Biography

Biography: Marie F Gerdtz

Abstract

Statement of the Problem: Clinical teaching in public hospital emergency departments (ED) is challenging, particularly in the high stakes area of Advanced Life Support (ALS). This project was conceptualized in response to a perceived gap in strategies for both identification of expected technical and non-technical skills standards, and in the provision of performance feedback to teach and sustain ALS skills via an all-inclusive learning & assessment enhanced interactive m-learning rubric.  

The TRACE-ER tool is currently being developed to:

      1.        enhance student engagement off campus through m- learning and e-learning;

      2.        provide students with formative and summative feedback regarding performance within a pre- defined scope of practice aligned with subject learning outcomes;

      3.        function as an assessment rubric and an enriched learning resource,

      4.        support the translation of simulation based learning experiences into clinical practice including effective student interactions within the inter-disciplinary team.

In this presentation we report the outcomes of the TRACE-ER pilot project designed to trial the tool in respect to its uptake, effectiveness and sustainability in one Australian ED.

Methodology & Theoretical Orientation: A mixed methods evaluation is currently being piloted. Study participants will include students (N=10) and clinical staff/instructors (N=4). Quantitative outcomes include student learning metrics, feedback, interactivity and ALS skill attainment. Focus group and interview data will be used to describe how students and clinical staff/instructors utilize the tool to learn and instruct ALS knowledge and skills, engage with the rubric and rate TRACE-ER as a learning resource.

Conclusion & Significance: This pilot study, due for completion by July 2017 will report on the extent to which this novel teaching tool facilitates the ongoing development and evaluation of ALS skill acquisition in clinical practice.

Acknowledgements: This project was funded via a University of Melbourne Medicine Dentistry and Health Sciences Learning and Teaching Initiative Seed Funding 2016