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Implementation of a workshop for mass casualty incident triage training using an immersive virtual reality simulation 利用沉浸式虚拟现实模拟开展大规模伤亡事件分流培训讲习班
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-20 DOI: 10.1002/aet2.10939
Nicholas E. Kman MD, Jillian McGrath MD, Ashish R. Panchal MD, PhD, Matthew Malone MD, Travis Sharkey-Toppen MD, PhD, David P. Way MEd

Objective

We offered a workshop at the 2023 annual meeting of the Society for Academic Emergency Medicine to teach the Sort–Assess–Lifesaving Interventions–Treatment/Transport (SALT) triage protocol for responding to mass casualty incidents (MCIs) using an immersive virtual reality (VR) simulator. Here, we report workshop outcomes.

Methods

After a 1-h didactic on the basics of triage protocols, workshop participants rotated through three skill stations at which learners learned how to use the VR headset and controllers, practiced applying SALT triage skills through a tabletop exercise, and then finally used our VR simulator for training responses to MCIs. During their encounter with VR, participants applied their new knowledge to triaging and treating the victims of an explosion in a virtual subway station. After a brief orientation, participants entered the scene to treat and triage virtual patients who had various life-threatening (e.g., acute arterial bleed, penetrating injury, pneumothorax, amputations) and non–life-threatening injuries (lacerations, sprains, hysteria, confusion). The simulator generated a performance report for each workshop attendee to be used for debriefing by a skilled facilitator.

Results

Participants were mostly trainees (residents), all of whom properly initiated their encounter with global sort commands (walk and wave) to identify the most critically injured. On average, participants correctly treated 92% of 18 injuries, with all bleeding injuries being properly controlled (tourniquets or wound packing). On average, participants correctly tagged 87.7% of 11 patients, but only took the pulse of 67% of the 11 patients. Learners had difficulty with cases involving embedded shrapnel and properly tagging patients who were stable after treatments.

Conclusions

Our VR simulator provided a practical, portable, reproducible training and assessment system for preparing future emergency medical systems (EMS) medical directors to teach their EMS professionals the triage and lifesaving intervention treatment skills needed to save lives.

目的 我们在 2023 年学术急诊医学会年会上举办了一次研讨会,利用沉浸式虚拟现实(VR)模拟器教授应对大规模伤亡事件(MCI)的 "分类-评估-救生干预-治疗/转运(SALT)分诊协议"。在此,我们将报告研讨会的成果。 方法 在对分流协议的基础知识进行了 1 小时的说教后,培训班学员轮流经过三个技能站,学习如何使用 VR 头显和控制器,通过桌面演练练习应用 SALT 分流技能,最后使用我们的 VR 模拟器进行应对 MCI 的培训。在接触 VR 的过程中,学员们运用新知识对虚拟地铁站中的爆炸受害者进行了分流和救治。在简短的引导之后,参与者进入现场,对各种危及生命(如急性动脉出血、穿透伤、气胸、截肢)和非危及生命(撕裂伤、扭伤、癔病、精神错乱)的虚拟病人进行治疗和分流。模拟器会为每位参加研讨会的人员生成一份表现报告,供熟练的主持人进行汇报时使用。 结果 参加者大多是受训人员(住院医师),他们都能正确地发出整体分类指令(步行和挥手),以识别最危重的伤员。平均而言,参与者正确救治了 92% 的 18 名伤员,所有出血伤员都得到了妥善控制(止血带或伤口包扎)。平均而言,在 11 名患者中,学员正确标记的比例为 87.7%,但只为 67% 的患者测量了脉搏。学员在处理嵌入弹片的病例和正确标记治疗后病情稳定的患者时遇到了困难。 结论 我们的 VR 模拟器提供了一个实用、便携、可重复的培训和评估系统,可帮助未来的急救医疗系统(EMS)医务主任向急救医疗专业人员传授挽救生命所需的分诊和救生干预治疗技能。
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引用次数: 0
Let's get active: The use of technology-enhanced audience interaction to promote active learning 让我们活跃起来:利用技术增强观众互动,促进主动学习
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-19 DOI: 10.1002/aet2.10950
Simanjit K. Mand MD, Stephen J. Cico MD, Med, Mary R. C. Haas MD, MHPE, Nicole E. Schnabel MD, Benjamin H. Schnapp MD, MEd
<p>Active learning, the process of engaging learners to partake in their education through participation and discussion, has gained significant traction in medical education over the past decade.<span><sup>1</sup></span> Active learning methods enhance audience attentiveness and overall educational enjoyment.<span><sup>2-4</sup></span> Recent literature also highlights enhanced knowledge acquisition and retention with active learning approaches compared to passive learning methods, indicating both immediate and potential long-term benefits.<span><sup>2, 3, 5-10</sup></span></p><p>Active learning, however, has potential drawbacks. Within large group settings, it can inadvertently lead to learners feeling anxious, ashamed, or inadequate compared to their peers if it exposes knowledge gaps. This can hinder their ability to engage fully in the learning process.<span><sup>11, 12</sup></span> It remains necessary to ensure learners are provided with psychological safety to concentrate solely on the learning task at hand without the risk of feeling self-conscious among their peers.<span><sup>13</sup></span></p><p>Technology-enhanced audience interaction offers the advantage of promoting active learning while still ensuring psychological safety for learners. These platforms enable participation with the option of anonymity, addressing learner concerns about potential negative exposure to knowledge deficits and creating a supportive learning environment by encouraging participation by all.<span><sup>4</sup></span> The versatility and diversity of options for engagement can allow for easy integration into a variety of existing educational resources. While technology-enhanced audience interaction can be used in a variety of educational environments and situations, here we explore key considerations for use in large group settings.</p><p>Technology-enhanced audience interaction can be accomplished using a variety of different software programs; factors related to the presentation content, targeted learners, software characteristics, and learning environment may influence the optimal software choice for a given learning activity. Software selection will first depend on the objectives of the presentation and intended level of learner participation. Presenters may wish to use certain software to gamify content (e.g., multiple-choice questions, polls) to assess learner recall and retention of subject matter while encouraging friendly competition to maintain attention. Others may wish to use software to perform a real-time needs assessment of their audience to tailor education delivery; presenters can ask learners questions and, based on accuracy of responses, focus subsequent teaching material on topics which the learners have not yet mastered. Even further, a presenter may want to choose software that offers whiteboards to facilitate discussion-based sessions and collaborative knowledge building in environments such as a flipped-classroom.</p><p>While certain l
主动学习是指让学习者通过参与和讨论来参与其教育的过程,在过去十年的医学教育中得到了极大的发展。1 主动学习方法提高了受众的注意力和整体的教育乐趣。2-4 最近的文献还强调,与被动学习方法相比,主动学习方法提高了知识的获取和保留,这表明它既有直接的好处,也有潜在的长期好处。在大型小组环境中,如果暴露出知识差距,可能会无意中导致学习者感到焦虑、羞愧或与同伴相比不足。这可能会妨碍学习者全身心投入学习过程的能力。11, 12 因此,仍有必要确保学习者的心理安全,使他们能够全神贯注地完成手头的学习任务,而不会有在同伴中感到自卑的风险。这些平台使学习者可以选择匿名参与,解决了学习者对知识缺陷可能带来的负面影响的担忧,并通过鼓励所有人参与创造了一个支持性的学习环境。技术增强型观众互动可用于各种教育环境和情况,在此,我们将探讨在大型小组环境中使用技术增强型观众互动的主要注意事项。技术增强型观众互动可使用各种不同的软件程序来实现;与演示内容、目标学习者、软件特性和学习环境有关的因素可能会影响特定学习活动的最佳软件选择。软件的选择首先取决于演示的目标和学习者的预期参与程度。演示者可能希望使用某些软件将内容游戏化(如多项选择题、投票),以评估学习者对主题内容的记忆和保持情况,同时鼓励友好竞争以保持注意力。还有一些人可能希望使用软件对听众进行实时需求评估,以便有针对性地开展教学;主讲人可以向学员提问,并根据回答的准确性,将后续教学材料的重点放在学员尚未掌握的主题上。此外,主讲人可能希望选择提供白板的软件,以便在翻转课堂等环境中促进基于讨论的课程和协作式知识构建。某些学习环境可能会受益于主讲人能够清楚地识别参与者的身份,例如需要个人评估和反馈的情况,而其他学习环境则可以提供匿名功能,同时仍然允许听众完成自我评估。在涉及大型团体的演讲中,如全国性会议或大讲堂演讲,或者在演讲者和学习者听众不太熟悉的情况下,匿名可以让听众更多地参与进来。此外,在旨在吸引学生或学员参与的会议上,或在涉及敏感话题的演讲中,匿名可增强听众回答和提问的心理安全,从而促进安全的学习环境。一旦确定了使用软件的意图,软件的具体因素,如集成性、易用性和数据分析能力等,都是演示者需要考虑的几个特点。将软件纳入学习计划所需的时间是影响选择的一个主要因素。一些软件程序提供预制图形和模板,可提高效率(如 Mentimeter、Padlet、Slido),而其他软件的模板较少,可能会吸引那些希望发挥创造力或使用更个性化格式的人。软件程序为参与者提供的界面也不尽相同;有些软件选项使用一个独特的代码,参与者可以通过个人设备轻松加入,而其他软件则需要下载应用程序或繁琐的注册和登录过程。最后,从演示中获取总结报告以供进一步使用的选项也会影响到选择哪种软件程序(各种软件平台的功能比较见表 1)。演示者现在还必须考虑演示是采用现场演示、虚拟演示还是混合演示的形式。大多数软件程序的开发都是为了创造一种交互式和引人入胜的现场体验,但也有一些软件程序(例如,Professor...
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引用次数: 0
The importance of peer review skills: Value and necessity of training residents to ensure continued scientific excellence 同行评审技能的重要性:对住院医师进行培训以确保继续保持科学卓越性的价值和必要性
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-19 DOI: 10.1002/aet2.10940
Dan Mayer MD, Carly Eastin MD, Bryan Kane MD, Sangil Lee MD, Joshua Davis MD, Teresa M. Chan MD, MHPE, MBA
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引用次数: 0
We outside: Modeling equity-centered, antiracist, community-driven partnerships in resident education 我们在外面:在居民教育中建立以公平为中心、反种族主义、社区驱动的伙伴关系模式
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-19 DOI: 10.1002/aet2.10984
John Lewis MD, MS, Anisha Turner MD, MBA, Thea James MD, MPH, MBA, Italo Brown MD, MPH, Lauren Tamara Wilson MD

Background

Community engagement is increasingly recognized as a necessity in addressing intractable racial and ethnic health disparities in the United States. However, institutions have not adequately trained resident physicians in developing symbiotic community partnerships that preserve community autonomy and identity without exploitation. Our goals were to highlight the experiences of expert academic emergency physicians in creating innovative, community-driven, and anti-racist solutions to achieving measurable equity in health outcomes and to introduce a novel framework entitled the Social Change Method to take a community-embedded intervention from concept to creation.

Methods

The methodology was based on the development of a didactic session at the 2023 SAEM Annual Meeting. The three novel initiatives discussed were Emergency Medicine Remix (EMR); Trust, Research, Access, and Prevention (TRAP) Medicine; and The Health Equity Accelerator (HEA). A team of multi-institutional experts convened to develop the session objectives through priority setting.

Results

Our expert panel discussed successes and challenges encountered while using evidence-informed strategies to conduct their community-based programming. Participant questions were centered on fostering sustainability, emphasizing the importance of carefully crafted interventions in the face of uncertain legislative challenges and strategies to empower others.

Conclusions

Emergency medicine residency education should incorporate training on methods to leverage community partnerships to improve individual and community health outcomes. The Social Change Method can be used as a conceptual framework to generate easily re-creatable and scalable partnerships that establish trust and forge relationships that honor identity and autonomy without exploiting community members.

背景 社区参与越来越被认为是解决美国棘手的种族和民族健康差异问题的必要条件。然而,医疗机构并没有对住院医生进行充分的培训,使其能够发展共生的社区合作关系,在不被利用的情况下维护社区的自主性和特性。我们的目标是强调急诊科专家在创造创新、社区驱动和反种族主义解决方案方面的经验,以实现可衡量的健康结果公平,并引入一个名为 "社会变革方法 "的新框架,将社区嵌入式干预措施从概念转化为现实。 方法 该方法是在 2023 年国际急救医学协会年会的教学会议上制定的。会上讨论的三项新举措分别是:急诊医学混搭 (EMR);信任、研究、获取和预防医学 (TRAP) 以及健康公平加速器 (HEA)。一个由多机构专家组成的小组召开了会议,通过确定优先事项来制定会议目标。 成果 我们的专家小组讨论了在使用循证策略开展社区计划时取得的成功和遇到的挑战。与会者提出的问题主要集中在促进可持续发展方面,强调了面对不确定的立法挑战和增强他人能力的策略,精心制定干预措施的重要性。 结论 急诊医学住院医师培训应包括有关利用社区合作关系改善个人和社区健康成果的方法的培训。社会变革方法可作为一个概念框架,用于建立易于重新创建和扩展的合作关系,在不剥削社区成员的情况下,建立信任并建立尊重身份和自主权的关系。
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引用次数: 0
Applying simulation learning theory to identify instructional strategies for Generation Z emergency medicine residency education 应用模拟学习理论确定 Z 世代急诊医学住院医师教育的教学策略
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-19 DOI: 10.1002/aet2.10981
Michael Hrdy MD, Emily M. Tarver MD, Charles Lei MD, Hillary C. Moss MD, Ambrose H. Wong MD, MSEd, MHS, Tiffany Moadel MD, Lars K. Beattie MD, Michael Lamberta MD, Stephanie B. Cohen DO, Michael Cassara DO, MSEd, Michelle D. Hughes MD, Aga De Castro MD, MPH, Nidhi Sahi MD, FRCP, MSc, Tina H. Chen MD

Introduction

Generation Z learners are entering emergency medicine (EM) residency training, bringing unique learning preferences that influence their engagement with residency education. To optimally teach and motivate this incoming generation of learners, EM educators must understand and adapt to the changing instructional landscape.

Methodology

The Simulation Leaders Advancing the Next Generation in Emergency Medicine (SLANG-EM) Workgroup was created to identify effective educational strategies for Generation Z learners entering EM. Members were faculty in the Society for Academic Emergency Medicine (SAEM) Simulation Academy, well versed in learning theory supporting simulation-based education (SBE) and actively involved in EM residency education.

Unique treatment/analysis

Through primary and secondary literature searches, the SLANG-EM Workgroup identified four distinctive learning preferences of Generation Z learners: (1) individualized and self-paced learning, (2) engaging and visual learning environments, (3) immediate and actionable feedback, and (4) combined personal and academic support. Workgroup members evaluated these learning preferences using a novel conceptual framework informed by the theoretical principles underpinning SBE, recommending instructional strategies for Generation Z EM residency learners across multiple educational environments.

Implications for educators

Instructional strategies were described for the didactic, simulation, and clinical learning environments. In the didactic environment, identified instructional strategies included meaningful asynchronous education, interactive small-group learning, and improved multimedia design. In the simulation environment, educational innovations particularly suitable for Generation Z learners included learner-centered debriefing, rapid-cycle deliberate practice, and virtual simulation. In the clinical environment, described instructional strategies involved setting learner-centered goals and delivering facilitative feedback in the context of an educational alliance. Overall, these instructional strategies were clustered around themes of student-centered education and the educator as facilitator, which align well with Generation Z learning preferences. These findings were synthesized and presented as an advanced workshop, “Delivering Effective Education to the Next Generation,” at the 2023 SAEM Annual Meeting.

导言:Z 世代学员正在接受急诊医学(EM)住院医师培训,他们带来了独特的学习偏好,影响着他们对住院医师教育的参与。为了以最佳方式教授和激励这一代学员,急诊医学教育工作者必须了解并适应不断变化的教学环境。 方法 模拟领导者推动下一代急诊医学(SLANG-EM)工作组的成立是为了确定针对进入急诊医学的 Z 世代学习者的有效教育策略。工作组成员均为美国急诊医学会(SAEM)模拟学院的教师,精通支持模拟教育(SBE)的学习理论,并积极参与急诊科住院医师教育。 独特处理/分析 通过主要和次要文献检索,SLANG-EM 工作组确定了 Z 世代学习者的四种独特学习偏好:(1) 个性化和自定进度的学习;(2) 引人入胜和可视化的学习环境;(3) 即时和可操作的反馈;(4) 个人和学术支持相结合。工作组成员使用一个新颖的概念框架对这些学习偏好进行了评估,该框架参考了支持 "校本教育 "的理论原则,为 Z 世代少數族裔居住地学习者在多种教育环境中的教学策略提出了建议。 对教育者的启示 介绍了针对教学、模拟和临床学习环境的教学策略。在教学环境中,确定的教学策略包括有意义的异步教育、互动式小组学习和改进的多媒体设计。在模拟环境中,特别适合 Z 世代学习者的教育创新包括以学习者为中心的汇报、快速循环的刻意练习和虚拟模拟。在临床环境中,所描述的教学策略包括以学习者为中心设定目标,以及在教育联盟的背景下提供促进性反馈。总体而言,这些教学策略都围绕着以学生为中心的教育和教育者作为促进者的主题,这与 Z 世代的学习偏好非常吻合。在2023年SAEM年会上,这些研究结果将作为高级研讨会 "为下一代提供有效教育 "进行综合和展示。
{"title":"Applying simulation learning theory to identify instructional strategies for Generation Z emergency medicine residency education","authors":"Michael Hrdy MD,&nbsp;Emily M. Tarver MD,&nbsp;Charles Lei MD,&nbsp;Hillary C. Moss MD,&nbsp;Ambrose H. Wong MD, MSEd, MHS,&nbsp;Tiffany Moadel MD,&nbsp;Lars K. Beattie MD,&nbsp;Michael Lamberta MD,&nbsp;Stephanie B. Cohen DO,&nbsp;Michael Cassara DO, MSEd,&nbsp;Michelle D. Hughes MD,&nbsp;Aga De Castro MD, MPH,&nbsp;Nidhi Sahi MD, FRCP, MSc,&nbsp;Tina H. Chen MD","doi":"10.1002/aet2.10981","DOIUrl":"https://doi.org/10.1002/aet2.10981","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Generation Z learners are entering emergency medicine (EM) residency training, bringing unique learning preferences that influence their engagement with residency education. To optimally teach and motivate this incoming generation of learners, EM educators must understand and adapt to the changing instructional landscape.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methodology</h3>\u0000 \u0000 <p>The Simulation Leaders Advancing the Next Generation in Emergency Medicine (SLANG-EM) Workgroup was created to identify effective educational strategies for Generation Z learners entering EM. Members were faculty in the Society for Academic Emergency Medicine (SAEM) Simulation Academy, well versed in learning theory supporting simulation-based education (SBE) and actively involved in EM residency education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Unique treatment/analysis</h3>\u0000 \u0000 <p>Through primary and secondary literature searches, the SLANG-EM Workgroup identified four distinctive learning preferences of Generation Z learners: (1) individualized and self-paced learning, (2) engaging and visual learning environments, (3) immediate and actionable feedback, and (4) combined personal and academic support. Workgroup members evaluated these learning preferences using a novel conceptual framework informed by the theoretical principles underpinning SBE, recommending instructional strategies for Generation Z EM residency learners across multiple educational environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for educators</h3>\u0000 \u0000 <p>Instructional strategies were described for the didactic, simulation, and clinical learning environments. In the didactic environment, identified instructional strategies included meaningful asynchronous education, interactive small-group learning, and improved multimedia design. In the simulation environment, educational innovations particularly suitable for Generation Z learners included learner-centered debriefing, rapid-cycle deliberate practice, and virtual simulation. In the clinical environment, described instructional strategies involved setting learner-centered goals and delivering facilitative feedback in the context of an educational alliance. Overall, these instructional strategies were clustered around themes of student-centered education and the educator as facilitator, which align well with Generation Z learning preferences. These findings were synthesized and presented as an advanced workshop, “Delivering Effective Education to the Next Generation,” at the 2023 SAEM Annual Meeting.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 S1","pages":"S56-S69"},"PeriodicalIF":1.8,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141069062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Precision medicine within health professions education: Defining a research agenda for emergency medicine using a foresight and strategy technique (FaST) review 卫生专业教育中的精准医学:利用展望和战略技术(FaST)审查确定急诊医学研究议程
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-19 DOI: 10.1002/aet2.10983
Teresa M. Chan she/her MD, MHPE, MBA, Brent Thoma MD, MA, MSc, John T. Finnell MD, MSc, Bradley D. Gordon MD, MS, Susan Farrell MD, Martin Pusic MD, PhD, Daniel Cabrera MD, Michael A. Gisondi MD, Holly A. Caretta-Weyer MD, MHPE, Christopher Stave MLS, Felix Ankel MD

Background

Precision medicine, sometimes referred to as personalized medicine, is rapidly changing the possibilities for how people will engage health care in the near future. As technology to support precision medicine exponentially develops, there is an urgent need to proactively improve our understanding of precision medicine and pose important research questions (RQs) related to its inclusion in the education and training of future emergency physicians.

Methods

A seven-step process was employed to develop a research agenda exploring the intersection of precision and emergency medicine education/training. A literature search of articles about precision medicine was conducted first, which informed the creation of future four scenarios in which trainees and practicing physicians regularly discuss and incorporate precision medicine tools into their discussions and work. Based on these futurist narratives, potential education RQs were generated by an expert panel. A total of 59 initial questions were subsequently categorized and refined to a priority list through a nominal group voting method. The top/priority questions were presented at the 2023 SAEM Consensus Conference on Precision Medicine, Austin, Texas, for further input.

Results

Eight high-value education RQs were developed, reflecting a holistic view of the challenges and opportunities for precision medicine education in the knowledge, skills, and attitudes relevant to emergency medicine. These questions contend with topics such as most effective pedagogical methods; intended resulting outcomes and behaviors; the generational differences between practicing emergency physicians, educators, and future trainees; and the desires and expectations of patients.

Conclusions

Emergency medicine and emergency physicians must be prepared to understand precision medicine and incorporate this information into their “toolbox” of thinking, problem solving, and communication with patients and colleagues. This research agenda on how best to educate future emergency physicians in the use of personalized data to provide optimal health care is the focus of this article.

背景 精准医学(有时也称为个性化医学)正在迅速改变人们在不久的将来参与医疗保健的方式。随着支持精准医学的技术飞速发展,我们迫切需要积极主动地提高对精准医学的理解,并提出与将其纳入未来急诊医生教育和培训相关的重要研究问题(RQs)。 方法 采用七步流程制定研究议程,探索精准医学与急诊医学教育/培训的交叉点。首先对有关精准医学的文章进行了文献检索,并据此创建了未来的四种情景,在这些情景中,受训者和执业医师定期讨论精准医学工具,并将其纳入他们的讨论和工作中。在这些未来派叙述的基础上,专家小组提出了潜在的教育 RQs。随后,通过名义小组投票法对总共 59 个初始问题进行了分类,并将其细化为一个优先列表。在德克萨斯州奥斯汀举行的 2023 年 SAEM 精准医学共识会议上,提出了首要/优先问题,以进一步征求意见。 结果 提出了八个高价值教育 RQ,反映了精准医学教育在急诊医学相关知识、技能和态度方面所面临的挑战和机遇。这些问题涉及的主题包括:最有效的教学方法;预期结果和行为;执业急诊医师、教育者和未来受训者之间的代际差异;以及患者的愿望和期望。 结论 急诊医学和急诊医师必须做好准备,了解精准医学,并将这些信息纳入他们思考、解决问题以及与患者和同事沟通的 "工具箱 "中。本文的重点是研究如何最好地教育未来的急诊医生使用个性化数据提供最佳医疗服务。
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引用次数: 0
Innovations to address gender disparities and support the development of emergency medicine researchers 解决性别差异和支持急诊医学研究人员发展的创新举措
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-19 DOI: 10.1002/aet2.10979
Amy Zeidan MD, Richelle J. Cooper MD, MSHS, Margaret E. Samuels-Kalow MD, MPhil, MSHP, Michelle P. Lin MD, MPH, MS, Jennifer S. Love MD, Kat Ogle MD, Pooja Agrawal MD, MPH
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引用次数: 0
The MIDAS touch: Frameworks for procedural model innovation and validation MIDAS touch:程序模型创新和验证框架
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-19 DOI: 10.1002/aet2.10980
Stephanie N. Stapleton MD, Michael Cassara DO, MSEd, Benjamin Roth MD, Christina Matulis MD, Clare Desmond MD, Ambrose H. Wong MD, MSEd, Annemarie Cardell MD, Tiffany Moadel MD, Charles Lei MD, Brendan W. Munzer MD, Hillary Moss MD, Nur Ain Nadir MD, MEdHP

Background

Simulation-based procedural practice is crucial to emergency medicine skills training and maintenance. However, many commercial procedural models are either nonexistent or lacking in key elements. Simulationists often create their own novel models with minimal framework for designing, building, and validation. We propose two interlinked frameworks with the goal to systematically build and validate models for the desired educational outcomes.

Methods

Simulation Academy Research Committee and members with novel model development expertise assembled as the MIDAS (Model Innovation, Development and Assessment for Simulation) working group. This working group focused on improving novel model creation and validation beginning with a preconference workshop at 2023 Society for Academic Emergency Medicine Annual Meeting. The MIDAS group sought to (1) assess the current state of novel model validation and (2) develop frameworks for the broader simulation community to create, improve, and validate procedural models.

Findings

Workshop participants completed 17 surveys for a response rate of 100%. Many simulationists have created models but few have validated them. The most common barriers to validation were lack of standardized guidelines and familiarity with the validation process.

We have combined principles from education and engineering fields into two interlinked frameworks. The first is centered on steps involved with model creation and refinement. The second is a framework for novel model validation processes.

Implications

These frameworks emphasize development of models through a deliberate, form-follows-function methodology, aimed at ensuring training quality through novel models. Following a blueprint of how to create, test, and improve models can save innovators time and energy, which in turn can yield greater and more plentiful innovation at lower time and financial cost. This guideline allows for more standardized approaches to model creation, thus improving future scholarship on novel models.

背景 基于模拟的程序练习对急诊医学技能培训和维持至关重要。然而,许多商业程序模型要么不存在,要么缺乏关键要素。模拟学家们经常自己创建新颖的模型,而设计、构建和验证的框架却少之又少。我们提出了两个相互关联的框架,目的是系统地建立和验证模型,以达到预期的教育效果。 方法模拟学院研究委员会和具有新型模型开发专长的成员组成了 MIDAS(模拟模型创新、开发和评估)工作组。该工作组的工作重点是改进新型模型的创建和验证,首先在 2023 年急诊医学学术年会上举办会前研讨会。MIDAS 工作组旨在:(1)评估新型模型验证的现状;(2)为更广泛的模拟社区制定框架,以创建、改进和验证程序模型。 研究结果 研讨会参与者完成了 17 份调查问卷,回复率为 100%。许多模拟专家创建了模型,但很少有人对其进行验证。验证过程中最常见的障碍是缺乏标准化指南和对验证过程的不熟悉。 我们将教育和工程领域的原则结合起来,形成了两个相互关联的框架。第一个框架以模型创建和完善的步骤为中心。第二个是新模型验证过程的框架。 意义 这些框架强调通过深思熟虑、形式服从功能的方法开发模型,旨在通过新颖的模型确保培训质量。遵循如何创建、测试和改进模型的蓝图可以节省创新者的时间和精力,进而以较低的时间和财务成本实现更多更大的创新。该指南使创建模型的方法更加标准化,从而改进了新型模型的未来学术研究。
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引用次数: 0
Applying the master adaptive learner framework to just-in-time training of procedures 将主适应学习者框架应用于及时程序培训
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-19 DOI: 10.1002/aet2.10953
Al'ai Alvarez MD, David Manthey MD, Susan B. Promes MD, MBA, Mary Haas MD, MHPE, Sally A. Santen MD, PhD, Jason Wagner MD, Benjamin Schnapp MD, MEd

Background

Just-in-time training (JITT) occurs in the clinical context when learners need immediate guidance for procedures due to a lack of proficiency or the need for knowledge refreshment. The master adaptive learner (MAL) framework presents a comprehensive model of transforming learners into adaptive experts, proficient not only in their current tasks but also in the ongoing development of lifelong skills. With the evolving landscape of procedural competence in emergency medicine (EM), trainees must develop the capacity to acquire and master new techniques consistently. This concept paper will discuss using JITT to support the development of MALs in the emergency department.

Methods

In May 2023, an expert panel from the Society for Academic Emergency Medicine (SAEM) Medical Educator's Boot Camp delivered a comprehensive half-day preconference session entitled “Be the Best Teacher” at the society's annual meeting. A subgroup within this panel focused on applying the MAL framework to JITT. This subgroup collaboratively developed a practical guide that underwent iterative review and refinement.

Results

The MAL-JITT framework integrates the learner's past experiences with the educator's proficiency, allowing the educational experience to address the unique requirements of each case. We outline a structured five-step process for applying JITT, utilizing the lumbar puncture procedure as an example of integrating the MAL stages of planning, learning, assessing, and adjusting. This innovative approach facilitates prompt procedural competence and cultivates a positive learning environment that fosters acquiring adaptable learning skills with enduring benefits throughout the learner's career trajectory.

Conclusions

JITT for procedures holds the potential to cultivate a dynamic learning environment conducive to nurturing the development of MALs in EM.

背景 即时培训(JITT)发生在临床环境中,当学习者由于缺乏熟练程度或需要知识更新而需要对程序进行即时指导时就会发生。适应性学习大师(MAL)框架提出了一个将学习者转变为适应性专家的综合模型,这种专家不仅精通当前任务,还能不断发展终身技能。随着急诊医学(EM)程序能力的不断发展,学员必须培养持续获取和掌握新技术的能力。本概念文件将讨论如何利用 JITT 来支持急诊科 MAL 的发展。 方法 2023 年 5 月,来自急诊医学学术学会(SAEM)医学教育者训练营的专家小组在学会年会上发表了题为 "做最好的老师 "的半天综合会前会议。该小组中的一个分组专注于将 MAL 框架应用于 JITT。该小组合作开发了一份实用指南,并对其进行了反复审查和完善。 结果 MAL-JITT 框架将学习者过去的经验与教育者的熟练程度相结合,使教育经验能够满足每个案例的独特要求。我们以腰椎穿刺术为例,概述了应用 JITT 的结构化五步流程,将 MAL 的计划、学习、评估和调整等阶段进行了整合。这种创新方法有助于迅速提高手术能力,并营造积极的学习环境,促进学习者获得适应性强的学习技能,从而在整个职业生涯中持久受益。 结论 针对程序的 JITT 有可能培养出一种动态的学习环境,有利于培养 EM 中的 MALs。
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引用次数: 0
Evidence-Informed Emergency Medicine Career Advising 循证急诊医学职业指导。
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-18 DOI: 10.1002/aet2.10969
Matthew R. Klein MD, MPH, Maren K. Leibowitz MD, Abra L. Fant MD, MS
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引用次数: 0
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AEM Education and Training
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