scholarly journals Rapid Cycle Deliberate Practice in Virtual Reality: Teaching Transvenous Pacemaker Insertion to Emergency Medicine Residents

Cureus ◽  
2021 ◽  
Author(s):  
Cynthia Peng ◽  
Kristen M Ng ◽  
Kelly N Roszczynialski ◽  
Steven J Warrington ◽  
Kimberly Schertzer
Keyword(s):  
Emergency Medicine ◽  
Virtual Reality ◽  
Deliberate Practice ◽  
Pacemaker Insertion

scholarly journals Virtual Reality as an Interview Technique in Evaluation of Emergency Medicine Applicants

2018 ◽  
Vol 2 (4) ◽  
pp. 328-333 ◽  
Author(s):  
Scott B. Crawford ◽  
Stormy M. Monks ◽  
Radosveta N. Wells
Keyword(s):  
Emergency Medicine ◽  
Virtual Reality ◽  
Interview Technique

Experience Curves as an Organizing Framework for Deliberate Practice in Emergency Medicine Learning

2012 ◽  
Vol 19 (12) ◽  
pp. 1476-1480 ◽  
Author(s):  
Martin V. Pusic ◽  
David Kessler ◽  
Demian Szyld ◽  
Adina Kalet ◽  
Martin Pecaric ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Deliberate Practice ◽  
Experience Curves

Deliberate practice on virtual reality laparoscopic simulator improves quality of surgical skills

2009 ◽  
Vol 209 (3) ◽  
pp. S112 ◽  
Author(s):  
Patrice Crochet ◽  
Rajesh Aggarwal ◽  
Sukhpreet Dubb ◽  
Paul Ziprin ◽  
Niroshini Rajaretnam ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Deliberate Practice ◽  
Surgical Skills ◽  
Laparoscopic Simulator

scholarly journals MP20: ImageSim - performance-based medical image interpretation learning system

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S47-S47
Author(s):  
K. Boutis ◽  
M. Pecarcic ◽  
M. Pusic
Keyword(s):  
Emergency Medicine ◽  
Clinical Practice ◽  
Medical Image ◽  
Medical Images ◽  
Image Interpretation ◽  
Deliberate Practice ◽  
Learning System ◽  
Point Of Care Ultrasound ◽  
Emergency Physicians ◽  
Emergency Medicine Physician

Introduction: Medical images (e.g. radiographs) are the most commonly ordered tests in emergency medicine. As such, emergency medicine physicians are faced with the task of learning the skill of interpreting these images to an expert performance level by the time they provide opinions that guide patient management decisions. However, discordant interpretations of these images between emergency physicians and expert counterparts (e.g. radiologists) is a common cause of medical error. In pediatrics, this problem is even greater due to the changing physiology with age. Methods: ImageSim (https://imagesim.com/) is an evidence-based on-line learning platform derived and validated over an 11 year period (https://imagesim.com/research-and-efficacy/). This learning system incorporates the concepts of cognitive simulation, gamification, deliberate practice, and performance-based competency in the presentation and interpretation of medical images. Specifically, ImageSim presents images as they are experienced in clinical practice and incorporates a normal to abnormal ratio is representative of that seen in emergency medicine. Further, it forces the participant to commit to the case being normal or abnormal and if abnormal, the participant has to visually locate the specific area of pathology on the image. The participant submits a response and gets text and visual feedback with every case. After each case, the participant gets to play again until they reach a desired competency threshold (80% is bronze resident; 90% silver staff emergency medicine physician; 97% gold radiologist). Importantly, the learning experience also emphasizes deliberate practice such that the learning system provides hundreds of case examples and therefore each participants performance has the opportunity to improve along their individual learning curve. Results: Course selection was made based on known medical image interpretation knowledge gaps for practicing emergency physicians. Currently, ImageSim live courses include pediatric musculoskeletal radiographs (2,100 cases, 7 modules) and pediatric chest radiographs (434 cases). In 2018, we will also release a pediatric point-of-care ultrasound course (400 cases, 4 modules) and the pre-pubertal female genital examination (150 cases). For a demo, go to https://imagesim.com/demo/. Using ImageSim, the deliberate practice of about 120 cases (1 hour time commitment) increases accuracy on average by 15%. Currently integrated into 10 emergency medicine training programs and there are about 300 continuing medical education world-wide participants. Conclusion: While acquiring mastery for these images may take years to acquire via clinical practice alone, this learning system can potentially help achieve this in just a few hours.

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.

Deliberate Practice on a Virtual Reality Laparoscopic Simulator Enhances the Quality of Surgical Technical Skills

2011 ◽  
Vol 253 (6) ◽  
pp. 1216-1222 ◽  
Author(s):  
Patrice Crochet ◽  
Rajesh Aggarwal ◽  
Sukhpreet Singh Dubb ◽  
Paul Ziprin ◽  
Niroshini Rajaretnam ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Deliberate Practice ◽  
Technical Skills ◽  
Surgical Technical ◽  
Laparoscopic Simulator

scholarly journals Dedicated time for deliberate practice: one emergency medicine program’s approach to point-of-care ultrasound (PoCUS) training

CJEM ◽  
2015 ◽  
Vol 17 (5) ◽  
pp. 558-561 ◽  
Author(s):  
Melissa Hayward ◽  
Teresa Chan ◽  
Andrew Healey
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Skill Acquisition ◽  
Point Of Care ◽  
Deliberate Practice ◽  
Lessons Learned ◽  
Point Of Care Ultrasound ◽  
Residency Programs ◽  
Education Literature ◽  
Scholarly Discussion

AbstractPoint-of-care ultrasound (PoCUS) has become an essential skill in the practice of emergency medicine (EM). Various EM residency programs now require competency in basic PoCUS applications. The education literature suggests that deliberate practice is necessary for skill acquisition and mastery. We used an educational theory, Ericsson’s model of deliberate practice, to create a PoCUS curriculum for our Royal College of Physicians and Surgeons of Canada EM residency.Although international recommendations around curriculum requirements exist, this will be one of the first papers to describe the implementation of a specific PoCUS training program. This paper details the features of the program and lessons learned during its initial 3 years. Sharing this experience may serve as a nidus for scholarly discussion around how to best approach medical education in this area.

scholarly journals LO096: Comfortable with your thoracotomy skills? An innovative simulation-based curriculum to teach rare procedures in emergency medicine

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S63-S63
Author(s):  
S.H. Gray ◽  
J. Owen ◽  
A. Petrosoniak
Keyword(s):  
Emergency Medicine ◽  
Experiential Education ◽  
Deliberate Practice ◽  
Technical Skills ◽  
Skills Training ◽  
Residency Programs ◽  
Ongoing Work ◽  
Life Saving ◽  
Simulation Based ◽  
Technical Skills Training

Introduction / Innovation Concept: Emergency medicine (EM) residents must demonstrate proficiency in several rare, life-saving procedures but few clinical opportunities exist to practice and master these skills. Currently no standardized curricula exist for the instruction of these skills during EM residency. Accordingly, many residents graduate without the experience to perform these critical procedures confidently. We developed a novel, simulation-based curriculum for six rare, life-saving, EM skills that integrates deliberate practice and Kolb’s theory of experiential education. Methods: We used existing EM training objectives and a recent national resident needs assessment to develop a simulation-based technical skills curriculum. The six station curriculum was underpinned by the pedagogical framework of experiential education and deliberate practice. Instructor and participant feedback directed subsequent curriculum modifications. Curriculum, Tool, or Material: This one-day intensive curriculum was successfully implemented at two Canadian EM residency programs for 54 EM residents, from both CCFP-EM and FRCP-EM streams. Participant feedback was highly favorable. An iterative approach to curriculum implementation at two separate residency programs effectively allowed educators to respond to participant needs. Conclusion: A novel simulation-based curriculum for rare procedures in EM is feasible, practical, and highly valued by participants. Ongoing work is underway to refine the curriculum and assess its efficacy in creating competence. Deliberate practice and Kolb’s theory of experiential education provide useful frameworks for technical skills training.

MP23-13 MEDICAL STUDENT DELIBERATE PRACTICE ON A VIRTUAL-REALITY CURRICULUM CAN ACHIEVE EQUIVALENCY TO SENIOR UROLOGY RESIDENT REAL-TIME TRAINING

2015 ◽  
Vol 193 (4S) ◽  
Author(s):  
Ahmed Ghazi ◽  
Aisha Siebert ◽  
Anees Fazili ◽  
Vineet Agrawal ◽  
Changyong feng ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Medical Student ◽  
Real Time ◽  
Deliberate Practice
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