DO NO HARM, STAY CURRENT: IMMERSIVE TRAUMA CONTINUOUS MEDICAL EDUCATION FOR EMERGENCY MEDICINE POSTGRADUATE TRAINEES

DAZLIN MASDIANA SABARDIN, AFLIZA ABU BAKAR, FARRAEL MOHD AZMIN, MOHD HISHAM ISA, SHAMSURIANI MD JAMAL, FAIZAL AMRI HAMZAH

Abstract


Continuous medical education (CME) is an essential component of postgraduate education to improve trainees’ competencies level to be at par with the current clinical practice thereby improving overall quality of patient healthcare delivery. As a postgraduate trainee in addition to being a part of hospital workforce, providing a compact CME session is essential albeit the learning challenges. Therefore, a framework for the trauma CME program was developed to integrate trainee-led immersive active learning (AL) activities based on our emergency medicine postgraduate training curriculum. It comprised of three components which were mini-conferences on trauma management principles updates; hands-on skill stations session utilizing pre-prepared learning packages, simulated scenarios, manikins and phantoms; and immersive trauma simulation on prehospital response, radio communication and patient resuscitation combined with formative assessments and debriefing session. Google Form platform was used to gather the trainees’ self-appraisals of the learning experience. Feedbacks from the trainees revealed that the sessions were engaging and appropriate to their level of training. In conclusion, by incorporating AL activities into immersive trauma CME, it promotes trainees’ engagement towards teaching and learning activities thus consolidating their knowledge and skills on handling trauma patients.

 


Keywords


Active learning; emergency medicine; immersive; simulation, student-centered

Full Text:

PDF

References


Bucklin, B., Asdigian, N., Hawkins, J., & Klein, U. (2021). Making it stick: use of active learning strategies in continuing medical education. BMC Medical Education, 21(44), 1-9.

Cant, R. P., & Cooper, S. J. (2010). Simulation-based learning in nurse education: Systematic review. Journal of Advanced Nursing, 66(1), 3-15.

Cervero, R. & Gaines, J. (2015). The impact of CME on physician performance and patient health outcomes: an updated synthesis of systematic reviews. Journal of Continuing Education in the Health Professions, 35(2), 131–138.

Courteille, O., Fahlstedt, M., Ho, J., Hedman, L., Fors, U., von Holst, H., Felländer-Tsai, L., & Möller, H. (2018). Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case. International Journal of Medical Education, 9, 86–92.

Davis, D. & Galbraith, R. (2009). Continuing medical education effect on practice performance: effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines. Chest, 135(3), 42S–48S.

Department of Statistics Malaysia (2022). Statistics on causes of death Malaysia 2022. Available at: https://dev.dosm.gov.my/site/downloadrelease?id=statistics-on-causes-of-death-malaysia-2022〈=English

Dijkstra, I.S., Pols, J., Remmelts, P., Rietzschel, E.F., Cohen-Schotanus, J. & Brand, P.L.P. (2015). How educational innovations and attention to competencies in postgraduate medical education relate to preparedness for practice: the key role of the learning environment. Perspectives on Medical Education, 4(6), 300-307.

Fernandez, R., Rosenman, E.D., Olenick, J., Misisco, A., Brolliar, S.M., Chipman, A.K., Vrablik, M.C., Kalynych, C., Arbabi, S., Nichol, G., & Grand, J. (2020). Simulation-based team leadership training improves team leadership during actual trauma resuscitations: a randomized controlled trial. Critical Care Medicine, 48(1), 73-82.

Ford, K., Menchine, M., Burner, E., Arora, S., Inaba, K., Demetriades, D., & Yersin, B. (2016). Leadership and Teamwork in Trauma and Resuscitation. The Western Journal of Emergency Medicine, 17(5), 549–556.

Fujiwara, T., Nishimura, M., Honda, R., Nishiyama, T., Nomoto, M., Kobayashi, N, & Ikeda, M. (2011). Comparison of peer-led versus professional-led training in basic life support for medical students. Advances in Medical Education and Practices, 2, 187-191.

Giannoudis, V. P., Rodham, P., Giannoudis, P. V., & Kanakaris, N. K. (2023). Severely injured patients: modern management strategies. EFORT Open Reviews, 8(5), 382-396.

Glynn, L.G., MacFarlane, A., Kelly, M., Cantillon, P. & Murphy, A.W. (2006). Helping each other to learn – a process evaluation of peer assisted learning. BMC Medical Education, 6,18.

Graffam, B. (2007). Active learning in medical education: Strategies for beginning implementation. Medical Teacher, 29(1), 38-42.

Guerrero, J. G., Ali, S. A. A., & Attallah, D. M. (2022). The acquired critical thinking skills, satisfaction, and self confidence of nursing students and staff nurses through high-fidelity simulation experience. Clinical Simulation in Nursing, 64, 24-30.

Guraya, S. Y., & Abdalla, M. E. (2020). Determining the effectiveness of peer-assisted learning in medical education: A systematic review and meta-analysis. Journal of Taibah University Medical Sciences, 15(3), 177-184.

Irfanullah, E. A., Chandra, A., Solaiman, R. H., Siems, C., Chethan, S., Belani, K. & Harmon, J. (2023) Simulation Training in a Lower Middle-Income Country: Supporting a New Center and Developing Low-Cost Models for Critical Skill Acquisition. Cureus, 15(6), e40950.

Larraga-García, B., Quintana-Díaz, M. & Gutiérrez, Á (2022). Simulation-Based Education in Trauma Management: A Scoping Review. International Journal of Environmental Research and Public Health, 19(20), 13546.

Mills, B. W., Miles, A. K., Phan, T., Dykstra, P.M.C., Hansen, S. S., Walsh, A. S., Reid, D. N. & Langdon, C. (2018) Investigating the Extent Realistic Moulage Impacts on Immersion and Performance Among Undergraduate Paramedicine Students in a Simulation-based Trauma Scenario: A Pilot Study. Simulation in Healthcare 13(5), 331-340.

Shiang, C. L., Mustapha, F. I., Aagaard-Hansen, J., Calopietro, M., Aris, T. & Bjerre-Christensen, U. (2020). Impact of continuing medical education for primary healthcare providers in Malaysia on diabetes knowledge, attitudes, skills and clinical practices. Medical Education Online, 25(1), 1710330.

Thistlethwaite, J. E., Davies, D., Ekeocha, S., Kidd, J.M., MacDougall, C., Matthews, P., Purkis, J. & Clay, D. (2012) The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical Teacher, 34(6), e421-e444.

Whitcomb, M.E. (2002). CME reform: an imperative for improving the quality of medical care. Academic Medicine, 77(10), 943-944.

Yii, J., Mahmud, A., Abd Samat, A.H., Sabardin, D.M. & Mohd, M.H. (2021). A Qualitative Study on Emergency Health Care Worker (EHCW) Perception towards COVID-ACLS Simulation Training in Resuscitating Suspected COVID-19 Patients. Sains Malaysiana, 50(9), 2847-2858.


Refbacks

  • There are currently no refbacks.


Index