Design and Implementation of a Low-Cost Multimodal Procedure Cart for an Internal Medicine Ward
Notice bibliographique
Résumé
INTRODUCTION: General internists perform a large number and variety of procedures in the ward and emergency department settings. Initiatives are needed to facilitate learning and increase efficiency of procedural skill acquisition by trainees. In this article, we describe our experience developing and implementing a low-cost multimodal procedure cart in an academic health sciences center. We also provide pilot data on perceived usefulness by trainees. METHODS: We performed a needs-assessment survey of residents, which indicated that the inconsistent location of materials and time needed to gather them were frustrating. Furthermore, residents reported that having easily accessible educational materials would improve their experience performing procedures. Based on this information, a portable cart was designed and implemented that had all materials required for common ward procedures, as well as multimodal educational materials, including evidence-based checklists, a hard-copy procedure manual, and a portable computer for viewing videos and logging procedures. The cart was equipped for the most commonly performed bedside procedures. After 2 months, we electronically surveyed residents on their experience with the intervention. Measures included self-reported frequency of use, satisfaction, perceived improvement in efficiency, and perceived improvement in patient safety. RESULTS: Residents perceived that the cart increased efficiency. The ready availability of educational materials was also noted as an advantage. Despite its perceived usefulness, trainees did not use the cart as frequently as anticipated. The cart continues to be in use > 1 year later, with modifications made based on feedback. CONCLUSIONS: In this article, we outline suggestions for successful implementation of a similar initiative based on our experience. We describe how a procedure cart can be inexpensively designed and instituted to facilitate more efficient performance of medical procedures and enhance education. Such an intervention may be beneficial in an academic as well as a community setting.
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
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