عنوان

When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty

شماره

LA4x8358bv

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty

نام عام مواد

[Article]

نام نخستين پديدآور

Binstadt, Emily S; Dahms, Rachel A.; Carlson, Amanda J.; Hegarty, Cullen B.; Nelson, Jessie G.

متن يادداشت

Emergency physicians supervise residents performing rare clinical procedures, but they infrequently perform those procedures independently. Simulation offers a forum to practice procedural skills, but simulation labs often target resident learners, and barriers exist to faculty as learners in simulation-based training. Simulation-based curricula focused on improving emergency medicine (EM) faculty's rare procedure skills were not discovered on review of published literature. Our objective was to create a sustainable, simulation-based faculty education curriculum for rare procedural skills in EM. Between 2012 and 2019, most EM teaching faculty at a single, urban, Level 1 trauma center completed an annual two-hour simulation-based rare procedure lab with small-group learning and guided hands-on instruction, covering 30 different procedural education sessions for faculty learners. A questionnaire administered before and after each session assessed EM faculty physicians' self-perceived ability to perform these rare procedures. Participants' self-reported confidence in their performance improved for all procedures, regardless of prior procedural experience. Faculty participation was initially mandatory, but is now voluntary. Diverse strategies were used to address barriers in this learner group including eliciting learner feedback, offering continuing medical education credits, gradual roll-out of checklist assessments, and welcoming expertise of faculty leaders from EM and other specialties and professions. Participants perceived training to be most helpful for the most rarely-encountered clinical procedures. Similar curricula could be implemented with minimal risk at other institutions.

تاريخ نشر

2019

عنوان

Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health

شماره جلد

21/1

عنصر شناسه اي

Binstadt, Emily S; Dahms, Rachel A.; Carlson, Amanda J.; Hegarty, Cullen B.; Nelson, Jessie G.

نام الکترونيکي

نوع ماده

[Article]

کد کاربرگه

275578

سطح دسترسي

a

تكميل شده

Y