scholarly journals P134: Escape game as a theatre-based simulation for teamwork skills training in undergraduate medical education

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S104-S105
Author(s):  
A. V. Seto
Keyword(s):  
Medical Students ◽  
Acute Care ◽  
Medical Knowledge ◽  
Skills Training ◽  
Mutual Support ◽  
Training Time ◽  
University Of Calgary ◽  
Second Year ◽  
Teamwork Skills ◽  
Successes And Challenges

Introduction: Teamwork skills are essential in emergency presentations. When training medical students to manage acute care cases, simulation is frequently the educational tool. However, simulation content is often medically-focused, and post-simulation debriefs may not prioritize discussion of teamwork skills, as time is limited. Furthermore, debriefing both medical and teamwork aspects of a case may add to the learners cognitive load. This innovation uses an escape game as a non-clinical simulation to gamify teamwork skills training, with a focus on the collaborator CanMEDS role. In the entertainment industry, escape games are activities where teams solve a series of puzzles together to ultimately escape a room. Methods: 2 groups of 5 second-year medical students piloted the escape game, created within a simulation theatre, designed to surface teamwork competencies under the four University of Calgary Team Scheme domains (adapted from CIHCs National Interprofessional Competency Framework and TeamSTEPPS): Leadership/Membership, Communication, Situation Monitoring, and Collaborative Decision-Making/Mutual Support. During the game, facilitators noted examples of students strengths and challenges in demonstrating teamwork competencies. Post-game, a debrief and written reflective exercise enabled students to analyze successes and challenges in demonstrating teamwork competencies, propose solutions to teamwork challenges, and write 3 goals to improve teamwork skills. All competencies listed under each Team Scheme domain represented themes used in a thematic analysis to uncover students reported teamwork challenges. Results: Each escape game is a 30-minute teamwork activity where 5 students collaborate to complete 8 puzzles, which do not require medical knowledge, in order to win. Briefing is scheduled for 15-minutes, whereas post-game debriefing and reflection is 45-minutes. Conclusion: Escape games can highlight strengths and challenges in teamwork and collaboration amongst second-year medical students. Every competency under the Team Scheme domains was highlighted by the escape game pilots, touching on both strengths and challenges, for which students demonstrated, debriefed, and reflected upon. Students self-documented teamwork challenges include issues surrounding task-focused, closed-loop communication, and frequent reassessments. Advantages of this innovation include its use as a learning progression towards acute care simulations, portability and affordability, potential interprofessional use, and customizability. Additional training time may be required to orient facilitators to this atypical simulation. The escape game will launch in MDCN490 for second-year medical students and is scheduled prior to their acute care simulations. Further teamwork challenges identified at that time will help inform teamwork curriculum development for year 3.

Serious game, lectures or simulation-based mastery learning course which is the best method for training students about cardiac arrest management?

2019 ◽  
Author(s):  
Giuliana Scarpati ◽  
Paolo Remondelli ◽  
Ornella Piazza
Keyword(s):  
Cardiac Arrest ◽  
Medical Students ◽  
Primary Outcome ◽  
Serious Game ◽  
Training Time ◽  
Simulation Based ◽  
Before And After ◽  
Second Year ◽  
Cpr Training ◽  
Passing Score

"Background and aim: This study aimed to compare a serious game and lectures for the pretraining of medical students before learning about simulation-based management of cardiac arrest. Methods: Participants were 150 volunteer second-year medical students between April and June 2018 randomly assigned to CPR training using either lectures (n = 75) or a serious game (n = 75). Each participant was evaluated on a scenario of cardiac arrest before and after exposure to the learning methods. The primary outcome measures were the median total training time needed for the student to reach the minimum passing score. This same outcome was also assessed three months later. Results: The median training time necessary for students to reach the minimum passing score was similar between the two groups (p=0,45). Achieving an appropriate degree of chest compression was the most difficult requirement to fulfill for students in both groups. Singing the refrain of the song ""staying alive"" significantly increased the number of compressions with the correct rate. Three months later, the median training time decreased significantly in both groups. However, students have remained interested in the serious game for a longer time showing a preference for using this method. Conclusions: The serious game was not superior to lectures to pretraining medical students in the management of a cardiac arrest."

scholarly journals MP16: Which PoCUS skills are retained over time for medical students?

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S47-S48
Author(s):  
L. Edgar ◽  
L. Fraccaro ◽  
L. Park ◽  
J. MacIsaac ◽  
P. Pageau ◽  
...  
Keyword(s):  
Medical Students ◽  
Procedural Knowledge ◽  
Point Of Care ◽  
Skills Training ◽  
Multiple Choice Questions ◽  
Skills Retention ◽  
Hands On ◽  
Second Year ◽  
Point Of Care Ultrasonography ◽  
Over Time

Introduction: Point-of-care ultrasonography (PoCUS) is being incorporated into Canadian undergraduate medical school curricula. The purpose of this study was to evaluate novel PoCUS education sessions to determine what aspects of the sessions benefitted from hands-on training and which PoCUS skills were retained over time. Methods: Second year medical students voluntarily received three different PoCUS training sessions, each lasting three hours. Prior to the sessions, participants prepared independently with pre-circulated online learning materials. After a 15-minute lecture, experienced PoCUS providers led small group (1 instructor: 5 students), live scanning sessions. Evaluations were conducted before and after each session using expert validated multiple choice questions testing general and procedural knowledge, image recognition and interpretation. Volunteer students were evaluated via direct observation of live scanning using an objective structured assessment of technical skills (OSAT) based on the O-score and then re-evaluated at 2 months post-training to assess PoCUS skills retention. Results: 40 second year medical students participated in extended Focused Assessment with Sonography for Trauma (eFAST), cardiac, and gallbladder PoCUS sessions. The live-training sessions significantly improved student PoCUS knowledge beyond what they learned independently for eFAST (p < 0.001), cardiac (p < 0.001), and gallbladder (p = 0.02). The largest improvement was noted in procedural knowledge test scores improving from 44.0% to 84.0% (n = 38). 16 students were evaluated after each session with a mean O-score of 2.37. 8 students returned two months later to be re-evaluated demonstrating a change in O-scores for eFAST (2.00 to 2.38, p = 0.15), cardiac (2.28 to 2.00, p = 0.32), and gallbladder (2.91 to 1.88, p < 0.001). Conclusion: Procedural PoCUS knowledge benefited the most with hands-on training. eFAST and cardiac PoCUS competency was maintained over time while gallbladder PoCUS competency degraded suggesting that targeted PoCUS skills training may be possible. Further study is required to determine the best use of PoCUS resources in undergraduate medical education.

scholarly journals DEVELOPMENT OF THE INDIVIDUAL AND TEAM WORK ATTRIBUTE AMONG UNDERGRADUATE ENGINEERING STUDENTS: TRENDS ACROSS 4 YEARS OF ASSESSMENT

2020 ◽  
Author(s):  
A. Grocutt ◽  
A. Barron ◽  
M. Khakhar ◽  
T.A. O'Neill ◽  
W.D. Rosehart ◽  
...  
Keyword(s):  
Engineering Students ◽  
Skills Training ◽  
Female Students ◽  
Team Work ◽  
Program Accreditation ◽  
Undergraduate Engineering ◽  
University Of Calgary ◽  
Teamwork Skills ◽  
The Individual ◽  
The University

The Engineers Canada Accreditation Board outlines 12 Canadian Engineering Graduate Attributes required for program accreditation. One of these attributes is Individual and Team Work. Since 2016, at the University of Calgary, there has been a voluntary, undergraduate-wide survey administered to the Schulich School of Engineering students every spring via an online platform. The purpose of the survey is to assess students’ perceived development of teamwork skills during their program, and identify avenues to improve program offerings. After four consecutive years of this survey, with sample sizes ranging from 683-973 students, there are three main trends that can be identified: students perceive teamwork skills as highly important for their future careers, there are noticeable differences between male and female students regarding teamwork experiences, and students value teamwork skills training and opportunities for peer feedback. Implications of these findings are that there are gendered teamwork experiences among undergraduate engineering students and more research is needed to understand interventions that can mitigate this.

scholarly journals Pre COVID-19 usage of smartphones and medical applications among medical students

2021 ◽  
Vol 10 (5) ◽  
pp. 479
Author(s):  
Hammad Ahmed Butt ◽  
Waqas Ali ◽  
Warda Hussain ◽  
Amaidah Mir ◽  
Waleed Ahmed Butt ◽  
...  
Keyword(s):  
Medical Students ◽  
Cell Phones ◽  
Medical Knowledge ◽  
Smart Phone ◽  
Descriptive Study ◽  
First Year ◽  
Medical Applications ◽  
Medical College ◽  
Medical Apps ◽  
Second Year

Background: To determine awareness of medical students that utilize smartphone and their familiarity of medical applications.Methods: The questionnaire-based descriptive study was conducted in December 2019 and comprised medical students of first year and second year of the CMH Kharian Medical College, Kharian, and Nawaz Sharif Medical College, Gujrat, Gujranwala Medical College, Gujranwala and Mohi-ud-Din Islamic Medical College, Mirpur. Questionnaires were distributed in the classrooms and were filled by the students anonymously. SPSS 20 was used for statistical analysis.Results: Among the 770 medical students in the study, 747 (97%) had smartphones and 23 (3%) were using simple cell phones. Overall, 362 (47%) of the smart phone users were using some medical apps. Besides, 223 (29%) were aware of the medical apps but were not using them. Also, 655 (85%) students were not using any type of medical text eBooks through their phone, and only 115 (15%) had relevant text eBooks in their phones.Conclusions: A very low awareness among medical college students exists regarding smartphones as a gadget for improving medical knowledge.

Demonstration of a Teamwork Skills Training Program for the Dynamic Targeting Cell

2008 ◽  
Author(s):  
Amy L. Alexander ◽  
Jeff Beaubien ◽  
Yale Marc ◽  
Sharnnia Artis
Keyword(s):  
Training Program ◽  
Skills Training ◽  
Teamwork Skills

Meditation buffers medical student compassion from the deleterious effects of depression.

2017 ◽  
Author(s):  
Jennifer S Mascaro ◽  
Sean Kelley ◽  
Alana Darcher ◽  
Lobsang Negi ◽  
Carol Worthman ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Well Being ◽  
Daily Functioning ◽  
Wait List ◽  
School Students ◽  
Social Emotions ◽  
The Face ◽  
Second Year

Increasing data suggest that for medical school students the stress of academic and psychologicaldemands can impair social emotions that are a core aspect of compassion and ultimately physiciancompetence. Few interventions have proven successful for enhancing physician compassion inways that persist in the face of suffering and that enable sustained caretaker well-being. To addressthis issue, the current study was designed to (1) investigate the feasibility of cognitively-basedcompassion training (CBCT) for second-year medical students, and (2) test whether CBCT decreasesdepression, enhances compassion, and improves daily functioning in medical students. Comparedto the wait-list group, students randomized to CBCT reported increased compassion, and decreasedloneliness and depression. Changes in compassion were most robust in individuals reporting highlevels of depression at baseline, suggesting that CBCT may benefit those most in need by breakingthe link between personal suffering and a concomitant drop in compassion

scholarly journals Disaster Day: A Simulation-Based Disaster Medicine Curriculum for Novice Learners

2021 ◽  
Vol 8 ◽  
pp. 238212052110207
Author(s):  
Brad D Gable ◽  
Asit Misra ◽  
Devin M Doos ◽  
Patrick G Hughes ◽  
Lisa M Clayton ◽  
...  
Keyword(s):  
Medical Students ◽  
Disaster Management ◽  
Disaster Preparedness ◽  
Real Life ◽  
Mass Casualty ◽  
Disaster Medicine ◽  
Incident Command ◽  
Management Concepts ◽  
Simulation Based ◽  
Second Year

Background: Mass casualty and multi-victim incidents have increased in recent years due to a number of factors including natural disasters and terrorism. The Association of American Medical Colleges (AAMC) recommends that medical students be trained in disaster preparedness and response. However, a majority of United States medical students are not provided such education. Objective: The goal of this study was to evaluate the effectiveness of a 1 day, immersive, simulation-based Disaster Day curriculum. Settings and Design: Learners were first and second year medical students from a single institution. Materials and Methods: Our education provided learners with information on disaster management, allowed for application of this knowledge with hands-on skill stations, and culminated in near full-scale simulation where learners could evaluate the knowledge and skills they had acquired. Statistical analysis used: To study the effectiveness of our Disaster Day curriculum, we conducted a single-group pretest-posttest and paired analysis of self-reported confidence data. Results: A total of 40 first and second year medical students participated in Disaster Day as learners. Learners strongly agreed that this course provided new information or provided clarity on previous training, and they intended to use what they learned, 97.6% and 88.4%, respectively. Conclusions: Medical students’ self-reported confidence of key disaster management concepts including victim triage, tourniquet application, and incident command improved after a simulation-based disaster curriculum. This Disaster Day curriculum provides students the ability to apply concepts learned in the classroom and better understand the real-life difficulties experienced in a resource limited environment.

scholarly journals Involvement of medical students in a surgery congress: impact on learning motivation, decision-making for a career in surgery, and educational curriculum

2021 ◽  
Author(s):  
Ibrahim Alkatout ◽  
Veronika Günther ◽  
Sandra Brügge ◽  
Johannes Ackermann ◽  
Magret Krüger ◽  
...  
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Medical Curriculum ◽  
Learning Motivation ◽  
Educational Curriculum ◽  
Active Involvement ◽  
Surgical Career ◽  
Second Year ◽  
Digital Surgery ◽  
The Impact

SummaryDuring the preclinical period of medical school, the clinical relevance of theoretical knowledge is given little attention. Medical students of the second year were invited to participate in an interdisciplinary congress for robot-assisted and digital surgery. The students had to evaluate the impact of the congress on their learning motivation, decision-making for a career in surgery, and relevance for their educational curriculum. Participation in the congress increased their learning motivation for preclinical subjects, and significantly increased their interest in a surgical career. Most students considered active involvement in medical congresses a valuable supplement to the medical curriculum. Congress participation during the preclinical period was ranked positively by medical students. Greater learning motivation and enthusiasm for the pilot teaching project as well as for surgical disciplines were registered. Thus, early involvement of medical students in scientific congresses should be an integral part of their educational curriculum.

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