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Updated: May 11, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Published on: August 5, 2020

Developing a program, a curriculum, a scenario.

Meredith L Birsner1, Andrew J Satin

  • 1Division of Maternal-Fetal Medicine, Department of Gynecology and Obstetrics, The Johns Hopkins University School of Medicine, 600 N. Wolfe St, Phipps 228, Baltimore, MD 21287-1228, USA. mbirsne1@jhmi.edu

Seminars in Perinatology
|June 1, 2013
PubMed
Summary
This summary is machine-generated.

Simulation in obstetrics and maternal-fetal medicine enhances resident education and patient safety. Effective program design involves needs assessment, resource allocation, and structured curricula with debriefing for improved maternal and neonatal outcomes.

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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • Patient Safety
  • Obstetrics and Maternal-Fetal Medicine

Background:

  • Simulation is a valuable educational tool in obstetrics and maternal-fetal medicine.
  • It can enhance learning objectives for residents and fellows.
  • Simulation also serves as a component of patient safety initiatives to improve maternal and neonatal outcomes.

Purpose of the Study:

  • To outline the essential steps for designing effective simulation programs, curricula, and scenarios.
  • To provide evidence-based guidance for implementation.
  • To leverage practical experience in simulation design.

Main Methods:

  • Needs assessment to identify specific requirements.
  • Securing leadership support and necessary resources (financial, logistical).
  • Curriculum development tailored to the audience and learning objectives.
  • Stepwise, layered scenario design incorporating debriefing, feedback, and didactics.

Main Results:

  • Program design begins with identifying needs, leadership, and resources.
  • Curricula should align with the target audience and clear learning objectives.
  • Scenario design requires a phased approach, including dedicated time for debriefing, feedback, and didactic sessions.

Conclusions:

  • Simulation programs can be successfully implemented across various scales (local, regional, national) and budgets.
  • Effective design and implementation enhance both medical education and patient safety in obstetrics and maternal-fetal medicine.