Acad Med. 2010 Oct;85(10 Suppl):S9-12.
20881713
Barsuk JH, Cohen ER, McGaghie WC, Wayne DB.
Northwestern University Feinberg School of Medicine, Division of HospitalMedicine, Chicago, IL 60611, USA. jbarsuk@nmh.org
BACKGROUND: Simulation-based mastery learning (SBML) of central venous catheter(CVC) insertion improves trainee skill and patient care. How long skills areretained is unknown.
METHOD: This is a prospective cohort study. Subjects completed SBML and wererequired to meet or exceed a minimum passing score (MPS) for CVC insertion on aposttest. Skills were retested 6 and 12 months later and compared with posttestresults to assess skill retention.
RESULTS: Forty-nine of 61 (80.3%) subjects completed follow-up testing. Although performance declined from posttest where 100% met the MPS for CVC insertion,82.4% to 87.1% of trainees passed the exam and maintained their high performance up to one year after training.
CONCLUSIONS: Skills acquired from SBML were substantially retained during oneyear. Individual performance cannot be predicted, so programs should use periodictesting and refresher training to ensure competence.PMID: 20881713 [PubMed - indexed for MEDLINE]
Tuesday, October 19, 2010
Advancing the Science of Team Science.
1. Transl Sci. 2010 Oct;3(5):263-266. doi: 10.1111/j.1752-8062.2010.00223.x.
Advancing the Science of Team Science.
Falk-Krzesinski HJ, Börner K, Contractor N, Fiore SM, Hall KL, Keyton J, SpringB, Stokols D, Trochim W, Uzzi B.
Research Team Support, Northwestern University Clinical and TranslationalSciences (NUCATS) Institute, Northwestern University, Chicago, Illinois, USACyberinfrastructure for Network Science Center, SLIS, Indiana University,Bloomington, Illinois, USA Department of Industrial Engineering & ManagementSciences, Northwestern University, Evanston, Illinois, USA Department ofPhilosophy and Institute for Simulation and Training, University of CentralFlorida, Orlando, Florida, USA Division of Cancer Control and PopulationSciences, National Cancer Institute, Bethesda, Maryland, USA Department ofCommunication, North Carolina State University, Raleigh, North Carolina, USADepartment of Preventive Medicine, Northwestern University, Chicago, Illinois,USA Department of Planning, Policy and Design and Department of Psychology andSocial Behavior, University of California Irvine, Irvine, California, USADepartment of Policy Analysis and Management, Cornell University, Ithaca, NewYork, USA Department of Management & Organizations, Kellogg School of Management,Northwestern University, Evanston, Illinois, USA.
The First Annual International Science of Team Science (SciTS) Conference washeld in Chicago, IL April 22-24, 2010. This article presents a summary of theConference proceedings. Clin Trans Sci 2010; Volume 3: 263-266.
PMCID: PMC2965626 [Available on 2011/10/1]
PMID: 20973925 [PubMed - as supplied by publisher]
Advancing the Science of Team Science.
Falk-Krzesinski HJ, Börner K, Contractor N, Fiore SM, Hall KL, Keyton J, SpringB, Stokols D, Trochim W, Uzzi B.
Research Team Support, Northwestern University Clinical and TranslationalSciences (NUCATS) Institute, Northwestern University, Chicago, Illinois, USACyberinfrastructure for Network Science Center, SLIS, Indiana University,Bloomington, Illinois, USA Department of Industrial Engineering & ManagementSciences, Northwestern University, Evanston, Illinois, USA Department ofPhilosophy and Institute for Simulation and Training, University of CentralFlorida, Orlando, Florida, USA Division of Cancer Control and PopulationSciences, National Cancer Institute, Bethesda, Maryland, USA Department ofCommunication, North Carolina State University, Raleigh, North Carolina, USADepartment of Preventive Medicine, Northwestern University, Chicago, Illinois,USA Department of Planning, Policy and Design and Department of Psychology andSocial Behavior, University of California Irvine, Irvine, California, USADepartment of Policy Analysis and Management, Cornell University, Ithaca, NewYork, USA Department of Management & Organizations, Kellogg School of Management,Northwestern University, Evanston, Illinois, USA.
The First Annual International Science of Team Science (SciTS) Conference washeld in Chicago, IL April 22-24, 2010. This article presents a summary of theConference proceedings. Clin Trans Sci 2010; Volume 3: 263-266.
PMCID: PMC2965626 [Available on 2011/10/1]
PMID: 20973925 [PubMed - as supplied by publisher]
Sunday, October 10, 2010
Simulation center accreditation and programmatic benchmarks: a review for emergency medicine.
Simulation center accreditation and programmatic benchmarks: a review for emergency medicine.
Fernandez R, Wang E, Vozenilek JA, Hayden E, McLaughlin S, Godwin SA, Griswold-Theodorson S, Davenport M, Gordon JA,
Simulation center accreditation and programmatic benchmarks: a review for emergency medicine.
Acad Emerg Med. 2010 Oct;17(10):1093-103
Authors: Fernandez R, Wang E, Vozenilek JA, Hayden E, McLaughlin S, Godwin SA, Griswold-Theodorson S, Davenport M, Gordon JA,
Simulation-based education has grown significantly over the past 10 years. As a result, more professional organizations are developing or implementing accreditation processes to help define minimum standards and best practices in simulation-based training. However, the benefits and potential pitfalls of sponsoring and implementing such programs have yet to be fully evaluated across specialties. The board of directors of the Society for Academic Emergency Medicine (SAEM) requested an evaluation of the potential to create an emergency medicine (EM)-based Simulation Consultation and Accreditation Service. In response to this request, the Simulation Accreditation and Consultation Work Group, a subgroup of the Committee on Technology in Medical Education (now Simulation Academy), was created. The work group was charged with: 1) reviewing current benchmarks and standards set by existing simulation accreditation programs; 2) analyzing current EM simulation program structures, including leadership, administrative, and financial components; and 3) proposing a potential model for EM-based simulation accreditation. This article outlines currently existing and proposed accreditation models and identifies components that support best practices. It then goes on to describe three general programmatic models to better understand how simulation training can be operationalized in EM. Finally, the work group uses this collective information to propose how an accreditation process, in concert with the SAEM Simulation Consultation Service, can enhance and advance EM simulation training.
PMID: 21040111 [PubMed - in process]
Fernandez R, Wang E, Vozenilek JA, Hayden E, McLaughlin S, Godwin SA, Griswold-Theodorson S, Davenport M, Gordon JA,
Simulation center accreditation and programmatic benchmarks: a review for emergency medicine.
Acad Emerg Med. 2010 Oct;17(10):1093-103
Authors: Fernandez R, Wang E, Vozenilek JA, Hayden E, McLaughlin S, Godwin SA, Griswold-Theodorson S, Davenport M, Gordon JA,
Simulation-based education has grown significantly over the past 10 years. As a result, more professional organizations are developing or implementing accreditation processes to help define minimum standards and best practices in simulation-based training. However, the benefits and potential pitfalls of sponsoring and implementing such programs have yet to be fully evaluated across specialties. The board of directors of the Society for Academic Emergency Medicine (SAEM) requested an evaluation of the potential to create an emergency medicine (EM)-based Simulation Consultation and Accreditation Service. In response to this request, the Simulation Accreditation and Consultation Work Group, a subgroup of the Committee on Technology in Medical Education (now Simulation Academy), was created. The work group was charged with: 1) reviewing current benchmarks and standards set by existing simulation accreditation programs; 2) analyzing current EM simulation program structures, including leadership, administrative, and financial components; and 3) proposing a potential model for EM-based simulation accreditation. This article outlines currently existing and proposed accreditation models and identifies components that support best practices. It then goes on to describe three general programmatic models to better understand how simulation training can be operationalized in EM. Finally, the work group uses this collective information to propose how an accreditation process, in concert with the SAEM Simulation Consultation Service, can enhance and advance EM simulation training.
PMID: 21040111 [PubMed - in process]
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