Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation
Background Simulation-based training and assessment have gained traction in medical education, though their usefulness to preclinical students remains unclear. Our objectives were to determine (1) the feasibility of a simulation module for teaching students with little or no previous experience in m...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Yashar, Michael [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2014 |
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| Schlagwörter: |
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| Anmerkung: |
© International Association of Medical Science Educators 2014 |
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| Übergeordnetes Werk: |
Enthalten in: Medical Science Educator - New York, NY [u.a.] : Springer, 2011, 24(2014), 4 vom: 16. Aug., Seite 363-368 |
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| Übergeordnetes Werk: |
volume:24 ; year:2014 ; number:4 ; day:16 ; month:08 ; pages:363-368 |
| Links: |
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| DOI / URN: |
10.1007/s40670-014-0064-8 |
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| Katalog-ID: |
SPR037728342 |
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| 520 | |a Background Simulation-based training and assessment have gained traction in medical education, though their usefulness to preclinical students remains unclear. Our objectives were to determine (1) the feasibility of a simulation module for teaching students with little or no previous experience in managing undifferentiated, acutely ill patients and (2) its impact on students’ knowledge and attitudes about critical care. Methods Participants at two medical schools served as their own controls in a pre- and post-intervention design. Students were asked to independently manage an acutely ill patient, and after which, they received teaching on basic life support principles. We evaluated performance with a critical actions checklist, and knowledge and attitudes with a written test before intervention, immediately after, and 6 weeks later. Results A total of 41 students participated, of which 34 (83 %) were in their first year of medical school. Mean knowledge scores improved from 45.3 to 76.4 %, and retention remained higher than pre-test levels. Only 17 (41 %) students performed the majority of the critical actions in simulation, yet there was a significant improvement in students’ comfort level and self-reported understanding of critical care after the experience and upon retesting. Conclusion Teaching preclinical students acute care skills with a high-fidelity simulator is feasible and promotes interest in critical care. | ||
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| 700 | 1 | |a Uijtdehaage, Sebastian |4 aut | |
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10.1007/s40670-014-0064-8 doi (DE-627)SPR037728342 (SPR)s40670-014-0064-8-e DE-627 ger DE-627 rakwb eng Yashar, Michael verfasserin aut Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © International Association of Medical Science Educators 2014 Background Simulation-based training and assessment have gained traction in medical education, though their usefulness to preclinical students remains unclear. Our objectives were to determine (1) the feasibility of a simulation module for teaching students with little or no previous experience in managing undifferentiated, acutely ill patients and (2) its impact on students’ knowledge and attitudes about critical care. Methods Participants at two medical schools served as their own controls in a pre- and post-intervention design. Students were asked to independently manage an acutely ill patient, and after which, they received teaching on basic life support principles. We evaluated performance with a critical actions checklist, and knowledge and attitudes with a written test before intervention, immediately after, and 6 weeks later. Results A total of 41 students participated, of which 34 (83 %) were in their first year of medical school. Mean knowledge scores improved from 45.3 to 76.4 %, and retention remained higher than pre-test levels. Only 17 (41 %) students performed the majority of the critical actions in simulation, yet there was a significant improvement in students’ comfort level and self-reported understanding of critical care after the experience and upon retesting. Conclusion Teaching preclinical students acute care skills with a high-fidelity simulator is feasible and promotes interest in critical care. Acute care (dpeaa)DE-He213 CPR education (dpeaa)DE-He213 Education environment (dpeaa)DE-He213 High-fidelity simulation (dpeaa)DE-He213 Immersive simulation (dpeaa)DE-He213 Legitimate peripheral participation (dpeaa)DE-He213 Medical students (dpeaa)DE-He213 Medical education research (dpeaa)DE-He213 Patient management (dpeaa)DE-He213 Patient simulation (dpeaa)DE-He213 Preclinical medical students (dpeaa)DE-He213 Simulation medicine (dpeaa)DE-He213 Situativity theory (dpeaa)DE-He213 Undergraduate medical education (dpeaa)DE-He213 Clarke, Samuel aut Wang, Ernest aut Coates, Wendy aut Uijtdehaage, Sebastian aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 24(2014), 4 vom: 16. Aug., Seite 363-368 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:24 year:2014 number:4 day:16 month:08 pages:363-368 https://dx.doi.org/10.1007/s40670-014-0064-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2014 4 16 08 363-368 |
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10.1007/s40670-014-0064-8 doi (DE-627)SPR037728342 (SPR)s40670-014-0064-8-e DE-627 ger DE-627 rakwb eng Yashar, Michael verfasserin aut Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © International Association of Medical Science Educators 2014 Background Simulation-based training and assessment have gained traction in medical education, though their usefulness to preclinical students remains unclear. Our objectives were to determine (1) the feasibility of a simulation module for teaching students with little or no previous experience in managing undifferentiated, acutely ill patients and (2) its impact on students’ knowledge and attitudes about critical care. Methods Participants at two medical schools served as their own controls in a pre- and post-intervention design. Students were asked to independently manage an acutely ill patient, and after which, they received teaching on basic life support principles. We evaluated performance with a critical actions checklist, and knowledge and attitudes with a written test before intervention, immediately after, and 6 weeks later. Results A total of 41 students participated, of which 34 (83 %) were in their first year of medical school. Mean knowledge scores improved from 45.3 to 76.4 %, and retention remained higher than pre-test levels. Only 17 (41 %) students performed the majority of the critical actions in simulation, yet there was a significant improvement in students’ comfort level and self-reported understanding of critical care after the experience and upon retesting. Conclusion Teaching preclinical students acute care skills with a high-fidelity simulator is feasible and promotes interest in critical care. Acute care (dpeaa)DE-He213 CPR education (dpeaa)DE-He213 Education environment (dpeaa)DE-He213 High-fidelity simulation (dpeaa)DE-He213 Immersive simulation (dpeaa)DE-He213 Legitimate peripheral participation (dpeaa)DE-He213 Medical students (dpeaa)DE-He213 Medical education research (dpeaa)DE-He213 Patient management (dpeaa)DE-He213 Patient simulation (dpeaa)DE-He213 Preclinical medical students (dpeaa)DE-He213 Simulation medicine (dpeaa)DE-He213 Situativity theory (dpeaa)DE-He213 Undergraduate medical education (dpeaa)DE-He213 Clarke, Samuel aut Wang, Ernest aut Coates, Wendy aut Uijtdehaage, Sebastian aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 24(2014), 4 vom: 16. Aug., Seite 363-368 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:24 year:2014 number:4 day:16 month:08 pages:363-368 https://dx.doi.org/10.1007/s40670-014-0064-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2014 4 16 08 363-368 |
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10.1007/s40670-014-0064-8 doi (DE-627)SPR037728342 (SPR)s40670-014-0064-8-e DE-627 ger DE-627 rakwb eng Yashar, Michael verfasserin aut Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © International Association of Medical Science Educators 2014 Background Simulation-based training and assessment have gained traction in medical education, though their usefulness to preclinical students remains unclear. Our objectives were to determine (1) the feasibility of a simulation module for teaching students with little or no previous experience in managing undifferentiated, acutely ill patients and (2) its impact on students’ knowledge and attitudes about critical care. Methods Participants at two medical schools served as their own controls in a pre- and post-intervention design. Students were asked to independently manage an acutely ill patient, and after which, they received teaching on basic life support principles. We evaluated performance with a critical actions checklist, and knowledge and attitudes with a written test before intervention, immediately after, and 6 weeks later. Results A total of 41 students participated, of which 34 (83 %) were in their first year of medical school. Mean knowledge scores improved from 45.3 to 76.4 %, and retention remained higher than pre-test levels. Only 17 (41 %) students performed the majority of the critical actions in simulation, yet there was a significant improvement in students’ comfort level and self-reported understanding of critical care after the experience and upon retesting. Conclusion Teaching preclinical students acute care skills with a high-fidelity simulator is feasible and promotes interest in critical care. Acute care (dpeaa)DE-He213 CPR education (dpeaa)DE-He213 Education environment (dpeaa)DE-He213 High-fidelity simulation (dpeaa)DE-He213 Immersive simulation (dpeaa)DE-He213 Legitimate peripheral participation (dpeaa)DE-He213 Medical students (dpeaa)DE-He213 Medical education research (dpeaa)DE-He213 Patient management (dpeaa)DE-He213 Patient simulation (dpeaa)DE-He213 Preclinical medical students (dpeaa)DE-He213 Simulation medicine (dpeaa)DE-He213 Situativity theory (dpeaa)DE-He213 Undergraduate medical education (dpeaa)DE-He213 Clarke, Samuel aut Wang, Ernest aut Coates, Wendy aut Uijtdehaage, Sebastian aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 24(2014), 4 vom: 16. Aug., Seite 363-368 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:24 year:2014 number:4 day:16 month:08 pages:363-368 https://dx.doi.org/10.1007/s40670-014-0064-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2014 4 16 08 363-368 |
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10.1007/s40670-014-0064-8 doi (DE-627)SPR037728342 (SPR)s40670-014-0064-8-e DE-627 ger DE-627 rakwb eng Yashar, Michael verfasserin aut Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © International Association of Medical Science Educators 2014 Background Simulation-based training and assessment have gained traction in medical education, though their usefulness to preclinical students remains unclear. Our objectives were to determine (1) the feasibility of a simulation module for teaching students with little or no previous experience in managing undifferentiated, acutely ill patients and (2) its impact on students’ knowledge and attitudes about critical care. Methods Participants at two medical schools served as their own controls in a pre- and post-intervention design. Students were asked to independently manage an acutely ill patient, and after which, they received teaching on basic life support principles. We evaluated performance with a critical actions checklist, and knowledge and attitudes with a written test before intervention, immediately after, and 6 weeks later. Results A total of 41 students participated, of which 34 (83 %) were in their first year of medical school. Mean knowledge scores improved from 45.3 to 76.4 %, and retention remained higher than pre-test levels. Only 17 (41 %) students performed the majority of the critical actions in simulation, yet there was a significant improvement in students’ comfort level and self-reported understanding of critical care after the experience and upon retesting. Conclusion Teaching preclinical students acute care skills with a high-fidelity simulator is feasible and promotes interest in critical care. Acute care (dpeaa)DE-He213 CPR education (dpeaa)DE-He213 Education environment (dpeaa)DE-He213 High-fidelity simulation (dpeaa)DE-He213 Immersive simulation (dpeaa)DE-He213 Legitimate peripheral participation (dpeaa)DE-He213 Medical students (dpeaa)DE-He213 Medical education research (dpeaa)DE-He213 Patient management (dpeaa)DE-He213 Patient simulation (dpeaa)DE-He213 Preclinical medical students (dpeaa)DE-He213 Simulation medicine (dpeaa)DE-He213 Situativity theory (dpeaa)DE-He213 Undergraduate medical education (dpeaa)DE-He213 Clarke, Samuel aut Wang, Ernest aut Coates, Wendy aut Uijtdehaage, Sebastian aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 24(2014), 4 vom: 16. Aug., Seite 363-368 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:24 year:2014 number:4 day:16 month:08 pages:363-368 https://dx.doi.org/10.1007/s40670-014-0064-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2014 4 16 08 363-368 |
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10.1007/s40670-014-0064-8 doi (DE-627)SPR037728342 (SPR)s40670-014-0064-8-e DE-627 ger DE-627 rakwb eng Yashar, Michael verfasserin aut Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © International Association of Medical Science Educators 2014 Background Simulation-based training and assessment have gained traction in medical education, though their usefulness to preclinical students remains unclear. Our objectives were to determine (1) the feasibility of a simulation module for teaching students with little or no previous experience in managing undifferentiated, acutely ill patients and (2) its impact on students’ knowledge and attitudes about critical care. Methods Participants at two medical schools served as their own controls in a pre- and post-intervention design. Students were asked to independently manage an acutely ill patient, and after which, they received teaching on basic life support principles. We evaluated performance with a critical actions checklist, and knowledge and attitudes with a written test before intervention, immediately after, and 6 weeks later. Results A total of 41 students participated, of which 34 (83 %) were in their first year of medical school. Mean knowledge scores improved from 45.3 to 76.4 %, and retention remained higher than pre-test levels. Only 17 (41 %) students performed the majority of the critical actions in simulation, yet there was a significant improvement in students’ comfort level and self-reported understanding of critical care after the experience and upon retesting. Conclusion Teaching preclinical students acute care skills with a high-fidelity simulator is feasible and promotes interest in critical care. Acute care (dpeaa)DE-He213 CPR education (dpeaa)DE-He213 Education environment (dpeaa)DE-He213 High-fidelity simulation (dpeaa)DE-He213 Immersive simulation (dpeaa)DE-He213 Legitimate peripheral participation (dpeaa)DE-He213 Medical students (dpeaa)DE-He213 Medical education research (dpeaa)DE-He213 Patient management (dpeaa)DE-He213 Patient simulation (dpeaa)DE-He213 Preclinical medical students (dpeaa)DE-He213 Simulation medicine (dpeaa)DE-He213 Situativity theory (dpeaa)DE-He213 Undergraduate medical education (dpeaa)DE-He213 Clarke, Samuel aut Wang, Ernest aut Coates, Wendy aut Uijtdehaage, Sebastian aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 24(2014), 4 vom: 16. Aug., Seite 363-368 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:24 year:2014 number:4 day:16 month:08 pages:363-368 https://dx.doi.org/10.1007/s40670-014-0064-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2014 4 16 08 363-368 |
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Enthalten in Medical Science Educator 24(2014), 4 vom: 16. Aug., Seite 363-368 volume:24 year:2014 number:4 day:16 month:08 pages:363-368 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR037728342</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230519234103.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201007s2014 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s40670-014-0064-8</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR037728342</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s40670-014-0064-8-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Yashar, Michael</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2014</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© International Association of Medical Science Educators 2014</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Background Simulation-based training and assessment have gained traction in medical education, though their usefulness to preclinical students remains unclear. Our objectives were to determine (1) the feasibility of a simulation module for teaching students with little or no previous experience in managing undifferentiated, acutely ill patients and (2) its impact on students’ knowledge and attitudes about critical care. Methods Participants at two medical schools served as their own controls in a pre- and post-intervention design. Students were asked to independently manage an acutely ill patient, and after which, they received teaching on basic life support principles. We evaluated performance with a critical actions checklist, and knowledge and attitudes with a written test before intervention, immediately after, and 6 weeks later. Results A total of 41 students participated, of which 34 (83 %) were in their first year of medical school. Mean knowledge scores improved from 45.3 to 76.4 %, and retention remained higher than pre-test levels. Only 17 (41 %) students performed the majority of the critical actions in simulation, yet there was a significant improvement in students’ comfort level and self-reported understanding of critical care after the experience and upon retesting. 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| author |
Yashar, Michael |
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Yashar, Michael misc Acute care misc CPR education misc Education environment misc High-fidelity simulation misc Immersive simulation misc Legitimate peripheral participation misc Medical students misc Medical education research misc Patient management misc Patient simulation misc Preclinical medical students misc Simulation medicine misc Situativity theory misc Undergraduate medical education Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation |
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Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation Acute care (dpeaa)DE-He213 CPR education (dpeaa)DE-He213 Education environment (dpeaa)DE-He213 High-fidelity simulation (dpeaa)DE-He213 Immersive simulation (dpeaa)DE-He213 Legitimate peripheral participation (dpeaa)DE-He213 Medical students (dpeaa)DE-He213 Medical education research (dpeaa)DE-He213 Patient management (dpeaa)DE-He213 Patient simulation (dpeaa)DE-He213 Preclinical medical students (dpeaa)DE-He213 Simulation medicine (dpeaa)DE-He213 Situativity theory (dpeaa)DE-He213 Undergraduate medical education (dpeaa)DE-He213 |
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misc Acute care misc CPR education misc Education environment misc High-fidelity simulation misc Immersive simulation misc Legitimate peripheral participation misc Medical students misc Medical education research misc Patient management misc Patient simulation misc Preclinical medical students misc Simulation medicine misc Situativity theory misc Undergraduate medical education |
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Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation |
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Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation |
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Yashar, Michael Clarke, Samuel Wang, Ernest Coates, Wendy Uijtdehaage, Sebastian |
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teaching preclinical medical students basic acute care skills with full-scale human simulation |
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Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation |
| abstract |
Background Simulation-based training and assessment have gained traction in medical education, though their usefulness to preclinical students remains unclear. Our objectives were to determine (1) the feasibility of a simulation module for teaching students with little or no previous experience in managing undifferentiated, acutely ill patients and (2) its impact on students’ knowledge and attitudes about critical care. Methods Participants at two medical schools served as their own controls in a pre- and post-intervention design. Students were asked to independently manage an acutely ill patient, and after which, they received teaching on basic life support principles. We evaluated performance with a critical actions checklist, and knowledge and attitudes with a written test before intervention, immediately after, and 6 weeks later. Results A total of 41 students participated, of which 34 (83 %) were in their first year of medical school. Mean knowledge scores improved from 45.3 to 76.4 %, and retention remained higher than pre-test levels. Only 17 (41 %) students performed the majority of the critical actions in simulation, yet there was a significant improvement in students’ comfort level and self-reported understanding of critical care after the experience and upon retesting. Conclusion Teaching preclinical students acute care skills with a high-fidelity simulator is feasible and promotes interest in critical care. © International Association of Medical Science Educators 2014 |
| abstractGer |
Background Simulation-based training and assessment have gained traction in medical education, though their usefulness to preclinical students remains unclear. Our objectives were to determine (1) the feasibility of a simulation module for teaching students with little or no previous experience in managing undifferentiated, acutely ill patients and (2) its impact on students’ knowledge and attitudes about critical care. Methods Participants at two medical schools served as their own controls in a pre- and post-intervention design. Students were asked to independently manage an acutely ill patient, and after which, they received teaching on basic life support principles. We evaluated performance with a critical actions checklist, and knowledge and attitudes with a written test before intervention, immediately after, and 6 weeks later. Results A total of 41 students participated, of which 34 (83 %) were in their first year of medical school. Mean knowledge scores improved from 45.3 to 76.4 %, and retention remained higher than pre-test levels. Only 17 (41 %) students performed the majority of the critical actions in simulation, yet there was a significant improvement in students’ comfort level and self-reported understanding of critical care after the experience and upon retesting. Conclusion Teaching preclinical students acute care skills with a high-fidelity simulator is feasible and promotes interest in critical care. © International Association of Medical Science Educators 2014 |
| abstract_unstemmed |
Background Simulation-based training and assessment have gained traction in medical education, though their usefulness to preclinical students remains unclear. Our objectives were to determine (1) the feasibility of a simulation module for teaching students with little or no previous experience in managing undifferentiated, acutely ill patients and (2) its impact on students’ knowledge and attitudes about critical care. Methods Participants at two medical schools served as their own controls in a pre- and post-intervention design. Students were asked to independently manage an acutely ill patient, and after which, they received teaching on basic life support principles. We evaluated performance with a critical actions checklist, and knowledge and attitudes with a written test before intervention, immediately after, and 6 weeks later. Results A total of 41 students participated, of which 34 (83 %) were in their first year of medical school. Mean knowledge scores improved from 45.3 to 76.4 %, and retention remained higher than pre-test levels. Only 17 (41 %) students performed the majority of the critical actions in simulation, yet there was a significant improvement in students’ comfort level and self-reported understanding of critical care after the experience and upon retesting. Conclusion Teaching preclinical students acute care skills with a high-fidelity simulator is feasible and promotes interest in critical care. © International Association of Medical Science Educators 2014 |
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Teaching Preclinical Medical Students Basic Acute Care Skills with Full-Scale Human Simulation |
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https://dx.doi.org/10.1007/s40670-014-0064-8 |
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Clarke, Samuel Wang, Ernest Coates, Wendy Uijtdehaage, Sebastian |
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Clarke, Samuel Wang, Ernest Coates, Wendy Uijtdehaage, Sebastian |
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| doi_str |
10.1007/s40670-014-0064-8 |
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2024-07-03T14:02:55.605Z |
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| score |
7.3999414 |