Faculty Opinions recommendation of Repeated simulation-based training for performing general anesthesia for emergency cesarean delivery: long-term retention and recurring mistakes.

2014 ◽  
Author(s):  
Philip Popham ◽  
Sian Griffiths
Keyword(s):  
General Anesthesia ◽  
Cesarean Delivery ◽  
Term Retention ◽  
Emergency Cesarean ◽  
Simulation Based ◽  
Long Term Retention

Repeated simulation-based training for performing general anesthesia for emergency cesarean delivery: long-term retention and recurring mistakes

2014 ◽  
Vol 23 (4) ◽  
pp. 341-347 ◽  
Author(s):  
C.M. Ortner ◽  
P. Richebé ◽  
L.A. Bollag ◽  
B.K. Ross ◽  
R. Landau
Keyword(s):  
General Anesthesia ◽  
Cesarean Delivery ◽  
Term Retention ◽  
Emergency Cesarean ◽  
Simulation Based ◽  
Long Term Retention

scholarly journals Long-term retention assessment after simulation-based-training of pediatric procedural skills among adult emergency physicians: a multicenter observational study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Raihei Ansquer ◽  
Thomas Mesnier ◽  
Farnam Farampour ◽  
Denis Oriot ◽  
Daniel Aiham Ghazali
Keyword(s):  
Observational Study ◽  
Pediatric Emergency ◽  
Emergency Physicians ◽  
Multicenter Observational Study ◽  
Clinical Level ◽  
Term Retention ◽  
Simulation Based ◽  
Long Term Retention ◽  
Level Of Experience

Abstract Background One of the primary goals of simulation-based education is to enable long-term retention of training gains. However, medical literature has poorly contributed to understanding the best timing for repetition of simulation sessions. There is heterogeneity in re-training recommendations. Objectives This study assessed, through simulation-based training in different groups, the long-term retention of rare pediatric technical procedures. Methods This multicenter observational study included 107 emergency physicians and residents. Eighty-eight were divided into four groups that were specifically trained for pediatric emergency procedures at different points in time between 2010 and 2015 (< 0.5 year prior for G1, between 0.5 and 2 years prior for G2, between 2 and 4 years prior for G3, and ≥ 4 years prior for G4). An untrained control group (C) included 19 emergency physicians. Participants were asked to manage an unconscious infant using a low-fidelity mannequin. Assessment was based on the performance at 6 specific tasks corresponding to airway (A) and ventilation (B) skills. The performance (scored on 100) was evaluated by the TAPAS scale (Team Average Performance Assessment Scale). Correlation between performance and clinical level of experience was studied. Results There was a significant difference in performance between groups (p < 0.0001). For G1, 89% of the expected tasks were completed but resulted in longer delays before initiating actions than for the other groups. There was no difference between G4 and C with less than half of the tasks performed (47 and 43% respectively, p = 0.57). There was no correlation between clinical level of experience and performance (p = 0.39). Conclusion Performance decreased at 6 months after specific training for pediatric emergency skills, with total loss at 4 years after training, irrespective of experience. Repetition of simulation sessions should be implemented frequently after training to improve long-term retention and the optimal rate of refresher courses requires further research.

Repeated Simulation-based Training for Performing General Anesthesia for Emergency Cesarean Delivery

2015 ◽  
Vol 35 (4) ◽  
pp. 224-225
Author(s):  
C.M. Ortner ◽  
P. Richebé ◽  
L.A. Bollag ◽  
B.K. Ross ◽  
R. Landau
Keyword(s):  
General Anesthesia ◽  
Cesarean Delivery ◽  
Emergency Cesarean ◽  
Simulation Based

scholarly journals Long-Term Retention of Central Venous Catheter Insertion Skills After Simulation-Based Mastery Learning

2010 ◽  
Vol 85 ◽  
pp. S9-S12 ◽  
Author(s):  
Jeffrey H. Barsuk ◽  
Elaine R. Cohen ◽  
William C. McGaghie ◽  
Diane B. Wayne
Keyword(s):  
Central Venous Catheter ◽  
Mastery Learning ◽  
Venous Catheter ◽  
Catheter Insertion ◽  
Central Venous Catheter Insertion ◽  
Central Venous ◽  
Term Retention ◽  
Simulation Based ◽  
Long Term Retention

Long-term retention is greater following closed-book tests than open-book tests

2006 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jeffrey D. Karpicke ◽  
Sean H. Kang ◽  
Henry L. Roediger ◽  
Kathleen B. McDermott
Keyword(s):  
Open Book ◽  
Term Retention ◽  
Long Term Retention

The Relative Potency of Study and Test Trials in Enhancing Long-Term Retention

2013 ◽  
Author(s):  
Henry L. Roediger ◽  
John F. Nestojko
Keyword(s):  
Relative Potency ◽  
Term Retention ◽  
Long Term Retention

Long-Term Retention of Conditioned Aversion to Colored Water in Bobwhite Quail

1973 ◽  
Author(s):  
Hardy C. Wilcoxon ◽  
James E. Dwyer
Keyword(s):  
Conditioned Aversion ◽  
Bobwhite Quail ◽  
Term Retention ◽  
Long Term Retention

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

scholarly journals Formulating an anesthetic plan using a list of high-risk pregnant women on cloud-based business communication tools: a case report

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Junnosuke Kimura ◽  
Kento Kawamura ◽  
Manami Minoura ◽  
Ayako Hiramoto ◽  
Yoshifumi Suga ◽  
...  
Keyword(s):  
Case Report ◽  
High Risk ◽  
Cesarean Section ◽  
General Anesthesia ◽  
Pregnant Women ◽  
Cesarean Delivery ◽  
Business Communication ◽  
Communication Tools ◽  
Case Presentation ◽  
Emergency Cesarean

Abstract Background We report a case in which a list of high-risk pregnant women on cloud-based business communication tools was useful in formulating an anesthetic plan for unscheduled cesarean section. Case presentation A 37-year-old woman, who had been prescribed icosapentate for hypertriglyceridemia, received an antenatal anesthetic evaluation for possible cesarean delivery, and it was agreed that the anesthetic method for emergency cesarean section was general anesthesia if the surgery would take place within 7 days after the discontinuation of the drug, and regional anesthesia if it would take place any time later. Then this agreement was uploaded on the cloud-based business communication tools, and updated until she delivered her baby via unscheduled cesarean section. Conclusions A cloud-based business communication tools was useful in formulating an anesthesia plan for a patient undergoing a cesarean delivery. However, more discussion would be needed to utilize it in security.

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