Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education

✍ Scribed by William C. McGaghie (editor), Jeffrey H. Barsuk (editor), Diane B. Wayne (editor)

• Publisher: Springer
• Year: 2020
• Tongue: English
• Leaves: 409
• Category: Library

✦ Synopsis

This book presents the parameters of Mastery Learning (ML), an especially stringent variety of competency-based education that guides students to acquire essential knowledge and skill, measured rigorously against a minimum passing standard (MPS). As both a scholarly resource and a teaching tool, this is a “how to” book that serves as a resource for a wide variety of health professions educators.
A seminal source of information and practical advice about ML, this book divided into five parts: Clinical Education in the Health Professions, The Mastery Learning Model, Mastery Learning in Action, Transfer of Training from Mastery Learning and The Road Ahead. Complete with high-quality images and tables, chapters take an in-depth look into ML principles and practices across the health professions. Specific educational content instructs readers on how to build and present ML curricula, evaluate short and long-run results, conduct learner debriefing and give powerful feedback, set learner achievement standards, and prepare faculty for new educational roles.
An invaluable addition to the Comprehensive Healthcare Simulation Series, Mastery Learning in Health Professions Education is written and edited by leaders in the field for practicing clinicians in a variety of health professions.

✦ Table of Contents

Foreword
Reference
Preface
References
Contents
Author Biography
Contributors
Part I: Clinical Education in the Health Professions
1: Clinical Education: Origins and Outcomes
Historical Origins of Clinical Education
Current State-of-Affairs in Clinical Education
Uneven Educational Opportunities
Learner Evaluation and Feedback
Clinical Practice Outcomes
New Directions for Clinical Education
Learning Sciences
Active Learning
Deliberate Practice
Rigorous, Reliable Measurement with Feedback
Mastery Learning
Coda
References
Part II: The Mastery Learning Model
2: Mastery Learning: Origins, Features, and Evidence from the Health Professions
What Is Mastery Learning?
Mastery Learning Origins
Psychological Foundations
Behavioral
Constructivist
Social Cognitive
Mastery Learning Model
Time Allowed
Perseverance
Aptitude
Quality of Instruction
Ability to Understand Instruction
Features of Mastery Learning
Baseline, Diagnostic Testing
Clear Learning Objectives
Educational Activities
Minimum Passing Standards
Formative Testing with Feedback
Evidence-Based Advancement
Continued Practice and Assessment
Examples from the Health Professions
Undergraduate Nursing
Undergraduate Medicine
Postgraduate Surgery
Coda
References
3: Developing a Mastery Learning Curriculum
Curriculum Development
Problem Identification and General Needs Assessment
Targeted Needs Assessment
Goals and Objectives
Education Strategies
Implementation
Evaluation and Feedback
Mastery Learning
Curriculum Development Using Mastery Learning
Advanced Cardiac Life Support Mastery Learning Curriculum
Step 1: General Needs Assessment
Step 2: Targeted Needs Assessment
Step 3: Goals and Objectives
Step 4: Education Strategies
Step 5: Implementation
Step 6: Evaluation and Feedback
Learner Assessment
Curriculum Evaluation
Transformation to SBML
Challenges to SMBL Curriculum Development
Coda
References
4: Instructional Design and Delivery for Mastery Learning
Psychological Foundations
Instructional Design
Where Are We Going? Instructional Objectives
How Will We Get There? Education Settings and Learner Experience
How Will We Know When We Are There?
Instructional Delivery
Health Professions Examples
Nursing
Surgery
Dermatology
Psychotherapy
Coda
References
5: Assessment in Mastery Learning
Curriculum and Objectives
Curriculum and Assessment Integration
What Do We Aim to Produce?
Validity Argument
Assessment Context
Controlled Education Settings
Workplace Education Settings
Assessment Measures
Sampling
Blueprinting
Granularity
Instrumentation
Data
Data Use
Data Quality and Utility
Decisions
Coda
References
6: Standard Setting for Mastery Learning
Foundation Principles
Normative Versus Criterion-Based Standards
Judge Selection
Standard Setting Exercise
Standard Setting Methods
Angoff
Hofstee
Pros and Cons of Angoff and Hofstee
Mastery Angoff
Patient-Safety
Additional Considerations
Recommendations
Appendix 6.1: Standard Setting Packets for Traditional Angoff and Hofstee and Mastery Angoff and Patient-Safety Methods for Simulated Lumbar Puncture
References
7: Implementing and Managing a Mastery Learning Program
Planning for Mastery Learning
The Mastery Learning Team
Time and Logistics
Facilities and Equipment
Pilot Testing
Implementation
Program Management
Outcome Assessment
Continuous Management
Other Considerations
Change Management and Implementation Science
Dissemination of SBML to New Settings and Locations
Coda
References
8: Feedback and Debriefing in Mastery Learning
Feedback and Debriefing
Feedback and Debriefing in Simulation
Debriefing Models
Debriefing Timing
Debriefing Adjuncts
Feedback and Debriefing for SBML
Procedural Skills Curriculum
Communication Skills Curriculum
Algorithm Team-Based Resuscitation Curriculum
Coda
References
9: Faculty Development for Mastery Learning
Simulation Educator Competencies
Educator Competencies for Mastery Learning
Simulation Educator-Coaches
Faculty Development for Mastery Learning
Approaches to Faculty Development
Stages of Simulation Faculty Development
Professional Consolidation
Coda
References
Part III: Mastery Learning in Action
10: Mastery Learning of Clinical Communication Skills
Are Communication Skills Teachable?
Does Communication Skills Training Change Clinical Outcomes?
Mastery Learning in Communication Skills Training
Curriculum Design: Mastery Learning of Communication Skills
Similarities in Mastery Learning of Communication and Procedural Skills
Unique Issues in Mastery Learning of Communication Skills
Creating a Mastery Learning Communication Skills Curriculum
TASK 1: Create an Assessment Tool
TASK 2: Choose a Deliberate Practice Model
One-to-One Deliberate Practice
Small Group Role Play
TASK 3: Bring Learners to Mastery
Other Considerations
Simulated Patient Training
Rater Training
Costs
Future Directions
Coda
References
11: Mastery Learning of Team Skills
History and Evolution of Team Training
Origins of Team Training
Team Training in Medicine
Effective Healthcare Teams
Definition
Science of Team Science
Evidence-Based Team Training Principles
Team Training for Effective Healthcare
From Principles to Strategies
Team Training in Operation
Lifespan of Healthcare Team Training
Challenges and Future Directions
Coda
References
12: Mastery Learning of Surgical Skills
Mastery Learning of Surgical Skills
Mastery Learning of Surgical Operations
Clinical Impact
Future Directions
Coda
References
13: Mastery Learning of Bedside Procedural Skills
General Considerations
Thoracentesis
T1 Thoracentesis Outcomes
T2 Thoracentesis Outcomes
T3 and T4 Thoracentesis Outcomes
CVC Insertion and Maintenance Skills
T1 CVC Insertion Outcomes
T2 CVC Insertion Outcomes
T3 CVC Insertion Outcomes
T4 CVC Insertion Outcomes
Collateral Effects
Return on Investment
Dissemination and Implementation
T1 and T2 Temporary Hemodialysis Catheter (THDC) Insertion Outcomes
T1 CVC Maintenance Skills Outcomes
Paracentesis Skills
T1–T4 Paracentesis Outcomes
Next Steps and Future Directions
Coda
Appendix 13.1: Thoracentesis Checklist
Thoracentesis
Appendix 13.2: Central Line Insertion Checklist for Internal Jugular (IJ) and Subclavian (SC) Veins
Central Line Insertion (IJ)
Central Line Placement (Subclavian)
Appendix 13.3: Central Line Maintenance Checklists
Central Line Maintenance: PICC and CVC
Appendix 13.4: Paracentesis Checklist
Paracentesis
References
14: Mastery Learning for Clinical Emergencies
Clinical Emergency Training
Basic Life Support
Adult Advanced Life Support
Pediatric Advanced Life Support
Neonatal Resuscitation
Trauma (Adult and Pediatric)
Mastery Learning for Clinical Emergencies
Mastery Learning, Deliberate Practice, and Rapid-Cycle Deliberate Practice
Spaced (Distributed) Learning
Faculty Development
Contextual Learning
Feedback and Debriefing
Assessment
Coda
References
15: Readiness for Residency
Medical Student Readiness for Residency
Program Director Expectations and New Resident Skills
Core Entrustable Professional Activities for Graduating Medical Students
How Do We Measure Entrustment?
Mastery Learning to Assess EPAs
Transition to Residency Courses
Mastery Learning to Prepare Medical Students for Residency
Future Directions
Coda
References
Part IV: Transfer of Training from Mastery Learning
16: Translational Science and Healthcare Quality and Safety Improvement from Mastery Learning
Mastery Learning Contributions to Translational Science
T1: Does a Mastery Learning Curriculum Work?
T2: Does Mastery Learning Improve Patient Care Practices?
T3: Does Mastery Learning Improve Patient Outcomes?
T4: Does Mastery Learning Produce Collateral Effects?
CVC Skill Retention
Cost Savings and Return on Investment
Systemic Effects on Healthcare Education
Increased Minimum Passing Standard
Improvement of Central Line Maintenance Skills among ICU Nurses
Questions about Attending Physician Competence at CVC Insertion
Mastery Learning and Healthcare Quality Improvement
Inertia
Funding Priorities
Inattention to Evidence
References
Part V: The Road Ahead
17: Mastery Learning, Milestones, and Entrustable Professional Activities
A Brief History of Competencies, Milestones, and Entrustable Professional Activities
What Are Milestones?
What Are Entrustable Professional Activities?
Milestones, EPAs, and Trust
Defining Trust
Ad Hoc and Summative Entrustment Decisions
Milestones and EPAs in Assessment
Mastery Approach to Milestone and EPA Assessment
Stage Models of Development, Mastery-Based Learning, and Context
Coda
References
18: Mastery Learning, Continuing Professional Education, and Maintenance of Certification
CPE and MOC
Rationale
Evidence of Effectiveness
Evolution of CPE
CPE Requirements
How CPE Differs from Undergraduate and Postgraduate Education
Driving Self-Awareness
Lessons Learned: Mistakes of CPE and MOC
Relevance, Application, and Potential of the Mastery Model to CPE and MOC
Needs Assessment
Construction of Education Interventions
Outcome Assessment
Skill Consolidation and Maintenance
Coda
References
19: Return on Investment from Simulation-Based Mastery Learning
Phillips ROI Model
Business Alignment, Forecasting, and Needs Assessment
Payoff Needs
Business Needs
Performance Needs
Learning Needs
Preference Needs
Measurement and Evaluation: Inputs and Outputs
Inputs
Outputs
Using the ROI Model with SBML: Central Line Maintenance
Business Alignment, Forecasting, and Needs Assessment
Inputs and Outputs
Additional Examples Demonstrating ROI from SBML
CVC Insertion SBML
Bedside Paracentesis SBML
Laparoscopic Common Bile Duct Exploration
Convincing the C-suite
Coda
References
20: Educational Policy Consequences from Mastery Learning
Benefits
Learners
Education Programs
Sponsoring Organizations
Governing Bodies and the Healthcare System
Challenges
Learners
Education Programs
Sponsoring Organizations
Governing Bodies and Healthcare System
Coda
References
21: Mastery Learning: Opportunities and Challenges
Opportunities
Expand Mastery Learning Curricula
Patient, Family, and Caregiver Education
Mastery Learning for Clinical Team Training
Peer Teaching and Assessment
Non-technical Clinical Skills
Mastery Learning Research
Challenges
Complex Assessment
Adaptive Competencies
Limits of Mastery Learning
Evaluation Apprehension
Cultural and Organizational Questions
New and Emerging Technologies
Federal Funding
Coda
References
Index