Thomas C Corbridge

Northwestern University, Evanston, Illinois, United States

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Publications (34)93.42 Total impact

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    ABSTRACT: Whether cognitive and patient care skills attained during simulation-based mastery learning (SBML) are retained is largely unknown. We studied retention of intensive care unit (ICU) clinical skills after an SBML boot camp experience. Forty-seven postgraduate year (PGY)-1 residents completed SBML intervention designed to increase procedural, communication, and patient care skills. The intervention included ICU skills such as ventilator and hemodynamic parameter management. Residents were required to meet or exceed a minimum passing score (MPS) on a clinical skills examination before starting actual patient care. Skill retention was assessed in 42 residents who rotated in the medical ICU. Residents received a standardized 15-minute booster teaching session reviewing key concepts during the first week of the rotation. During the fourth week of their rotation, PGY-1 residents completed a clinical skills examination at the bedside of an actual ICU patient. Group mean examination scores and the proportion of subjects who met or exceeded the MPS at each testing occasion were compared. Residents scored a mean 90% (SD = 6.5%) on the simulated skills examination immediately after training. Residents retained skills obtained through SBML as the mean score at bedside follow-up testing was 89% (SD = 8.9%, P = .36). Thirty-seven of 42 (88%) PGY-1 residents met or exceeded the MPS at follow-up. SBML leads to substantial retention of critical care knowledge, and patient care skills PGY-1 boot camp is a highly efficient and effective model that can be administered at the beginning of the academic year.
    09/2013; 5(3):458-463. DOI:10.4300/JGME-D-13-00033.1
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    ABSTRACT: Introduction: Previous research shows that gaps exist in internal medicine residents' critical care knowledge and skills. The purpose of this study was to compare the bedside critical care competency of first-year residents who received a simulation-based educational intervention plus clinical training with third-year residents who received clinical training alone. Methods: During their first 3 months of residency, a group of first-year residents completed a simulation-based educational intervention. A group of traditionally trained third-year residents who did not receive simulation-based training served as a comparison group. Both groups were evaluated using a 20-item clinical skills assessment at the bedside of a patient receiving mechanical ventilation at the end of their medical intensive care unit rotation. Scores on the skills assessment were compared between groups. Results: Simulator-trained first-year residents (n = 40) scored significantly higher compared with traditionally trained third-year residents (n = 27) on the bedside assessment (91.3% [95% confidence interval, 88.2%-94.3%] vs. 80.9% [95% confidence interval, 76.8%-85.0%]; P < 0.001). Conclusions: First-year residents who completed a simulation-based educational intervention demonstrated higher clinical competency compared with third-year residents who did not undergo simulation training. Critical care competency cannot be assumed after clinical intensive care unit rotations; simulation-based curricula can help ensure residents are proficient to care for critically ill patients.
    Simulation in healthcare: journal of the Society for Simulation in Healthcare 12/2012; 8(2). DOI:10.1097/SIH.0b013e31827744f2 · 1.48 Impact Factor
  • American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California; 05/2012
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    ABSTRACT: The purpose of this study is to determine the effect of simulation-based education on the knowledge and skills of internal medicine residents in the medical intensive care unit (MICU). From January 2009 to January 2010, 60 first-year residents at a tertiary care teaching hospital were randomized by month of rotation to an intervention group (simulator-trained, n = 26) and a control group (traditionally trained, n = 34). Simulator-trained residents completed 4 hours of simulation-based education before their medical intensive care unit (MICU) rotation. Topics included circulatory shock, respiratory failure, and mechanical ventilation. After their rotation, residents completed a standardized bedside skills assessment using a 14-item checklist regarding respiratory mechanics, ventilator settings, and circulatory parameters. Performance of simulator-trained and traditionally trained residents was compared using a 2-tailed independent-samples t test. Simulator-trained residents scored significantly higher on the bedside skills assessment compared with traditionally trained residents (82.5% ± 10.6% vs 74.8% ± 14.1%, P = .027). Simulator-trained residents were highly satisfied with the simulation curriculum. Simulation-based education significantly improved resident knowledge and skill in the MICU. Knowledge acquired in the simulated environment was transferred to improved bedside skills caring for MICU patients. Simulation-based education is a valuable adjunct to standard clinical training for residents in the MICU.
    Journal of critical care 10/2011; 27(2):219.e7-13. DOI:10.1016/j.jcrc.2011.08.006 · 2.00 Impact Factor
  • Benjamin D Singer · Thomas C Corbridge
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    ABSTRACT: Pressure modes of invasive mechanical ventilation generate a tidal breath by delivering pressure over time. Pressure control ventilation (PC) is the prototypical pressure mode and is patient- or time-triggered, pressure-limited, and time-cycled. Other pressure modes include pressure support ventilation (PSV), pressure-regulated volume control (PRVC, also known as volume control plus [VC+]), airway pressure release ventilation (APRV), and biphasic ventilation (also known as BiLevel). Despite their complexity, modern ventilators respond to patient effort and respiratory system mechanics in a fairly predictable fashion. No single mode has consistently demonstrated superiority in clinical trials; however, empiric management with a pressure mode may achieve the goals of patient-ventilator synchrony, effective respiratory system support, adequate gas exchange, and limited ventilator-induced lung injury.
    Southern medical journal 10/2011; 104(10):701-9. DOI:10.1097/SMJ.0b013e31822da7fa · 0.93 Impact Factor
  • American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado; 05/2011
  • American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado; 05/2011
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    Leonard H T Go · Thomas C Corbridge
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    ABSTRACT: A 45-year-old woman with an intra-abdominal teratoma was found to have a new homogenous mass extending from it, as well as multiple pulmonary nodules. A biopsy of this mass was performed, revealing a high-grade sarcoma, believed to be the result of malignant transformation of the teratoma. Transformation of a teratoma can result in any of a variety of malignant cell types, including carcinomas, sarcomas, and lymphomas. The patient received doxorubicin, but there was progression of disease on subsequent imaging.
    The Scientific World Journal 01/2011; 11:584-6. DOI:10.1100/tsw.2011.58 · 1.73 Impact Factor
  • Susan Corbridge · Thomas C Corbridge
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    ABSTRACT: OVERVIEW: More than 16 million U.S. adults have asthma, a condition that prompts 2 million ED visits and nearly half a million hospital admissions annually. Management of this potentially deadly, chronic inflammatory disease depends on early diagnosis, accurate classification, appropriate treatment, and targeted patient education. This article outlines current guideline recommendations for asthma and reviews what clinicians need to teach patients about its pathophysiology, pharmacotherapy, self monitoring, and environmental control. The authors discuss the classic clinical presentation of the disease, describe how to assess severity and control, and explain how such assessments can guide management.
    The American journal of nursing 05/2010; 110(5):28-38; quiz 39-40. DOI:10.1097/01.NAJ.0000372069.78392.79 · 1.30 Impact Factor
  • American Thoracic Society 2010 International Conference, May 14-19, 2010 • New Orleans; 05/2010
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    ABSTRACT: Patient simulation is increasingly used in the education of healthcare providers, yet few studies have compared simulation to other teaching modalities. The purpose of this study was to determine differences in knowledge acquisition and student satisfaction between two methods of teaching the principles of mechanical ventilation to advanced practice nursing (APN) students: high-fidelity patient simulation (including face-to-face instruction) versus an online, narrated PowerPoint presentation. Twenty APN students were randomized to either the simulation or online teaching method in this pre/posttest study. Measures included a 12-item knowledge questionnaire and a 5-item satisfaction survey. Both groups had significant improvement in knowledge scores from pretest to posttest, but knowledge scores were not significantly different at posttest between groups. Student satisfaction with their learning method was significantly higher in the simulation group. Students choosing to participate in the alternative teaching method after study completion preferred the simulation to the online method.
    International Journal of Nursing Education Scholarship 01/2010; 7(1):Article12. DOI:10.2202/1548-923X.1976
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    Benjamin D Singer · Thomas C Corbridge
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    ABSTRACT: Invasive mechanical ventilation is a lifesaving intervention for patients with respiratory failure. The most commonly used modes of mechanical ventilation are assist-control, synchronized intermittent mandatory ventilation, and pressure support ventilation. When employed as a diagnostic tool, the ventilator provides data on the static compliance of the respiratory system and airway resistance. The clinical scenario and the data obtained from the ventilator allow the clinician to provide effective and safe invasive mechanical ventilation through manipulation of the ventilator settings. While life-sustaining in many circumstances, mechanical ventilation may also be toxic and should be withdrawn when clinically appropriate.
    Southern medical journal 12/2009; 102(12):1238-45. DOI:10.1097/SMJ.0b013e3181bfac4f · 0.93 Impact Factor
  • Barry Brenner · Thomas Corbridge · Antoine Kazzi
    Proceedings of the American Thoracic Society 09/2009; 6(4):371-9. DOI:10.1513/pats.P09ST4
  • Richard Nowak · Thomas Corbridge · Barry Brenner
    Proceedings of the American Thoracic Society 09/2009; 6(4):367-70. DOI:10.1513/pats.P09ST3
  • Richard Nowak · Thomas Corbridge · Barry Brenner
    Journal of Emergency Medicine 08/2009; 37(2 Suppl):S18-22. DOI:10.1016/j.jemermed.2009.06.106 · 0.97 Impact Factor
  • Barry Brenner · Thomas Corbridge · Antoine Kazzi
    Journal of Emergency Medicine 08/2009; 37(2 Suppl):S23-34. DOI:10.1016/j.jemermed.2009.06.108 · 0.97 Impact Factor
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    The Journal of allergy and clinical immunology 08/2009; 124(2 Suppl):S1-4. DOI:10.1016/j.jaci.2009.05.001 · 11.48 Impact Factor
  • Barry Brenner · Thomas Corbridge · Antoine Kazzi
    The Journal of allergy and clinical immunology 08/2009; 124(2 Suppl):S19-28. DOI:10.1016/j.jaci.2009.05.008 · 11.48 Impact Factor
  • Richard Nowak · Thomas Corbridge · Barry Brenner
    The Journal of allergy and clinical immunology 08/2009; 124(2 Suppl):S15-8. DOI:10.1016/j.jaci.2009.05.009 · 11.48 Impact Factor
  • Journal of Emergency Medicine 08/2009; 37(2 Suppl):S1-5. DOI:10.1016/j.jemermed.2009.06.104 · 0.97 Impact Factor

Publication Stats

380 Citations
93.42 Total Impact Points


  • 2002–2011
    • Northwestern University
      • • Division of Pulmonary Medicine
      • • Division of Pulmonary and Critical Care
      • • Division of Endocrinology, Metabolism and Molecular Medicine
      • • Department of Preventive Medicine
      Evanston, Illinois, United States
  • 2008
    • University of Illinois at Chicago
      Chicago, Illinois, United States
  • 2007
    • University of Chicago
      • Section of Pulmonary and Critical Care Medicine
      Chicago, IL, United States
  • 2003
    • Cook County Hospital
      Chicago, Illinois, United States