当前位置： SCI文献检索 > MEDICAL TEACHER期刊下所有文献 > How we developed a comprehensive resuscitation-based simulation curriculum in emergency medicine.

How we developed a comprehensive resuscitation-based simulation curriculum in emergency medicine.

Abstract：

:Over the past decade, simulation-based education has emerged as a new and exciting adjunct to traditional bedside teaching and learning. Simulation-based education seems particularly relevant to emergency medicine training where residents have to master a very broad skill set, and may not have sufficient real clinical opportunities to achieve competence in each and every skill. In 2006, the Emergency Medicine program at Queen's University set out to enhance our core curriculum by developing and implementing a series of simulation-based teaching sessions with a focus on resuscitative care. The sessions were developed in such as way as to satisfy the four conditions associated with optimum learning and improvement of performance; appropriate difficulty of skill, repetitive practice, motivation, and immediate feedback. The content of the sessions was determined with consideration of the national training requirements set out by the Royal College of Physicians & Surgeons of Canada. Sessions were introduced in a stepwise fashion, starting with a cardiac resuscitation series based on the AHA ACLS guidelines, and leading up to a more advanced resuscitation series as staff became more adept at teaching with simulation, and as residents became more comfortable with this style of learning. The result is a longitudinal resuscitation curriculum that begins with fundamental skills of resuscitation and crisis resource management (CRM) in the first 2 years of residency and progresses through increasingly complex resuscitation cases where senior residents are expected to play a leadership role. This paper documents how we developed, implemented, and evaluated this resuscitation-based simulation curriculum for Emergency Medicine postgraduate trainees, with discussion of some of the challenges encountered.

journal_name

Med Teach

journal_title

Medical teacher

authors

Dagnone JD,McGraw R,Howes D,Messenger D,Bruder E,Hall A,Chaplin T,Szulewski A,Kaul T,O'Brien T

doi

10.3109/0142159X.2014.976187

subject

Has Abstract

pub_date

2016-01-01 00:00:00

pages

30-5

issue

1

eissn

0142-159X

issn

1466-187X

journal_volume

38

pub_type

杂志文章

相关文献

MEDICAL TEACHER文献大全
  • Insights into endoscopy training: a qualitative study of learning experience.

    abstract：:Endoscopy is an important diagnostic and therapeutic procedure that demands high levels of cognitive and technical skill to perform effectively. Surprisingly little is known about how endoscopy is best taught and training is often inadequate. The aims of this study were to explore the learning experiences of endoscopy...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.1080/01421590600825417

    authors： Thuraisingam AI,MacDonald J,Shaw IS

    更新日期：2006-08-01 00:00:00

  • Common room.

    abstract：:Periodically, someone connected with medical education will present a diary of a week in his or her life. The contributor this issue is A. Michael Davies, Professor of Medical Ecology. Hebrew University-Hadassah Medical School and Director, Brookdale Institute for Gerontology and Adult Human Development, Jerusalem, Is...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/01421597909014346

    authors：

    更新日期：1979-01-01 00:00:00

  • Learner preferences regarding integrating, sequencing and aligning virtual patients with other activities in the undergraduate medical curriculum: A focus group study.

    abstract：CONTEXT:E-learning resources, such as virtual patients (VPs), can be more effective when they are integrated in the curriculum. To gain insights that can inform guidelines for the curricular integration of VPs, we explored students' perceptions of scenarios with integrated and non-integrated VPs aimed at promoting clin...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/0142159X.2013.826790

    authors： Huwendiek S,Duncker C,Reichert F,De Leng BA,Dolmans D,van der Vleuten CP,Haag M,Hoffmann GF,Tönshoff B

    更新日期：2013-11-01 00:00:00

  • Personalization enhances learning anatomy terms.

    abstract：BACKGROUND:Personalizing computer-based instructional text with a conversational rather than formal style has been found to enhance learning substantially. AIM:An experimental study investigated whether a conversational style would enhance learning anatomy terminology from paper-based materials. METHODS:Students were...

    journal_title：Medical teacher

    pub_type： 杂志文章,随机对照试验

    doi：10.3109/01421591003692714

    authors： Ginns P,Fraser J

    更新日期：2010-01-01 00:00:00

  • Using the 360 degrees multisource feedback model to evaluate teaching and professionalism.

    abstract：BACKGROUND:Student ratings have dominated as the primary and, frequently, only measure of teaching performance at colleges and universities for the past 50 years. Recently, there has been a trend toward augmenting those ratings with other data sources to broaden and deepen the evidence base. The 360 degrees multisource...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/01421590802572775

    authors： Berk RA

    更新日期：2009-12-01 00:00:00

  • Twelve tips for efficient procedural simulation.

    abstract：:Procedural simulation (PS) is increasingly being used worldwide in healthcare for training caregivers in psychomotor competencies. It has been demonstrated to improve learners' confidence and competence in technical procedures, with consequent positive impacts on patient outcomes and safety. Several frameworks can gui...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.1080/0142159X.2017.1391375

    authors： Rivière E,Saucier D,Lafleur A,Lacasse M,Chiniara G

    更新日期：2018-07-01 00:00:00

  • Using medical knowledge sources on handheld computers--a qualitative study among junior doctors.

    abstract：BACKGROUND:The emergence of mobile computing could have an impact on how junior doctors learn. To exploit this opportunity it is essential to understand their information seeking process. AIM:To explore junior doctors' experiences of using medical knowledge sources on handheld computers. METHOD:Interviews with five S...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.1080/01421590701507294

    authors： Axelson C,Wårdh I,Strender LE,Nilsson G

    更新日期：2007-09-01 00:00:00

  • Preparing for an institutional self review using the WFME standards - an international medical school case study.

    abstract：BACKGROUND:Curriculum reform poses significant challenges for medical schools across the globe. This paper describes the reforms that took place at the medical school of the Royal College of Surgeons in Ireland (RCSI) between 2005 and 2008 and the institutional self review process that accompanied these reforms. RESUL...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/0142159X.2010.482396

    authors： Maccarrick G,Kelly C,Conroy R

    更新日期：2010-01-01 00:00:00

  • Competency-Based Medical Education implementation: Are we transforming the culture of assessment?

    abstract：:Purpose: Adopting CBME is challenging in medicine. It mandates a change in processes and approach, ultimately a change in institutional culture with stakeholders ideally embracing and valuing the new processes. Adopting the transformational change model, this study describes the shift in assessment culture by Academic...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.1080/0142159X.2019.1584276

    authors： Griffiths J,Dalgarno N,Schultz K,Han H,van Melle E

    更新日期：2019-07-01 00:00:00

  • Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology.

    abstract：:Purpose: Case-based learning (CBL) is now used as a teaching strategy to promote clinical problem-solving ability. The purpose of this study was to determine whether CBL is superior to the traditional teaching method in teaching lung cancer curriculum to oncology students. Methods: This study was a randomized controll...

    journal_title：Medical teacher

    pub_type： 杂志文章,随机对照试验

    doi：10.1080/0142159X.2019.1617414

    authors： Bi M,Zhao Z,Yang J,Wang Y

    更新日期：2019-10-01 00:00:00

  • A BEME (Best Evidence in Medical Education) review of the use of workplace-based assessment in identifying and remediating underperformance among postgraduate medical trainees: BEME Guide No. 43.

    abstract：INTRODUCTION:The extent to which workplace-based assessment (WBA) can be used as a facilitator of change among trainee doctors has not been established; this is particularly important in the case of underperforming trainees. The aim of this review is to examine the use of WBA in identifying and remediating performance ...

    journal_title：Medical teacher

    pub_type： 杂志文章,评审

    doi：10.1080/0142159X.2016.1215413

    authors： Barrett A,Galvin R,Steinert Y,Scherpbier A,O'Shaughnessy A,Horgan M,Horsley T

    更新日期：2016-12-01 00:00:00

  • Helping students to improve their academic performance: a pilot study of a workbook with self-monitoring exercises.

    abstract：BACKGROUND:There is increasing interest in developing student self-regulated learning skills, especially self-monitoring, to improve academic performance. AIMS:A pilot study to investigate the impact of self-monitoring exercises on calibration accuracy and academic performance in undergraduate medical students on a Bi...

    journal_title：Medical teacher

    pub_type： 杂志文章,随机对照试验

    doi：10.3109/0142159X.2012.691188

    authors： Leggett H,Sandars J,Burns P

    更新日期：2012-01-01 00:00:00

  • The effect of prototype-based versus attribute-based presentation forms on the acquisition of a medical concept.

    abstract：:The purpose of this study was to determine the differential effect of two presentation-forms on the acquisition of the concept of shock. It is hypothesized that presenting a prototype facilitates learning and retention of the concept shock compared with verbally enumerating the attributes of the same concept. A group ...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/01421599009006638

    authors： Gulmans J

    更新日期：1990-01-01 00:00:00

  • Doctors-to-be at the doorstep - comparing service-learning programs in an Asian medical school.

    abstract：BACKGROUND:Service-learning is a powerful, but underutilized, educational tool in Asian medical schools. AIM:We compared the ability of two programs providing medical care to low-income populations (clinic-based versus home-based approach) to teach community medicine skills in an Asian medical school. METHODS:We cond...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/0142159X.2011.588739

    authors： Wee LE,Xin YW,Koh GC

    更新日期：2011-01-01 00:00:00

  • Peer assessment in the objective structured clinical examination: A scoping review.

    abstract：BACKGROUND:The objective structured clinical examination (OSCE), originally designed with experts assessing trainees' competence, is more frequently employed with an element of peer assessment and feedback. Although peer assessment in higher education has been studied, its role in OSCEs has not reviewed. AIMS:The aim ...

    journal_title：Medical teacher

    pub_type： 杂志文章,评审

    doi：10.1080/0142159X.2017.1309375

    authors： Khan R,Payne MWC,Chahine S

    更新日期：2017-07-01 00:00:00

  • Three methods of multi-source feedback compared: a plea for narrative comments and coworkers' perspectives.

    abstract：BACKGROUND:Doctor performance assessments based on multi-source feedback (MSF) are increasingly central in professional self-regulation. Research has shown that simple MSF is often unproductive. It has been suggested that MSF should be delivered by a facilitator and combined with a portfolio. AIMS:To compare three met...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/01421590903144128

    authors： Overeem K,Lombarts MJ,Arah OA,Klazinga NS,Grol RP,Wollersheim HC

    更新日期：2010-01-01 00:00:00

  • Learning from a role model: A cascade or whirlpool effect?

    abstract：BACKGROUND:Continuing Professional Development (CPD) and Faculty Development (FD) courses have been designed in the expectation that a cascade effect will occur, consisting of a conveyance of information from the courses to clinical trainers to daily practice and/or to trainees by means of role modeling. PURPOSE:The a...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/0142159X.2014.956061

    authors： Jochemsen-van der Leeuw HG,Buwalda N,Wieringa-De Waard M,Van Dijk N

    更新日期：2015-05-01 00:00:00

  • Community medicine.

    abstract：:It has become increasingly apparent that traditional medical education serves badly the need of many developing countries to provide effective health care for widely dispersed and often poor communities. This article describes a training programme developed in Iraq to provide final-year medical students with stimulati...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/01421598309146429

    authors： Alkafajei AM,Antony R,Joseph G

    更新日期：1983-01-01 00:00:00

  • Use of unannounced spaced telephone testing to improve retention of knowledge after life-support courses.

    abstract：BACKGROUND:Life-support courses improve knowledge and skills but attrition of factual knowledge is considerable. There is evidence that retention can be improved by spaced testing. AIM:To investigate the effect of spaced testing on retention of knowledge after a life-support course. METHOD:In a prospective-controlled...

    journal_title：Medical teacher

    pub_type： 杂志文章,随机对照试验

    doi：10.3109/0142159X.2010.542521

    authors： Turner NM,Scheffer R,Custers E,Cate OT

    更新日期：2011-01-01 00:00:00

  • Creation of an interprofessional clinical experience for healthcare professions trainees in a nursing home setting.

    abstract：:Successful interprofessional teams are essential when caring for older adults with multiple complex medical conditions that require ongoing management from a variety of disciplines across healthcare settings. To successfully integrate interprofessional education into the healthcare professions curriculum, the most eff...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/0142159X.2013.787138

    authors： Ford CR,Foley KT,Ritchie CS,Sheppard K,Sawyer P,Swanson M,Harada CN,Brown CJ

    更新日期：2013-07-01 00:00:00

  • Attributes of effective community preceptors for pre-clerkship medical students.

    abstract：BACKGROUND:Attributes of effective precepting of pre-clerkship medical students in community settings are not adequately described. As part of preceptor needs assessment, we conducted site visits over three consecutive years. We also measured the preceptorships' educational quality, using students' post-rotation data, ...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.1080/01421590802139765

    authors： Lie D,Boker J,Dow E,Murata P,Encinas J,Gutierrez D,Morrison EH

    更新日期：2009-03-01 00:00:00

  • Indigenous perspectives on education for sustainable healthcare.

    abstract：:A range of global environmental changes are contributing to an increasing global burden of disease. Since human health and well-being are intimately associated with the health of our planet, healthcare providers will not only be charged with caring for this expanding disease burden but will also need to become more en...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.1080/0142159X.2020.1791320

    authors： Redvers N,Schultz C,Vera Prince M,Cunningham M,Jones R,Blondin B

    更新日期：2020-10-01 00:00:00

  • Training managers for primary health care: teaching about community involvement.

    abstract：:Community involvement is a key element of the Primary Health Care (PHC) approach, and thus an essential topic on a course for managers of Primary Health Care programmes. This paper describes the teaching approach adopted on the Management for Primary Health Care course-a 3-month programme for PHC managers from develop...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/01421599009010560

    authors： Rifkin S,Cassels A

    更新日期：1990-01-01 00:00:00

  • The new and improved learning community at Johns Hopkins University School of Medicine resembles that at Hogwarts School of Witchcraft and Wizardry.

    abstract：BACKGROUND:In July 2005, a learning community was created at Johns Hopkins University School of Medicine (JHUSOM) to foster camaraderie, networking, advising, mentoring, professionalism, clinical skills, and scholarship--The Colleges. The cultural and structural changes that emerged with the creation of this program ha...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.1080/01421590701477423

    authors： Stewart RW,Barker AR,Shochet RB,Wright SM

    更新日期：2007-05-01 00:00:00

  • Teaching doctors to treat doctors: medical student peer counselling.

    abstract：:Physicians' emotional problems need to be recognized and treated. Intervention and prevention in this problem area have been attempted at the Medical College of Wisconsin through a programme of peer counselling designed to teach student physicians how to recognize and treat emotional difficulties faced by their peers....

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/01421598009072181

    authors： Spiro JH,Roenneburg M,Maly BJ

    更新日期：1980-01-01 00:00:00

  • Eight-year outcomes of a competency-based residency training program in orthopedic surgery.

    abstract：:Background: The Division of Orthopaedic Surgery at the University of Toronto implemented a pilot residency training program that used a competency-based framework in July of 2009. The competency-based curriculum (CBC) deployed an innovative, modularized approach that dramatically intensified both the structured learni...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.1080/0142159X.2017.1421751

    authors： Nousiainen MT,Mironova P,Hynes M,Glover Takahashi S,Reznick R,Kraemer W,Alman B,Ferguson P,CBC Planning Committee.

    更新日期：2018-10-01 00:00:00

  • An evaluation of the cost of designing, delivering and assessing an undergraduate communication skills module.

    abstract：:Communication skills courses are considered expensive to run in terms of time, human resource and finance. This paper reports on the financial cost of designing, delivering and assessing a communication skills module delivered to fifth-year medical students. Costs are classified into three categories: personnel, stand...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.1080/01421590400005475

    authors： Kelly M,Murphy A

    更新日期：2004-11-01 00:00:00

  • A collaborative comparison of objective structured clinical examination (OSCE) standard setting methods at Australian medical schools.

    abstract：BACKGROUND:A key issue underpinning the usefulness of the OSCE assessment to medical education is standard setting, but the majority of standard-setting methods remain challenging for performance assessment because they produce varying passing marks. Several studies have compared standard-setting methods; however, most...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.1080/0142159X.2017.1372565

    authors： Malau-Aduli BS,Teague PA,D'Souza K,Heal C,Turner R,Garne DL,van der Vleuten C

    更新日期：2017-12-01 00:00:00

  • A randomised controlled study of role play in a faculty development programme.

    abstract：BACKGROUND:The Stanford Faculty Development Center at Stanford University has developed a teaching improvement course for medical teachers that has been widely disseminated using a train-the-trainer model. AIMS:This study was designed to investigate the relative impact of role playing as an instructional technique wit...

    journal_title：Medical teacher

    pub_type： 杂志文章,随机对照试验

    doi：10.3109/0142159X.2012.644832

    authors： Johansson J,Skeff KM,Stratos GA

    更新日期：2012-01-01 00:00:00

  • Clinical teaching performance improvement of faculty in residency training: A prospective cohort study.

    abstract：PURPOSE:The purpose of this study is to investigate how aspects of a teaching performance evaluation system may affect faculty's teaching performance improvement as perceived by residents over time. METHODS:Prospective multicenter cohort study conducted in The Netherlands between 1 September 2008 and 1 February 2013. ...

    journal_title：Medical teacher

    pub_type： 杂志文章

    doi：10.3109/0142159X.2015.1060302

    authors： Van Der Leeuw RM,Boerebach BC,Lombarts KM,Heineman MJ,Arah OA

    更新日期：2016-05-01 00:00:00