Simulations in the United States Medical Licensing ExaminationTM (USMLETM)

Dillon, Gerard F.; Boulet, John R.; Hawkins, Robert J.; Swanson, David B.

doi:10.1136/qhc.13.suppl_1.i41

Cited by 34 publications

(23 citation statements)

References 30 publications

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“…They argue that the most applicable component of teamwork training, psychological fidelity, can be achieved in low-technology simulation environments 15 16. Our study shows that neither interactive lecture nor low- or high-fidelity simulation is more effective in improving basic teamwork training in inexperienced healthcare providers than traditional didactic education alone.…”

Section: Discussionmentioning

confidence: 66%

Teamwork training with nursing and medical students: does the method matter? Results of an interinstitutional, interdisciplinary collaboration

Hobgood

Sherwood

Frush

et al. 2010

BMJ Quality & Safety

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Objectives The authors conducted a randomised controlled trial of four pedagogical methods commonly used to deliver teamwork training and measured the effects of each method on the acquisition of student teamwork knowledge, skills, and attitudes. Methods The authors recruited 203 senior nursing students and 235 fourth-year medical students (total N¼438) from two major universities for a 1-day interdisciplinary teamwork training course. All participants received a didactic lecture and then were randomly assigned to one of four educational methods: didactic (control), audience response didactic, role play and human patient simulation. Student performance was assessed for teamwork attitudes, knowledge and skills using: (a) a 36-item teamwork attitudes instrument (CHIRP), (b) a 12-item teamwork knowledge test, (c) a 10-item standardised patient (SP) evaluation of student teamwork skills performance and (d) a 20-item modification of items from the Mayo High Performance Teamwork Scale (MHPTS The TeamSTEPPS programme is designed to improve care and patient safety through improved teamwork training to enhance provider communication skills. While the 7 h multidisciplinary Team-STEPPS programme has proven very effective, questions remain regarding the most effective and cost-efficient approach to providing this content to learners at all stages of the health-education continuum.Various educational approaches have been used to address training in team coordination skills in healthcare. Methods such as crisis resource management training using high fidelity human patient simulation provide realism and interactivity.1e3 However, this training modality is both costly and time-consuming, with one instructor per five trainees costing as much as $5000 per day. 12Because of this, medical and nursing schools are implementing more traditional didactic approaches to teaching team coordination skills as well as computer-based instruction, small-group sessions, analysis of videotaped team coordination scenarios and workplace practice experiences.10 11 13 Questions remain about the effectiveness of any of these methods to achieve the necessary changes in student attitudes, knowledge and skills, and there is little evidence for selecting particular methods. Therefore, this study was designed and implemented to adapt the TeamSTEPPS content to pre-licensure nursing and medical students, and measure the effectiveness of four educational interventions at teaching this material. METHODS ProtocolWe conducted a full-day teamwork training and assessment exercise for 438 students composed of fourth-year medical students (N¼235) and finalsemester nursing students (N¼203) from four health-professional schools at two major universities: all students convened on the one campus where they were randomised to one of four educational intervention groups. Students were offered the option of not participating in the research project but could not decline the educational experience. Institutional review boards of both universities approved the proj...

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Section: Discussionmentioning

confidence: 66%

Teamwork training with nursing and medical students: does the method matter? Results of an interinstitutional, interdisciplinary collaboration

Hobgood

Sherwood

Frush

et al. 2010

BMJ Quality & Safety

View full text Add to dashboard Cite

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“…235 Such assessment is becoming part of the licensure process in some areas of medicine. 236,237 Simulators show promise for assessing and training personnel in nontechnical skills. 36,128,[238][239][240] Current patient simulators provide highly realistic physiological data with real clinical equipment, presenting accurate and believable clinical scenarios.…”

Section: Simulationmentioning

confidence: 99%

Patient Safety in the Cardiac Operating Room: Human Factors and Teamwork

et al. 2013

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“…Simulation has become an integral part of United States physician licensing (USMLE); anesthesia resident and nurse anesthetist training[1]; and more recently, anesthesiology board certification maintenance[2, 3]. Throughout anesthesia education, medical simulation is commonly used to teach the management of infrequently encountered critical incidents.…”

Section: Introductionmentioning

confidence: 99%

The “Simulation Roulette” Game

Frederick

Corvetto

Hobbs

et al. 2011

Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare

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Introduction “Simulation Roulette” is a new method of “on-the-fly” simulation scenario creation that incorporates a game-like approach to critical scenarios and emphasizes pre-scenario preparation. We designed it to complement our traditional anesthesia simulation curriculum, in which residents are exposed to pre-defined “critical” scenarios. During typical scenarios trainees are often given minimum preparatory information; they then start the scenario knowing only that “something bad” is going to happen. As a result, trainees often report anxiety, which can be a barrier to learning. To overcome this barrier and to augment traditional critical incident training, we developed the “Simulation Roulette” game. Materials and methods “Simulation Roulette” consists of pre-made cards that are randomly selected to create a patient, another set of pre-made cards to assist in selecting “complications”, worksheets to guide a thorough “prebrief” discussion prior to the scenario, and scoresheets to facilitate the “debrief” discussion at the end. Similar to traditional scenarios, it requires coordination by a facilitator to ensure plausible scenarios and evaluation of trainee performance. Results Although we have not conducted formal testing, we believe that 1) incorporating an element of random chance to scenario selection, 2) using a game-like framework, and 3) emphasizing the “prebrief” portion of simulation all have the potential to decrease trainee anxiety. Conclusions We present the rationale for designing such a game; examples of instructions, cards, and scoresheets; and our initial experience with implementing this game within our simulation curriculum.

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Simulations in the United States Medical Licensing ExaminationTM (USMLETM)

Cited by 34 publications

References 30 publications

Teamwork training with nursing and medical students: does the method matter? Results of an interinstitutional, interdisciplinary collaboration

Teamwork training with nursing and medical students: does the method matter? Results of an interinstitutional, interdisciplinary collaboration

Patient Safety in the Cardiac Operating Room: Human Factors and Teamwork

The “Simulation Roulette” Game

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