[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-373048-105":59,"doc-detail-373048-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","resuscitation-leadership-an-introductory-curriculum-for-the-4th-year-medical-student","Resuscitation Leadership - An Introductory Curriculum for the 4th Year Medical Student","","Resuscitation Leadership is an instructional curriculum designed for 4th-year medical students to build resuscitative leadership skills before residency. Learning objectives emphasize organizing a resuscitation team, using effective closed-loop communication, and conducting structured debriefing to improve individual and team performance. The course includes asynchronous learning, a simulation day, lecture components, and high-fidelity scenario assessment, supported by formal debriefing and pre/post surveys. Implementation over 2.5 years showed increased perceived readiness and improved knowledge in managing resuscitations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/resuscitation-leadership-an-introductory-curriculum-for-the-4th-year-medical-student/373048/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/resuscitation-leadership-an-introductory-curriculum-for-the-4th-year-medical-student/373048.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-23",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What key skills does the curriculum aim to develop for medical students?","Question",{"text":112,"@type":113},"Students build comfort in the resuscitation environment by learning to organize a resuscitation team, demonstrate effective closed-loop communication, and conduct debriefing to improve individual and team performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the course structured across its sessions?",{"text":117,"@type":113},"The curriculum includes three sessions: an introductory simulation day with medical and trauma code simulations, a two-part lecture series, and a simulation day with two high-fidelity scenarios. Each simulation case is preceded by asynchronous learning and followed by formal debriefing, with video debriefing and discussion as well.",{"name":119,"@type":110,"acceptedAnswer":120},"What impact did the curriculum have on students after implementation?",{"text":121,"@type":113},"Over 2.5 years, students reported increased perceived readiness, with improvements of 29% for those without prior training and 35% for those with prior training, along with significant gains in knowledge related to managing resuscitations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},373048,1791760864,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","UC Irvine  \nWestern Journal of Emergency Medicine: Integrating Emergency Care with Population Health  \nTitle  \nResuscitation Leadership: An Introductory Curriculum for the 4th Year Medical Student  \nPermalink  \n[https://escholarship.org/uc/item/755603tt](https://escholarship.org/uc/item/755603tt)  \nJournal  \nWestern Journal of Emergency Medicine: Integrating Emergency Care with Population Health, 23(1 . 1)  \nISSN  \n1936-900X  \nAuthors  \nSchaller, Derek  \nTrumph, Chris Foldie, Jade  \nPublication Date  \n2022  \nCopyright Information  \nCopyright 2022 by the author(s).This work is made available under the terms of a Creative Commons Attribution License, available at [https://creativecommons.org/licenses/by/4.0/](https://creativecommons.org/licenses/by/4.0/)  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \n44 Resuscitation Leadership: An Introductory Curriculum for the 4th Year Medical Student  \nDerek Schaller, MD FACEP; Chris Trumph, DO; Jade Foldie, BS  \nLearning Objectives: This curriculum aims to increase student comfort in the resuscitation environment by arming them with the following key skills: (1) organize a resuscitation team; (2) demonstrate effective closedloop communication; (3) debrief effectively to promote improvement in individual and team performance.  \nAbstract:  \nIntroduction: Many medical students do not have the opportunity to build resuscitative leadership skills until residency.  \nInformal polling of 4th year medical students rotating through the Emergency Medicine (EM) clerkship at our institution found that students felt unprepared to participate in medical and trauma resuscitation scenarios. This curriculum was designed to improve awareness and basic skills in resuscitation environments so that students feel confident and comfortable participating and contributing in medical and trauma code scenarios.  \nObjectives: At the conclusion of the course, students will be able to: (1) organize a resuscitation team and delegate roles; (2) practice standard of care;(3) demonstrate effective closed-loop communication;(4) debrief to evaluate team performance and individual leadership effectiveness.  \nDesign: The course consists of three sessions: an introductory simulation day with two team-based resuscitation simulations, one medical and one trauma code. The second is a two-part lecture series and the third is a simulation day with two rigorous high-fidelity scenarios during which team performance is assessed. Each of these sessions is preceded by an asynchronous learning assignment and each simulation case is debriefed formally. At the conclusion of the course, extensive video debriefing and discussion occurs as well. Pre-and post-course surveys are completed by students to assess perceived readiness and knowledge gained in resuscitation environments.  \nImpact: Course effectiveness was studied over 2.5 years of implementation. Students without and with prior training reported an increase in perceived readiness by 29% and 35% respectively. Furthermore, reported knowledge gained from the curriculum in managing resuscitations improved significantly. We believe that this curriculum can enhance the learning and leadership skills of students and prospective emergency medicine residents across the nation.  \nFigure.  \nTable 1. Curriculum overview: Content ouline and instructional objectives.  \n\n|  | Session 1: Introductory\u003Cbr>Simulation Case | Session 2:\u003Cbr>Bootcamp | Session 3:\u003Cbr>Practical Application |\n| --- | --- | --- | --- |\n| Prerequisit\u003Cbr>e\u003Cbr>Assignmen\u003Cbr>t | Pre-course survey Handouts:\u003Cbr>1. AAMC Survey Results\u003Cbr>[https://www.aamc.org/dow](https://www.aamc.org/dow)[nload/259760/data](nload/259760/data)\u003Cbr>2. Jones F, Passos-Neto CE, Braguiroli OFM. Simulation in Medical\u003Cbr>Education: Brief history and methodology. PPCR 2015, Jul-Aug;1(2):56-63\u003Cbr>3. Cardiac Arrest Algorithm\u003Cbr>Handout (AHA 2015) | CDEM Curriculum Topics\u003Cbr>[https://cdemcurriculum.com/m","cbCaiulBFtlObnh2","https://ap.wps.com/l/cbCaiulBFtlObnh2","pdf",651390,"English","# Learning Objectives\n# Curriculum Objectives\n# Course Design\n## Sessions and Assessments\n# Impact Results","[{\"question\":\"What key skills does the curriculum aim to develop for medical students?\",\"answer\":\"Students build comfort in the resuscitation environment by learning to organize a resuscitation team, demonstrate effective closed-loop communication, and conduct debriefing to improve individual and team performance.\"},{\"question\":\"How is the course structured across its sessions?\",\"answer\":\"The curriculum includes three sessions: an introductory simulation day with medical and trauma code simulations, a two-part lecture series, and a simulation day with two high-fidelity scenarios. Each simulation case is preceded by asynchronous learning and followed by formal debriefing, with video debriefing and discussion as well.\"},{\"question\":\"What impact did the curriculum have on students after implementation?\",\"answer\":\"Over 2.5 years, students reported increased perceived readiness, with improvements of 29% for those without prior training and 35% for those with prior training, along with significant gains in knowledge related to managing resuscitations.\"}]","Resuscitation Leadership - An Introductory Curriculum for the 4th Year Medical Student | PDF",1790196483]