Assessing Bedside Cardiologic Examination Skills Using “Harvey,” a Cardiology Patient Simulator

Jones, J. Stephen; Hunt, Stephen; Carlson, Scott A.; Seamon, Jason P.

doi:10.1111/j.1553-2712.1997.tb03664.x

Cited by 27 publications

(19 citation statements)

References 16 publications

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“…Other procedural uses of manikin simulators in EM include testing houseofficer and attending physician skill at auscultating cardiac murmurs and teaching the skills of cricothyroidotomy and thoracotomy. 87,88 The development of virtual-reality simulators, which would immerse the trainee in a three-dimensional computer-generated environment, suggest where such efforts might head, though the development of such programs is expensive and the true educational benefits have yet to be established. 88 Preventing Error: System-level Approaches.…”

Section: Teaching About Errormentioning

confidence: 99%

Promoting Patient Safety and Preventing Medical Error in Emergency Departments

Schenkel

2000

Academic Emergency Medicine

132

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Abstract. An estimated 108,000 people die each year from potentially preventable iatrogenic injury. One in 50 hospitalized patients experiences a preventable adverse event. Up to 3% of these injuries and events take place in emergency departments. With long and detailed training, morbidity and mortality conferences, and an emphasis on practitioner responsibility, medicine has traditionally faced the challenges of medical error and patient safety through an approach focused almost exclusively on individual practitioners. Yet no matter how well trained and how careful health care providers are, individuals will make mistakes because they are human. In general medicine, the study of adverse drug events has led the way to new methods of error detection and error prevention. A combination of chart reviews, incident logs, observation, and peer solicitation has provided a quantitative tool to demonstrate the effectiveness of interventions such as computer order entry and pharmacist order review. In emergency medicine (EM), error detection has focused on subjects of high liability: missed myocardial infarctions, missed appendicitis, and misreading of radiographs. Some system-level efforts in error prevention have focused on teamwork, on strengthening communication between pharmacists and emergency physicians, on automating drug dosing and distribution, and on rationalizing shifts. This article reviews the definitions, detection, and presentation of error in medicine and EM. Based on review of the current literature, recommendations are offered to enhance the likelihood of reduction of error in EM practice.

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Section: Teaching About Errormentioning

confidence: 99%

Promoting Patient Safety and Preventing Medical Error in Emergency Departments

Schenkel

2000

Academic Emergency Medicine

132

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“…The OSCE has been increasingly used over the past several years in both undergraduate and graduate medical education facilities to test a variety of skills, including cardiac physical examination skills with live patients and human patient simulators, 7,8 competency in performing the neurologic examination, 9 and clinical skills mastery in obstetrics and gynecology during medical clerkships. 10 There are several limitations to this study.…”

Section: Discussionmentioning

confidence: 99%

Education Research: Evaluating acute altered mental status

Lee¹,

Erickson²,

Short³

et al. 2008

Neurology

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“…34 In EM, ''Harvey'' has been used to determine possible areas of insufficient training of emergency physicians (EPs) in the cardiovascular examination. 35 The second simulator with potential applications in EM is a pelvic examination simulator that was recently developed at Stanford University. This pelvic mannequin is equipped with internal sensors that are connected to a computer.…”

Section: Simulation In Medical Educationmentioning

confidence: 99%

Virtual Reality and Simulation: Training the Future Emergency Physician

Reznek

2002

Academic Emergency Medicine

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Abstract. The traditional system of clinical education in emergency medicine relies on practicing diagnostic, therapeutic, and procedural skills on live patients. The ethical, financial, and practical weaknesses of this system are well recognized, but the alternatives that have been explored to date have shown even greater flaws. However, ongoing progress in the area of virtual reality and computer-enhanced simulation is now providing educational applications that show tremendous promise in overcoming most of the deficiencies associated with live-patient training. It will be important for academic emergency physicians to become more involved with this technology to ensure that our educational system benefits optimally. Key words: virtual reality; simulation; emergency medicine; education. ACADEMIC EMER-GENCY MEDICINE 2002; 9:78-87 T HE INFORMATION age is here and, in an unprecedented fashion, is changing nearly every aspect of our lives. Astoundingly, this evolution promises to accelerate as computer-related advances continue to become available at an exponential rate. Gordon Moore, the cofounder of Intel Corporations, has observed that the power of computer chips doubles every 18 to 24 months. And, Randall Tobias, a former vice-president of ATT, noted that ''over the last 30 years, we have seen a 3,000-fold increase in computing power. If we had had similar progress in the automotive industry, a Lexus would cost $2, it would travel at the speed of sound and go 600 miles on a thimble full of gas.'' 1 Almost every profession has learned to adapt to and subsequently exploit this ongoing progress in computing technology. The field of medicine, however, has only just begun to join in and is doing so at a considerably slower pace. The leaders in medical education, in particular, have not taken advantage of the technology that is becoming available, and those of us in emergency medicine (EM) are no exception. In EM, as in many other specialties, the traditional training model still exists; for diagnosis, therapeutic intervention, and performing procedures, the live patient remains the cornerstone for teaching. Over the years, many educators have understood there to be significant drawbacks to this system and have searched for other options. These other training tools, including volunteers, plastic models, animals, and cadavers, have shown even greater flaws.2,3 So today, believing there to be no acceptable alternatives, we continue to rely on the patient as the foundation of our clinical education. However, the continuing progress of computing technology is providing us with applications that will challenge this notion and quickly make it outdated. Advances in the realms of virtual reality and computer-enhanced simulation are showing great promise in supplementing our traditional training system of live ''models,'' and may even eventually replace them. RATIONALETraditionally, we have relied on the patient as our primary vehicle for the clinical training of physicians. Unfortunately, this teaching system is not idea...

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Assessing Bedside Cardiologic Examination Skills Using “Harvey,” a Cardiology Patient Simulator

Cited by 27 publications

References 16 publications

Promoting Patient Safety and Preventing Medical Error in Emergency Departments

Promoting Patient Safety and Preventing Medical Error in Emergency Departments

Education Research: Evaluating acute altered mental status

Virtual Reality and Simulation: Training the Future Emergency Physician

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