Update in medical education

Shobhina G. Chheda; Reena Karani; Kathel Dunn; Stewart Babbott; Carol K. Bates

doi:10.1007/s11606-007-0457-0

Update in medical education

Shobhina G. Chheda, Reena Karani, Kathel Dunn, Stewart Babbott, Carol K. Bates

Research output: Contribution to journal › Review article › peer-review

1 Scopus citations

Original language	English
Pages (from-to)	195-201
Number of pages	7
Journal	Journal of General Internal Medicine
Volume	23
Issue number	2
DOIs	https://doi.org/10.1007/s11606-007-0457-0
State	Published - Feb 2008

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10.1007/s11606-007-0457-0

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@article{1656fdebedc94378b14e28f77db0f617,

title = "Update in medical education",

author = "Chheda, {Shobhina G.} and Reena Karani and Kathel Dunn and Stewart Babbott and Bates, {Carol K.}",

note = "Funding Information: In this study, authors sought to reach a set standard of competency in ACLS skills among their learners with little variation between learners. The study was funded by an Illinois state grant program funding work in academic medical centers. Study subjects were PGY2 Internal Medicine residents at a single university-based program. All residents had completed the standard ACLS course at the start of their training. Each resident completed four, 2-hour simulator teaching sessions with focused practice. The four modules focused upon (1) procedures; (2) asystole, ventricular fibrillation, and pulseless electrical activity; (3) supraventricular and ventricular tachycardia; and (4) bradycardia. Teaching was done on the human patient simulator (HPS, Medical Education Technologies, Inc, Sarasota, FL). Pre-and post-evaluations were based upon case-specific checklists for each ACLS scenario with 17–30 scored items per scenario. Items were all equally weighted and were scored as either correct or incorrect/not done. The authors used previously validated mean passing score ranges of 71.5– 76.6% for each scenario.14 Inter-rater reliability was assessed by videotape review on 20% of filmed simulation tests (kappa: 0.79–0.93). Outcomes measured were posttest proficiency score in ACLS protocols using these skills checklists and the time taken by each learner to achieve proficiency.",

year = "2008",

month = feb,

doi = "10.1007/s11606-007-0457-0",

language = "English",

volume = "23",

pages = "195--201",

journal = "Journal of General Internal Medicine",

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AU - Chheda, Shobhina G.

AU - Karani, Reena

AU - Dunn, Kathel

AU - Babbott, Stewart

AU - Bates, Carol K.

N1 - Funding Information: In this study, authors sought to reach a set standard of competency in ACLS skills among their learners with little variation between learners. The study was funded by an Illinois state grant program funding work in academic medical centers. Study subjects were PGY2 Internal Medicine residents at a single university-based program. All residents had completed the standard ACLS course at the start of their training. Each resident completed four, 2-hour simulator teaching sessions with focused practice. The four modules focused upon (1) procedures; (2) asystole, ventricular fibrillation, and pulseless electrical activity; (3) supraventricular and ventricular tachycardia; and (4) bradycardia. Teaching was done on the human patient simulator (HPS, Medical Education Technologies, Inc, Sarasota, FL). Pre-and post-evaluations were based upon case-specific checklists for each ACLS scenario with 17–30 scored items per scenario. Items were all equally weighted and were scored as either correct or incorrect/not done. The authors used previously validated mean passing score ranges of 71.5– 76.6% for each scenario.14 Inter-rater reliability was assessed by videotape review on 20% of filmed simulation tests (kappa: 0.79–0.93). Outcomes measured were posttest proficiency score in ACLS protocols using these skills checklists and the time taken by each learner to achieve proficiency.

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