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Introducción. La insuficiencia respiratoria es la causa más común de paro cardíaco en pediatría; su reconocimiento y el manejo adecuado son cruciales. La simulación se utiliza para mejorar las habilidades médicas. El objetivo del trabajo fue determinar la proporción de residentes de pediatría que reconocieron un paro respiratorio (PR) pediátrico en un centro de simulación. Métodos. Se realizó un estudio observacional con 77 médicos residentes. Se utilizó un caso simulado de un paciente con dificultad respiratoria que progresa a PR. Resultados. De los 77 participantes, 48 reconocieron el paro respiratorio (62,3 %). El tiempo medio para reconocer el PR fue de 34,43 segundos. Conclusión. El 62,3 % de los participantes logró reconocer el paro respiratorio. Entre aquellos que lo identificaron, el tiempo promedio fue de 34,43 segundos. Se observaron graves deficiencias en algunas de las intervenciones esperadas.
Introduction. Respiratory failure is the most common cause of cardiac arrest in pediatrics. Recognizing and managing it adequately is critical. Simulation is used to improve medical skills. The objective of this study was to establish the proportion of pediatric residents who recognized a respiratory arrest in a child at a simulation center. Methods. This was an observational study in 77 residents. A simulation of a patient with respiratory distress that progressed to respiratory arrest was used. Results. Among the 77 participants, 48 recognized respiratory arrest (62.3%). The mean time to recognize respiratory arrest was 34.43 seconds. Conclusion. Respiratory arrest was recognized by 62.3% of participants. Among those who did so, the average time was 34.43 seconds. Severe failures were noted in some of the expected interventions.
Subject(s)
Humans , Respiratory Insufficiency/etiology , Respiratory Insufficiency/therapy , Heart Arrest/therapy , Internship and Residency , Clinical Competence , Airway ManagementABSTRACT
The rapid advancement of Artificial Intelligence (AI) has taken the world by "surprise" due to the lack of regulation over this technological innovation which, while promising application opportunities in different fields of knowledge, including education, simultaneously generates concern, rejection and even fear. In the field of Health Sciences Education, clinical simulation has transformed educational practice; however, its formal insertion is still heterogeneous, and we are now facing a new technological revolution where AI has the potential to transform the way we conceive its application.
El rápido avance de la inteligencia artificial (IA) ha tomado al mundo por "sorpresa" debido a la falta de regulación sobre esta innovación tecnológica, que si bien promete oportunidades de aplicación en diferentes campos del conocimiento, incluido el educativo, también genera preocupación e incluso miedo y rechazo. En el campo de la Educación en Ciencias de la Salud la Simulación Clínica ha transformado la práctica educativa; sin embargo, aún es heterogénea su inserción formal, y ahora nos enfrentamos a una nueva revolución tecnológica, en la que las IA tienen el potencial de transformar la manera en que concebimos su aplicación.
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Introduction: In order to improve education for simulation specialists, which is insufficient in Japan, it was necessary to visualize what they must learn. As a first step, we conducted a survey to determine the work conditions of Japanese specialists. Method: Based on the US operation manual and data from interviews with Japanese specialists, a 30- items questionnaire was created. Responses from 16 specialists at 12 facilities were collected. Result: The survey showed that all 30 items were performed by specialists at more than 40% of the facilities. Among them, the category of “technology” had the highest rating. Discussion: The work items and categories listed in the questionnaire are expected to be used as outcomes for specialist education in Japan.
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A simulated defibrillator using an iPad application was introduced for simulation education of endogenous diseases in paramedic training education. As a result, the reality of the scenario was increased, and a living body could play the role of the injured person, enabling simulation education in a different format than before. The use of a simulated defibrillator in EMT training can be a useful tool to motivate students and improve educational effectiveness.
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Objective:To develop an innovational hybrid simulation-based education of bone traction with co-Debriefer for medical students and to evaluate its effectiveness.Methods:This study was designed as a cross-controlled study. From June 2018 to June 2019, 28 medical students were randomized into two groups. The two groups adopted simulation-based education and traditional teaching method respectively. In the second week of internship, the teaching methods of the two groups exchanged. Scores rating of the skill were used to assess the students' performance in the end of each teaching methods. SPSS 23.0 software was used to analyze the collected data.Results:In the first weekend of orthopedic-internship, students in the experimental group scored significantly higher than the control group, with an average score of 85.07 points versus 67.92 points. In the second weekend of practice, there was no obvious change in the skill score of the experimental group, but the score of the control group was significantly improved, and there was no obvious difference with the experimental group.Conclusion:The hybrid simulation-based education with co-debriefing is a reliable teaching method for medical interns to learn skills of bone traction, which can effectively help improve students' skills, reduce their errors, and ensure patient's safety.
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Although faculty development (FD) on simulation education is widely conducted, there are few reports of its online implementation. In this study, we attempted an online simulation FD session in which all students and instructors participated remotely from different locations without ever meeting face-to-face, and learned simulation education by experiencing not only the provision of knowledge but also the planning, design, and demonstration of simulation education. Compared to face-to-face simulation FD, reflection-in-action among the students who played the role of instructor was facilitaed during the demonstration. In addition to the experience gained from the practice, we will report on the challenges and possibilities of online simulation FD using conceptuals framworks.
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In recent years, hospitals have decreased the amount of night shift work done by junior residents to reduce overtime. We conducted simulation-based education on the theme of ward-cover night shifts to compensate for decreased clinical experiences. Two scenarios were created based on actual clinical cases, and each group of participants and facilitators experienced the cases with simulated patients. Review time was held after each scenario, and important points in each scenario were explained after finishing all simulations. Participants were highly satisfied with the new night shift call-oriented simulation, which fulfilled the resident’s need for practical education. Providing opportunities for reflection and conceptualization contributed to effective acquisition of clinical knowledges. Further study to assess the usefulness of simulation-based education using objective assessments is required.
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Simulation-based medical education is a new teaching method using modern intelligent science and technology to carry out clinical practice training,This article analyzes the current situation of simulation teaching training in neonatal asphyxia resuscitation and discusses its advantages,namely highly simulated and repetitive teaching scene,safe and reliable teaching process,potentially incentive teaching environment,flexible teaching content and cooperation of the teaching team.
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Simulation-based ultrasound training provides repeated practice and promptly feedback, which has a great advantage in improving the safety of the patient, the professional operation skill and confidence of the trai-nees,and the standardization of education. In this review,we discuss the classification of currently available simu-lation-based medical education for ultrasound teaching, its role in"diagnostic"and"interventional"ultrasound practice training,as well as current deficits pertain in validation process.
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Simulation-based ultrasound training provides repeated practice and promptly feedback, which has a great advantage in improving the safety of the patient, the professional operation skill and confidence of the trai-nees,and the standardization of education. In this review,we discuss the classification of currently available simu-lation-based medical education for ultrasound teaching, its role in"diagnostic"and"interventional"ultrasound practice training,as well as current deficits pertain in validation process.
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Objectives: To reveal nursing competence acquired by nursing students via role-playing (RP) exercises and define the learning points necessary for acquiring practical nursing skills.Methods: Qualitative content analysis was performed using debriefing sheets (DSs) for adult nursing RP. There were 109 participants.Results: The DSs of 69 individuals who met the selection criteria were used as base data, and 1179 data items were extracted. The results showed that the structure included 3 main themes, 8 subthemes, 31 categories, and 121 subcategories.Conclusion: The results indicated that participants noticed the underlying elements that make up practical nursing skills, analyzed them using advance organizers based on previously learned knowledge, and applied the acquired practical nursing skills to newly proposed strategies for continuous self-management for adult patients with chronic disease and their families. One aspect of nursing competence, "ability to improve nursing quality," could not be extracted; the elucidation of this acquisition process is a task for future research.
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<p>Abstract:</p><p></p><p> This study examined the ability of medical students to self-assess basic clinical competence and learning strategies including simulation-based medical education for sixth-year medical students (n=903) at nine universities in Japan. About 40% of 27 procedures to achieve clinical skills in a model curriculum were taught using simulators with or without clinical training in hospitals. We noted that significant numbers of procedures were not practiced through any learning strategies. Higher self-assessment scores were observed among students in 4 schools who had more frequent learning opportunities through simulation-based education than among those with less frequent opportunities in 5 schools.</p>
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Because recent changes in medical care security policy have made clinical skills training difficult, even in teaching hospitals, training with suitable models and simulators is becoming essential for medical students to acquire clinical skills. On the basis of these changes, we performed a nationwide survey on the prevalence and application of clinical skills laboratories for clerkships in Japan. Registered questionnaires were sent to all medical schools in Japan （n＝80） in December 2012. The response forms were filled out by clinical instructors and by the staff responsible for the skills laboratory. The response rate was 94% （75 of 80 schools）. Seventy-one schools （95%） have already installed clinical skills laboratory; however, floor area and availability varied greatly among schools. Floor space ranged from 24 to 2,250 m2 （median, 214 m2）. The number of uses of the facility by medical students in the 2011 school year ranged from less than 100 to more than 10,000 （median, 1,402）. Forty-two schools （59%） had a resident director for the skills laboratory. Simulators of most universities （> 90%） were venopuncture simulators, lung-sound simulators, basic life support mannequins, heart-sound simulators, surgical suture trainers, and automated external defibrillator trainers, and all were frequently used. These results suggest considerable differences among schools in simulation-based learning environments during clinical clerkships. Although most medical schools in Japan have their own clinical skills laboratories, their size, service, and frequency of use vary greatly.
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Objective To explore advantages of simulation-based medical education for overseas students on training of anesthcsia emergency skills.Methods twenty eight oversea students accepting anesthesia practice course were divided into two groups,each group fourteen.The students of simulation group (group S) were lectured with simulation-based medical education method,while the students of control group (group C) were lectured with tradition education method.Results the practice examination record and satisfaction degree for teaching in group S were both higher than that in group C (P＜0.05).Conclusion The simulation-based medical education was better than tradition education method on training of anesthesia emergency skills for oversea students.The simulation-based medical education may raise the learning interest of oversea students obviously,and it is beneficial to students' mastery of practice skills.