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critical care MCQ

Catherine M Kuza, M Tariq Hanifi, Melissa Koç, Matthias Stopfkuchen-Evans
OBJECTIVE: Transthoracic echocardiography (TTE) is important in the management of critically ill patients, yet it has not been incorporated into many residency programs' curricula. Our objective is to determine if trainees undergoing a 60-minute training session on TTE have improved knowledge, ultrasound skills, and increases the utilization of TTE during their rotation in the intensive care unit (ICU). We will also compare the results of participants with prior TTE exposure to TTE-naïve trainees...
April 9, 2018: Journal of Surgical Education
W Robert Leeper, Elliott R Haut, Vinciya Pandian, Sajan Nakka, Jeffrey Dodd-O, Nasir Bhatti, Elizabeth A Hunt, Mustapha Saheed, Nicholas Dalesio, Adam Schiavi, Christina Miller, Thomas D Kirsch, Lauren Berkow
OBJECTIVE: A hospital-wide difficult airway response team was developed in 2008 at The Johns Hopkins Hospital with three central pillars: operations, safety monitoring, and education. The objective of this study was to assess the outcomes of the educational pillar of the difficult airway response team program, known as the multidisciplinary difficult airway course (MDAC). DESIGN: The comprehensive, full-day MDAC involves trainees and staff from all provider groups who participate in airway management...
April 5, 2018: Journal of Surgical Education
Sanjeewa Tunpattu, Victoria Newey, Chathurani Sigera, Pubudu De Silva, Amal Goonarathna, Iranga Aluthge, Pasan Thambavita, Rohan Perera, Amila Meegahawatte, Ilhaam Isaam, Arjen M Dondorp, Rashan Haniffa
OBJECTIVES: The aim of this article is to describe the delivery and acceptability of a short, structured training course for critical care physiotherapy and its effects on the knowledge and skills of the participants in Sri Lanka, a lower-middle income country. METHODS: The two-day program combining short didactic sessions with small group workshops and skills stations was developed and delivered by local facilitators in partnership with an overseas specialist physiotherapist trainer...
January 10, 2018: Physiotherapy Theory and Practice
Tim Stephens, A Pubudu De Silva, Abi Beane, John Welch, Chathurani Sigera, Sunil De Alwis, Priyantha Athapattu, Dilantha Dharmagunawardene, Lalitha Peiris, Somalatha Siriwardana, Ashoka Abeynayaka, Kosala Saroj Amarasena Jayasinghe, Palitha G Mahipala, Arjen Dondorp, Rashan Haniffa
OBJECTIVES: To deliver and evaluate a short critical care nurse training course whilst simultaneously building local training capacity. RESEARCH METHODOLOGY: A multi-modal short course for critical care nursing skills was delivered in seven training blocks, from 06/2013-11/2014. Each training block included a Train the Trainer programme. The project was evaluated using Kirkpatrick's Hierarchy of Learning. There was a graded hand over of responsibility for course delivery from overseas to local faculty between 2013 and 2014...
April 2017: Intensive & Critical Care Nursing: the Official Journal of the British Association of Critical Care Nurses
Orsolya Solymos, Patrick O'Kelly, Criona M Walshe
BACKGROUND: Simulation-based medical education has rapidly evolved over the past two decades, despite this, there are few published reports of its use in critical care teaching. We hypothesised that simulation-based teaching of a critical care topic to final-year medical students is superior to lecture-based teaching. METHODS: Thirty-nine final-year medical students were randomly assigned to either simulation-based or lecture-based teaching in the chosen critical care topic...
2015: BMC Anesthesiology
A Pubudu De Silva, Tim Stephens, John Welch, Chathurani Sigera, Sunil De Alwis, Priyantha Athapattu, Dilantha Dharmagunawardene, Asela Olupeliyawa, Ashwini de Abrew, Lalitha Peiris, Somalatha Siriwardana, Indika Karunathilake, Arjen Dondorp, Rashan Haniffa
PURPOSE: To assess the impact of a nurse-led, short, structured training program for intensive care unit (ICU) nurses in a resource-limited setting. METHODS: A training program using a structured approach to patient assessment and management for ICU nurses was designed and delivered by local nurse tutors in partnership with overseas nurse trainers. The impact of the course was assessed using the following: pre-course and post-course self-assessment, a pre-course and post-course Multiple Choice Questionnaire (MCQ), a post-course Objective Structured Clinical Assessment station, 2 post-course Short Oral Exam (SOE) stations, and post-course feedback questionnaires...
April 2015: Journal of Critical Care
Raoul Breitkreutz, Martina Dutiné, Patrick Scheiermann, Dorothea Hempel, Sandy Kujumdshiev, Hanns Ackermann, Florian Hartmut Seeger, Armin Seibel, Felix Walcher, Tim Oliver Hirche
Background and Study objective. Focused lung ultrasound (LUS) examinations are important tools in critical care medicine. There is evidence that LUS can be used for the detection of acute thoracic lesions. However, no validated training method is available. The goal of this study was to develop and assess an objective structured clinical examination (OSCE) curriculum for focused thorax, trachea, and lung ultrasound in emergency and critical care medicine (THOLUUSE). Methods. 39 trainees underwent a one-day training course in a prospective educational study, including lectures in sonoanatomy and -pathology of the thorax, case presentations, and hands-on training...
2013: Emergency Medicine International
Rachael Springer, John Mah, Ian Shusdock, Robert Brautigam, Steve Donahue, Karyn Butler
BACKGROUND: Few data exist regarding the effectiveness of simulation in resident education in critical care. The purpose of this study was to determine whether multiple-simulation exposure (MSE) or single-simulation exposure (SSE) improved residents' recognition of shock and initial management of the critically ill simulated surgical patient. METHODS: Data were collected at a level 1 trauma center. Surgery, anesthesiology, and emergency medicine residents were given a multiple-choice question (MCQ) pretest before a tutorial on the recognition and management of shock followed by high-fidelity simulation/debriefing and MCQ post-test...
August 2013: Surgery
A Elizabeth Bond, Owen Bodger, David O F Skibinski, D Hugh Jones, Colin J Restall, Edward Dudley, Geertje van Keulen
Multiple-choice question (MCQ) examinations are increasingly used as the assessment method of theoretical knowledge in large class-size modules in many life science degrees. MCQ-tests can be used to objectively measure factual knowledge, ability and high-level learning outcomes, but may also introduce gender bias in performance dependent on topic, instruction, scoring and difficulty. The 'Single Answer' (SA) test is often used in which students choose one correct answer, in which they are unable to demonstrate partial knowledge...
2013: PloS One
Hans J Lee, David Feller-Kopman, R Wesley Shepherd, Francisco A Almeida, Rabih Bechara, David Berkowitz, Mohit Chawla, Erik Folch, Andrew Haas, Colin Gillespie, Robert Lee, Adnan Majid, Rajiv Malhotra, Ali Musani, Jonathan Puchalski, Daniel Sterman, Lonny Yarmus
BACKGROUND: Interventional pulmonology (IP) is an emerging subspecialty with a dedicated 12 months of additional training after traditional pulmonary and critical care fellowships with fellowships across the country. A multiple-choice question (MCQ) examination was developed to measure didactic knowledge acquired in IP fellowships. METHODS: Interventional pulmonologists from 10 academic centers developed a MCQ-based examination on a proposed curriculum for IP fellowships...
June 2013: Chest
K V Vahalia, K Subramaniam, S C Marks, E J De Souza
Multiple-choice questions (MCQ) are widely used to evaluate students in the health sciences, including anatomy. Unusual responses in 90 simple MCQ examinations have been identified and classified as to cause, including a number of illustrated examples. About one-quarter of these errors were attributable to the teacher and could have been avoided by a critical analysis of the questions before use. The increasing use of sophisticated formats of the MCQ in medical education indicates that teachers need to analyze their questions more carefully before and after actual tests to minimize errors...
1995: Clinical Anatomy
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