The Experts below are selected from a list of 15111 Experts worldwide ranked by ideXlab platform

William C Mcgaghie - One of the best experts on this subject based on the ideXlab platform.

  • medical education featuring mastery learning with Deliberate Practice can lead to better health for individuals and populations
    Academic Medicine, 2011
    Co-Authors: William C Mcgaghie, Jeffrey H Barsuk, Elaine R. Cohen, Barry S Issenberg, Diane B Wayne
    Abstract:

    Medical education can lead to better health for individuals and populations when it has effective, evidence-based features and is delivered under the right conditions. Effective, evidence-based features include mastery learning (ML), Deliberate Practice (DP), and rigorous outcome measurement (ML and

  • does simulation based medical education with Deliberate Practice yield better results than traditional clinical education a meta analytic comparative review of the evidence
    Academic Medicine, 2011
    Co-Authors: William C Mcgaghie, Jeffrey H Barsuk, Elaine R. Cohen, Barry S Issenberg, Diane B Wayne
    Abstract:

    Purpose This article presents a comparison of the effectiveness of traditional clinical education toward skill acquisition goals versus simulation-based medical education (SBME) with Deliberate Practice (DP). Method This is a quantitative meta-analysis that spans 20 years, 1990 to 2010. A search strategy involving three literature databases, 12 search terms, and four inclusion criteria was used. Four authors independently retrieved and reviewed articles. Main outcome measures were extracted to calculate effect sizes.

  • mastery learning of temporary hemodialysis catheter insertion by nephrology fellows using simulation technology and Deliberate Practice
    American Journal of Kidney Diseases, 2009
    Co-Authors: Jeffrey H Barsuk, William C Mcgaghie, Elaine R. Cohen, Shubhada N Ahya, Diane B Wayne
    Abstract:

    Background Temporary hemodialysis catheter (THDC) insertion is a required skill for nephrology fellows. Traditional fellowship training may provide inadequate preparation to perform this procedure. Our aim was to use a central venous catheter (CVC) simulator to assess nephrology fellows' THDC insertion skills and evaluate the impact of an educational intervention on skill development to mastery standards. Study Design Prospective observational cohort study. Setting & Participants 18 nephrology fellows from 3 academic centers in Chicago from May to August 2008. Six graduating fellows (traditionally-trained) underwent assessment of internal jugular THDC insertion skill using a CVC simulator. Subsequently, 12 first-year fellows (simulator-trained) underwent baseline testing and received a 2-hour education session featuring Deliberate Practice with the CVC simulator. Simulator-trained fellows were retested after the intervention and expected to meet or exceed a minimum passing score. Predictor Completion of CVC simulation education session. Outcomes THDC insertion skill performance. Measurements Skills examination was scored on a 27-item checklist. Minimum passing score was set by an expert panel. Results Performance of traditionally-trained graduating fellows in THDC insertion was poor (mean, 53.1%), and only 17% met the minimum passing score. Performance of simulator-trained first-year fellows improved from a mean of 29.5% to a mean of 88.6% after simulator training ( P = 0.002). Simulator-trained fellows showed significantly higher THDC insertion performance than traditionally-trained graduating fellows ( P = 0.001). The education program was rated highly. Limitations Although it represents fellows from 3 programs, sample size was small. Conclusions A curriculum featuring Deliberate Practice dramatically increased the skill of nephrology fellows to mastery standards in THDC insertion. This program illustrates a feasible and reliable mechanism to achieve and document procedural competency.

  • research opportunities in simulation based medical education using Deliberate Practice
    Academic Emergency Medicine, 2008
    Co-Authors: William C Mcgaghie
    Abstract:

    There are many opportunities for the academic emergency medicine (EM) community to engage in simulation-based educational research using Deliberate Practice (DP). This article begins by defining and giving examples of two key concepts: Deliberate Practice and mastery learning. The article proceeds to report six lessons learned from a research legacy in simulation-based medical education (SBME). It concludes by listing and amplifying 10 DP research opportunities in academic EM. A coda states that the research agenda is rich and ambitious and should focus on the goal of educating superb, expert clinicians.

  • mastery learning of thoracentesis skills by internal medicine residents using simulation technology and Deliberate Practice
    Journal of Hospital Medicine, 2008
    Co-Authors: Diane B Wayne, Kevin J Oleary, Monica J Fudala, Jeffrey H Barsuk, William C Mcgaghie
    Abstract:

    BACKGROUND Thoracentesis has been identified as a core competency for hospitalists. Residency training may not provide adequate preparation to perform this procedure. OBJECTIVE Our aim was to use a thoracentesis simulation to assess graduating residents' proficiency in thoracentesis procedural skills and to evaluate the impact of an educational intervention on skill development to mastery standards. DESIGN This was a pretest–posttest mastery learning design without a control group. SETTING Participants were 40 third-year internal medicine residents in a university-affiliated program. INTERVENTION Using an observational checklist, each resident underwent baseline assessment of thoracentesis skill using a standardized clinical history, radiograph, and thoracentesis simulation. After baseline testing, residents received two 2-hour education sessions featuring a videotaped presentation and Deliberate Practice with the thoracentesis simulator. MEASUREMENTS Residents were retested after the intervention. Skill mastery was defined as meeting or exceeding the minimum passing score (MPS) set by an expert panel at thoracentesis posttest. Those who did not achieve the MPS had additional Deliberate Practice and were retested until the MPS was reached. RESULTS Performance improved 71% from pretest to posttest on the clinical skills examination. All residents met or exceeded the mastery standard. The amount of Practice time needed to reach the MPS was the only predictor (negative) of posttest performance. The education program was rated highly. CONCLUSIONS A curriculum featuring Deliberate Practice dramatically increased the skills of residents in thoracentesis. Residents enjoy training and receiving evaluation and feedback in a simulated clinical environment. This mastery program illustrates a feasible and reliable mechanism to achieve procedural competency. Journal of Hospital Medicine 2008;3:48–54. © 2008 Society of Hospital Medicine.

Diane B Wayne - One of the best experts on this subject based on the ideXlab platform.

  • medical education featuring mastery learning with Deliberate Practice can lead to better health for individuals and populations
    Academic Medicine, 2011
    Co-Authors: William C Mcgaghie, Jeffrey H Barsuk, Elaine R. Cohen, Barry S Issenberg, Diane B Wayne
    Abstract:

    Medical education can lead to better health for individuals and populations when it has effective, evidence-based features and is delivered under the right conditions. Effective, evidence-based features include mastery learning (ML), Deliberate Practice (DP), and rigorous outcome measurement (ML and

  • does simulation based medical education with Deliberate Practice yield better results than traditional clinical education a meta analytic comparative review of the evidence
    Academic Medicine, 2011
    Co-Authors: William C Mcgaghie, Jeffrey H Barsuk, Elaine R. Cohen, Barry S Issenberg, Diane B Wayne
    Abstract:

    Purpose This article presents a comparison of the effectiveness of traditional clinical education toward skill acquisition goals versus simulation-based medical education (SBME) with Deliberate Practice (DP). Method This is a quantitative meta-analysis that spans 20 years, 1990 to 2010. A search strategy involving three literature databases, 12 search terms, and four inclusion criteria was used. Four authors independently retrieved and reviewed articles. Main outcome measures were extracted to calculate effect sizes.

  • mastery learning of temporary hemodialysis catheter insertion by nephrology fellows using simulation technology and Deliberate Practice
    American Journal of Kidney Diseases, 2009
    Co-Authors: Jeffrey H Barsuk, William C Mcgaghie, Elaine R. Cohen, Shubhada N Ahya, Diane B Wayne
    Abstract:

    Background Temporary hemodialysis catheter (THDC) insertion is a required skill for nephrology fellows. Traditional fellowship training may provide inadequate preparation to perform this procedure. Our aim was to use a central venous catheter (CVC) simulator to assess nephrology fellows' THDC insertion skills and evaluate the impact of an educational intervention on skill development to mastery standards. Study Design Prospective observational cohort study. Setting & Participants 18 nephrology fellows from 3 academic centers in Chicago from May to August 2008. Six graduating fellows (traditionally-trained) underwent assessment of internal jugular THDC insertion skill using a CVC simulator. Subsequently, 12 first-year fellows (simulator-trained) underwent baseline testing and received a 2-hour education session featuring Deliberate Practice with the CVC simulator. Simulator-trained fellows were retested after the intervention and expected to meet or exceed a minimum passing score. Predictor Completion of CVC simulation education session. Outcomes THDC insertion skill performance. Measurements Skills examination was scored on a 27-item checklist. Minimum passing score was set by an expert panel. Results Performance of traditionally-trained graduating fellows in THDC insertion was poor (mean, 53.1%), and only 17% met the minimum passing score. Performance of simulator-trained first-year fellows improved from a mean of 29.5% to a mean of 88.6% after simulator training ( P = 0.002). Simulator-trained fellows showed significantly higher THDC insertion performance than traditionally-trained graduating fellows ( P = 0.001). The education program was rated highly. Limitations Although it represents fellows from 3 programs, sample size was small. Conclusions A curriculum featuring Deliberate Practice dramatically increased the skill of nephrology fellows to mastery standards in THDC insertion. This program illustrates a feasible and reliable mechanism to achieve and document procedural competency.

  • mastery learning of thoracentesis skills by internal medicine residents using simulation technology and Deliberate Practice
    Journal of Hospital Medicine, 2008
    Co-Authors: Diane B Wayne, Kevin J Oleary, Monica J Fudala, Jeffrey H Barsuk, William C Mcgaghie
    Abstract:

    BACKGROUND Thoracentesis has been identified as a core competency for hospitalists. Residency training may not provide adequate preparation to perform this procedure. OBJECTIVE Our aim was to use a thoracentesis simulation to assess graduating residents' proficiency in thoracentesis procedural skills and to evaluate the impact of an educational intervention on skill development to mastery standards. DESIGN This was a pretest–posttest mastery learning design without a control group. SETTING Participants were 40 third-year internal medicine residents in a university-affiliated program. INTERVENTION Using an observational checklist, each resident underwent baseline assessment of thoracentesis skill using a standardized clinical history, radiograph, and thoracentesis simulation. After baseline testing, residents received two 2-hour education sessions featuring a videotaped presentation and Deliberate Practice with the thoracentesis simulator. MEASUREMENTS Residents were retested after the intervention. Skill mastery was defined as meeting or exceeding the minimum passing score (MPS) set by an expert panel at thoracentesis posttest. Those who did not achieve the MPS had additional Deliberate Practice and were retested until the MPS was reached. RESULTS Performance improved 71% from pretest to posttest on the clinical skills examination. All residents met or exceeded the mastery standard. The amount of Practice time needed to reach the MPS was the only predictor (negative) of posttest performance. The education program was rated highly. CONCLUSIONS A curriculum featuring Deliberate Practice dramatically increased the skills of residents in thoracentesis. Residents enjoy training and receiving evaluation and feedback in a simulated clinical environment. This mastery program illustrates a feasible and reliable mechanism to achieve procedural competency. Journal of Hospital Medicine 2008;3:48–54. © 2008 Society of Hospital Medicine.

Ankeet D Udani - One of the best experts on this subject based on the ideXlab platform.

  • comparative effectiveness of simulation based Deliberate Practice versus self guided Practice on resident anesthesiologists acquisition of ultrasound guided regional anesthesia skills
    Regional Anesthesia and Pain Medicine, 2016
    Co-Authors: Ankeet D Udani, Pedro Paulo Tanaka, Kyle T Harrison, Edward R Mariano, Ryan E Derby, Jack Kan, Toni Ganaway, Cynthia Shum, David M Gaba, Alex Kou
    Abstract:

    Background and Objectives Simulation-based education strategies to teach regional anesthesia have been described, but their efficacy largely has been assumed. We designed this study to determine whether residents trained using the simulation-based strategy of Deliberate Practice show greater improvement of ultrasound-guided regional anesthesia (UGRA) skills than residents trained using self-guided Practice in simulation. Methods Anesthesiology residents new to UGRA were randomized to participate in either simulation-based Deliberate Practice (intervention) or self-guided Practice (control). Participants were recorded and assessed while performing simulated peripheral nerve blocks at baseline, immediately after the experimental condition, and 3 months after enrollment. Subject performance was scored from video by 2 blinded reviewers using a composite tool. The amount of time each participant spent in Deliberate or self-guided Practice was recorded. Results Twenty-eight participants completed the study. Both groups showed within-group improvement from baseline scores immediately after the curriculum and 3 months following study enrollment. There was no difference between groups in changed composite scores immediately after the curriculum (P = 0.461) and 3 months following study enrollment (P = 0.927) from baseline. The average time in minutes that subjects spent in simulation Practice was 6.8 minutes for the control group compared with 48.5 minutes for the intervention group (P Conclusions In this comparative effectiveness study, there was no difference in acquisition and retention of skills in UGRA for novice residents taught by either simulation-based Deliberate Practice or self-guided Practice. Both methods increased skill from baseline; however, self-guided Practice required less time and faculty resources.

  • simulation based mastery learning with Deliberate Practice improves clinical performance in spinal anesthesia
    Anesthesiology Research and Practice, 2014
    Co-Authors: Ankeet D Udani, Alex Macario, Kiruthiga Nandagopal, Maria A Tanaka, Pedro Paulo Tanaka
    Abstract:

    Introduction. Properly performing a subarachnoid block (SAB) is a competency expected of anesthesiology residents. We aimed to determine if adding simulation-based Deliberate Practice to a base curriculum improved performance of a SAB. Methods. 21 anesthesia residents were enrolled. After baseline assessment of SAB on a task-trainer, all residents participated in a base curriculum. Residents were then randomized so that half received additional Deliberate Practice including repetition and expert-guided, real-time feedback. All residents were then retested for technique. SABs on all residents' next three patients were evaluated in the operating room (OR). Results. Before completing the base curriculum, the control group completed 81% of a 16-item performance checklist on the task-trainer and this increased to 91% after finishing the base curriculum (P < 0.02). The intervention group also increased the percentage of checklist tasks properly completed from 73% to 98%, which was a greater increase than observed in the control group (P < 0.03). The OR time required to perform SAB was not different between groups. Conclusions. The base curriculum significantly improved resident SAB performance. Deliberate Practice training added a significant, independent, incremental benefit. The clinical impact of the Deliberate Practice intervention in the OR on patient care is unclear.

Pedro Paulo Tanaka - One of the best experts on this subject based on the ideXlab platform.

  • comparative effectiveness of simulation based Deliberate Practice versus self guided Practice on resident anesthesiologists acquisition of ultrasound guided regional anesthesia skills
    Regional Anesthesia and Pain Medicine, 2016
    Co-Authors: Ankeet D Udani, Pedro Paulo Tanaka, Kyle T Harrison, Edward R Mariano, Ryan E Derby, Jack Kan, Toni Ganaway, Cynthia Shum, David M Gaba, Alex Kou
    Abstract:

    Background and Objectives Simulation-based education strategies to teach regional anesthesia have been described, but their efficacy largely has been assumed. We designed this study to determine whether residents trained using the simulation-based strategy of Deliberate Practice show greater improvement of ultrasound-guided regional anesthesia (UGRA) skills than residents trained using self-guided Practice in simulation. Methods Anesthesiology residents new to UGRA were randomized to participate in either simulation-based Deliberate Practice (intervention) or self-guided Practice (control). Participants were recorded and assessed while performing simulated peripheral nerve blocks at baseline, immediately after the experimental condition, and 3 months after enrollment. Subject performance was scored from video by 2 blinded reviewers using a composite tool. The amount of time each participant spent in Deliberate or self-guided Practice was recorded. Results Twenty-eight participants completed the study. Both groups showed within-group improvement from baseline scores immediately after the curriculum and 3 months following study enrollment. There was no difference between groups in changed composite scores immediately after the curriculum (P = 0.461) and 3 months following study enrollment (P = 0.927) from baseline. The average time in minutes that subjects spent in simulation Practice was 6.8 minutes for the control group compared with 48.5 minutes for the intervention group (P Conclusions In this comparative effectiveness study, there was no difference in acquisition and retention of skills in UGRA for novice residents taught by either simulation-based Deliberate Practice or self-guided Practice. Both methods increased skill from baseline; however, self-guided Practice required less time and faculty resources.

  • simulation based mastery learning with Deliberate Practice improves clinical performance in spinal anesthesia
    Anesthesiology Research and Practice, 2014
    Co-Authors: Ankeet D Udani, Alex Macario, Kiruthiga Nandagopal, Maria A Tanaka, Pedro Paulo Tanaka
    Abstract:

    Introduction. Properly performing a subarachnoid block (SAB) is a competency expected of anesthesiology residents. We aimed to determine if adding simulation-based Deliberate Practice to a base curriculum improved performance of a SAB. Methods. 21 anesthesia residents were enrolled. After baseline assessment of SAB on a task-trainer, all residents participated in a base curriculum. Residents were then randomized so that half received additional Deliberate Practice including repetition and expert-guided, real-time feedback. All residents were then retested for technique. SABs on all residents' next three patients were evaluated in the operating room (OR). Results. Before completing the base curriculum, the control group completed 81% of a 16-item performance checklist on the task-trainer and this increased to 91% after finishing the base curriculum (P < 0.02). The intervention group also increased the percentage of checklist tasks properly completed from 73% to 98%, which was a greater increase than observed in the control group (P < 0.03). The OR time required to perform SAB was not different between groups. Conclusions. The base curriculum significantly improved resident SAB performance. Deliberate Practice training added a significant, independent, incremental benefit. The clinical impact of the Deliberate Practice intervention in the OR on patient care is unclear.

Kiran Hebbar - One of the best experts on this subject based on the ideXlab platform.