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Review article
peer-reviewed

Rapid Cycle Deliberate Practice in Medical Education - a Systematic Review



Abstract

Rapid Cycle Deliberate Practice (RCDP) is a novel simulation-based education model that is currently attracting interest, implementation, exploration and research in medical education. In RCDP, learners rapidly cycle between deliberate practice and directed feedback within the simulation scenario until mastery is achieved. The objective of this systematic review is to examine the literature and summarize the existing knowledge on RCDP in simulation-based medical education. Fifteen resources met inclusion criteria; they were diverse and heterogeneous, such that we did not perform a quantitative synthesis or meta-analysis but rather a narrative review on RCDP.

All resources described RCDP in a similar manner. Common RCDP implementation strategies included: splitting simulation cases into segments, micro debriefing in the form of ‘pause, debrief, rewind and try again’ and providing progressively more challenging scenarios. Variable outcome measures were used by the studies including qualitative assessments, scoring tools, procedural assessment using checklists or video review, time to active skills and clinical reports. Results were limited and inconsistent. There is an absence of data on retention after RCDP teaching, on RCDP, with learners from specialties other than pediatrics, on RCDP for adult resuscitation scenarios and if RCDP teaching translates into practice change in the clinical realm. We have identified important avenues for future research on RCDP. 



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Review article
peer-reviewed

Rapid Cycle Deliberate Practice in Medical Education - a Systematic Review


Author Information

Jillian Taras Corresponding Author

Anesthesiology Resident, University of Toronto, Canada

Tobias Everett

Department of Anesthesia, The Hospital for Sick Children, University of Toronto


Ethics Statement and Conflict of Interest Disclosures

Conflicts of interest: The authors have declared that no conflicts of interest exist.


Review article
peer-reviewed

Rapid Cycle Deliberate Practice in Medical Education - a Systematic Review


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Review article
peer-reviewed

Rapid Cycle Deliberate Practice in Medical Education - a Systematic Review

  • Author Information
    Jillian Taras Corresponding Author

    Anesthesiology Resident, University of Toronto, Canada

    Tobias Everett

    Department of Anesthesia, The Hospital for Sick Children, University of Toronto


    Ethics Statement and Conflict of Interest Disclosures

    Conflicts of interest: The authors have declared that no conflicts of interest exist.

    Acknowledgements


    Article Information

    Published: April 19, 2017

    DOI

    10.7759/cureus.1180

    Cite this article as:

    Taras J, Everett T (April 19, 2017) Rapid Cycle Deliberate Practice in Medical Education - a Systematic Review. Cureus 9(4): e1180. doi:10.7759/cureus.1180

    Publication history

    Received by Cureus: February 16, 2017
    Peer review began: March 11, 2017
    Peer review concluded: April 12, 2017
    Published: April 19, 2017

    Copyright

    © Copyright 2017
    Taras et al. This is an open access article distributed under the terms of the Creative Commons Attribution License CC-BY 3.0., which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

    License

    This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

Rapid Cycle Deliberate Practice (RCDP) is a novel simulation-based education model that is currently attracting interest, implementation, exploration and research in medical education. In RCDP, learners rapidly cycle between deliberate practice and directed feedback within the simulation scenario until mastery is achieved. The objective of this systematic review is to examine the literature and summarize the existing knowledge on RCDP in simulation-based medical education. Fifteen resources met inclusion criteria; they were diverse and heterogeneous, such that we did not perform a quantitative synthesis or meta-analysis but rather a narrative review on RCDP.

All resources described RCDP in a similar manner. Common RCDP implementation strategies included: splitting simulation cases into segments, micro debriefing in the form of ‘pause, debrief, rewind and try again’ and providing progressively more challenging scenarios. Variable outcome measures were used by the studies including qualitative assessments, scoring tools, procedural assessment using checklists or video review, time to active skills and clinical reports. Results were limited and inconsistent. There is an absence of data on retention after RCDP teaching, on RCDP, with learners from specialties other than pediatrics, on RCDP for adult resuscitation scenarios and if RCDP teaching translates into practice change in the clinical realm. We have identified important avenues for future research on RCDP. 



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Jillian Taras, M.D., M.Sc.

Anesthesiology Resident, University of Toronto, Canada

For correspondence:
jillian.taras@mail.utoronto.ca

Tobias Everett

Department of Anesthesia, The Hospital for Sick Children, University of Toronto

Jillian Taras, M.D., M.Sc.

Anesthesiology Resident, University of Toronto, Canada

For correspondence:
jillian.taras@mail.utoronto.ca

Tobias Everett

Department of Anesthesia, The Hospital for Sick Children, University of Toronto