Proficiency-based Fundamentals of Laparoscopic Surgery skills training results in durable performance improvement and a uniform certification pass rate.

Background: The authors have previously documented a 100% certification pass rate immediately after a proficiency-based skills training curriculum for the Fundamentals of Laparoscopic Surgery (FLS) program. This study aimed to determine the durability of skills acquired after initial training.

Methods: For this study, 21 novice medical students were enrolled in institutional review board (IRB)-approved protocols at two institutions.

Teaching breaking bad news using mixed reality simulation.

Background: Our novel teaching approach involved having students actively participate in an unsuccessful resuscitation of a high fidelity human patient simulator with a gun shot wound to the chest, followed immediately by breaking bad news (BBN) to a standardized patient wife (SPW) portrayed by an actress.

Methods: Brief education interventions to include viewing a brief video on the SPIKES protocol on how to break bad news, a didactic lecture plus a demonstration, or both, was compared to no pretraining by dividing 553 students into four groups prior to their BBN to the SPW. The students then self-assessed their abilities, and were also evaluated by the SPW on 21 items related to appearance, communication skills, and emotional affect.

Exporting simulation technology to the Philippines: a comparative study of traditional versus simulation methods for teaching intravenous cannulation.

This study examines effectiveness of a donated Laerdal Virtual I.V. simulator when compared with traditional methods of teaching intravenous (IV) cannulation to third year medical students in the Philippines.

Certification pass rate of 100% for fundamentals of laparoscopic surgery skills after proficiency-based training.

Background: The fundamentals of laparoscopic surgery (FLS) program has been extensively validated for use as a high-stakes examination for certification purposes, but optimal methods for its use in skills training have not been described. This study aimed to investigate the feasibility of implementing a proficiency-based FLS skills training curriculum and to evaluate its effectiveness in preparing trainees for certification.

Methods: For this study, 21 novice medical students at two institutions viewed video tutorials, then performed one repetition of the five FLS tasks as a pretest.

Combining high-fidelity human patient simulators with a standardized family member: a novel approach to teaching breaking bad news.

Our novel approach to teaching Breaking Bad News (BBN) involves having students actively participate in an unsuccessful resuscitation (mannequin) followed immediately by BBN to a standardized patient wife (SPW) portrayed by an actress. Thirty-nine 3(rd) year medical students completed a questionnaire and then were divided as follows: Group 1 (n=21) received little to no training prior to speaking with the SPW. Group 2 (n =18) received a lecture and practiced for 1 hour in small groups prior to the resuscitation and BBN.

Teaching intravenous cannulation to medical students: comparative analysis of two simulators and two traditional educational approaches.

This study examines the effectiveness of two virtual reality simulators when compared with traditional methods of teaching intravenous (IV) cannulation to third year medical students. Thirty-four third year medical students were divided into four groups and then trained to perform an IV cannulation using either CathSim, Virtual I.V.

Immunosuppressants.

This edition of the Med-Psych Drug-Drug Interactions Update begins a change in format. Starting with this column, each column will feature one drug-drug interaction (DDI) topic that will be explored in depth. This edition features DDIs associated with the commonly used immunosuppressants.