Use of the Clinical Skills Laboratory to Evaluate Two Alternative Airway Devices Used by Emergency Medicine Residents

2006 ◽  
Vol 13 (5Supplement 1) ◽  
pp. S50-S50
Author(s):  
J. Axelband
Keyword(s):  
Emergency Medicine ◽  
Clinical Skills ◽  
Skills Laboratory ◽  
Airway Devices

Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory

2021 ◽  
pp. e20210043
Author(s):  
Sarah Baillie ◽  
Annelies Decloedt ◽  
Molly Frendo Londgren
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Face To Face ◽  
Use Of Time ◽  
Skills Laboratory ◽  
The Face ◽  
Expected Benefits ◽  
Time Required ◽  
Effective Use

Flipped classroom is an educational technique in which content is delivered online for students to study at their own pace in preparation for in-class learning. Benefits include increased flexibility, enhanced student engagement and satisfaction, and more effective use of time spent during face-to-face teaching. However, the development and implementation of flipped classroom teaching are also associated with challenges, including time required to develop learning materials and getting students to engage with the preparatory work. This teaching tip describes a structured approach to designing and implementing the flipped classroom approach for clinical skills to allow a greater focus on practicing the hands-on skills and the provision of feedback during the laboratory session. First, the rationale for flipping the classroom and the expected benefits should be considered. On a practical level, decisions need to be made about what to include in the flipped component, how it will complement the face-to-face class, and how the resources will be created. In the design phase, adopting a structured template and aligning with established pedagogical principles is helpful. A well-designed flipped classroom motivates learners by including different elements such as quality educational media (e.g., videos), the opportunity to self-assess, and well-defined connections to relevant knowledge and skills. Student engagement with the flipped material can be promoted through different strategies such as clear communication to manage student expectations and adapting the delivery of the face-to-face component. Finally, gathering feedback and evaluating the initiative are important to inform future improvements.

The Development of a Clinical Skills Laboratory at Ross University School of Veterinary Medicine

2018 ◽  
Vol 46 (3) ◽  
pp. 177-183
Author(s):  
Bernard Grevemeyer ◽  
Andrew Knight
Keyword(s):  
Veterinary Medicine ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Physical Space ◽  
Teaching Staff ◽  
Psychomotor Skills ◽  
Skills Laboratory ◽  
Source Models ◽  
Senior Students

Dedicated clinical skills laboratories (CSLs) that make use of models, mannequins and simulators, are being increasingly established in medical and veterinary schools. These have been commonplace in medical schools for more than two decades, but their incorporation within the teaching of veterinary curricula has occurred much more recently. In 2007, a decision was taken to establish a CSL at Ross University School of Veterinary Medicine. We considered the range of skills that we wished to teach, the physical space and equipment needed, the storage and air conditioning requirements, the facilities needed to deliver PowerPoint lectures and case study presentations, and other essentials necessary to handle cadaver specimens. We converted an appropriate campus building to our needs, hired teaching staff, and started to source models and mannequins for the teaching of veterinary clinical skills. In 2010, 177 senior students completed a survey evaluating their experiences within our CSL. Student satisfaction was generally high, with 95% of respondents feeling that the CSL had improved their psychomotor skills. However, 15% of them felt that the models were insufficiently realistic. Our clinical skills programme has since developed considerably, and it currently offers instruction in a diverse array of surgical, medical and other clinical skills. We hope that this description of our experiences may assist others embarking on similar projects elsewhere.

scholarly journals Delivery and Measurement of High-Value Care in Standardized Patient Encounters

2017 ◽  
Vol 9 (5) ◽  
pp. 645-649 ◽  
Author(s):  
Jennifer DeLuca Baldwin ◽  
Jaclyn Cox ◽  
Zhao Helen Wu ◽  
Anne Kenny ◽  
Steven Angus
Keyword(s):  
Social History ◽  
Communication Skills ◽  
Clinical Skills ◽  
Univariate Analysis ◽  
Health Care Expenditures ◽  
Knowledge Based ◽  
Skills Laboratory ◽  
Communication Score ◽  
Artery Disease ◽  
Standardized Patient Encounters

ABSTRACT Background  Residencies have incorporated high-value care (HVC) training to contain health care expenditures. Assessment methods of HVC curricula are limited. Objective  In our clinical skills laboratory, we evaluated the effectiveness of HVC curricula using standardized patients (SPs) to determine if there is a correlation with performance in counseling, history and physical, HVC knowledge, and demographics. Methods  Through ambulatory cases, SPs evaluated postgraduate year 2 (PGY-2) residents using checklists to determine if they obtained the chief complaint, medical and social history, focused physical examination, and conveyed information regarding patient management. Investigators scored knowledge-based questions on the need for imaging in low back pain, annual stress testing in coronary artery disease, and chest x-ray for gastroesophageal reflux disease. Univariate analysis was used to calculate percentage distribution of residents' ordering of inappropriate tests. Results  All 56 PGY-2 residents participated in the study and completed at least 2 of 3 HVC cases. Analysis showed that 48% (27 of 56) ordered at least 1 inappropriate test. Residents who ordered unnecessary testing had similar performance in history and physical as well as knowledge of HVC. Inappropriate ordering was significantly associated with poorer performance in counseling (mean percentage counseling score of 68% versus 56% for those who ordered inappropriately, P < .001) and communication skills (mean percentage communication score of 74% versus 71% for those who ordered inappropriately, P < .003). There were no patterns for ordering by demographics. Conclusions  Our evaluation of residents during SP encounters found a correlation between the use of inappropriate testing and lower counseling and communication skills.

scholarly journals Pemanfaatan Sampah Bahan Habis Pakai Non-Medis Laboratorium Ketrampilan Klinik (SKILLS LAB) Sebagai Modifikasi Alat Peraga Sederhana Skill Mandiri

2020 ◽  
Vol 2 (2) ◽  
pp. 73-79
Author(s):  
P Patmawati ◽  
Fadilah Hidayati
Keyword(s):  
Clinical Skills ◽  
Clinical Pathology ◽  
Experimental Animals ◽  
Rubber Ball ◽  
Skills Lab ◽  
Skills Laboratory ◽  
Human Nails

The Skills Lab is a facility where students can practice the skills they need, which is not a real context between doctor and patient. Practicum in the Clinical Skills Laboratory and OSCE uses non-infectious non-medical consumables. The stages of making modification props are carried out in several stages including: collecting and sorting non-infectious non-medical consumables. Disinfection of non-medical consumables that are non-infectious with antiseptics. The produced props include gloves used as prepuce in circumcision beads. Modified infusion plastic bottles resemble human nails we use for nail extraction skills. The IV line can be modified as a vein in the bead, this is used for the sexy vein skill in the beaded IV. Abocart needle (neddle) is used for NGT or usually called sonde for experimental animals. Rubber infusion hose is used as an LED tube rubber ball in Clinical Pathology practicum.

scholarly journals P015: Staff skills: a procedural skills curriculum for emergency medicine attending physicians in Calgary

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S62-S62
Author(s):  
A.F. Chad ◽  
L. Baker ◽  
A. Johnston ◽  
I.M. Wishart
Keyword(s):  
Emergency Medicine ◽  
Chest Tube ◽  
Surgical Skills ◽  
Emergency Department Physician ◽  
Ultrasound Guided ◽  
Skills Laboratory ◽  
Surgical Airway ◽  
Support Fund ◽  
Pacemaker Insertion ◽  
Attending Physicians

Introduction: Emergency medicine attending physicians perform many essential procedures but some infrequently. Skill proficiency and familiarity declines over time. We intended to identify skills where colleagues felt deficient and create an opportunity to demonstrate and practice in a safe environment. Methods: Sessions began from a review of ultrasound guided central line and pacemaker insertion. Other procedures have been added as a result of critical incidents, needs assessments by attending physicians, acquisition of new technology/equipment and expert consensus. An evaluation and needs assessment is performed after each session to adjust curricula. Results: Since 2011, we have held 2-3 skill sessions per year at the Advanced Trauma Surgical Skills Laboratory at the University of Calgary. Sessions are taught by attending emergency physicians, employ task trainers, simulators, animal and human cadaveric models, ultrasound, and procedural equipment stocked in our local hospitals. We are able to accommodate ~30 participants per session for 3 hours of rotating 7-8 participants through various stations. Every session has been fully attended with a wait list. Physicians register by email with preference given to new participants and those identified during clinical practice review of requiring remediation. Costs of sessions are covered by voluntary contribution to an emergency department physician support fund. Procedures practiced have included airway (basic, adjuncts, bronchoscopy, video laryngoscopy, surgical airway, chest tube), vascular access (ultrasound guided central venous insertion, transvenous pacemaker insertion, nerve blocks, IO insertion), surgical skills (thoracotomy, chest tube, canthotomy, surgical airway) and other percutaneous procedures (paracentesis, thoracentesis, nerve block, lumbar puncture). High fidelity skills videos were created to augment the sessions, available on the department website. Four point scale evaluations from our most recent session yielded 100% excellent rating for overall workshop and relevance to practice. The 6 facilitators performance received 100% excellent or good ratings. Conclusion: We have developed a fun, nonthreatening opportunity for attending physicians to practice infrequent but important ED procedures. The sessions are well received, well attended, foster collegiality, confidence and competence in performance of infrequent ED skills. Our model could be generalized to other centres.

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