Publications by authors named "Douglas S Ander"
Introduction: Despite the importance of peer review to publications, there is no generally accepted approach for editorial evaluation of a peer review's value to a journal editor's decision-making. The graduate medical education editors of the Special Issue in Educational Research & Practice (Special Issue) developed and studied the holistic editor's scoring rubric (HESR) with the objective of assessing the quality of a review and an emphasis on the degree to which it informs a holistic appreciation for the submission under consideration.
Methods: Using peer-review guidelines from several journals, the Special Issue's editors formulated the rubric as descriptions of peer reviews of varying degree of quality from the ideal to the unacceptable.
Introduction: Historically, there have been no systematic programs for teaching peer review, leaving trainees to learn by trial and error. Recently, a number of publications have advocated for programs where experienced reviewers mentor trainees to more efficiently acquire this knowledge.
Objective: Our goal was to develop an introductory learning experience that intentionally fosters peer-review skills.
Introduction: Structured communication tools are associated with improvement in information transfer and lead to improved patient safety. Situation, Background, Assessment, Recommendation (SBAR) is one such tool. Because there is a paucity of instruments to measure SBAR effectiveness, we developed and validated an assessment tool for use with prepractice health professions students.
View Article and Find Full Text PDFInterprofessional simulation training's impact on process and outcome team efficacy beliefs over time.
BMJ Simul Technol Enhanc Learn
April 2020
Introduction: Recent findings suggest that process and outcome-based efficacy beliefs are factorially distinct with differential effects for team performance. This study extends this work by examining process and outcome efficacy (TPE, TOE) of interprofessional (IP) care teams over time.
Methods: A within-team, repeated measures design with survey methodology was implemented in a sample of prelicensure IP care teams performing over three consecutive clinical simulation scenarios.
Objectives: The aims of the study were to examine the reactions of first-year health profession students to medical errors and determine whether differences exist between disciplines.
Methods: After viewing the Team STEPPS Program's Susan Sheridan video that describes two separate medical errors, students from anesthesia assistant, medical imaging, medicine, nursing, physical therapy, and physician assistant programs provided unstructured open responses reflecting on initial impressions of medical errors depicted in the film. Student responses were assessed via inductive coding techniques and thematic analysis and stratified by discipline.
Introduction: In 2015, with a stated goal of disseminating best teaching practices and developing a community of educational scholars, the Council of Emergency Medicine Directors (CORD) and the Clerkship Directors of Emergency Medicine (CDEM) created an annual Special Issue in Educational Research and Practice (Special Issue) in cooperation with the Western Journal of Emergency Medicine. The intention of this study was to analyze the impact of this effort to date.
Methods: Bibliometric data was gathered on all four special issues, 2015-2019, from the Web of Science and then verified with the eScholarship website.
Mindfulness fostering of interprofessional simulation training for collaborative practice.
BMJ Simul Technol Enhanc Learn
June 2018
The setting demands imposed by performing in new, interdisciplinary cultures is common for modern healthcare workers. Both health science students and evidence-based workers are required to operate in professional cultures that differ from their own. As health organisations have placed increasing value on mindfulness for improving performance outcomes, so too have educational administrators embraced common, mindful competencies for improving training for improved patient outcomes.
View Article and Find Full Text PDFArticle Synopsis
- The study aimed to assess if novice emergency physicians could effectively use lung ultrasonography to identify B-lines after a short training session, and to evaluate the tool's diagnostic accuracy for acute heart failure syndrome (AHFS) in patients with unexplained shortness of breath.
- The research involved emergency medicine residents who, after a 30-minute training course, conducted lung ultrasounds on patients experiencing acute dyspnea, comparing their findings against an expert's interpretation.
- The results indicated that the inexperienced sonographers had a sensitivity of 85% and specificity of 84% in detecting B-lines, showing that they performed relatively well in identifying signs related to AHFS.
Background: Emergency medicine (EM) is commonly introduced in the fourth year of medical school because of a perceived need to have more experienced students in the complex and dynamic environment of the emergency department. However, there is no evidence supporting the optimal time or duration for an EM rotation, and a number of institutions offer third-year rotations.
Objective: A recently published syllabus provides areas of knowledge, skills, and attitudes that third-year EM rotation directors can use to develop curricula.
Background: Simulation training is widely accepted as an effective teaching tool, especially for dealing with high-risk situations.
Objective: We assessed whether standardized, simulation-based advanced cardiac life support (ACLS) training improved performance in managing simulated and actual cardiac arrests.
Methods: A total of 103 second- and third-year internal medicine residents were randomized to 2 groups.
Introduction: The emergency medicine clerkship director serves an important role in the education of medical students. The authors sought to update the demographic and academic profile of the emergency medicine clerkship director.
Methods: We developed and implemented a comprehensive questionnaire, and used it to survey all emergency medicine clerkship directors at United States allopathic medical schools accredited by the Liaison Committee on Medical Education.
Aims: The purpose of this study is to evaluate changes in self-concept for the knowledge, skills and attitudes toward inter-professional teamwork of facilitators who participated in training and an inter-professional team training event.
Background: Inter-professional education requires dedicated and educated faculty.
Methods: A pretest posttest quasi-experimental design was used for the evaluation.
Background: The discipline of emergency medicine (EM) has rapidly changed over the past 10 years, resulting in greater involvement of the specialty in undergraduate medical education.
Objectives: The authors sought to present a review of how, when, and where EM is currently taught in U.S.
Background: Emergency Medicine (EM) clerkships traditionally assess students using numerical ratings of clinical performance. The descriptive ratings of the Reporter, Interpreter, Manager, and Educator (RIME) method have been shown to be valuable in other specialties.
Objectives: We hypothesized that the RIME descriptive ratings would correlate with clinical performance and examination scores in an EM clerkship, indicating that the RIME ratings are a valid measure of performance.
Introduction: We describe our adaptation of the team strategies and tools to enhance performance and patient safety (TeamSTEPPS) for use as an educational intervention for medical and nursing students. We hypothesized that participation in a team training program using the modified TeamSTEPPS program would positively affect knowledge and attitudes toward teamwork skills and their ability to recognize the presence and quality of team skills.
Methods: Two hundred thirteen students participated in a 4-hour team training program that included a lecture followed by small group team training exercises.
Objective: To use 360-degree evaluations within an Observed Structured Clinical Examination (OSCE) to assess medical student comfort level and communication skills with intimate partner violence (IPV) patients.
Methods: We assessed a cohort of fourth year medical students' performance using an IPV standardized patient (SP) encounter in an OSCE. Blinded pre- and post-tests determined the students' knowledge and comfort level with core IPV assessment.
In 2006, the latest version of a national curriculum for the fourth-year emergency medicine (EM) clerkship was published. Over the past several years, that curriculum has been implemented across multiple clerkships. The previous curriculum was found to be too long and detailed to cover in 4 weeks.
View Article and Find Full Text PDFThe Academy of Clerkship Directors in Emergency Medicine (CDEM) provides a forum for the collaborative exchange of ideas among emergency medicine (EM) medical student educators, a platform for the advancement of education, research, and faculty development, and establishes for the first time a national voice for undergraduate medical education within our specialty. CDEM plans to take a leading role in providing medical student educators with additional educational resources and opportunities for faculty development and networking. CDEM will work to foster the professional growth and development of undergraduate medical educators within our specialty.
View Article and Find Full Text PDFObjectives: To assess the competency and the comfort level of medical students in lifesaving skills after a simulation-based training session and then determine skill retention after 1 year.
Methods: Prospective observational before-after case series of medical students entering the third year. Each student participated in a half-day "How to Save a Life" course.
Study Objective: Laboratory evidence indicates that progesterone has potent neuroprotective effects. We conducted a pilot clinical trial to assess the safety and potential benefit of administering progesterone to patients with acute traumatic brain injury.
Methods: This phase II, randomized, double-blind, placebo-controlled trial was conducted at an urban Level I trauma center.
Objective: To explore the validity and reliability of the affective competency score (ACS), compared to a global rating measure to predict overall competency to perform a death disclosure in a standardized patient exercise and to investigate useful thresholds of the ACS.
Methods: Thirty-seven fourth-year students underwent standardized patient training in death disclosure during a fourth-year emergency medicine clerkship. Students were evaluated using a checklist, an ACS, and a global rating assessment.