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Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Simulation training for clinicians returning to practice.

A H MacCuish¹, M McNulty², C Bryant²

¹Department of Ageing & Health, St Thomas' Hospital, London, UK.

British Journal of Hospital Medicine (London, England : 2005)

|January 29, 2021

Summary

This summary is machine-generated.

Returning to clinical practice after a break can be challenging. Simulation training significantly boosts doctors' confidence and non-technical skills, aiding their return to patient care.

Keywords:

Medical education Return to practice Simulation training

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Area of Science:

Medical Education
Patient Safety
Healthcare Simulation

Background:

Physicians often experience decreased confidence and performance after time away from clinical practice.
Simulation training offers a safe environment for healthcare professionals to hone technical and non-technical skills.
A need exists for effective training programs for clinicians returning to internal medicine.

Purpose of the Study:

To evaluate the effectiveness of a standardized simulation training course for physicians returning to clinical practice.
To assess the impact of the training on self-reported confidence and non-technical skills.
To determine the feasibility of a standardized, multi-fidelity, interprofessional simulation approach.

Main Methods:

A 1-day, multi-fidelity, interprofessional simulation course was developed and delivered at four sites.
The course focused on human factors, patient safety, and acute clinical scenarios.
Fifty-six participants with a median of 3.6 years out of practice attended seven courses.

Main Results:

Significant pre- and post-course increases in self-reported confidence were observed.
Participants demonstrated notable learning gains in non-technical skills.
Both quantitative and qualitative analyses supported the training's positive outcomes.

Conclusions:

Standardized simulation training is effective in enhancing physician confidence and skills for returning to practice.
The multi-fidelity, interprofessional approach provides a valuable learning platform.
The standardized format shows potential for wider implementation in medical education.