The 5 T’s: Applying Cognitive Science to Improve Prehospital Medical Education

Lauria, Michael J.; Bronson, Mackenzie; Lanter, Patricia L.; Trimarco, Thomas W

doi:10.1016/j.amj.2017.02.012

Cited by 4 publications

(3 citation statements)

References 33 publications

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“…Lauria (2017) explained that novel, understandable, and integrated information presentation can result in positive emotion due to dopamine release in the reward system of the brain and thus increases learning. Furthermore, the multisensory information contained in a story can increase attention and retention and strengthens the schema generated by the brain (38). Feili (2018) mentioned that medical movies persuade active engagement and learning by medical students and increase the learner's curiosity and attention through its realistic medical scenarios, thereby reinforcing the original learning process (39).…”

Section: Discussionmentioning

confidence: 99%

“…Lauria (2017) indicated that during a presentation, the peak of attention and concentration is between 10 to 15 minutes and after that, it decreases. Although the perfect presentation time is not clear, it is suggested to be between 20 to 30 minutes (38). Cellini (2016) also reported that sleep leads to the stabilization, strengthening and efficacy of neural patterns and it can strengthen learning during daily events (49).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?

Ghanbari¹,

Haghani²,

Akbarfahimi³

2019

JMMS

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Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the "General teaching model". "Mentorship" was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner's brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problemoriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?

Ghanbari¹,

Haghani²,

Akbarfahimi³

2019

JMMS

View full text Add to dashboard Cite

show abstract

“…We wanted to combine previous efforts to decrease cognitive load in a novel set of length-based cards and to implement them across an entire EMS system. The concept of cognitive load theory has been applied to the prehospital medical community 22. There have been efforts at reducing cognitive load in other situations using standardisation and simplification.…”

Section: Introductionmentioning

confidence: 99%

Medic One Pediatric (MOPed) cards: standardising paramedic paediatric resuscitation

et al. 2019

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ObjectivePaediatric resuscitation is highly stressful, technically challenging and infrequently performed by paramedics. Length-based equipment selection, weight-based medication dosing and less familiar paediatric clinical scenarios create high cognitive load. Our project aimed to decrease cognitive load and increase paramedic comfort by providing standardised paediatric resuscitation cards across an entire Emergency Medical Services (EMS) system.MethodsAfter 2 years of collaboration between EMS and regional paediatric subspecialists, we created and implemented a novel set of length-based, colour-coded cards: Medic One Pediatric (MOPed) cards. MOPed cards standardise the approach to paediatric scenarios, such as rapid sequence intubation (RSI), seizure management and cardiac arrest. We standardised drug concentrations across all five EMS agencies to allow for volume-based dosing, removing medication calculations, simplifying the process of medication administration and potentially decreasing both calculation error and time to intervention. We consolidated medications on MOPed cards to the 12 most commonly used in Paediatric Advanced Life Support scenarios. We surveyed 240 EMS personnel before and after implementation to determine use and effect on paramedic comfort.ResultsAfter 12 months of implementation, 97% of respondents reported using the new cards as their primary reference, and 94% reported improved speed and accuracy of medication administration. Specifically, RSI medication administration received the greatest improvement in comfort (p=0.001). Additionally, paramedics increased the use of MOPed cards when selecting endotracheal tubes: 45% of the respondents had done so by 6 months, and 60% had done so after 12 months of implementation (p=0.01).ConclusionsMOPed cards were well adopted across a large EMS system, with improvement in paramedic comfort in managing some paediatric resuscitation scenarios.

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