CMS Transportable Simulation-Based Training Curriculum in Patient Safety
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
Abstract Introduction Patient safety has received significant press and funding for advancement since the landmark Institute of Medicine report in 1999. However, the difficult process of fostering cultural change in medicine requires that new educational methods, curricula, and assessment tools be instituted at the earliest possible opportunity in medical education. Simulation offers a method to assess performance in low-frequency but high-risk situations in an environment closely replicating daily clinical work. Methods This modular package is a transportable simulation-based curriculum designed to provide patient safety and human factors training for health care providers and learners. The curriculum identifies certain ACGME-designated competency domains as being amenable to assessment by simulation. Separately, probe instruments meant to evaluate learner retention of module teaching points and to serve in larger-scale validation studies are specified. The curriculum presents these competency domains and investigative probes within each module's simulation case. The specific areas of focus are (1) clinician recognition of cognitive biases that lead to diagnostic error, (2) teamwork in emergent resuscitations, (3) authority gradients and cultural change (e.g., medical error disclosure), and (4) transitions in care. These elements have repeatedly been determined to contribute significantly to preventable medical error. Using PowerPoint slide shows and simulation cases, the component modules are designed to educate and evaluate health care providers of all levels in these critical patient safety issues. Clinical content of the included simulation cases covers (1) difficult airway management, (2) multipatient multitrauma management, (3) toxic acetaminophen ingestion and antidote complications, and (4) contrast anaphylactoid reaction. Through these participatory learning exercises, the curriculum attempts to promote and ingrain a culture of safety in the participants. Results Participant surveys and performance data of residents and teams were collected and uniformly showed high levels of acceptance and satisfaction with simulation-based medical education. Although measurement of actual improvement in patient outcomes was not possible, surrogate measures of performance were collected. Discussion In a program jointly supported by this project and the study site's risk management department, pediatric residents demonstrated improvement in crucial skills such as airway and resuscitation management, team performance, and overall competency. The modules have been compiled into a stand-alone package for dissemination as a ready reference and for future collaborative research efforts.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
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 | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| 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) | 0,001 | 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 découle