Academic medicine : journal of the Association of American Medical Colleges
-
Review Meta Analysis
Use of simulation-based education to improve outcomes of central venous catheterization: a systematic review and meta-analysis.
Central venous catheterization (CVC) is increasingly taught by simulation. The authors reviewed the literature on the effects of simulation training in CVC on learner and clinical outcomes. ⋯ Despite some limitations in the literature reviewed, evidence suggests that simulation-based education for CVC provides benefits in learner and select clinical outcomes.
-
The loss of new investigators from academic science places the future of biomedical science at risk. Failure to obtain independent funding contributes significantly to attrition from the academic career path. In this article, the authors describe the Advanced Research Institute (ARI) in Geriatric Mental Health, a national program based at Weill Cornell Medical College of Cornell University that matches new investigators with mentors to help them make a successful transition to independence. ⋯ As of January 2010, 45.2% of these scholars had achieved R01 funding and 69.1% had obtained National Institutes of Health grants (not including career development or small grants). The 24 scholars who had National Institute of Mental Health (NIMH) mentored career development (mentored K) awards were 2.36 times (P = .048) more likely than the other 380 recipients of NIMH mentored K awards during the same period (2001-2005) to achieve R01 funding. Based on objective outcomes, ARI offers an effective model for stemming attrition of new investigators from the academic career path that is generalizable to other fields and promotes innovative, translational science.
-
Informed self-assessment describes the set of processes through which individuals use external and internal data to generate an appraisal of their own abilities. The purpose of this project was to explore the tensions described by learners and professionals when informing their self-assessments of clinical performance. ⋯ Multiple tensions, requiring ongoing negotiation and renegotiation, are inherent in informed self-assessment. Tensions are both intraindividual and interindividual and they are culturally situated, reflecting both professional and institutional influences. Social learning theories (social cognitive theory) and sociocultural theories of learning (situated learning and communities of practice) may inform our understanding and interpretation of the study findings. The findings suggest that educational interventions should be directed at individual, collective, and institutional cultural levels. Implications for practice are presented.