Volver al buscador
Vista en detalle del documento
Titulo Artículo:
A simulation-based curriculum to introduce key teamwork principles to entering medical students.
Resumen:
Background: Failures of teamwork and interpersonal communication have been cited as a major patient safety issue. Although healthcare is increasingly being provided in interdisciplinary teams, medical school curricula have traditionally not explicitly included the specific knowledge, skills, attitudes, and behaviors required to function effectively as part of such teams. Methods: As part of a new "Foundations" core course for beginning medical students that provided a two-week introduction to the most important themes in modern healthcare, a multidisciplinary team, in collaboration with the Center for Experiential Learning and Assessment, was asked to create an experiential introduction to teamwork and interpersonal communication. We designed and implemented a novel, all-day course to teach second-week medical students basic teamwork and interpersonal principles and skills using immersive simulation methods. Students' anonymous comprehensive course evaluations were collected at the end of the day. Through four years of iterative refinement based on students' course evaluations, faculty reflection, and debriefing, the course changed and matured. Results: Four hundred twenty evaluations were collected. Course evaluations were positive with almost all questions having means and medians greater than 5 out of 7 across all 4 years. Sequential year comparisons were of greatest interest for examining the effects of year-to-year curricular improvements. Differences were not detected among any of the course evaluation questions between 2007 and 2008 except that more students in 2008 felt that the course further developed their "Decision Making Abilities" (OR 1.69, 95% CI 1.07-2.67). With extensive changes to the syllabus and debriefer selection/assignment, concomitant improvements were observed in these aspects between 2008 and 2009 (OR = 2.11, 95% CI: 1.28-3.50). Substantive improvements in specific exercises also yielded significant improvements in the evaluations of those exercises.
Fecha de publicación:
2016.
Autores :
Nathaniel D. Mercaldo;
Anne Miller;
Lisa Rawn;
Matthew B. Weinger;
Daniel J. France;
Ray Booker;
Jason M. Slagle;
Arna Banerjee;
Autor corporativo:
BMC Medical Education,
Editores:
Medline-PubMed ;
Signatura Topográfica:
295
Idioma:
Inglés
Páginas:
1
ISBN:
1472-6920
Existencias:
12
Palabras claves:
Teamwork
Communication
Simulation
Interpersonal skills
Curriculum development
Iterative curriculum design
Course evaluation
Standardized patients
Público objetivo:
Posgrado
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
A simulation-based curriculum to introduce key teamwork principles to entering medical students.
Resumen:
Background: Failures of teamwork and interpersonal communication have been cited as a major patient safety issue. Although healthcare is increasingly being provided in interdisciplinary teams, medical school curricula have traditionally not explicitly included the specific knowledge, skills, attitudes, and behaviors required to function effectively as part of such teams. Methods: As part of a new "Foundations" core course for beginning medical students that provided a two-week introduction to the most important themes in modern healthcare, a multidisciplinary team, in collaboration with the Center for Experiential Learning and Assessment, was asked to create an experiential introduction to teamwork and interpersonal communication. We designed and implemented a novel, all-day course to teach second-week medical students basic teamwork and interpersonal principles and skills using immersive simulation methods. Students' anonymous comprehensive course evaluations were collected at the end of the day. Through four years of iterative refinement based on students' course evaluations, faculty reflection, and debriefing, the course changed and matured. Results: Four hundred twenty evaluations were collected. Course evaluations were positive with almost all questions having means and medians greater than 5 out of 7 across all 4 years. Sequential year comparisons were of greatest interest for examining the effects of year-to-year curricular improvements. Differences were not detected among any of the course evaluation questions between 2007 and 2008 except that more students in 2008 felt that the course further developed their "Decision Making Abilities" (OR 1.69, 95% CI 1.07-2.67). With extensive changes to the syllabus and debriefer selection/assignment, concomitant improvements were observed in these aspects between 2008 and 2009 (OR = 2.11, 95% CI: 1.28-3.50). Substantive improvements in specific exercises also yielded significant improvements in the evaluations of those exercises.
Fecha de publicación:
2016.
Autores :
Nathaniel D. Mercaldo;
Anne Miller;
Lisa Rawn;
Matthew B. Weinger;
Daniel J. France;
Ray Booker;
Jason M. Slagle;
Arna Banerjee;
Autor corporativo:
BMC Medical Education,
Editores:
Medline-PubMed ;
Signatura Topográfica:
295
Idioma:
Inglés
Páginas:
1
Existencias:
12
Palabras claves:
Teamwork
Communication
Simulation
Interpersonal skills
Curriculum development
Iterative curriculum design
Course evaluation
Standardized patients
Público objetivo:
Posgrado
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
A simulation-based curriculum to introduce key teamwork principles to entering medical students.
Resumen:
Background: Failures of teamwork and interpersonal communication have been cited as a major patient safety issue. Although healthcare is increasingly being provided in interdisciplinary teams, medical school curricula have traditionally not explicitly included the specific knowledge, skills, attitudes, and behaviors required to function effectively as part of such teams. Methods: As part of a new "Foundations" core course for beginning medical students that provided a two-week introduction to the most important themes in modern healthcare, a multidisciplinary team, in collaboration with the Center for Experiential Learning and Assessment, was asked to create an experiential introduction to teamwork and interpersonal communication. We designed and implemented a novel, all-day course to teach second-week medical students basic teamwork and interpersonal principles and skills using immersive simulation methods. Students' anonymous comprehensive course evaluations were collected at the end of the day. Through four years of iterative refinement based on students' course evaluations, faculty reflection, and debriefing, the course changed and matured. Results: Four hundred twenty evaluations were collected. Course evaluations were positive with almost all questions having means and medians greater than 5 out of 7 across all 4 years. Sequential year comparisons were of greatest interest for examining the effects of year-to-year curricular improvements. Differences were not detected among any of the course evaluation questions between 2007 and 2008 except that more students in 2008 felt that the course further developed their "Decision Making Abilities" (OR 1.69, 95% CI 1.07-2.67). With extensive changes to the syllabus and debriefer selection/assignment, concomitant improvements were observed in these aspects between 2008 and 2009 (OR = 2.11, 95% CI: 1.28-3.50). Substantive improvements in specific exercises also yielded significant improvements in the evaluations of those exercises.
Autores:
Nathaniel D. Mercaldo
,
Anne Miller
,
Lisa Rawn
,
Matthew B. Weinger
,
Daniel J. France
,
Ray Booker
,
Jason M. Slagle
,
Arna Banerjee
,
.
Titulo Revista:
BMC Medical Education,
.
Numero:
295
Volumen:
16
Fecha de publicación:
2016.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
12
ISBN:
1472-6920
Palabras claves:
Teamwork
Communication
Simulation
Interpersonal skills
Curriculum development
Iterative curriculum design
Course evaluation
Standardized patients
Público objetivo:
Posgrado
Docentes
Medicos
Educadores Medicos
Título Medline-PubMed :
A simulation-based curriculum to introduce key teamwork principles to entering medical students.
Resumen:
Background: Failures of teamwork and interpersonal communication have been cited as a major patient safety issue. Although healthcare is increasingly being provided in interdisciplinary teams, medical school curricula have traditionally not explicitly included the specific knowledge, skills, attitudes, and behaviors required to function effectively as part of such teams. Methods: As part of a new "Foundations" core course for beginning medical students that provided a two-week introduction to the most important themes in modern healthcare, a multidisciplinary team, in collaboration with the Center for Experiential Learning and Assessment, was asked to create an experiential introduction to teamwork and interpersonal communication. We designed and implemented a novel, all-day course to teach second-week medical students basic teamwork and interpersonal principles and skills using immersive simulation methods. Students' anonymous comprehensive course evaluations were collected at the end of the day. Through four years of iterative refinement based on students' course evaluations, faculty reflection, and debriefing, the course changed and matured. Results: Four hundred twenty evaluations were collected. Course evaluations were positive with almost all questions having means and medians greater than 5 out of 7 across all 4 years. Sequential year comparisons were of greatest interest for examining the effects of year-to-year curricular improvements. Differences were not detected among any of the course evaluation questions between 2007 and 2008 except that more students in 2008 felt that the course further developed their "Decision Making Abilities" (OR 1.69, 95% CI 1.07-2.67). With extensive changes to the syllabus and debriefer selection/assignment, concomitant improvements were observed in these aspects between 2008 and 2009 (OR = 2.11, 95% CI: 1.28-3.50). Substantive improvements in specific exercises also yielded significant improvements in the evaluations of those exercises.
Autores :
Nathaniel D. Mercaldo;
Anne Miller;
Lisa Rawn;
Matthew B. Weinger;
Daniel J. France;
Ray Booker;
Jason M. Slagle;
Arna Banerjee;
Autor corporativo:
BMC Medical Education,
Fecha de publicación:
2016.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Teamwork
Communication
Simulation
Interpersonal skills
Curriculum development
Iterative curriculum design
Course evaluation
Standardized patients
Público objetivo:
Posgrado
Docentes
Medicos
Educadores Medicos
Título Medline-PubMed :
A simulation-based curriculum to introduce key teamwork principles to entering medical students.
Resumen:
Background: Failures of teamwork and interpersonal communication have been cited as a major patient safety issue. Although healthcare is increasingly being provided in interdisciplinary teams, medical school curricula have traditionally not explicitly included the specific knowledge, skills, attitudes, and behaviors required to function effectively as part of such teams. Methods: As part of a new "Foundations" core course for beginning medical students that provided a two-week introduction to the most important themes in modern healthcare, a multidisciplinary team, in collaboration with the Center for Experiential Learning and Assessment, was asked to create an experiential introduction to teamwork and interpersonal communication. We designed and implemented a novel, all-day course to teach second-week medical students basic teamwork and interpersonal principles and skills using immersive simulation methods. Students' anonymous comprehensive course evaluations were collected at the end of the day. Through four years of iterative refinement based on students' course evaluations, faculty reflection, and debriefing, the course changed and matured. Results: Four hundred twenty evaluations were collected. Course evaluations were positive with almost all questions having means and medians greater than 5 out of 7 across all 4 years. Sequential year comparisons were of greatest interest for examining the effects of year-to-year curricular improvements. Differences were not detected among any of the course evaluation questions between 2007 and 2008 except that more students in 2008 felt that the course further developed their "Decision Making Abilities" (OR 1.69, 95% CI 1.07-2.67). With extensive changes to the syllabus and debriefer selection/assignment, concomitant improvements were observed in these aspects between 2008 and 2009 (OR = 2.11, 95% CI: 1.28-3.50). Substantive improvements in specific exercises also yielded significant improvements in the evaluations of those exercises.
Autores :
Nathaniel D. Mercaldo;
Anne Miller;
Lisa Rawn;
Matthew B. Weinger;
Daniel J. France;
Ray Booker;
Jason M. Slagle;
Arna Banerjee;
Autor corporativo:
BMC Medical Education,
Fecha de publicación:
2016.
Paginas:
1.
ISBN:
1472-6920.
Idioma:
Inglés
Palabras claves:
Teamwork
Communication
Simulation
Interpersonal skills
Curriculum development
Iterative curriculum design
Course evaluation
Standardized patients
Público objetivo:
Posgrado
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
A simulation-based curriculum to introduce key teamwork principles to entering medical students.
Resumen:
Background: Failures of teamwork and interpersonal communication have been cited as a major patient safety issue. Although healthcare is increasingly being provided in interdisciplinary teams, medical school curricula have traditionally not explicitly included the specific knowledge, skills, attitudes, and behaviors required to function effectively as part of such teams. Methods: As part of a new "Foundations" core course for beginning medical students that provided a two-week introduction to the most important themes in modern healthcare, a multidisciplinary team, in collaboration with the Center for Experiential Learning and Assessment, was asked to create an experiential introduction to teamwork and interpersonal communication. We designed and implemented a novel, all-day course to teach second-week medical students basic teamwork and interpersonal principles and skills using immersive simulation methods. Students' anonymous comprehensive course evaluations were collected at the end of the day. Through four years of iterative refinement based on students' course evaluations, faculty reflection, and debriefing, the course changed and matured. Results: Four hundred twenty evaluations were collected. Course evaluations were positive with almost all questions having means and medians greater than 5 out of 7 across all 4 years. Sequential year comparisons were of greatest interest for examining the effects of year-to-year curricular improvements. Differences were not detected among any of the course evaluation questions between 2007 and 2008 except that more students in 2008 felt that the course further developed their "Decision Making Abilities" (OR 1.69, 95% CI 1.07-2.67). With extensive changes to the syllabus and debriefer selection/assignment, concomitant improvements were observed in these aspects between 2008 and 2009 (OR = 2.11, 95% CI: 1.28-3.50). Substantive improvements in specific exercises also yielded significant improvements in the evaluations of those exercises.
Fecha de publicación:
2016.
Autor corporativo:
BMC Medical Education,
.
Idioma:
Inglés
Palabras claves:
Teamwork
Communication
Simulation
Interpersonal skills
Curriculum development
Iterative curriculum design
Course evaluation
Standardized patients
Público objetivo:
Posgrado
Docentes
Medicos
Educadores Medicos
Citar
Enviar por correo electrónico
Imprimir
Guardar
Consultar
INGRESE LOS SIGUIENTES DATOS
PARA ENVIAR EL CORREO
Sus nombres:
Sus apellidos:
Su correo electrónico:
Se necesita un valor.
Formato no válido.
Inscribirme al e-boletin de ASCOFAME
Correo electrónico destino:
Se necesita un valor.
Formato no válido.
Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Nathaniel D. Mercaldo; A simulation-based curriculum to introduce key teamwork principles to entering medical students.(2016). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=1765
INGRESE LOS SIGUIENTES DATOS
PARA RESERVA EN SALA
Sus nombres:
Sus apellidos:
Correo electrónico:
Se necesita un valor.
Formato no válido.
Inscribirme al e-boletin de ASCOFAME
Programar la fecha de su visita:
Programar la hora de su visita:
7:00 AM
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 M
1:00 PM
2:00 PM
3:00 PM
¿Cómo citar este documento?
Seleccionar y copiar el texto.
Nathaniel D. Mercaldo Anne Miller Lisa Rawn Matthew B. Weinger Daniel J. France Ray Booker Jason M. Slagle Arna Banerjee Nathaniel D. Mercaldo Anne Miller Lisa Rawn Matthew B. Weinger Daniel J. France Ray Booker Jason M. Slagle Arna Banerjee A simulation-based curriculum to introduce key teamwork principles to entering medical students.. 2016; 16Ed. 1.
