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Standardized Patient Assessment Of Learners In Medical Simulation

By: Holly Gerzina
Submitted by: Valerie Fulmer, President, ASPE

Performance-based assessment is consistent with outcomes-based education, whereby learners can demonstrate the performance of tasks, approach to tasks, and professionalism. Specifically, standardized patient-based performance assessment has advanced to include undergraduate and graduate medical education and is commonly used to evaluate both the technical and nontechnical skills necessary for the safe and effective practice of medicine. A standardized, objective, and structured method of assessment is critical for quality and accountability in medical education and transition to clinical practice. Miller’s prism of clinical competence provides a framework for simulation-based performance assessment of cognition and behaviors that demonstrate knowledge, skills, and attitudes on the continuum from novice to expert medical professional. Similarly, the Kirkpatrick model provides an adaptable framework to evaluate learners acquisition of knowledge, skills, and attitudes in the simulation lab and the subsequent transfer to clinical practice and actual patient outcomes. Thus, medical learners are commonly required to demonstrate acquisition of skills and competence via simulation before integration into clinical practice. Specifically, standardized patient methodology applied to performance-based assessment has been shown to provide a means of valid standardized objective assessment of learning and clinical skills before clinical practice.

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Pediatric Resident Experiences Discussing Sexuality in a Clinical Simulation

Lead author: Patrick Clements
Submitted by: Janice Radway, Perelman School of Medicine at the University of Pennsylvania

In 2013 the AAP Committee on Adolescence published “Office-Based Care for Lesbian, Gay, Bisexual, Transgender, and Questioning Youth”. This policy highlighted the importance of creating an inclusive environment for LGBTQ youth in the pediatrician's office, emphasizing patient confidentiality and the use of inclusive language. To help improve pediatric resident competency in these areas, this group from Riley Hospital for Children and Indiana University School of Medicine created a clinical simulation where residents had to discuss sexuality with a teenage standardized patient. The purpose of this project was to assess the usefulness of simulation to teach these skills, and then identify resident educational gaps for further curriculum development.

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In Transition: The Transgender Community Waits for Healthcare to Catch Up

By: Jessica Santina
Submitted by: Loic Simard-Villeneuve, McGill University

A group of first-year medical students sits before a panel of invited guests. It’s part of a daylong Practice of Medicine workshop focused entirely on LGBTQIA health care. The first panelist, a transgender woman, starts things off. "How many of you," she begins, scanning the room, "have had to call at least a dozen different doctors’ offices just to see if anyone would even take someone like you as a patient?"

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Self-Injuring Young Girls Overestimate Negative Feedback in Social Media Simulation

Author: Irene Perini
Submitted By: Amber Snyder, M.S., University of Pittsburgh

Adolescent girls who self-injure feel that they receive more negative feedback than they actually receive, and are more sensitive to "thumbs down" responses, compared to other adolescent girls. These are the findings presented by Irene Perini, researcher at Center for Social and Affective Neuroscience (CSAN) at Linköping University, in a recently published article.

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Undercover in a Hospital Bed: Secret Shoppers Pretend to be Sick to Help Make Hospitals Safer for Everyone Else

By: Tim Lahey, M.D.
Submitted by: Marsha Harman, Rush University

The woman on the gurney held the scratchy emergency room blanket closer to her chin. “What’s in the syringe?” she asked. The nurse frowned. “Don’t you want the medicine your doctor ordered?” The woman took a deep breath and kept asking questions. She had more than just self-interest on the line. She was a “secret shopper,” a consultant pretending to be a patient in order to evaluate the quality and culture of care in a hospital.

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Learning Empathy and Self-Advocacy by Teaching Communication to Medical Professionals

By: Tannaz Motevalli
Submitted by: Kerensa Peterson 

People get involved in standardized patient work for many reasons. Some reasons are deeply personal. Many SPs have had experiences with the medical system, either as patients or care-givers and then search for ways to give back to that community of healthcare providers. Tannaz Motevalli not only talks about what drew her to this work but also how being an SP has shaped her relationships with her current doctors.

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"Does Your Knee Make More Of A Click Or A Clack?" Teaching 'Car Talk' To New Docs

Lead author: Paul Chisholm
Submitted by: Mary Launder, Rosalind Franklin University of Medicine and Science

Ray and Tom Magliozzi, better known as "Click and Clack, the Tappet Brothers," stopped recording new episodes of NPR's Car Talk in 2012.  Tom passed away shortly thereafter, in 2014. But the spirit of the show lives on. And if you visit a doctor's office, you just might benefit from it.

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How Theatre Training Can Boost Your Doctor’s Empathy

Lead author:  Hartley Jafine
Submitted by: Dyan Colpo, Cleveland Clinic, Simulation and Advanced Skills Center

I teach improvisational theatre to health scientists and trainee doctors. When I tell people this, they are often confused because theatre and medicine appear to be separate fields. Medicine, however, is a performance. And the skills actors and improvisers learn are equally important for any health-care role. For more than 10 years now, I have been facilitating theatre courses within undergraduate health science and medical education — to enhance the clinical skills of students and train better health-care professionals.

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Using Simulation to Enhance Education Regarding Epidural Analgesia for Registered Nurses

Lead author: Monakshi Sawhney
Submitted by: Janice Radway, Perelman School of Medicine at the University of Pennsylvania

Registered nurses (RNs) receive didactic training regarding caring for patients receiving epidural analgesia. Although RNs are tested on their knowledge after this training, their ability to critically think through adverse events has not been assessed at this institution. The aim of this study was to examine the feasibility and effectiveness of simulation education for RNs regarding the assessment and management of patients receiving epidural analgesia. The study included an education intervention, which consisted of a 4-hour workshop. After obtaining informed consent, RNs completed a pre-workshop evaluation of skill performance where they completed an OSCE in which they demonstrated an epidural assessment of a standardized patient. RNs then completed a demographic and knowledge questionnaire followed by a lecture. The results of this study indicate that the use of an instructional module using SPs is a feasible approach for RNs to learn the safe care of individuals receiving epidural analgesia.

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The Role of “Improv” in Health Professional Learning: A Scoping Review

Lead Author: Dr. L. Gao
Submitted by: Michael Maury, UC-San Diego 

In this research article the authors sought “to synthesize evidence on learning outcomes and curricular design elements of improvizational theater training in health professions education.” They conducted a literature search using the keywords of “improv” and “improvisational theatre” starting in January of 2016 which originally identified 95 abstracts. As it is noted in the article, “51 met criteria for abstract review. Of these, 23 publications were excluded for interventions not involving health professional learners, 15 did not employ improv techniques (no unscripted, unplanned component), and 6 did not include some measure or description of a learning outcome. As a result, a total of seven articles were selected for inclusion in our analysis.” While there is still much data to be gathered on the positive outcome of improv as an applied art, we are beginning to see the importance of this art craft within medical education.

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ASPE Conference Key Note with Christine Park, the Healthcare Simulationist Code of Ethics

Submitted by: Kerensa Peterson, Northwestern University Feinberg School of Medicine

Christine Park began her presentation talking about the things she loves: language, literature and medicine. Although medicine would not become a passion for her until later in her life, words and language filled her childhood. Her passion for words and language were evident throughout the presentation on the Simulation Code of Ethics. She may not have realized as a child how these seemingly disparate passions for medicine and language would translate into the work she embarked upon almost two years ago. However, the group of more than 40 simulation leaders from around the world had lots of discussion around language while crafting this new code of ethics.

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Poster Winners: 2019 ASPE Conference

Submitted by: Michael Maury, UC San Diego

The 2019 poster presentation rounds took place on Sunday, June 9th from 5-6 PM and gave ASPE conference attendees a chance to discover what innovative approaches and research members have completed and/or are currently conducting. This year, there were 37 accepted submissions of which 34 posters were presented. From the field of 34, 2 posters were awarded a prize for Best Poster; one for Innovation & another for Research. During these poster rounds 14 judges were present to evaluate 5-6 posters each. Every poster presented was assessed by at least 2 different judges. Judges were assigned all Research posters or all Innovations posters and they were restricted from assessing posters that may be in a conflict of interest. The panel of judges used criteria based on Glassick criteria for scholarship (Glassick CE et al, San Francisco, CA: Jossey-Bass, 1997) and they strove for objectivity and fairness in their evaluations. If you are interested in becoming a judge at future ASPE Conferences please email Kevin Hobbs at [email protected].

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ASPE Outstanding Educator of the Year Award for 2019

Submitted by: Dyan Colpo, Cleveland Clinic, Simulation and Advanced Skills Center

Melih Elcin, MD, MSc, CHSE, Hacettepe University, Department of Medical Education & Informatics, Receives ASPE Outstanding Educator of the Year Award for 2019

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ASPE Emerging Leader of the Year Award for 2019

Submitted by: Dyan Colpo, Cleveland Clinic, Simulation and Advanced Skills Center

Margaret K. Liu, Ph.D., MBA, the University of Michigan School of Dentistry, Receives ASPE Emerging Leader of the Year Award for 2019

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Recap of the ASPE 2019 Business Meeting

Submitted by: Amber Snyder, M.S., University of Pittsburgh

Gina Shannon welcomed all to a very productive business meeting. Through the meeting, it was clear that ASPE is staying very busy. This brief overview will highlight key moments from the meeting.

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ASPE Conference Saturday Plenary: Dr. Amitai Ziv

Submitted by: Dan Brown, Emory University

On Saturday of the 2019 ASPE Conference in Orlando, attendees had the pleasure of hearing a plenary by Dr. Amitai Ziv of the Sheba Medical Center in Israel. Dr. Ziv was introduced by Gail Furman as this year’s Howard Barrows Invited Presenter. He has worked across the world, including Israel, Palestine, Spain, Russia, Ukraine, and the US. In addition to his medical accolades, he is a former pilot of the Israeli Air Force.

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2019 ASPE Annual Conference Opening Plenary: Happenstance – How Career Trajectory is Influenced by Unplanned Situations

Submitted by: Janice Radway, Perelman School of Medicine at the University of Pennsylvania

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