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Curriculum Innovation: Design, Implementation, and Evaluation of an Interdisciplinary Teamwork-Focused Neurocritical Care In Situ Simulation Training Program.
Neurol Educ
June 2024
From the Department of Nursing (B.C.Y.), Hospital of the University of Pennsylvania, Philadelphia; Department of Critical Care Medicine (M.S.E.), Virtua Health, Camden, NJ; and Department of Neurology (M.S.E., M.A.K.), University of Pennsylvania, Philadelphia.
Introduction And Problem Statement: Neurocritical care (NCC) is a niche clinical subspecialty dependent on interdisciplinary cohesion to operate in critical situations. Team cohesion in an intensive care unit (ICU) depends not only on technical skills or medical knowledge but also on nontechnical skills such as teamwork, communication, and leadership. Developing and practicing these skills as an interdisciplinary team is not standard in most professional training programs.
View Article and Find Full Text PDFEducation Research: Evaluating Medical Student Learning Preference and Its Relationship to Clerkship Satisfaction.
Neurol Educ
December 2023
From the Department of Neurology (M.A.P.), Mass General Brigham; Department of Medicine (A.S.L.), Brigham and Women's Hospital, Boston, MA; Department of Neurology (R.E.S.), Wake Forest School of Medicine, Winston-Salem, NC; and Department of Neurology (R.M.E.S., C.E.G., D.G.L.), Johns Hopkins University School of Medicine, Baltimore, MD.
Background And Objectives: The Accreditation Council for Graduate Medical Education and the Association of American Medical Colleges' commitment to competency-based medical education (CBME) has shifted the medical education landscape. Education methods conducive to CBME are learner-centered and give educators the opportunity to develop a more personalized approach to curricular development and delivery. By understanding learning preferences, educators are better positioned to respond to the changing needs of students.
View Article and Find Full Text PDFEvaluating Student Satisfaction and Self-Confidence in Simulation-Based Anesthesiology Training among Final-Year Medical Students.
Healthcare (Basel)
July 2024
Department of Surgery, College of Medicine, Jazan University, P.O. Box 114, Jazan 45142, Saudi Arabia.
Simulation-based training (SBT) is increasingly recognized in medical education for enhancing clinical skills and confidence. This study evaluated the impact of SBT on satisfaction and self-confidence among final-year medical students at Jazan University, Saudi Arabia. A total of 117 students participated in a cross-sectional study after attending SBT sessions focused on anesthesiology.
View Article and Find Full Text PDFThe Power of Faculty Development: The Impact on Teaching a Procedural Skill Framework.
Cureus
June 2024
Surgery, Brooke Army Medical Center, San Antonio, USA.
Background: Teaching outpatient procedures is a skill often overlooked in faculty development. This oversight may lead to faculty employing a haphazard approach. Competency in procedural skills is inherent, and acquiring proficiency in procedural skills is necessary across all medical specialties, with some centers moving toward a blended simulation-based approach rather than the traditional Halstedian "see one, do one, teach one" mantra.
View Article and Find Full Text PDFDesigning Evidence-based Simulation Scenarios for Clinical Practice.
Nurs Clin North Am
September 2024
East Tennessee State University-College of Nursing, 1276 Gilbreath Drive, PO Box 70300, Johnson City, TN 37614, USA.
Simulation-based education is a widely used teaching technique in healthcare education. Simulation can provide a rich learning environment for caregivers at all levels. Creating simulation-based scenarios is a systematic, evidence-based, learner-centered process that requires skill and expertise.
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