Practical Application of Educational Theory for Learning Technical Skills in Emergency Medicine

Aj, Davis; Fierro, Lizveth; Guptill, Mindi; Kiemeney, Michael; Brown, Lance; Smith, Dorothy B.; Young, Timothy P.

doi:10.1016/j.annemergmed.2017.04.026

Cited by 5 publications

(4 citation statements)

References 16 publications

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“…One well-known model that exemplifies these themes and translates easily into the clinical environment is Peyton's four-step approach to skills teaching, [13][14][15] which includes demonstration, deconstruction, formulation, and performance. A complementary approach to Peyton's model is George and Doto's five-step model, 14 which emphasizes the foundational knowledge required prior to beginning the procedural training as well as the importance of immediate constructive feedback and error correction during the learner's skill performance:…”

Section: Pttc Developmentmentioning

confidence: 99%

The development, implementation, and evaluation of a medical student peer teaching training curriculum during a high‐fidelity prehospital trauma simulation

Rudinsky

Spalding

Conley

et al. 2022

AEM Education and Training

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Objectives: While peer teaching has been found to be an effective technique during simulation, no peer teaching training curriculum (PTTC) has been developed for simulation-based learning. The objective of this study, therefore, was to develop, implement, and evaluate a PTTC during a high-fidelity trauma simulation. Methods:When developing the PTTC, we combined several validated learning models for teaching and learning procedural skills. We then implemented it over 6 days in two phases: instructional (learning how to teach) and experiential (practicing teaching). Our research team conducted a qualitative evaluation to evaluate the effectiveness of the PTTC. We analyzed written self-reflections from 20 second-year medical students who completed the PTTC. Using an iterative inductive approach to data analysis, our research team first individually coded the reflection papers. We then met to define and categorize the codes into themes. Finally, we compared these themes to the PTTC's objectives to evaluate the curriculum's effectiveness. Results:The following themes emerged from the data: 1) learning through teaching;2) self-actualization as an educator; and 3) role of physician as leader, advocate, and educator. The students described how the peer teaching experience improved their own procedural knowledge and skills. They also reported an increase in their leadership and communication skills as they effectively provided guidance and feedback to their peers, which led to their self-actualization as an educator. This self-actualization inspired the peer teachers' professional identity formation as leaders and educators in medicine. Conclusions:Based on these themes, we found our PTTC to be an effective curricular design. Our results reinforce previously described benefits to both peer teachers and learners in regard to medical knowledge and skills acquisition and furthers the academic emergency medicine community's understanding of how students'

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Section: Pttc Developmentmentioning

confidence: 99%

The development, implementation, and evaluation of a medical student peer teaching training curriculum during a high‐fidelity prehospital trauma simulation

Rudinsky

Spalding

Conley

et al. 2022

AEM Education and Training

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“…During guided practice; (5) feedback. Watching video playback obtained with platforms such as tablets smart phones or point of view devices together provides a shared mental model which facilitates reception of feedback [38].…”

Section: Simulation Learning Theoriesmentioning

confidence: 99%

Simulation and Modeling Applications in Global Health Security

French

2020

Advanced Sciences and Technologies for Security Applications

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Global health security (GHS) is dependent upon having an adequate and prepared health security workforce. There are currently numerous challenges in establishing and maintaining a health security workforce. The frequency and magnitude of disasters have increased significantly over the past 30 years. Current and future GHS threats, both manmade and natural, require a prepared and flexible healthcare provider workforce ready to respond to current or emerging GHS threats [1]. Developing and maintaining GHS -specific skills in the healthcare workforce is a tremendous logistical challenge. Innovative education technologies, including simulation and digital learning, can be leveraged to achieve preparedness for GHS threats [2].Ebola Virus Disease (EVD), Middle East Respiratory Syndrome (MERS) and other emerging infectious diseases (EID) are also concerns for GHS. The world faces increasing challenges related to natural and manmade disasters as the frequency and magnitude of disasters have increased significantly over the past 30 years. Healthcare workers protect the well-being of people around the world by preventing, detecting, and responding to public health threats. Current and future GHS threats, both manmade and natural, require a prepared and flexible healthcare provider workforce ready to respond to current or emerging threats [3].There is a global public health workforce shortage. The WHO tracks healthcare workforce data on 186 countries, and 57 were insufficient in healthcare provider availability and accessibility [4]. The 2013-2016 African EVD epidemic revealed WHO organizational deficiencies in coordinating responses to public health emergencies and a shifting of priorities away from global health security threats [5]. It Providing initial and sustainment training to the diverse GHS healthcare workforce is expensive and inefficient utilizing the traditional classroom model. Greater demands have been placed on disaster medicine educators. There is a need to develop innovative methods to educate healthcare providers in the ever-expanding body of disaster medicine knowledge [22].Many of these challenges can be met with gaming and simulation technologies new generations of GHS responders have embraced. Simulation-based training (SBT) has been demonstrated to provide effective learning and is increasingly being integrated into healthcare provider education [23]. The advantages of SBT may be summarized as follows: (1) safety-simulated lives and health can be jeopardized to any extent required for training without harming any people; (2) economy-simulated material and equipment can be used, misused, and expended;(3) visibility-simulation can provide visibility in two ways; you can make the invisible visible and control the visibility of details allowing the learner to discern the forest from the trees or the trees from the forest as needed; (4) time control -simulator time can be sped up, slowed down, or stopped. It can also be completely reversed, allowing learners to replicate specific problems, events, or opera...

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“…Opportunities to learn and practice the procedure outside of live patient care settings are therefore important. Simulation models, when part of a structured approach to procedural learning, are one potential solution 3. In our training program, we did not previously have a good option for simulating chest tube placement outside of our yearly cadaver lab.…”

Section: Introductionmentioning

confidence: 99%

Yogaman: An Inexpensive, Anatomically-detailed Chest Tube Placement Trainer

Young

Schaefer

Kuntz

et al. 2018

WestJEM

Self Cite

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IntroductionOpportunities for chest tube placement in emergency medicine training programs have decreased, making competence development and maintenance with live patients problematic. Available trainers are expensive and may require costly maintenance.MethodsWe constructed an anatomically-detailed model using a Halloween skeleton thorax, dress form torso, and yoga mat. Participants in a trial session completed a survey regarding either their comfort with chest tube placement before and after the session or the realism of Yogaman vs. cadaver lab, depending on whether they had placed <10 or 10 or more chest tubes in live patients.ResultsInexperienced providers reported an improvement in comfort after working with Yogaman, (comfort before 47 millimeters [mm] [interquartile ratio {IQR}, 20–53 mm]; comfort after 75 mm [IQR, 39–80 mm], p=0.01). Experienced providers rated realism of Yogaman and cadaver lab similarly (Yogaman 79 mm [IQR, 74–83 mm]; cadaver lab 78 mm [IQR, 76–89 mm], p=0.67). All evaluators either agreed or strongly agreed that Yogaman was useful for teaching chest tube placement in a residency program.ConclusionOur chest tube trainer allowed for landmark identification, tissue dissection, pleura puncture, lung palpation, and tube securing. It improved comfort of inexperienced providers and was rated similarly to cadaver lab in realism by experienced providers. It is easily reusable and, at $198, costs a fraction of the price of available commercial trainers.

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Practical Application of Educational Theory for Learning Technical Skills in Emergency Medicine

Cited by 5 publications

References 16 publications

The development, implementation, and evaluation of a medical student peer teaching training curriculum during a high‐fidelity prehospital trauma simulation

The development, implementation, and evaluation of a medical student peer teaching training curriculum during a high‐fidelity prehospital trauma simulation

Simulation and Modeling Applications in Global Health Security

Yogaman: An Inexpensive, Anatomically-detailed Chest Tube Placement Trainer

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