Republished: Simulation training improves ability to manage medical emergencies
ObjectiveIn the case of an emergency, fast and structured patient management is crucial for a patient's outcome. Every physician and graduate medical student should possess basic knowledge of emergency care and the skills to manage common emergencies. This study determines the effect of a simul...
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| Veröffentlicht in: | Postgraduate medical journal 2012-06, Vol.88 (1040), p.312-316 |
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| creator | Ruesseler, Miriam Weinlich, Michael Müller, Michael P Byhahn, Christian Marzi, Ingo Walcher, Felix |
| description | ObjectiveIn the case of an emergency, fast and structured patient management is crucial for a patient's outcome. Every physician and graduate medical student should possess basic knowledge of emergency care and the skills to manage common emergencies. This study determines the effect of a simulation-based curriculum in emergency medicine on students' abilities to manage emergency situations.MethodsA controlled, blinded educational trial of 44 final-year medical students was carried out at Frankfurt Medical School; 22 students completed the former curriculum as the control group and 22 the new curriculum as the intervention group. The intervention consists of simulation-based training with theoretical and simulation-based training sessions in realistic encounters based on the Basic Life Support (BLS), Advanced Cardiac Life Support (ACLS) and adapted Advanced Trauma Life Support (ATLS) training. Further common emergencies were integrated corresponding to the course objectives. All students faced a performance-based assessment in a 10 station Objective Structured Clinical Examination (OSCE) using checklist rating within a maximum of 4 months after completion of the intervention.ResultsThe intervention group performed significantly better at all of the 10 OSCE stations in the checklist rating (p |
| doi_str_mv | 10.1136/pgmj-2009-074518rep |
| format | Article |
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Every physician and graduate medical student should possess basic knowledge of emergency care and the skills to manage common emergencies. This study determines the effect of a simulation-based curriculum in emergency medicine on students' abilities to manage emergency situations.MethodsA controlled, blinded educational trial of 44 final-year medical students was carried out at Frankfurt Medical School; 22 students completed the former curriculum as the control group and 22 the new curriculum as the intervention group. The intervention consists of simulation-based training with theoretical and simulation-based training sessions in realistic encounters based on the Basic Life Support (BLS), Advanced Cardiac Life Support (ACLS) and adapted Advanced Trauma Life Support (ATLS) training. Further common emergencies were integrated corresponding to the course objectives. All students faced a performance-based assessment in a 10 station Objective Structured Clinical Examination (OSCE) using checklist rating within a maximum of 4 months after completion of the intervention.ResultsThe intervention group performed significantly better at all of the 10 OSCE stations in the checklist rating (p<0.0001 to p=0.016).ConclusionsThe simulation-based intervention offers a positively evaluated possibility to enhance students' skills in recognising and handling emergencies. Additional studies are required to measure the long-term retention of the acquired skills, as well as the effect of training in healthcare professionals.</description><identifier>ISSN: 0032-5473</identifier><identifier>EISSN: 1469-0756</identifier><identifier>DOI: 10.1136/pgmj-2009-074518rep</identifier><identifier>PMID: 22586148</identifier><language>eng</language><publisher>London: The Fellowship of Postgraduate Medicine</publisher><subject>Algorithms ; Biological and medical sciences ; Clinical assessment ; Curricula ; education ; effectiveness ; Emergency medical care ; General aspects ; Health education ; Interdisciplinary aspects ; Internal medicine ; Learning ; Medical sciences ; Medicine ; Methods ; Physicians ; Public speaking ; resuscitation ; Simulation ; Students ; Studies ; Teaching ; Training</subject><ispartof>Postgraduate medical journal, 2012-06, Vol.88 (1040), p.312-316</ispartof><rights>2012, Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.</rights><rights>2015 INIST-CNRS</rights><rights>Copyright: 2012 (c) 2012, Published by the BMJ Publishing Group Limited. 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Every physician and graduate medical student should possess basic knowledge of emergency care and the skills to manage common emergencies. This study determines the effect of a simulation-based curriculum in emergency medicine on students' abilities to manage emergency situations.MethodsA controlled, blinded educational trial of 44 final-year medical students was carried out at Frankfurt Medical School; 22 students completed the former curriculum as the control group and 22 the new curriculum as the intervention group. The intervention consists of simulation-based training with theoretical and simulation-based training sessions in realistic encounters based on the Basic Life Support (BLS), Advanced Cardiac Life Support (ACLS) and adapted Advanced Trauma Life Support (ATLS) training. Further common emergencies were integrated corresponding to the course objectives. All students faced a performance-based assessment in a 10 station Objective Structured Clinical Examination (OSCE) using checklist rating within a maximum of 4 months after completion of the intervention.ResultsThe intervention group performed significantly better at all of the 10 OSCE stations in the checklist rating (p<0.0001 to p=0.016).ConclusionsThe simulation-based intervention offers a positively evaluated possibility to enhance students' skills in recognising and handling emergencies. Additional studies are required to measure the long-term retention of the acquired skills, as well as the effect of training in healthcare professionals.</description><subject>Algorithms</subject><subject>Biological and medical sciences</subject><subject>Clinical assessment</subject><subject>Curricula</subject><subject>education</subject><subject>effectiveness</subject><subject>Emergency medical care</subject><subject>General aspects</subject><subject>Health education</subject><subject>Interdisciplinary aspects</subject><subject>Internal medicine</subject><subject>Learning</subject><subject>Medical sciences</subject><subject>Medicine</subject><subject>Methods</subject><subject>Physicians</subject><subject>Public speaking</subject><subject>resuscitation</subject><subject>Simulation</subject><subject>Students</subject><subject>Studies</subject><subject>Teaching</subject><subject>Training</subject><issn>0032-5473</issn><issn>1469-0756</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNqNkFtrFDEYhkNR2u3hFwgyIII30-Y4yXini1ahB2i1XoZk5sua7ZxMZor9982w6xa86kUI5Hu-lzcPQm8IPiWEFWfDql3nFOMyx5ILogIMe2hBeDE_iOIVWmDMaC64ZAfoMMY1xoRJTvbRAaVCFYSrBbq-gWGyjY-_of6Y3fp2aszo-y4bg_Gd71aZb4fQP0DMjPWNHx-zsc9a05kVZC3UvjJNBi2EFXSVh3iMXjvTRDjZ3kfo59cvP5bf8ovr8-_LTxe55RyPubNMFcaBxBUV1kFZcyG5qUvGlLXSVE5SxxSnRNaKp2Mq7ARmtrQizR07Qh82uancnwniqFsfK2ga00E_RU3SX0tKlCAJffcfuu6n0KV2mkhFiqSuYIliG6oKfYwBnB6Cb014TFF69q1n33r2rXe-09bbbfZkk43dzj_BCXi_BUxMqlwwSVN85kRJuSznkvmG83GEv7u5Cfe6kEwKfXW31DdX8vLz7S-iZ_50w9tU6iVNnwCKTaih</recordid><startdate>20120601</startdate><enddate>20120601</enddate><creator>Ruesseler, Miriam</creator><creator>Weinlich, Michael</creator><creator>Müller, Michael P</creator><creator>Byhahn, Christian</creator><creator>Marzi, Ingo</creator><creator>Walcher, Felix</creator><general>The Fellowship of Postgraduate Medicine</general><general>BMJ Publishing Group</general><general>Oxford University Press</general><scope>BSCLL</scope><scope>IQODW</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>88I</scope><scope>8AF</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BTHHO</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>M0S</scope><scope>M1P</scope><scope>M2P</scope><scope>PHGZM</scope><scope>PHGZT</scope><scope>PJZUB</scope><scope>PKEHL</scope><scope>PPXIY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>20120601</creationdate><title>Republished: Simulation training improves ability to manage medical emergencies</title><author>Ruesseler, Miriam ; Weinlich, Michael ; Müller, Michael P ; Byhahn, Christian ; Marzi, Ingo ; Walcher, Felix</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-b440t-fb386afe70c25bfe9d4574ad9338bb7acf72f384217d847d8ac0f503b9b5bb7f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Algorithms</topic><topic>Biological and medical sciences</topic><topic>Clinical assessment</topic><topic>Curricula</topic><topic>education</topic><topic>effectiveness</topic><topic>Emergency medical care</topic><topic>General aspects</topic><topic>Health education</topic><topic>Interdisciplinary aspects</topic><topic>Internal medicine</topic><topic>Learning</topic><topic>Medical sciences</topic><topic>Medicine</topic><topic>Methods</topic><topic>Physicians</topic><topic>Public speaking</topic><topic>resuscitation</topic><topic>Simulation</topic><topic>Students</topic><topic>Studies</topic><topic>Teaching</topic><topic>Training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ruesseler, Miriam</creatorcontrib><creatorcontrib>Weinlich, Michael</creatorcontrib><creatorcontrib>Müller, Michael P</creatorcontrib><creatorcontrib>Byhahn, Christian</creatorcontrib><creatorcontrib>Marzi, Ingo</creatorcontrib><creatorcontrib>Walcher, Felix</creatorcontrib><collection>Istex</collection><collection>Pascal-Francis</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Science Database (Alumni Edition)</collection><collection>STEM Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>BMJ Journals</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Science Database</collection><collection>ProQuest Central (New)</collection><collection>ProQuest One Academic (New)</collection><collection>ProQuest Health & Medical Research Collection</collection><collection>ProQuest One Academic Middle East (New)</collection><collection>ProQuest One Health & Nursing</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>Postgraduate medical journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ruesseler, Miriam</au><au>Weinlich, Michael</au><au>Müller, Michael P</au><au>Byhahn, Christian</au><au>Marzi, Ingo</au><au>Walcher, Felix</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Republished: Simulation training improves ability to manage medical emergencies</atitle><jtitle>Postgraduate medical journal</jtitle><addtitle>Postgrad Med J</addtitle><date>2012-06-01</date><risdate>2012</risdate><volume>88</volume><issue>1040</issue><spage>312</spage><epage>316</epage><pages>312-316</pages><issn>0032-5473</issn><eissn>1469-0756</eissn><abstract>ObjectiveIn the case of an emergency, fast and structured patient management is crucial for a patient's outcome. Every physician and graduate medical student should possess basic knowledge of emergency care and the skills to manage common emergencies. This study determines the effect of a simulation-based curriculum in emergency medicine on students' abilities to manage emergency situations.MethodsA controlled, blinded educational trial of 44 final-year medical students was carried out at Frankfurt Medical School; 22 students completed the former curriculum as the control group and 22 the new curriculum as the intervention group. The intervention consists of simulation-based training with theoretical and simulation-based training sessions in realistic encounters based on the Basic Life Support (BLS), Advanced Cardiac Life Support (ACLS) and adapted Advanced Trauma Life Support (ATLS) training. Further common emergencies were integrated corresponding to the course objectives. All students faced a performance-based assessment in a 10 station Objective Structured Clinical Examination (OSCE) using checklist rating within a maximum of 4 months after completion of the intervention.ResultsThe intervention group performed significantly better at all of the 10 OSCE stations in the checklist rating (p<0.0001 to p=0.016).ConclusionsThe simulation-based intervention offers a positively evaluated possibility to enhance students' skills in recognising and handling emergencies. Additional studies are required to measure the long-term retention of the acquired skills, as well as the effect of training in healthcare professionals.</abstract><cop>London</cop><pub>The Fellowship of Postgraduate Medicine</pub><pmid>22586148</pmid><doi>10.1136/pgmj-2009-074518rep</doi><tpages>5</tpages></addata></record> |
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| ispartof | Postgraduate medical journal, 2012-06, Vol.88 (1040), p.312-316 |
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| source | Oxford University Press Journals All Titles (1996-Current); BMJ Journals - NESLi2 |
| subjects | Algorithms Biological and medical sciences Clinical assessment Curricula education effectiveness Emergency medical care General aspects Health education Interdisciplinary aspects Internal medicine Learning Medical sciences Medicine Methods Physicians Public speaking resuscitation Simulation Students Studies Teaching Training |
| title | Republished: Simulation training improves ability to manage medical emergencies |
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