| Autor: |
BURDEN, AMANDA R., PUKENAS, ERIN W., DEAL, EDWARD R., COURSIN, DOUGLAS B., DODSON, GREGORY M., STAMAN, GREGORY W., GRATZ, IRWIN, TORJMAN, MARC C. |
| Předmět: |
|
| Zdroj: |
Journal of Graduate Medical Education; 2014, Vol. 6 Issue 3, p463-469, 7p |
| Abstrakt: |
Background Cardiopulmonary arrests are rare, highstakes events that benefit from using crisis resource management (CRM). Simulation-based education with deliberate practice can promote skill acquisition. Objective We assessed whether using simulation-based education to teach CRM would lead to improved performance, compared to a lecture format. Methods We tested third-year internal medicine residents in simulated code scenarios. Participants were randomly assigned to simulation-based education with deliberate practice (SIM) group or lecture (LEC) group. We created a checklist of CRM critical actions (which includes announcing the diagnosis, asking for help/ suggestions, and assigning tasks), and reviewed videotaped performances, using a checklist of skills and communications patterns to identify CRM skills and communication efforts. Subjects were tested in simulated code scenarios 6 months after the initial assessment. Results At baseline, all 52 subjects recognized distress, and 92% (48 of 52) called for help. Seventy-eight percent (41 of 52) did not succeed in resuscitating the simulated patient or demonstrate the CRM skills. After intervention, both groups (n = 26 per group) improved. All SIM subjects announced the diagnosis compared to 65% LEC subjects (17 of 26, P = .01); 77% (20 of 26) SIM and 19% (5 of 26) LEC subjects asked for suggestions (P < .001); and 100% (26 of 26) SIM and 27% (7 of 26) LEC subjects assigned tasks (P < .001). Conclusions The SIM intervention resulted in significantly improved team communication and cardiopulmonary arrest management. During debriefing, participants acknowledged the benefit of the SIM sessions. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
