Name: setup and execution of the rapid cycle deliberate practice death notification curriculum
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印第安纳大学机构审查委员会发现，此处描述的所有方法都免于审查。
1. 准备
<ol><li>在预定的模拟GRIEV_ING前一周，将一张袖珍卡（图1）通过电子邮件发送给所有教职员工。</li>
	<li>将死亡通知模拟场景（补编<a href="https://www.jove.com/files/ftp_upload/61646/JoVE%20RCDP%20Standardized%20Patient%20Case%20Materials.docx" target="_blank">1）</a>通过电子邮件发送给标准化...

<ol>
	<li>National Hospital Ambulatory Medical Care Survey: 2016 Emergency Department Summary Tables. Centers for Disease Control and Prevention Available from: <a target="_blank" href="https://www.cdc.gov/nchs/data/nhamcs/web_tables/2016_ed_web_tables.pdf">https://www.cdc.gov/nchs/data/nhamcs/web_tables/2016_ed_web_tables.pdf</a> (2016)</li><li>Waiters, D. T., Tupin, J. 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E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Complicated+bereavement+and+posttraumatic+stress+disorder+following+fatal+car+crashes:+recommendations+for+death+notification+practice.">Complicated bereavement and posttraumatic stress disorder following fatal car crashes: recommendations for death notification practice.</a> Death Studies. 23 (4), 289-321 (1999).</li><li>Shoenberger, J. M., Yeghiazarian, S., Rios, C., Henderson, S. O. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Death+Notification+in+the+Emergency+Department:+survivors+and+physicians.">Death Notification in the Emergency Department: survivors and physicians.</a> Western Journal of Emergency Medicine. 14 (2), 181-185 (2013).</li><li>Park, I., Gupta, A., Mandani, K., Haubner, L., Peckler, B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Breaking+bad+news+education+for+emergency+medicine+residents:+A+novel+training+module+using+simulation+with+the+SPIKES+protocol.">Breaking bad news education for emergency medicine residents: A novel training module using simulation with the SPIKES protocol.</a> Journal of Emergencies, Trauma, and Shock. 3 (4), 385-388 (2010).</li><li>Hobgood, C., Harward, D., Newton, K., Davis, W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+educational+intervention+"GRIEV_ING"+improves+the+death+notification+skills+of+residents.">The educational intervention "GRIEV_ING" improves the death notification skills of residents.</a> Academic Emergency Medicine. 12 (4), 296-301 (2005).</li><li>Chancey, R. J., Sampayo, E. M., Lemke, D. S., Doughty, C. B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Learners'+Experience+During+Rapid+Cycle+Deliberate+Practice+Simulations:+A+Qualitative+Analysis.">Learners' Experience During Rapid Cycle Deliberate Practice Simulations: A Qualitative Analysis.</a> Simulation in Healthcare. 14 (1), 18-28 (2019).</li><li>Hunt, E. A., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Pediatric+resident+resuscitation+skills+improve+after+"rapid+cycle+deliberate+practice"+training.">Pediatric resident resuscitation skills improve after "rapid cycle deliberate practice" training.</a> Resuscitation. 85 (7), 945-951 (2014).</li><li>Taras, J., Everett, T. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Rapid+Cycle+Deliberate+Practice+in+Medical+Education-+a+Systematic+Review.">Rapid Cycle Deliberate Practice in Medical Education- a Systematic Review.</a> Cureus. 9 (4), 1180 (2017).</li><li>Ahmed, R. A., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Rapid+Cycle+Deliberate+Practice:+Death+Notification.">Rapid Cycle Deliberate Practice: Death Notification.</a> The Clinical Teacher. , (2020).</li><li>Stephenson, E., Poore, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Tips+for+Conducting+the+Pre-Brief+for+a+Simulation.">Tips for Conducting the Pre-Brief for a Simulation.</a> The Journal of Continuing Education in Nursing. 47 (8), 353-355 (2016).</li><li>Rudolph, J. W., Raemer, D. 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RCDP死亡通知课程包括几个关键步骤。首先，预介绍对于介绍RCDP的概念和为学习者创造心理安全至关重要。感到心理安全的学习者较少焦虑，更容易犯错，从而优化学习体验13、14、15。13,14,15此外，课程要求教育工作者在模拟会议之前向学习者GRIEV_ING框架和死亡通知材料的概述。这允许学生更投入模拟，并使用会话来完善死亡?...

死亡通知是急诊医学的一个重要和具有挑战性的方面。急诊医生必须向病人和家庭成员提供坏消息，通常是突然和意外的，没有任何以前的关系。美国急诊室平均每年有27万名病人死亡。随着人口年龄的增长，这个数字预计将增加。非熟练的死亡通知可导致病理悲伤,和创伤后应激障碍3，4，53,4的发展。急救医生必须接受培训并实施死亡通知。
研究生和本科医学教育工作者在教导居民和医科学生提供坏消息时，采用各种死亡通知技术，将坏消息,6、7、8。,8一个例子是GRIEV_ING课程。它为医务人员提供了死亡通知的概念框架。课程显示，学习者在传递坏消息时的信心和能力都有提高。
快速循环练习 （RCDP） 是一种基于模拟的医学教育技术，它使用情景内汇报9。这种,技术是基于掌握学习和刻意实践9，10，119,10的概念。它允许教育工作者暂停场景，提供定向反馈，然后让学员以"正确的方式"倒带并继续模拟场景。这篇学术著作的目的是描述如何将快速循环刻意实践汇报技术应用于GRIEV_ING死亡通知课程，以更有效地培训学习者传递坏消息12。
为准备本课程，学员们将讲45分钟的关于死亡通知原则和GRIEV_ING框架。在开始模拟课程之前，教师们会提前对目标、RCDP和模拟环境后勤细节进行汇报，与学员签订虚构合同，并承诺尊重学员13、14、15。,14,15学员被分成4-5个小组，并分配一个检查室与一个教职员工和标准化的病人。在模拟过程中，每个GRIEV_ING一张袖珍卡供参考。首先，从每个组中选择一个学员来执行第一个死亡通知方案。第一个死亡通知是教师的需求评估。允许从头到尾不间断地运行。接下来，同一学员使用相同的场景执行新的死亡通知模拟，这一次，教师使用 RCDP 在整个死亡通知场景中提供反馈。教师暂停方案，提供定向反馈，然后倒带方案 30-60 秒。然后，标准化患者重新启动该方案。

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			<td>Chair</td>
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			<td>Facial Tissues</td>
			<td></td>
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			<td>Standardized patients will need for simulated crying</td>
		</tr>
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			<td>GRIEV_ING pocket card</td>
			<td></td>
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			<td>Stool</td>
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			<td></td>
		</tr>
	</tbody>
</table>

setup and execution of the rapid cycle deliberate practice death notification curriculum

死亡通知是急诊医学的一个重要和具有挑战性的方面。急诊医生必须向病人和家庭成员提供坏消息，通常是突然和意外的，没有任何以前的关系。意外事件后非熟练的死亡通知可导致病理悲伤和创伤后应激障碍的发展。对于急诊医学医生来说，接受死亡通知技术的训练和实践至关重要。课程GRIEV_ING为死亡通知提供了一个概念框架。课程表明，学习者在传递坏消息时的信心和能力都有所改善。快速循环练习是一种基于仿真的医学教育技术，在情景汇报中使用。这种技术使用掌握学习和刻意练习的概念。它允许教育工作者暂停场景，提供定向反馈，然后让学员以"正确的方式"继续模拟场景。此学术著作的目的是描述如何将快速循环故意练习汇报技术应用于 GRIEV_ING 死亡通知课程，以便更有效地培训学习者传递坏消息。

正如Ahmed等人所指出的，这项研究涉及22名急诊药物居民12名。在比较模拟前和模拟后的结果时，学习者的自我效能和知识得分中位数分别从3增加到4和65增加到90。此外，干预前和干预后死亡通知绩效得分有所提高（表1）。
Ahmed等人在课程后调查中的定性主题是，这次练习是一次很好的经验，提供了即时反馈。居民们认为，RCDP?...

Watch this Scientific Journal Video about Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum at JoVE.com

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

目的是演示如何将快速循环故意练习汇报技术应用于死亡通知GRIEV_ING课程。

快速循环故意练习死亡通知课程的设置和执行

Death notification is an important and challenging aspect of Emergency Medicine. An Emergency Medicine physician must deliver bad news, often sudden and ...

我们的协议描述了如何将快速循环刻意练习汇报技术应用于悲伤的死亡通知课程，以便更有效地培训学员传递坏消息。此方法允许教育工作者暂停场景，提供定向反馈，然后让学员以正确的方式重复模拟场景。非熟练的死亡通知可导致病理悲伤和创伤后应激障碍的发展。此方法可用于培训任何医疗保健提供商在提供坏消息。在预定的模拟课程前一周，通过电子邮件将悲伤的袖珍卡片通过电子邮件发送给所有教职员工。此外，将死亡通知模拟场景（包括患者角色和背景历史记录）通过电子邮件发送给标准化患者。在开始死亡通知模拟练习之前，先为标准化患者放置一把椅子，在每个房间为学员放置一张凳子来准备检查室。打印患者情景信息，包括姓名、年龄、性别、背景、状况和幸存者在场情况。然后张贴在每个考场外供学员使用。让教职员工在课程开始之前阅读死亡通知方案。将所有教职员工和学员聚集在一个会议室中，并回顾模拟课程的目标和目标。与学习者签订虚构合同，并承诺尊重他们。将学员分成不超过四到五组，并在模拟过程中给每个学员一张悲伤的袖珍卡片作为参考。从每个组中选择一个学员以执行初始死亡通知方案。将标准化患者定位在考场中，让学员查看张贴在考场外的模拟场景案例详细信息。启动初始死亡通知方案，并自开始运行到结束，不中断。确定需要反馈的特定领域，然后在第一个方案结束时进行微观汇报。在不到五分钟内向学员提供初步表现的简明反馈。重置方案，将学员放在房间外。从头开始执行相同的模拟场景，从与第二轮方案的领导者相同的学员开始。在方案期间应用 RCDP 技术。暂停方案，提供定向反馈，然后倒带方案 30 到 60 秒。让标准化的患者重新启动方案。情景培训期结束时进行微观汇报，为学员提供建设性反馈。从一开始重复此方案，然后继续使用 RCDP 方法。完成后，将所有教职员工和学员聚集在一个房间里进行 15 分钟的小组总结。关注培训中的关键要点，并允许学员提供反馈。该协议在22名急诊医疗居民中实施。在比较模拟前和模拟后结果时，学习者的自我效能和知识分数分别从3个增加到4个和65个增加到90。此外，干预前和干预后死亡通知绩效得分有所提高。课程后调查表明，这项工作是一次很好的经验，并提供了即时反馈。居民们认为，RCDP死亡通知课程巩固了他们的死亡通知技能，并使他们有机会完善他们的技术。只有一个居民喜欢没有中断的传统仿真方法。执行此协议时，请记住等到第二轮方案后再应用快速循环刻意练习技术。本研究的未来方向包括研究本课程如何转化为临床环境。

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