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Titulo Artículo:
When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty
Resumen:
Emergency physicians supervise residents performing rare clinical procedures, but they infrequently perform those procedures independently. Simulation offers a forum to practice procedural skills, but simulation labs often target resident learners, and barriers exist to faculty as learners in simulation-based training. Simulation-based curricula focused on improving emergency medicine (EM) faculty's rare procedure skills were not discovered on review of published literature. Our objective was to create a sustainable, simulation-based faculty education curriculum for rare procedural skills in EM. Between 2012 and 2019, most EM teaching faculty at a single, urban, Level 1 trauma center completed an annual two-hour simulation-based rare procedure lab with small-group learning and guided hands-on instruction, covering 30 different procedural education sessions for faculty learners. A questionnaire administered before and after each session assessed EM faculty physicians' self-perceived ability to perform these rare procedures. Participants' self-reported confidence in their performance improved for all procedures, regardless of prior procedural experience. Faculty participation was initially mandatory, but is now voluntary. Diverse strategies were used to address barriers in this learner group including eliciting learner feedback, offering continuing medical education credits, gradual roll-out of checklist assessments, and welcoming expertise of faculty leaders from EM and other specialties and professions. Participants perceived training to be most helpful for the most rarely-encountered clinical procedures. Similar curricula could be implemented with minimal risk at other institutions.
Fecha de publicación:
2019.
Autores :
Rachel A Dahms;
Amanda J Carlson;
Cullen B Hegarty ;
Jessie G Nelson;
Emily S Binstadt ;
Autor corporativo:
The western journal of emergency medicine,
Editores:
Medline-PubMed ;
Signatura Topográfica:
1
Idioma:
Inglés
Páginas:
141
ISBN:
1936-9018
Existencias:
144
Palabras claves:
Curriculum
Medicine Faculty
Medical Education
Simulation
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty
Resumen:
Emergency physicians supervise residents performing rare clinical procedures, but they infrequently perform those procedures independently. Simulation offers a forum to practice procedural skills, but simulation labs often target resident learners, and barriers exist to faculty as learners in simulation-based training. Simulation-based curricula focused on improving emergency medicine (EM) faculty's rare procedure skills were not discovered on review of published literature. Our objective was to create a sustainable, simulation-based faculty education curriculum for rare procedural skills in EM. Between 2012 and 2019, most EM teaching faculty at a single, urban, Level 1 trauma center completed an annual two-hour simulation-based rare procedure lab with small-group learning and guided hands-on instruction, covering 30 different procedural education sessions for faculty learners. A questionnaire administered before and after each session assessed EM faculty physicians' self-perceived ability to perform these rare procedures. Participants' self-reported confidence in their performance improved for all procedures, regardless of prior procedural experience. Faculty participation was initially mandatory, but is now voluntary. Diverse strategies were used to address barriers in this learner group including eliciting learner feedback, offering continuing medical education credits, gradual roll-out of checklist assessments, and welcoming expertise of faculty leaders from EM and other specialties and professions. Participants perceived training to be most helpful for the most rarely-encountered clinical procedures. Similar curricula could be implemented with minimal risk at other institutions.
Fecha de publicación:
2019.
Autores :
Rachel A Dahms;
Amanda J Carlson;
Cullen B Hegarty ;
Jessie G Nelson;
Emily S Binstadt ;
Autor corporativo:
The western journal of emergency medicine,
Editores:
Medline-PubMed ;
Signatura Topográfica:
1
Idioma:
Inglés
Páginas:
141
Existencias:
144
Palabras claves:
Curriculum
Medicine Faculty
Medical Education
Simulation
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty
Resumen:
Emergency physicians supervise residents performing rare clinical procedures, but they infrequently perform those procedures independently. Simulation offers a forum to practice procedural skills, but simulation labs often target resident learners, and barriers exist to faculty as learners in simulation-based training. Simulation-based curricula focused on improving emergency medicine (EM) faculty's rare procedure skills were not discovered on review of published literature. Our objective was to create a sustainable, simulation-based faculty education curriculum for rare procedural skills in EM. Between 2012 and 2019, most EM teaching faculty at a single, urban, Level 1 trauma center completed an annual two-hour simulation-based rare procedure lab with small-group learning and guided hands-on instruction, covering 30 different procedural education sessions for faculty learners. A questionnaire administered before and after each session assessed EM faculty physicians' self-perceived ability to perform these rare procedures. Participants' self-reported confidence in their performance improved for all procedures, regardless of prior procedural experience. Faculty participation was initially mandatory, but is now voluntary. Diverse strategies were used to address barriers in this learner group including eliciting learner feedback, offering continuing medical education credits, gradual roll-out of checklist assessments, and welcoming expertise of faculty leaders from EM and other specialties and professions. Participants perceived training to be most helpful for the most rarely-encountered clinical procedures. Similar curricula could be implemented with minimal risk at other institutions.
Autores:
Rachel A Dahms
,
Amanda J Carlson
,
Cullen B Hegarty
,
Jessie G Nelson
,
Emily S Binstadt
,
.
Titulo Revista:
The western journal of emergency medicine,
.
Numero:
1
Volumen:
21
Fecha de publicación:
2019.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
141
Página Final:
144
ISBN:
1936-9018
Palabras claves:
Curriculum
Medicine Faculty
Medical Education
Simulation
Público objetivo:
Docentes
Educadores Medicos
Título Medline-PubMed :
When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty
Resumen:
Emergency physicians supervise residents performing rare clinical procedures, but they infrequently perform those procedures independently. Simulation offers a forum to practice procedural skills, but simulation labs often target resident learners, and barriers exist to faculty as learners in simulation-based training. Simulation-based curricula focused on improving emergency medicine (EM) faculty's rare procedure skills were not discovered on review of published literature. Our objective was to create a sustainable, simulation-based faculty education curriculum for rare procedural skills in EM. Between 2012 and 2019, most EM teaching faculty at a single, urban, Level 1 trauma center completed an annual two-hour simulation-based rare procedure lab with small-group learning and guided hands-on instruction, covering 30 different procedural education sessions for faculty learners. A questionnaire administered before and after each session assessed EM faculty physicians' self-perceived ability to perform these rare procedures. Participants' self-reported confidence in their performance improved for all procedures, regardless of prior procedural experience. Faculty participation was initially mandatory, but is now voluntary. Diverse strategies were used to address barriers in this learner group including eliciting learner feedback, offering continuing medical education credits, gradual roll-out of checklist assessments, and welcoming expertise of faculty leaders from EM and other specialties and professions. Participants perceived training to be most helpful for the most rarely-encountered clinical procedures. Similar curricula could be implemented with minimal risk at other institutions.
Autores :
Rachel A Dahms;
Amanda J Carlson;
Cullen B Hegarty ;
Jessie G Nelson;
Emily S Binstadt ;
Autor corporativo:
The western journal of emergency medicine,
Fecha de publicación:
2019.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Curriculum
Medicine Faculty
Medical Education
Simulation
Público objetivo:
Docentes
Educadores Medicos
Título Medline-PubMed :
When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty
Resumen:
Emergency physicians supervise residents performing rare clinical procedures, but they infrequently perform those procedures independently. Simulation offers a forum to practice procedural skills, but simulation labs often target resident learners, and barriers exist to faculty as learners in simulation-based training. Simulation-based curricula focused on improving emergency medicine (EM) faculty's rare procedure skills were not discovered on review of published literature. Our objective was to create a sustainable, simulation-based faculty education curriculum for rare procedural skills in EM. Between 2012 and 2019, most EM teaching faculty at a single, urban, Level 1 trauma center completed an annual two-hour simulation-based rare procedure lab with small-group learning and guided hands-on instruction, covering 30 different procedural education sessions for faculty learners. A questionnaire administered before and after each session assessed EM faculty physicians' self-perceived ability to perform these rare procedures. Participants' self-reported confidence in their performance improved for all procedures, regardless of prior procedural experience. Faculty participation was initially mandatory, but is now voluntary. Diverse strategies were used to address barriers in this learner group including eliciting learner feedback, offering continuing medical education credits, gradual roll-out of checklist assessments, and welcoming expertise of faculty leaders from EM and other specialties and professions. Participants perceived training to be most helpful for the most rarely-encountered clinical procedures. Similar curricula could be implemented with minimal risk at other institutions.
Autores :
Rachel A Dahms;
Amanda J Carlson;
Cullen B Hegarty ;
Jessie G Nelson;
Emily S Binstadt ;
Autor corporativo:
The western journal of emergency medicine,
Fecha de publicación:
2019.
Paginas:
141.
ISBN:
1936-9018.
Idioma:
Inglés
Palabras claves:
Curriculum
Medicine Faculty
Medical Education
Simulation
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty
Resumen:
Emergency physicians supervise residents performing rare clinical procedures, but they infrequently perform those procedures independently. Simulation offers a forum to practice procedural skills, but simulation labs often target resident learners, and barriers exist to faculty as learners in simulation-based training. Simulation-based curricula focused on improving emergency medicine (EM) faculty's rare procedure skills were not discovered on review of published literature. Our objective was to create a sustainable, simulation-based faculty education curriculum for rare procedural skills in EM. Between 2012 and 2019, most EM teaching faculty at a single, urban, Level 1 trauma center completed an annual two-hour simulation-based rare procedure lab with small-group learning and guided hands-on instruction, covering 30 different procedural education sessions for faculty learners. A questionnaire administered before and after each session assessed EM faculty physicians' self-perceived ability to perform these rare procedures. Participants' self-reported confidence in their performance improved for all procedures, regardless of prior procedural experience. Faculty participation was initially mandatory, but is now voluntary. Diverse strategies were used to address barriers in this learner group including eliciting learner feedback, offering continuing medical education credits, gradual roll-out of checklist assessments, and welcoming expertise of faculty leaders from EM and other specialties and professions. Participants perceived training to be most helpful for the most rarely-encountered clinical procedures. Similar curricula could be implemented with minimal risk at other institutions.
Fecha de publicación:
2019.
Autor corporativo:
The western journal of emergency medicine,
.
Idioma:
Inglés
Palabras claves:
Curriculum
Medicine Faculty
Medical Education
Simulation
Público objetivo:
Docentes
Educadores Medicos
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Rachel A Dahms; When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty(2019). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=2076
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Rachel A Dahms Amanda J Carlson Cullen B Hegarty Jessie G Nelson Emily S Binstadt Rachel A Dahms Amanda J Carlson Cullen B Hegarty Jessie G Nelson Emily S Binstadt When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty. 2019; 21Ed. 141.
