Dataset Information

Interactive Multimodal Curriculum on Use and Interpretation of Inpatient Telemetry.

ABSTRACT:

Introduction

Inpatient telemetry monitoring is a commonly used technology designed to detect and monitor life-threatening arrhythmias. However, residents are rarely educated in the proper use and interpretation of telemetry monitoring.

Methods

We developed a training module containing an educational video, PowerPoint presentation, and hands-on interactive learning session with a telemetry expert. The module highlights proper use of telemetry monitoring, recognition of telemetry artifact, and interrogation of telemetry to identify clinically significant arrhythmias. Learners completed pre- and postcurriculum knowledge-based assessments and a postcurriculum survey on their experience with the module. In total, the educational curriculum had three 60-minute sessions.

Results

Thirty-two residents participated in the training module. Residents scored higher on the posttest (77% ± 12%) than on the pretest (70% ± 12%), t(31) = -4.3, p < .001. Wilcoxon signed rank tests indicated PGY-3s performed better on the posttest (Mdn = 0.86) than on the pretest (Mdn = 0.72), z = -2.19, p = .031. PGY-2s also performed better on the posttest (Mdn = 0.86) than on the pretest (Mdn = 0.76), z = -2.04, p = .042. There was no difference between pretest (Mdn = 0.66) and posttest (Mdn = 0.71) scores for PGY-1s, z = -1.50, p = .142. The majority of residents reported that the telemetry curriculum boosted their self-confidence, helped prepare them to analyze telemetry on their patients, and should be a required component of the residency.

Discussion

This module represents a new paradigm for teaching residents how to successfully and confidently interpret and use inpatient telemetry.

SUBMITTER: Chuzi S

PROVIDER: S-EPMC6342405 | biostudies-literature | 2018 Jul

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Interactive Multimodal Curriculum on Use and Interpretation of Inpatient Telemetry.

Chuzi Sarah S Cantey Eric P EP Unger Erin E Rosenthal James E JE Didwania Aashish A McGaghie William C WC Prenner Stuart S

MedEdPORTAL : the journal of teaching and learning resources 20180713

<h4>Introduction</h4>Inpatient telemetry monitoring is a commonly used technology designed to detect and monitor life-threatening arrhythmias. However, residents are rarely educated in the proper use and interpretation of telemetry monitoring.<h4>Methods</h4>We developed a training module containing an educational video, PowerPoint presentation, and hands-on interactive learning session with a telemetry expert. The module highlights proper use of telemetry monitoring, recognition of telemetry ar ...[more]

PMID: 30800930

Similar Datasets

Project description:BACKGROUND:Over-testing of patients is a significant problem in clinical medicine that can be tackled by education. Clinical reasoning learning (CRL) is a potentially relevant method for teaching test ordering and interpretation. The feasibility might be improved by using an interactive whiteboard (IWB) during the CRL sessions to enhance student perceptions and behaviours around diagnostic tests. Overall, IWB/CRL could improve their skills. METHODS:Third-year undergraduate medical students enrolled in a vertically integrated curriculum were randomized into two groups before clinical placement in either a respiratory disease or respiratory physiology unit: IWB-based CRL plus clinical mentoring (IWB/CRL?+?CM: n?=?40) or clinical mentoring only (CM-only: n?=?40). Feasibility and learning outcomes were assessed. In addition, feedback via questionnaire of the IWB students and their classmates (n?=?233) was compared. RESULTS:Analyses of the IWB/CRL sessions (n?=?40, 27 paperboards) revealed that they met validated learning objectives. Students perceived IWB as useful and easy to use. After the IWB/CRL?+?CM sessions, students mentioned more hypothesis-based indications in a test ordering file (p?<? 0.001) and looked for more nonclinical signs directly on raw data tests (p?<? 0.01) compared with students in the CM-only group. Last, among students who attended pre- and post-assessments (n?=?23), the number of diagnostic tests ordered did not change in the IWB/CRL?+?CM group (+?7%; p?=?N.S), whereas it increased among CM-only students (+?30%; p?<? 0.001). Test interpretability increased significantly in the IWB/CRL?+?CM group (from 4.7 to 37.2%; p?<? 0.01) but not significantly in the CM-only group (from 2.4 to 9.8%; p?=?0.36). CONCLUSIONS:Integrating IWB into CRL sessions is feasible to teach test ordering and interpretation to undergraduate students. Moreover, student feedback and prospective assessment suggested a positive impact of IWB/CRL sessions on students' learning.

Project description:BackgroundThe population of persons seeking medical care is linguistically diverse in the United States. Language barriers can adversely affect a patient's ability to explain their symptoms. Among hospitalized patients, these barriers may lead to higher readmission rates and longer hospitalizations. Trained interpreters help overcome communication barriers; however, interpreter usage among patients is suboptimal.ObjectiveTo investigate differences among patients with limited English proficiency (LEP) in their length of stay (LOS) and 30-day readmission rate associated with their receiving professional interpretation at admission or discharge.DesignWe analyzed the rates of interpretation at admission and discharge of all LEP patients admitted to a tertiary care hospital over a three-year period. We calculated length of stay in days and as log of LOS. We also examined 30-day readmission. Using multivariable regression models, we explored differences among patients who received interpretation at admission, discharge, or both, controlling for patient characteristics, including age, illness severity, language, and gender.ParticipantsAll LEP patients admitted between May 1, 2004 and April 30, 2007.Main measuresLength of hospital stay as related to use of professional interpreters; readmission to the hospital within 30 days.Key resultsOf the 3071 patients included in the study, 39 % received language interpretation on both admission and discharge date. Patients who did not receive professional interpretation at admission or both admission/discharge had an increase in their LOS of between 0.75 and 1.47 days, compared to patients who had an interpreter on both day of admission and discharge (P<0.02). Patients receiving interpretation at admission and/or discharge were less likely than patients receiving no interpretation to be readmitted with 30 days.ConclusionsThe length of a hospital stay for LEP patients was significantly longer when professional interpreters were not used at admission or both admission/discharge.

Dataset Information

Interactive Multimodal Curriculum on Use and Interpretation of Inpatient Telemetry.

Introduction

Methods

Results

Discussion

Publications

Interactive Multimodal Curriculum on Use and Interpretation of Inpatient Telemetry.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure