Post-session Evaluations Research Articles

Evaluation of an Academic Detailing Program to Improve Blood Pressure Measurement and Hypertension Treatment in Urban Community Health Centers.

Hypertension is estimated at a prevalence of 30 to 50% in the United States. Only 54% of patients with hypertension have their condition adequately controlled. This study aimed to use academic detailing (AD) to improve practice team knowledge and confidence in blood pressure (BP) management, specifically in low-income, underresourced patient populations. AD was developed for five practices that care for high percentages of Medicaid-eligible patients. A needs assessment was administered to each site's practice champion to determine high-yield AD sessions for their team. Presession and postsession evaluations were completed by practice team members. Fifty providers and eight staff member participants completed evaluations over nine sessions for two AD topics at four practice sites. Statistical significance was found for several items within sessions including accurately choosing cuff sizes and identifying barriers to home BP monitoring. AD is a potentially financially efficient model to improve knowledge and confidence in hypertension care at the practice level. Tailoring session content to specific needs of a practice site, along with an identified practice champion, facilitated implementation of the program. This replicable model is one way to deliver evidence-based information to those who serve Medicaid-eligible patients.

Lightning Can Strike Twice: A National Partnership Promoting Breast Health among Women with Disabilities.

Women with disabilities are less likely to receive recommended screenings for breast cancer, which is often related to lack of knowledge about screening. Lightning Can Strike Twice was a project aimed at understanding barriers and improving knowledge about breast cancer screening among this population in the National Capital Region. We describe a partnership between national organizations and an academic institution that provided educational workshops and coaching sessions to increase knowledge of breast cancer screening among this population in this region. Twenty-two workshops and 56 coaching sessions were offered from 2017 to 2019. Presession surveys were used to collect data on participant demographics and barriers and postsession evaluations were used to determine improved knowledge and likelihood of scheduling a future screening. A total of 299 women attended the workshops and 56 women were coached over the 2-year project period. Preworkshop surveys assessed demographics and barriers among workshop participants and highlighted the need for education on obtaining a screening. Postworkshop evaluations showed that most participants strongly agreed that their understanding of the benefits of screening had increased and that they were more likely to schedule a screening. The national partners were able to address the lack of knowledge of breast cancer risks and screening among this population and identify future opportunities within the targeted community.

Near-peers effectively teach clinical documentation skills to early medical students

BackgroundComposing the History of Present Illness (HPI), a key component of medical communication, requires critical thinking. Small group learning strategies have demonstrated superior effectiveness at developing critical thinking skills. Finding sufficient faculty facilitators for small groups remains a major gap in implementing these sessions. We hypothesized that “near-peer” teachers could effectively teach HPI documentation skills and fill the gap of small group facilitators. Here, we present a head-to-head comparison of near-peer and faculty teaching outcomes.MethodsSecond-year medical students in a single institution participated in an HPI Workshop as a clinical skills course requirement. Students were randomly assigned a near-peer or faculty facilitator for the workshop. We compared mean facilitator evaluation scores and performance assessments of students assigned to either type of facilitator.ResultsThree hundred sixty-five students, 29 residents (near-peers) and 16 faculty participated. On post-session evaluations (5-point Likert scale), students ranked near-peer facilitators higher than faculty facilitators on encouraging participation and achieving the goals of the session (residents 4.9, faculty 4.8), demonstrating small, statistically significant differences between groups. Mean scores on written assessments after the workshop did not differ between the groups (29.3/30 for a written H&P and 9/10 for an HPI exam question).ConclusionsNear-peer facilitators were as effective as faculty facilitators for the HPI Workshop. Utilizing near-peers to teach HPI documentation skills provided teaching experiences for residents and increased the pool of available facilitators.

Evaluation of an opioid and addiction treatment tele-education program for healthcare providers in a rural and frontier state.

To develop and evaluate a relevant and readily accessible post-professional opioid use disorder (OUD) education program for a rural and frontier state. Observational study. Healthcare providers enrolled in Extension for Community Healthcare Outcomes (ECHO) Idaho Opioid, a tele-mentoring education program. Participant-level demographics of those that attended the ECHO Idaho Opioid program and post-session and program evaluation -surveys. A total of 273 individuals attended at least one ECHO Idaho Opioid session (per session average = 22.8); 183 post-session evaluations (per session average = 6.3) and 42 program evaluations were completed. The program was well received by providers in a rural and frontier state and may be a viable option to enhance patient care for OUD patients in these communities. The Project ECHO model is successful at reaching providers across diverse geographic regions, overcoming barriers associated with attending advanced trainings or developing peer networks to improve patient care. The model can be used to develop educational content and delivery that participants believe is satisfactory, valuable, and applicable to their profession and practice.

Getting back on track: a group psychoeducational intervention for patients and families living with head and neck cancer.

Head and neck cancer survivors are increasing in prevalence, and 60-70% still experience at least one unmet emotional and/or physical need after treatment has ended. The purpose of this study was to determine the efficacy of a brief post-treatment psychoeducational intervention on perceived preparedness for coping with recovery using post-session evaluations. Between August 2013 and May 2018, a two-session, multidisciplinary "getting back on track" class was delivered to head and neck cancer patients approximately 2months following radiation treatment at Princess Margaret Cancer Centre in Toronto, Canada. Three hundred and fifty attendees completed evaluations. Statistical analyses of the 310 patients surveyed measured change in level of preparedness to cope with recovery using the b-prepared scale. Qualitative analyses provided insight into potential benefits for future patients. Almost two-thirds (58%) of patients reported an increase in level of preparedness in post-intervention surveys. Comparing self-reported level of preparedness among patients from before to after the class showed an increase in feeling prepared from 50 to 58%, and of those feeling very prepared, from 6 to 34%. The proportion of patients who reported feeling unprepared (11%) or neutral (33%) before the class decreased post-intervention, with 0% feeling unprepared and 7% feeling neutral. There were statistically significant differences in the ideal timing of the class, but overall attendees agreed that the class is an essential part of their recovery. Results confirm the efficacy of this brief psychoeducational intervention to improve preparedness in head and neck cancer survivors following radiation treatment.

A Usability Evaluation of Research Data Management Librarian Academy (RDMLA): Examining the Impact of Learner Differences in Pedagogical Usability

This paper reports the results of a usability and user experience (UX) investigation into the Research Data Management Librarian Academy (RDMLA) course site, a free online learning platform developed through community effort. Remote synchronous usability test sessions were run with 42 participants. Participants completed a pre-session interview, performed tasks related to the course orientation unit and two content units, and filled out a post-session questionnaire. Significant differences were found among people with different demographic attributes, educational backgrounds, occupations, and levels of research data management (RDM) training, in areas related to self-rating, task performance, and post-task and post-session evaluations of RDMLA. Significant correlations occurred among participants’ pre-session, post-task, and post-session ratings, as well as performance measures. Qualitative descriptions of the participants’ perceptions of the future of RDM in LIS were also reported. The study results indicate a need to add a new criterion - diverse learner population - into the framework of pedagogical usability.

Changing me to we: Developing teambuilding in radiation therapy

BackgroundThere has been a causal link identified within the literature between poor team function and errors, patient outcomes, staff satisfaction and performance. Lacking is supporting evidence on teambuilding and its impact on overall team performance and team dynamics. Within radiation therapy, there is difficulty in understanding the inner workings of team dynamics due to the unique complex nature of teams and with very little evidence on the impact of team building specific to radiation therapy. The focus of this research is to form a better understanding of the effects of teambuilding before and after a teambuilding education session.The knowledge gained can help in future trainings to promote and facilitate teambuilding to develop team dynamics and lead a change in culture. MethodsTeam building sessions were booked and scheduled for 148 radiation therapists. Pre and post session evaluations were distributed to all participants and collected at the end of each team building session. Descriptive statistics were used to analyze Likert scale responses. Open-ended question responses were coded and analyzed for emerging themes using thematic analysis. Results110 of 148 radiation therapists attended one of the scheduled team building sessions. Pre-session evaluations indicated radiation therapists have a good understanding of factors that affect teamwork (88% agree); are aware of the multi-generational impact (78% agree); have the skill set to build a respectful team (86% agree); and are comfortable dealing with conflict (67% agree). Post-session evaluations indicated that participants had gained increased knowledge on teamwork (66.3% agree; 30.7% strongly agree); are more aware of the generational impact within teams (59% agree); new strategiesdeveloped to help improve team dynamics and the ability to use the lessons learnt immediately (67% and 71% respectively agree). Open ended comments indicated an interest in additional teambuilding sessions and further education on conflict resolution. ConclusionResults showed an increased awareness of the factors that impact team dynamics amongst radiation therapists and an interest in receiving further education in teambuilding. Findings will be utilized to better inform debate in future development of teambuilding educational sessions to improve overall team dynamics in radiation therapy.

Do Right! Relax and Restore: An African American Community-Based Holistic Health Initiative

Examine the effectiveness of a holistic stress management program in a community-based setting. Post-session evaluations utilized to examine participant health knowledge and behaviors attained as a result of programming. Following items were examined: (1) participant perception of program delivery and (2) new health knowledge/skills gained. Post-session evaluations showed substantial knowledge/skill attainment in the following areas: (1) types of stress, (2) mindfulness, (3) stress and nutrition, (4) creative expression, and (5) holistic health and (6) relationship management. Program outcomes show relax and restore to be an effective community-based model in delivering holistic health stress management education.

Commitment to Change Statements and Actual Practice Change After a Continuing Medical Education Intervention.

Continuing medical education (CME) interventions often evaluate participant commitment to change (CTC) clinical practice. Evidence linking CTC to actual practice change is limited. In an intervention that combined live CME with changes to the electronic health record to promote judicious antibiotic use for children with urinary tract infections (UTIs), we evaluated CTC and subsequent prescribing behavior in Kaiser Permanente Colorado, an integrated health care system. CTC was assessed immediately after the session using closed-ended questions about session learning objectives and open-ended questions to elicit specific practice changes. Perceived barriers to implementing recommended changes were also assessed. Among 179 participants, 80 (45%) completed postsession evaluations and treated one or more child with a UTI in the subsequent 17 months (856 UTIs in total). In closed-ended responses about session learning objectives, 45 clinicians (56%) committed to changing practice for antibiotic choice and duration, whereas 37 (46%) committed to implementing new practice guidelines. When asked open-ended questions to identify specific practice changes, 32 (40%) committed to antibiotic choice change and 29 (36%) committed to treatment duration change. Participants who made specific CTC statements had greater improvement in antibiotic choice (relative rate ratio 1.56, 95% CI 1.16-2.09) and duration (relative rate ratio 1.59, 95% CI 1.05-2.41) than participants who did not make specific commitments. Few perceived barriers affected subsequent prescribing. Commitments to changing specific clinical behaviors were associated with sustained changes in prescribing for children with UTIs. Linking self-evaluations with clinical data in integrated health care systems is an important tool for CME evaluators.

Do Right! Nutrition Train the Trainer: an African American Community–Based Nutrition Education Initiative

Do Right! Nutrition Train the Trainer is an 8-week series designed to educate participants on the importance of nutrition. The purpose of this study was to examine the effectiveness of program delivery in a community-based setting. Post-session evaluations were utilized to examine participant health knowledge and behaviors attained as a result of programming. Participants were African American residents who resided throughout the Greater Cincinnati Area. Post-session evaluations showed substantial knowledge/skill attainment. Program outcomes show Nutrition Train the Trainer to be an effective community-based model in delivering nutrition health education.

Music Therapy with Active-Duty Service Members: Group Protocol Description and Secondary Analysis of Protocol Evaluations

AbstractBased on the growing need for music therapy programming at military treatment facilities and clinics that specialize in the rehabilitation of service members, this article describes a music therapy group protocol and the findings of 201 post-session evaluations. In addition, we present clinical perspectives and recommendations from three music therapists who have facilitated this group protocol on four military bases across the United States. The group session outlined in the protocol is intended as an introduction to music therapy. It familiarizes service members to various music therapy experiences specifically structured to enhance feelings of safety during emotional risk-taking. In addition, the protocol functions as an initial assessment of service members’ responses to the various receptive and interactive music experiences and includes psychoeducation regarding the role of music therapy in an interdisciplinary treatment model. The post-session evaluation data suggest that service members endorsed this introductory group as moderately to very helpful. Perceived benefits included the opportunity to express various emotions and increased awareness of somatic responses through music. A large number of requests for continued music therapy services following the introductory session suggest that the protocol is successful in facilitating understanding in service members regarding the potential benefits of music therapy in interdisciplinary treatment. Feedback from the music therapists indicated that the group protocol is a helpful initial experience for service members to acclimate to music therapy and for music therapists to learn about their patients’ specific needs to inform subsequent treatment.

Deconstructing language learners’ feelings of inferiority through teletandem

Teletandem is based on principles of reciprocity, equality, collaboration, and autonomy between two participants who are eager to learn their target language and share their knowledge of the one in which they are proficient at the same time. While this is true, each party comes to the experience with their own context, perception, and attitudes towards their target language, and thus, their circumstances are unequal, particularly those pertaining to their motivation for enrolling in a foreign language class. In the case of Mexican learners of English as a foreign language, several sociocultural factors, resulting from the country’s colonial history affect their motivation and attitude towards English. This article focuses on a) how perceptions and attitudes towards English affect the willingness of Mexican learners to participate in teletandem sessions by self-imposing a lower station within a preconceived social hierarchy, and b) how teletandem can break through these preconceived notions and change the way they perceive themselves and their partners. Results of post-session evaluations reveal how after participating in teletandem and reflecting on the experience, they report increased motivation and confidence in their target language skills.

One Model of Residency Journal Clubs With Multifaceted Support

Problem: The field of medical education is represented by a fairly wide variety of models for utilizing journal clubs as an effective teaching tool, each with varying levels of empirical support. Our own prior attempts at developing and implementing an effective journal club required improvements. Intervention: Our intervention consisted of an innovative, effective journal club model that has more well-defined elements that are readily adaptable for other residency programs. The collective strategies were based on the previous literature and our own experiences. Context: Our intervention was implemented in a department of psychiatry within a university-based medical school. Study participants came from a psychiatry department's residency programs (N = 36) during academic year 2011–2012 with senior residents having the option to attend journal club. Using a multifaceted approach, measures included attendance, presession quizzes, postsession evaluations, and a final postcourse evaluation of 11 dimensions (e.g., goals, objectives). Outcome: Thirty-one (86%) trainees attended journal club—a substantial increase from previous years. The presession-quiz median was 4.4 total correct out of 6 questions (range = 3.3–5.3), indicating that the articles were generally read before the session. The postsession-evaluation median was 4.6 (1–5 scale, 5 the highest; range = 4.1–4.8), indicating sessions were well received. The final postcourse-evaluation overall mean was 3.9 (1–5 scale, 5 the highest; subscale M range = 3.4–4.5). Qualitative and quantitative analyses of the postcourse evaluation indicated the following positive aspects: educational objectives generally met, overall structured format, quality of discussions, individuals involved (e.g., course directors, trainees, faculty facilitators), and availability of food. Areas of possible improvement included time management within the sessions, more contemporary and clinically relevant articles, consistency in faculty moderators, and evaluation process. Engagement in learning appeared to have been dramatically increased through five strategies: (a) meaningful incentives; (b) assigned, engaged consistently prepared faculty; (c) meaningful evaluation; (d) prejournal club preparations that helped residents assimilate critical appraisal with time-and-task-management skills; and (e) a planning group that developed and improved curricula and instruction to meet the objectives of the course. Lessons Learned: Overall, effective, and successful journal clubs require systematic planning, implementation, modification, and refinement.

'Disaster day': global health simulation teaching.

As society diversifies and globalisation quickens, the importance of teaching global health to medical undergraduates increases. For undergraduates, the majority of exposure to 'hands-on' teaching on global health occurs during optional elective periods. This article describes an innovative student-led initiative, 'Disaster Day', which used simulation to teach global health to undergraduates. The teaching day began with an introduction outlining the work of Médecins Sans Frontières and the basic principles of resuscitation. Students then undertook four interactive simulation scenarios: Infectious Diseases in a Refugee Camp, Natural Disaster and Crush Injury, Obstetric Emergency in a Low-Income Country, and Warzone Gunshot Wound. Sessions were facilitated by experienced doctors and fourth-year students who had been trained in the delivery of the scenarios. Students completed pre- and post-session evaluation forms that included the self-rating of confidence in eight learning domains (using a five-point Likert scale). Twenty-seven students voluntarily attended the session, and all provided written feedback. Analysis of the pre- and post-session evaluations demonstrated statistically significant improvements in confidence across all but one domains (Wilcoxon signed rank test). Free-text feedback was overwhelmingly positive, with students appreciating the practical aspect of the scenarios. For undergraduates, the majority of exposure to 'hands-on' teaching on global health occurs during optional elective periods Simulation-based teaching can provide students with 'hands-on' exposure to global health in a controlled, reproducible fashion and appears to help develop their confidence in a variety of learning domains. The more widespread use of such teaching methods is encouraged: helping tomorrow's doctors develop insight into global health challenges may produce more rounded clinicians capable of caring for more culturally diverse populations.

Enhancing Patient Safety in Pediatric Primary Care: Implementing a Patient Safety Curriculum.

We developed and implemented a patient safety (PS) curriculum targeted at clinicians and nonclinical office practice staff within a large primary care pediatric network. Curricular content was informed by medical literature, local PS experts, and malpractice claims data. Sessions were centered on illustrative closed malpractice cases or informed by identified safety events. Participants provided subjective responses to the postsession evaluations. Invited participants from 12 practices included both clinical and nonclinical practice staff (up to 24 attendees per session). Participants reported that they were confident in their knowledge and skills. Several participants engaged in improvement projects that included active surveillance of high-risk patients, improvements in referral and test result management processes, and the distribution of patient educational materials. We successfully developed and implemented a multifaceted PS curriculum for pediatric providers. Participants enjoyed the sessions and several engaged in new PS projects as a result of the program.

Engaging Beginning Teachers as Experts in Professional Development

Beginning teachers most often are viewed as needing significant support in all areas of teaching. As a result, professional development (PD) associated with induction programs typically is presented by experienced professionals. This article describes one induction program’s attempt to draw on the strengths within its network, engaging new teachers as “expert” presenters. Having opportunities to share expertise helped develop a strong sense of collegiality and professionalism within the group and contributed to teachers’ sense of efficacy and confidence in their teaching skills. Postsession evaluations and teacher interviews support the effectiveness of this strategy as part of a comprehensive induction program.

Interpersonal microprocesses predict cognitive-emotional processing and the therapeutic alliance in psychotherapy for depression.

Interpersonal theories of psychotherapy hypothesize that the success of therapy depends on the therapist's and patient's dominant and affiliative behaviors as well as their interplay (complementarity). This study sought to investigate (a) how in-session interpersonal microprocesses predict postsession evaluations of the therapeutic alliance as well as cognitive-emotional processing and (b) how complementarity develops over the course of a therapy session. Twenty depressed patients were treated at a university-based outpatient clinic with a variant of cognitive therapy. One session was analyzed from each therapy's middle phase using a novel real-time rating procedure (joystick method) to assess the patients' and therapists' affiliative and dominant behaviors as well as their resulting complementarity over the course of the session. The therapeutic alliance and cognitive-emotional processing were assessed by self-reports directly after the respective session. As predicted, more emotional arousal was associated with deviations from complementarity, whereas a positive alliance was related to affiliative patient behavior. Moreover, marginally significant trends suggest that refraining from answering to the pull of patient hostility might benefit both the alliance as well as cognitive-emotional processing. Overall, multilevel growth modeling revealed a significant cubic trend of complementarity over the course of the session. Implications for future research and practice are discussed.

“Being the Best We Can Be”

To examine attitudes, self-reported behaviors, and intended actions related to medical students' use of online social media after an educational intervention. In 2011, 180 first-year medical students at the Keck School of Medicine participated in a required two-hour session on the relevance of online social media use to professionalism. Students submitted postsession written reflections about their online presence and professional roles. The authors qualitatively analyzed and coded these reflections for emerging themes. They also examined postsession evaluations and conducted a four-month follow-up survey to identify changes in students' online social networking behaviors. All 180 students submitted written reflections and postsession evaluations. The authors identified 10 theme categories within three domains (immediate action, intended future action, value change) from the reflections. The most common themes were "role awareness" (144/539), "did nothing" (94/539), and "intention to edit" (84/539). On a scale of 1 to 5, students rated the overall session quality at 3.92 (standard deviation 0.28). Sixty-four percent (115/180) of the students responded to the follow-up survey. Of those, 40% (46/115) reported editing or changing their Web presence after the session, and 24% (28/115) anticipated spending less time on online social networking. Attending a required session in a professionalism course led to thoughtful reflection, increased professional role awareness, and intention to edit and monitor future online presence among first-year medical students. After four months, students reported continued monitoring and editing of their online presence. Future studies should examine whether reinforcement throughout training is needed to maintain vigilance.

Ultrasound-Guided Breast Biopsy for Surgical Residents: Evaluation of a Phantom Model

Ultrasound is increasingly used by surgeons for evaluation of breast lesions. While surgical residents have sufficient exposure to breast surgery, many lack exposure to office-based procedures, such as ultrasound-guided breast biopsy. A phantom model was created to teach surgical residents basic breast ultrasound and biopsy skills and to evaluate the resident's response when incorporated into the curriculum. The model was created using a pork roast and 10 variably-sized pimento olives. Twenty-four surgical residents were given a brief introduction to breast ultrasound followed by up to 5 minutes to ultrasound the model and note the embedded lesions. The number and location of lesions found and the time spent per resident were recorded. Residents were then introduced to the vacuum-assisted core biopsy system and observed performing ultrasound-guided biopsies. Pre- and postsession evaluations were completed by all residents. Scatterplot regression models were used for data analysis. Most residents had previous ultrasound instruction. The intermediate level residents (postgraduate year [PGY]2 and 3) found the most lesions in the shortest time, missing on average 1.125 lesions in 3:09 minutes. Time spent did not correlate with number missed or previous ultrasound experience. Over 50% of residents sampled the center of the lesion on their first biopsy attempt, with no correlation to PGY or ultrasound experience. All residents rated this experience good to excellent, and 67% believed their ultrasound skills were improved. Ninety-five percent of residents felt the model was fairly realistic and 95% would like to have more experiences like this in the curriculum. The residents surveyed thought the curriculum would be best suited to a PGY2 experience. The phantom breast is a realistic and valuable teaching model for breast ultrasound. Further evaluation regarding skill retention is needed.

Malignant Hyperthermia and Adverse Metabolic Reactions Under Anesthesia

OPEN ACCESSFebruary 1, 2012Malignant Hyperthermia and Adverse Metabolic Reactions Under Anesthesia Shawn Banks, MD, Nicholas B. Nedeff, MD Shawn Banks, MD University of Miami Leonard M. Miller School of Medicine Google Scholar More articles by this author , Nicholas B. Nedeff, MD University of Miami Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9095 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractLife-threatening adverse metabolic reactions during anesthesia are rare events that may arise from a variety of disease states. Rare diseases are not commonly encountered during routine anesthesia training experiences, yet anesthesia providers are expected to provide expert-level diagnosis and treatment of these conditions when they do occur. Managing these conditions can also present unique challenges to effective systems-based practice as well as interpersonal and communication skills. This simulation uses a high-fidelity manikin and is intended to provide anesthesia residents and medical students with the knowledge and skills needed to accurately diagnose a malignant hyperthermic crisis and apply an effective treatment plan for the intraoperative and postoperative periods. This module has been used in the simulation curriculum of the University of Miami Leonard M. Miller School of Medicine's anesthesiology residency program. Early curriculum revisions were made in the first 2 months, based on anonymous feedback from participants. Participants were asked to evaluate the success with which each of the learning goals was met on a four-point scale with potential responses ranging from: completely, most of the time, occasionally, not at all. Data for 56 residents collected over 10 months from anonymous postsession evaluations indicated that 89.2% believed all goals were met “completely.” In the aftercare period, many of the trainees admitted that the patient counseling scenario was particularly challenging. There was a heavy reliance on the use of medical jargon and very few sought to probe the simulated patient's understanding of the preceding conversation. These failures have been identified as two significant barriers to effective physician-patient education. Anesthesiology trainees may have fewer opportunities to deliver bad news, explain medical conditions, or provide patient education when compared to their counterparts in other specialties. It also suggests an opportunity for new doctor-patient communication curriculum development for anesthesiology trainees, beyond the usual pre-anesthetic counseling. Educational Objectives By the end of this module, the learner will be able to: Apply prior medical knowledge to develop a differential diagnosis for evolving metabolic and respiratory acidosis during anesthesia.Prioritize the differential diagnosis correctly.Confirm or exclude the diagnosis of malignant hyperthermia with appropriate monitoring, lab tests, or consultations.List the minimum components of an effective initial management plan for malignant hyperthermic crisis.List the minimum components of an effective continuing management plan in the intensive care unit (verified by standardized checklist).Initiate treatment of a malignant hyperthermic crisis.Utilize existing support staff and other experts to carry out management plan as quickly as possible.Arrange for appropriate patient disposition from operating room.Compose expert-level treatment recommendations for patient care for the next 36 hours.Organize a plan to prevent repeat exposure to triggering medications.Demonstrate effective counseling of a patient that has survived a malignant hyperthermia crisis including explanation of the disorder and recommendations for genetic testing. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Appendix 1 MH Scenario 1 Case Stem for Learner.doc Appendix 2 MH Scenario 1 Anes H and P.doc Appendix 3 MH Scenario 1 ABG Results.doc Appendix 4 MH Scenario 1 Script for Operator.doc Appendix 5 MH Scenario 1 DDx Table.doc Appendix 6 MH Scenario 1 Critical Actions Checklist.doc Appendix 7 MH Scenario 2 Case Stem for Learner.doc Appendix 8 MH Scenario 2 ICU Post Acute Phase table.doc MH Curriculum Overview.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2012 Banks and Nedeff. This is an open-access article distributed under the terms of the Creative Commons Attribution license.KeywordsCrisis InterventionMalignant HyperthermiaCrisis Management Disclosures None to report. Funding/Support None to report. Loading ...