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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8357062 | PMC |
| http://dx.doi.org/10.34197/ats-scholar.2020-0160CM | DOI Listing |
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Using a participatory approach to identify priorities to advance LHS implementation at an academic medical center.
Learn Health Syst
January 2025
Introduction: Like many other academic medical centers, the University of Alabama at Birmingham (UAB) aspires to adopt learning health system (LHS) principles and practices more fully. Applying LHS principles establishes a culture where clinical and operational practices constantly generate questions and leverage information technology (IT) and methodological expertise to facilitate systematic evaluation of care delivery, health outcomes, and the effects of improvement initiatives. Despite the potential benefits, differences in priorities, timelines, and expectations spanning an academic medical center's clinical care, administrative operations, and research arms create barriers to adopting and implementing an LHS.
View Article and Find Full Text PDFIntroduction: Simulation has become an integral part of health care education curricula that is used to teach a variety of topics, from emergency situations to physical diagnoses. Without further reinforcement, the skills learned through the simulation are subject to deterioration over time. Rapid Cycle Deliberate Practice (RCDP) is a teaching method that was developed to resist this deterioration and achieve mastery of skills.
View Article and Find Full Text PDFImproving Resident Physician History and Physical in Challenging Situations.
J Dev Behav Pediatr
January 2025
Department of Pediatrics, University of Alabama at Birmingham, Birmingham, AL.
Objective: To educate physician trainees using simulation on best management of children with autism spectrum disorder who have neurocognitive and behavioral challenges when experiencing acute illness.
Method: A simulation-based curriculum including baseline assessment, communication techniques, and use of calming resources was developed to educate residents in assessing children with sensory barriers. Traditional simulation and deliberate practice were used to teach this curriculum to second- and third-year pediatric and internal medicine-pediatric residents.
Assessing the Current Limitations of Large Language Models in Advancing Health Care Education.
JMIR Form Res
January 2025
Department of Physician Assistant Studies, Massachusetts College of Pharmacy and Health Sciences, 179 Longwood Avenue, Boston, MA, 02115, United States, 1 6177322961.
The integration of large language models (LLMs), as seen with the generative pretrained transformers series, into health care education and clinical management represents a transformative potential. The practical use of current LLMs in health care sparks great anticipation for new avenues, yet its embracement also elicits considerable concerns that necessitate careful deliberation. This study aims to evaluate the application of state-of-the-art LLMs in health care education, highlighting the following shortcomings as areas requiring significant and urgent improvements: (1) threats to academic integrity, (2) dissemination of misinformation and risks of automation bias, (3) challenges with information completeness and consistency, (4) inequity of access, (5) risks of algorithmic bias, (6) exhibition of moral instability, (7) technological limitations in plugin tools, and (8) lack of regulatory oversight in addressing legal and ethical challenges.
View Article and Find Full Text PDFTeaching high quality paediatric basic life support to laypeople: The development and evaluation of a virtual simulation game.
Resusc Plus
January 2025
Department of Paediatrics, Division of Paediatric Critical Care, CHEO, 401 Smyth Rd, Ottawa, Ontario K1H 8L1, Canada.
Background: Self-directed training has been recognized as a reasonable alternative to traditional instructor-led formats to teach laypeople Basic Life Support (BLS). Virtual tools can facilitate high-quality self-directed resuscitation education; however, their role in teaching paediatric BLS remains unclear due to limited empiric evaluation and suboptimal design of existing tools.
Aim: We describe the development and evaluation of a virtual simulation game (VSG) designed to teach high-quality paediatric BLS using a self-directed, online format with integrated deliberate practice and feedback.
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