PROMOTING KNOWLEDGE TRANSFER: MEDICAL SIMULATION A PROMISING METHOD FOR TRAINING RHEUMATOLOGY HEALTH - PowerPoint PPT Presentation

Loading...

PPT – PROMOTING KNOWLEDGE TRANSFER: MEDICAL SIMULATION A PROMISING METHOD FOR TRAINING RHEUMATOLOGY HEALTH PowerPoint presentation | free to download - id: 1526e7-NjA2Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

PROMOTING KNOWLEDGE TRANSFER: MEDICAL SIMULATION A PROMISING METHOD FOR TRAINING RHEUMATOLOGY HEALTH

Description:

Harvard Medical School, Boston MA. Based on Dewey's Model of Experiential. Learning ... Proper and clear communication. Resuscitation competencies. Access and ... – PowerPoint PPT presentation

Number of Views:62
Avg rating:3.0/5.0
Slides: 2
Provided by: jackden
Learn more at: http://www.leeds.ac.uk
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: PROMOTING KNOWLEDGE TRANSFER: MEDICAL SIMULATION A PROMISING METHOD FOR TRAINING RHEUMATOLOGY HEALTH


1
PROMOTING KNOWLEDGE TRANSFER MEDICAL SIMULATION
A PROMISING METHOD FOR TRAINING RHEUMATOLOGY
HEALTH CARE PROFESSIONALS Maura Daly Iversen
Graduate Programs in Physical Therapy, MGH
Institute of Health Professions, Brigham and
Womens Hospital, Division of Rheumatology,
Immunology Allergy, Harvard Medical School,
Boston MA
MGH INSTITUTE OF HEALTH
PROFESSIONS

an academic affiliate of Massachusetts General
Hospital
4. Composition of Students Faculty
  • Introduction

7. Simulation Scenario 2
  • Health provider education is predominantly
    discipline specific.
  • Specialty isolation is no longer acceptable due
    to major system changes
  • Technology explosion of innovative
  • diagnostic and treatment options
  • Constant need to update knowledge
  • and renew technical competence
  • Shift in health care delivery from a
  • paternalistic model to a patient-
  • provider partnership model (Dupre, 2000
    Marvel et al, 1999 Roter Hall, 1992).
  • PEW Health Commission Report the Institute of
    Medicine (IOM) identify 3 competencies for health
    care providers
  • Ability to work in interdisciplinary
  • teams
  • Assume responsibility for quality care
  • Use information technology
  • appropriately (ONeil, 1998).
  • Team Care in Operative Situations
  • Pt is a 58 yo female with SLE undergoing Total
    Hip Arthroplasty secondary to DJD right hip.
    Encounters an embolic event during surgery
    requiring resuscitation.
  • Goals and Objectives
  • Role clarity
  • Proper and clear communication
  • Resuscitation competencies
  • Access and application of medical
  • record information

Students nursing (BS, MSN, ANP), physical
therapy students (advanced) and rheumatology
fellows Faculty 2 nursing and 1 physical
therapy faculty certified by the Institute of
Medical Simulation, Cambridge, MA Clinical
rheumatologists provide input into
scenarios Director of Information Technology and
IT staff coordinate scenario operations
5. Curricular Structure Competencies
  • Embedded into interdisciplinary year long
    required course at the MGH Institute
  • Monthly seminars
  • Reflective group debriefing
  • Scenarios and debriefing videotaped
  • Generic Communication Competencies
  • Identify learning pathways - provide a
  • map of the relationship between
  • outcomes, actions taken, and
  • assumptions we hold.
  • Recognize how each person moves
  • away from data toward his/her own
  • closely held "certainties."
  • Demonstrate skills of a reflective
  • practitioner - advocacy and inquiry
  • Able to filter dialogue-describe the
  • gap between what we think and what
  • we say.

2. Uses and Models of Medical Simulation
  • Based on Deweys Model of Experiential
  • Learning
  • Medical simulation
  • Teaches health care professionals
  • to work in teams to improve patient
  • outcomes (Bergeron, 1997 Gordon, 2000 2002).
  • Helps practitioners and students
  • diagnosis and manage clinical
  • problems without risk to real
  • patients.
  • Teaches and assesses technical
  • competencies
  • Models
  • Full-patient simulation (Simman)
  • Hybrid- real patient with simulator
  • Partial patient simulation

8. Simulation Scenario 3
Post-operative Rehabilitation Team Rounds Uses
hybrid simulation format for transition from
non-urgent to urgent scenario in patient room
setting Interdisciplinary team involved with
modified roles

6. Simulation Scenario I
9. Discussion Future Plans
Skill-Specific Training Module Soft tissue
injections and aspirations Competencies
Assessed Aseptic Technique Needle
Position Selection of needle gauge
Assess volume of aspirate
  • Discussion
  • Medical Simulation provides clinical scenarios
    on demand
  • Experiential learning allows for reflective
    practice
  • Models critical feedback
  • Provides safe and trusting learning environment
  • Future Plans Assessment outcomes of training
    modules including
  • Student satisfaction
  • Knowledge
  • Competencies in clinical settings
  • Transfer of knowledge and skills into clinical
    practice


3. Goals
Develop scenarios using a problem-based format
that emphasizes therapeutic evaluation
techniques, interdisciplinary care
communication. Establish clinical competencies
in these domains to assess the delivery of
interventions in non-urgent situations Analyze
the effectiveness of simulation training.
ACKNOWLEDGEMENTS This project is funded in part
by a Daltroy Fellowship from the Research
Education Foundation
About PowerShow.com