidence of key disaster management concepts including victim triage, tourniquet application, and incident command improved after a simulation-based disaster curriculum. This Disaster Day curriculum provides students the ability to apply concepts learned in the classroom and better understand the real-life difficulties experienced in a resource limited environment.

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