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Biomedical subjects

Jan van Dalen

Publications and source records attributed to Jan van Dalen.

11 recordsLinked to original sources
PubMed2006

Basic life support skills training in a first year medical curriculum: six years' experience with two cognitive-constructivist designs.

RATIONALE: Although the Basic Life Support (BLS) ability of a medical student is a crucial competence, poor BLS training programs have been documented worldwide. Better training designs are needed. This study aims to share detailed descriptions and the test results of two cognitive-constructivist training models for the BLS skills in the first year of medical curriculum. METHOD: A BLS skills training module was implemented in the first year curriculum in the course of 6 years (1997-2003). The content was derived from the European Resuscitation Council Guidelines. Initially, a competence-based model was used and was upgraded to a cognitive apprenticeship model in 2000. The main performance-content type that was expected at the end of the course was: competent application of BLS procedures on manikins and peers at an OSCE as well as 60% achievement in a test consisting of 25 MCQ items. A retrospective cohort survey design using exam results and a self-completed anonymous student ratings' questionnaire were used in order to test models. RESULTS: Training time for individual students varied from 21 to 29 hours. One thousand seven hundred and sixty students were trained. Fail rates were very low (1.0-2.2%). The students were highly satisfied with the module during the 6 years. CONCLUSION: In the first year of the medical curriculum, a competence-based or cognitive apprenticeship model using cognitive-constructivist designs of skills training with 9 hours theoretical and 12-20 hours long practical sessions took place in groups of 12-17 students; medical students reached a degree of competence to sufficiently perform BLS skills on the manikins and their peers. The cognitive-constructivist designs for skills training are associated with high student satisfaction. However, the lack of controls limits the extrapolation of this conclusion.

Clinical Competence↗
PubMed2006

The impact of simulation on people who act as simulated patients: a focus group study.

OBJECTIVE: Previous studies have shown that people who act as simulated patients (SPs) experience negative effects caused by performing patient roles. This study was performed to further explore the impact of simulation and the factors that might affect this impact. The aim was to find ways of preventing negative effects of simulation impacting on our SPs. METHODS: Focus groups interviews were conducted among 35 SPs at Skillslab, University of Maastricht. The discussion was guided by 6 pre-established items. RESULTS: The majority of the SPs appeared to experience negative effects of performing a patient role. The effects were considered as inherent to acting as an SP or due to simulation being a strenuous activity. The impact was short-lived and did not affect SPs' enjoyment of their work. Factors that appeared to affect the impact of performing included: the type of role (whether it is emotionally complex or not); the number of consecutive performances; the length of time between performances; the giving of feedback; the amount of experience, and students. DISCUSSION: Although the SPs were found to experience negative effects caused by playing patient roles, the frequency and intensity of the negative effects were minor. The focus group discussions led to various suggestions for measures to reduce the impact of simulation.

Attitude to Health↗
PubMed2004

Clinical teaching.

Explore the source record for details and available documents.

Clinical Competence↗
PubMed2004

Performance-related stress symptoms in simulated patients.

INTRODUCTION: During the first 4 years of the 6-year undergraduate medical curriculum at Maastricht University, the Netherlands, students practise clinical skills in simulated patient (SP) encounters at the Skillslab. Generally, these encounters are instructive and enjoyable for both students and SPs. However, in conversations with SP trainers, some SPs have mentioned experiencing adverse symptoms due to performing a patient role. Some published studies have reported similar findings in SPs. We explored the seriousness of this problem by surveying SPs on the occurrence and severity of stress symptoms related to performing patient roles. We also examined by which variables the symptoms were influenced. METHODS: An anonymous questionnaire was developed to investigate factors related to stress symptoms and the frequency and severity of stress symptoms. A burnout scale was also included in the questionnaire. All SPs who had performed between March 2000 and March 2001 were asked to participate. RESULTS: The response rate was 84%. Of the SPs, 73% were found to have experienced stress symptoms, with a mean of 4 symptoms per SP. No significant correlations were found between the occurrence of symptoms on the one hand and factors that might influence symptoms or the burnout scale on the other hand. DISCUSSION: An unexpectedly high number of SPs reported symptoms. Fortunately, the symptoms were relatively mild (2.2 on a 5-point scale). Future studies should address the connection between work as an SP and symptoms, and measures should be taken to prevent and treat the symptoms. Debriefing sessions might play a role in this respect.

Adult↗