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Titulo Artículo:
Paracentesis Simulation: A Comprehensive Approach to Procedural Education
Resumen:
Introduction: Structured procedural education and assessment of competency are growing needs for residency and fellowship programs. Simulation is a useful way to learn, experience, and practice procedural skills with competence. Paracentesis is a common procedure encountered in internal medicine. This educational resource for paracentesis education includes didactics, cases, and assessments to address cognitive skills, a simulation experience to address psychomotor procedural skills, and an entrustment-based assessment tool. Methods: Prior to the simulation, learners completed preprocedural didactics and self-assessments. Utilizing a paracentesis trainer, ultrasound, and paracentesis kit, the case of a 46-year-old male with ascites in need of a paracentesis was presented. During the simulation, learners initially performed a paracentesis step by step, with assistance and feedback from the case instructor. This was immediately followed by paracentesis without assistance, where the instructor evaluated the learners with an assessment tool encompassing a procedural checklist, global skill assessment scale, and entrustment scale. Afterwards, learners completed case-based reviews and returned to the simulation lab several months later to repeat an unassisted paracentesis. Results: The curriculum was used with internal medicine and medicine-pediatric residents of all training levels. To date, over 120 residents have completed the curriculum. Residents reported an increase in self-confidence and competence using ultrasound to identify ascites and performing a paracentesis. Learners provided positive feedback. Discussion: This curriculum offers the opportunity for both cognitive and psychomotor paracentesis education in a low-risk simulation environment. The comprehensive strategy with didactics, cases, and multiple simulations is designed to promote knowledge and skill retention.
Fecha de publicación:
0000.
Autores :
Gregory W Wigger;
Benjamin Kinnear ;
Matthew Kelleher ;
Eric Warm ;
Jennifer K O'Toole;
Dana Sall ;
Autor corporativo:
MedEdPORTAL : the journal of teaching and learning resources,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
1
ISBN:
2374-8265
Existencias:
9
Palabras claves:
Procedural Education
Simulation
Ascites
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
Paracentesis Simulation: A Comprehensive Approach to Procedural Education
Resumen:
Introduction: Structured procedural education and assessment of competency are growing needs for residency and fellowship programs. Simulation is a useful way to learn, experience, and practice procedural skills with competence. Paracentesis is a common procedure encountered in internal medicine. This educational resource for paracentesis education includes didactics, cases, and assessments to address cognitive skills, a simulation experience to address psychomotor procedural skills, and an entrustment-based assessment tool. Methods: Prior to the simulation, learners completed preprocedural didactics and self-assessments. Utilizing a paracentesis trainer, ultrasound, and paracentesis kit, the case of a 46-year-old male with ascites in need of a paracentesis was presented. During the simulation, learners initially performed a paracentesis step by step, with assistance and feedback from the case instructor. This was immediately followed by paracentesis without assistance, where the instructor evaluated the learners with an assessment tool encompassing a procedural checklist, global skill assessment scale, and entrustment scale. Afterwards, learners completed case-based reviews and returned to the simulation lab several months later to repeat an unassisted paracentesis. Results: The curriculum was used with internal medicine and medicine-pediatric residents of all training levels. To date, over 120 residents have completed the curriculum. Residents reported an increase in self-confidence and competence using ultrasound to identify ascites and performing a paracentesis. Learners provided positive feedback. Discussion: This curriculum offers the opportunity for both cognitive and psychomotor paracentesis education in a low-risk simulation environment. The comprehensive strategy with didactics, cases, and multiple simulations is designed to promote knowledge and skill retention.
Fecha de publicación:
0000.
Autores :
Gregory W Wigger;
Benjamin Kinnear ;
Matthew Kelleher ;
Eric Warm ;
Jennifer K O'Toole;
Dana Sall ;
Autor corporativo:
MedEdPORTAL : the journal of teaching and learning resources,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
1
Existencias:
9
Palabras claves:
Procedural Education
Simulation
Ascites
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
Paracentesis Simulation: A Comprehensive Approach to Procedural Education
Resumen:
Introduction: Structured procedural education and assessment of competency are growing needs for residency and fellowship programs. Simulation is a useful way to learn, experience, and practice procedural skills with competence. Paracentesis is a common procedure encountered in internal medicine. This educational resource for paracentesis education includes didactics, cases, and assessments to address cognitive skills, a simulation experience to address psychomotor procedural skills, and an entrustment-based assessment tool. Methods: Prior to the simulation, learners completed preprocedural didactics and self-assessments. Utilizing a paracentesis trainer, ultrasound, and paracentesis kit, the case of a 46-year-old male with ascites in need of a paracentesis was presented. During the simulation, learners initially performed a paracentesis step by step, with assistance and feedback from the case instructor. This was immediately followed by paracentesis without assistance, where the instructor evaluated the learners with an assessment tool encompassing a procedural checklist, global skill assessment scale, and entrustment scale. Afterwards, learners completed case-based reviews and returned to the simulation lab several months later to repeat an unassisted paracentesis. Results: The curriculum was used with internal medicine and medicine-pediatric residents of all training levels. To date, over 120 residents have completed the curriculum. Residents reported an increase in self-confidence and competence using ultrasound to identify ascites and performing a paracentesis. Learners provided positive feedback. Discussion: This curriculum offers the opportunity for both cognitive and psychomotor paracentesis education in a low-risk simulation environment. The comprehensive strategy with didactics, cases, and multiple simulations is designed to promote knowledge and skill retention.
Autores:
Gregory W Wigger
,
Benjamin Kinnear
,
Matthew Kelleher
,
Eric Warm
,
Jennifer K O'Toole
,
Dana Sall
,
.
Titulo Revista:
MedEdPORTAL : the journal of teaching and learning resources,
.
Numero:
Volumen:
14
Fecha de publicación:
0000.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
9
ISBN:
2374-8265
Palabras claves:
Procedural Education
Simulation
Ascites
Público objetivo:
Docentes
Educadores Medicos
Título Medline-PubMed :
Paracentesis Simulation: A Comprehensive Approach to Procedural Education
Resumen:
Introduction: Structured procedural education and assessment of competency are growing needs for residency and fellowship programs. Simulation is a useful way to learn, experience, and practice procedural skills with competence. Paracentesis is a common procedure encountered in internal medicine. This educational resource for paracentesis education includes didactics, cases, and assessments to address cognitive skills, a simulation experience to address psychomotor procedural skills, and an entrustment-based assessment tool. Methods: Prior to the simulation, learners completed preprocedural didactics and self-assessments. Utilizing a paracentesis trainer, ultrasound, and paracentesis kit, the case of a 46-year-old male with ascites in need of a paracentesis was presented. During the simulation, learners initially performed a paracentesis step by step, with assistance and feedback from the case instructor. This was immediately followed by paracentesis without assistance, where the instructor evaluated the learners with an assessment tool encompassing a procedural checklist, global skill assessment scale, and entrustment scale. Afterwards, learners completed case-based reviews and returned to the simulation lab several months later to repeat an unassisted paracentesis. Results: The curriculum was used with internal medicine and medicine-pediatric residents of all training levels. To date, over 120 residents have completed the curriculum. Residents reported an increase in self-confidence and competence using ultrasound to identify ascites and performing a paracentesis. Learners provided positive feedback. Discussion: This curriculum offers the opportunity for both cognitive and psychomotor paracentesis education in a low-risk simulation environment. The comprehensive strategy with didactics, cases, and multiple simulations is designed to promote knowledge and skill retention.
Autores :
Gregory W Wigger;
Benjamin Kinnear ;
Matthew Kelleher ;
Eric Warm ;
Jennifer K O'Toole;
Dana Sall ;
Autor corporativo:
MedEdPORTAL : the journal of teaching and learning resources,
Fecha de publicación:
0000.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Procedural Education
Simulation
Ascites
Público objetivo:
Docentes
Educadores Medicos
Título Medline-PubMed :
Paracentesis Simulation: A Comprehensive Approach to Procedural Education
Resumen:
Introduction: Structured procedural education and assessment of competency are growing needs for residency and fellowship programs. Simulation is a useful way to learn, experience, and practice procedural skills with competence. Paracentesis is a common procedure encountered in internal medicine. This educational resource for paracentesis education includes didactics, cases, and assessments to address cognitive skills, a simulation experience to address psychomotor procedural skills, and an entrustment-based assessment tool. Methods: Prior to the simulation, learners completed preprocedural didactics and self-assessments. Utilizing a paracentesis trainer, ultrasound, and paracentesis kit, the case of a 46-year-old male with ascites in need of a paracentesis was presented. During the simulation, learners initially performed a paracentesis step by step, with assistance and feedback from the case instructor. This was immediately followed by paracentesis without assistance, where the instructor evaluated the learners with an assessment tool encompassing a procedural checklist, global skill assessment scale, and entrustment scale. Afterwards, learners completed case-based reviews and returned to the simulation lab several months later to repeat an unassisted paracentesis. Results: The curriculum was used with internal medicine and medicine-pediatric residents of all training levels. To date, over 120 residents have completed the curriculum. Residents reported an increase in self-confidence and competence using ultrasound to identify ascites and performing a paracentesis. Learners provided positive feedback. Discussion: This curriculum offers the opportunity for both cognitive and psychomotor paracentesis education in a low-risk simulation environment. The comprehensive strategy with didactics, cases, and multiple simulations is designed to promote knowledge and skill retention.
Autores :
Gregory W Wigger;
Benjamin Kinnear ;
Matthew Kelleher ;
Eric Warm ;
Jennifer K O'Toole;
Dana Sall ;
Autor corporativo:
MedEdPORTAL : the journal of teaching and learning resources,
Fecha de publicación:
0000.
Paginas:
1.
ISBN:
2374-8265 .
Idioma:
Inglés
Palabras claves:
Procedural Education
Simulation
Ascites
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
Paracentesis Simulation: A Comprehensive Approach to Procedural Education
Resumen:
Introduction: Structured procedural education and assessment of competency are growing needs for residency and fellowship programs. Simulation is a useful way to learn, experience, and practice procedural skills with competence. Paracentesis is a common procedure encountered in internal medicine. This educational resource for paracentesis education includes didactics, cases, and assessments to address cognitive skills, a simulation experience to address psychomotor procedural skills, and an entrustment-based assessment tool. Methods: Prior to the simulation, learners completed preprocedural didactics and self-assessments. Utilizing a paracentesis trainer, ultrasound, and paracentesis kit, the case of a 46-year-old male with ascites in need of a paracentesis was presented. During the simulation, learners initially performed a paracentesis step by step, with assistance and feedback from the case instructor. This was immediately followed by paracentesis without assistance, where the instructor evaluated the learners with an assessment tool encompassing a procedural checklist, global skill assessment scale, and entrustment scale. Afterwards, learners completed case-based reviews and returned to the simulation lab several months later to repeat an unassisted paracentesis. Results: The curriculum was used with internal medicine and medicine-pediatric residents of all training levels. To date, over 120 residents have completed the curriculum. Residents reported an increase in self-confidence and competence using ultrasound to identify ascites and performing a paracentesis. Learners provided positive feedback. Discussion: This curriculum offers the opportunity for both cognitive and psychomotor paracentesis education in a low-risk simulation environment. The comprehensive strategy with didactics, cases, and multiple simulations is designed to promote knowledge and skill retention.
Fecha de publicación:
0000.
Autor corporativo:
MedEdPORTAL : the journal of teaching and learning resources,
.
Idioma:
Inglés
Palabras claves:
Procedural Education
Simulation
Ascites
Público objetivo:
Docentes
Educadores Medicos
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Gregory W Wigger; Paracentesis Simulation: A Comprehensive Approach to Procedural Education(0000). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=1934
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Gregory W Wigger Benjamin Kinnear Matthew Kelleher Eric Warm Jennifer K O'Toole Dana Sall Gregory W Wigger Benjamin Kinnear Matthew Kelleher Eric Warm Jennifer K O'Toole Dana Sall Paracentesis Simulation: A Comprehensive Approach to Procedural Education. 0000; 14Ed. 1.
