Learning medical alarms whilst performing other tasks.

Two studies are reported which first observe, and then attempt to replicate, the cognitive demands of intensive care unit (ICU) activity whilst concurrently learning audible alarms. The first study, an observational study in an ICU ward, showed that the alarms are very frequent and co-occur with some activities more than others. The three most frequently observed activities observed in the ICU were drugs (calculation, preparation and administration), patient observation and talking. The cognitive demands of these activities were simulated in a second, laboratory-based experiment in which alarms were learned. The results showed that performance in the alarm task generally improved as participants were exposed to more repetitions of those alarms, but that performance decrements were observed in the secondary tasks, particularly when there were two or three of them. Some confusions between the alarms persisted to the end of the study despite prolonged exposure to the alarms, confusions which were likely caused by both acoustic and verbal labelling similarities. PRACTITIONER SUMMARY: The cognitive demands of working in an ICU were observed and simulated whilst alarms were learned. Alarms should generally avoid sharing similar rhythmic (and other) characteristics. The simulation task described here could be used for testing alarm learning without requiring a clinical environment

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

Aerospace medicine and biology: A continuing bibliography with indexes (supplement 361)

This bibliography lists 141 reports, articles and other documents introduced into the NASA Scientific and Technical Information System during Mar. 1992. Subject coverage includes: aerospace medicine and physiology, life support systems and man/system technology, protective clothing, exobiology and extraterrestrial life, planetary biology, and flight crew behavior and performance

Evaluation of an online learning tool to improve medical students' clinical reasoning skills

Background: Evidence suggests that problems in clinical reasoning skills – the thought processes required to make clinical decisions – are the leading cause of diagnostic errors, which can lead to significant patient harm. Theories of learning and clinical reasoning have indicated online patient simulations (OPS) could be a novel approach to improving medical students’ clinical reasoning skills. However, little is known about their impact on clinical reasoning. Methods: I conducted a systematic literature review to explore the effectiveness of OPS. Informed by my review and theory, I co-developed eCREST (electronic Clinical Reasoning Skills Educational Simulation Tool). I assessed the feasibility, acceptability and potential impact of eCREST at three UK medical schools with a feasibility randomised controlled trial (RCT). I explored how students reasoned when using eCREST and what factors influenced reasoning, using a Think Aloud and interview approach with 16 medical students. Results: My systematic review found OPS may be effective at improving medical students’ clinical reasoning skills but the few studies available lacked methodological rigour, so these results should be treated with caution. Uptake and retention in the feasibility trial was acceptable and provided evidence to support a definitive RCT. Impact data suggested eCREST may improve clinical reasoning skills - the intervention group were significantly more likely to gather essential information from the ‘patient’ than controls (OR = 1.4; 95% CI 1.1-1.7, n = 148). Qualitative findings suggested that students use a variety of data gathering strategies and eCREST helped students to structure their data gathering and stay open-minded about diagnosis. Students’ knowledge, confidence and engagement with eCREST also influenced these strategies. Conclusions: Tools like eCREST can improve reasoning skills by helping students to gather essential information and potentially reduce future missed diagnostic opportunities. Evaluations of such tools are now needed within medical curricula, using validated outcome measures to determine effectiveness

6th Annual Research Week- Event Proceedings

6th Annual Research Wee

Aerospace medicine and biology: A continuing bibliography with indexes, supplement 203

This bibliography lists 150 reports, articles, and other documents introduced into the NASA scientific and technical information system in January 1980