Findings suggest health professions education conducted using SBML methodology can improve patient care processes and outcomes. Further research is needed to understand the translational impact of SBML for nontechnical skills, including teamwork, and skill retention.
Simulation-based mastery learning using a substantial asynchronous component is an effective way for senior medical students to learn and retain EM clinical skills. This method can be adapted to other skill training necessary for residency readiness.
Effective teamwork is essential to foster patient safety and promote quality patient care. Students may have limited to no exposure to interprofessional education (IPE) or collaborative practice, therefore making it challenging to learn how to work in teams. This article describes how a nursing and a medical school collaborated to systematically integrate IPE simulations into the curricula so that every graduate from the respective schools received TeamSTEPPS® education and participated in a standardized IPE simulation experience.
An educational video podcast is an effective method to improve medical students' knowledge and confidence in responding to a potentially violent person or violent situation in the ED and may be useful in other healthcare settings.
Effective interprofessional collaborative practice is critical to maximizing patient safety and providing quality patient care; incorporating these strategies into the curriculum is an important step toward implementation. This study assessed whether TeamSTEPPS training using simulation could improve student knowledge of TeamSTEPPS principles, self-efficacy toward interprofessional collaborative practice, and team performance. Students (N = 201) demonstrated significant improvement in all of the targeted measurements.
Knowledge of the desired outcome of a series of movements is a critical component of motor performance, since it is used to develop the appropriate motor program and to form a basis for understanding terminal extrinsic feedback and formulating subjective reinforcement. In dentistry, information about the desired outcome is almost always disseminated in a lecture and laboratory manual, and a demonstration often is provided. However, mastery by students usually is not given the importance it deserves. The purpose of this study was to evaluate an instructional strategy designed to increase the students' knowledge of the desired outcome by determining whether such knowledge had an effect on dental motor performance. Two intact groups of first‐year dental students were randomly assigned to a control or experimental treatment. The control treatment included conventional written and oral descriptions of criteria and methods for completing the occlusal (n = 93) and mesio‐occlusal (n = 99) amalgam preparations. The experimental treatment directed the students' attention to critical features of tooth anatomy, and the preparation and methods for assessing performance. Results indicated statistically significant differences (p less than .05) in favor of the experimental group for both performance and degree of agreement with the instructor's evaluation of the mesio‐occlusal amalgam only.
Introduction: Simulation-based mastery learning (SBML) improves skill transfer to humans. However, limited data exist to support the practice of performing additional training attempts once mastery has been achieved. We explored whether implementing this concept in an SBML model improves skill transfer in ultrasound-guided peripheral intravenous (USGPIV) catheter placement from simulator to humans. Methods: Forty-eight first-and second-year medical students underwent SBML for USGPIV placement to mastery standards on a simulator once to achieve minimum passing standard based on a 19-item checklist. Next, they completed either 0, 4, or 8 additional mastery level simulated performances in nonconsecutive order before attempting USGPIV placement on a human. An unplanned post hoc retention phase occurred 6 months later where participants' USGPIV skills were reassessed on a second human volunteer using the same checklist.Results: In this sample, the success rate among the 3 training cohorts did not improve as the number of additional training sessions increased (exact P = 0.60) and were comparable among the 3 cohorts (exact P = 0.82). The overall checklist performance was also comparable among the 3 cohorts (exact P = 0.57). In an unplanned (small) sample of returning participants, the USGPIV retention rate exceeded 80% for those originally assigned to 4 or 8 sessions, whereas the retention rate fell less than 50% for those originally assigned to control. Among these returning participants, the overall success rate was 58% on the initial assessment and was 68% on retention. Conclusions: In this sample of novices, we were unable to show that up to 8 additional mastery level performances of USGPIV placement on a simulator following SBML training improve skill transfer for both USGPIV placement success and total checklist performance.
The flipped classroom has become part of the lexicon in discussion of pedagogies in healthcare education. When reviewing the simulation literature, however, the term is only recently being mentioned. We determined there was a need for this article based on workshops held at the annual International Meeting for Simulation in Healthcare (IMSH), which were facilitated by the authors. In the workshops, most of the participants had heard the term and had first-hand experience with the flipped model in simulation; however, there were varied interpretations of the flipped model and several concerns related to implementation of the model. In this article, we define the flipped classroom model, review the existing work on using the flipped model in healthcare education, and provide five recommendations regarding use of the flipped model in simulation. The framework for summarizing the work and presenting the recommendations is based on a brief review of the literature and from the participant discussions at the IMSH workshops.
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