6 results match your criteria: "The Johns Hopkins Medicine Simulation Center[Affiliation]"
Patient-matched fetal simulator for fetoscopic myelomeningocele closure.
Ultrasound Obstet Gynecol
February 2023
The Johns Hopkins Center for Fetal Therapy, Department of Gynecology and Obstetrics, Johns Hopkins University, Baltimore, MD, USA.
Rapid Cycle Deliberate Practice to Facilitate "Nano" In Situ Simulation: An Interprofessional Approach to Just-in-Time Training.
Crit Care Nurse
February 2021
Kristen Nelson McMillan is an assistant professor, Johns Hopkins University School of Medicine.
Background: Simulation is increasingly used to identify latent threats to patient safety, such as delays in recognition and management of time-sensitive conditions. The Rapid Cycle Deliberate Practice teaching method may facilitate "nano" (brief) in situ simulation training in a critical care setting to improve multidisciplinary team performance of time-sensitive clinical tasks.
Objective: To determine whether nano-in situ simulation training with Rapid Cycle Deliberate Practice can improve pediatric intensive care unit team proficiency in identifying and managing postoperative shock in a pediatric cardiac patient.
Best Practices and Theoretical Foundations for Simulation Instruction Using Rapid-Cycle Deliberate Practice.
Simul Healthc
October 2020
From the Johns Hopkins Medicine Simulation Center (J.S.P., J.D.-A., S.P., L.F., K.M.B., E.A.H.); Department of Anesthesiology and Critical Care Medicine (J.S.P., J.D.-A., E.A.H.), and Division of Informatics (J.D.-A.), Johns Hopkins University School of Medicine; Johns Hopkins Nursing Simulation Center (N.S., K.M.B.), Johns Hopkins University School of Nursing; Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD (N.A.S., E.A.H.); and Division of Emergency Medicine (J.M.J.), Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD (J.M.J.).
Rapid-cycle deliberate practice (RCDP) is a learner-centered simulation instructional strategy that identifies performance gaps and targets feedback to improve individual or team deficiencies. Learners have multiple opportunities to practice observational, deductive, decision-making, psychomotor, and crisis resource management skills. As its implementation grows, simulationists need to have a shared mental model of RCDP to build high-quality RCDP-based initiatives.
View Article and Find Full Text PDFPediatric Respiratory Therapists Lack a Standard Mental Model for Managing the Patient Who Is Difficult to Ventilate: A Video Review.
Respir Care
July 2019
The Johns Hopkins Medicine Simulation Center, The Johns Hopkins University, Department of Pediatric Anesthesiology and Critical Care Medicine, Baltimore, Maryland.
Background: All health-care providers who care for infants and children should be able to effectively provide ventilation with a bag and a mask. Respiratory therapists (RTs'), as part of rapid response teams, need to quickly identify the need for airway support and use adjunct airway interventions when subjects are difficult to mask ventilate. Before implementation of an educational curriculum for airway management, we assessed whether pediatric RTs' who enter the room of a simulated infant mannequin in severe respiratory distress are able to apply bag-mask ventilation within 60 s and implement 2 adjunct airway maneuvers in a patient who is difficult to ventilate.
View Article and Find Full Text PDFIn Reply to Maloney et al.
Acad Med
March 2018
Associate professor, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland; ORCID: https://orcid.org/0000-0003-0000-0871; e-mail: Twitter: Instructor, Department of Anesthesiology and Critical Care Medicine and the Johns Hopkins Medicine Simulation Center, Johns Hopkins University School of Medicine, Baltimore, Maryland. Associate professor, Departments of Anesthesiology and Critical Care Medicine, Pediatrics and Health Informatics and the Johns Hopkins Medicine Simulation Center, Johns Hopkins University School of Medicine, Baltimore, Maryland.
The use of cognitive AIDS during simulated pediatric cardiopulmonary arrests.
Simul Healthc
January 2009
Department of Anesthesiology and Critical Care Medicine, The Johns Hopkins University School of Medicine, The Johns Hopkins Medicine Simulation Center, Baltimore, MD, USA.
Background: Management of pediatric cardiopulmonary arrest (CPA) is challenging because of the low volume of experience of most pediatric health care providers. Use of cognitive aids may assist in making rapid decisions in these crises; however, there are no known published reports on whether these aids are actually used during arrest management and whether they impact quality of care.
Methods: Sixty pediatric residents participated in individual simulated CPA scenarios, which involved pulseless ventricular tachycardia and pulseless electrical activity.