Kimberly Stone1, Jennifer Reid2, Derya Caglar2, Ana Christensen3, Bonnie Strelitz3, Li Zhou4, Linda Quan2. 1. Department of Pediatrics, University of Washington School of Medicine and Division of Emergency Medicine, Seattle Children's Hospital, 4800 Sand Point Way NE, Seattle, WA 98105, United States. Electronic address: kimberly.stone@seattlechildrens.org. 2. Department of Pediatrics, University of Washington School of Medicine and Division of Emergency Medicine, Seattle Children's Hospital, 4800 Sand Point Way NE, Seattle, WA 98105, United States. 3. Center for Clinical and Translational Research, Seattle Children's Hospital, 4800 Sand Point Way NE, Seattle, WA 98105, United States. 4. Incyte Corporation, Experimental Stations E361/256A, Route 141 and Henry Clay Road, Wilmington, DE 19880, United States.
Abstract
AIM: Studies demonstrating the impact of resuscitation simulation curricula on performance are limited. Our objective was to create and evaluate a simulation-based resuscitation curriculum's impact on pediatric residents' performance in a simulated resuscitation. METHODS: We developed a standardized simulation-based pediatric resident resuscitation curriculum consisting of nine modules, incorporating four domains (basic skills, airway/breathing, circulation and team management) and specific topics (e.g., anaphylaxis). Each module was presented four times over the academic year. Evaluation of the curriculum consisted of pre- and post-intervention video-recorded performances of a simulated pediatric resuscitation by 10 resident resuscitation teams, scored using the Simulation Team Assessment Tool (STAT). The effectiveness of the standardized curriculum on medical (basics, airway/breathing, circulation) and team management, and on knowledge test scores was evaluated by comparing pre- and post-intervention STAT scores using unpaired two-sided T-test. The impact of group curriculum participation on team performance (STAT scores) was analyzed using linear regression. RESULTS: Overall team performance STAT scores increased post-intervention (mean pre-test 0.61, post-test 0.74, p<0.001), as did management of the basics of resuscitation, airway/breathing and teamwork (mean basics: pre 0.46, post 0.62, p=0.001; mean airway/breathing: pre 0.63, post 0.76, p=0.01; mean teamwork: pre 0.61, post 0.79, p=0.003). Regression analysis provided evidence for a training "dose-response" among the post-intervention teams, with teams exposed to more training achieving higher performance scores (p=0.004). CONCLUSIONS: We created a standardized simulation-based pediatric resuscitation curriculum that increased pediatric residents' scores on medical management and teamwork skills in a dose dependent relationship.
AIM: Studies demonstrating the impact of resuscitation simulation curricula on performance are limited. Our objective was to create and evaluate a simulation-based resuscitation curriculum's impact on pediatric residents' performance in a simulated resuscitation. METHODS: We developed a standardized simulation-based pediatric resident resuscitation curriculum consisting of nine modules, incorporating four domains (basic skills, airway/breathing, circulation and team management) and specific topics (e.g., anaphylaxis). Each module was presented four times over the academic year. Evaluation of the curriculum consisted of pre- and post-intervention video-recorded performances of a simulated pediatric resuscitation by 10 resident resuscitation teams, scored using the Simulation Team Assessment Tool (STAT). The effectiveness of the standardized curriculum on medical (basics, airway/breathing, circulation) and team management, and on knowledge test scores was evaluated by comparing pre- and post-intervention STAT scores using unpaired two-sided T-test. The impact of group curriculum participation on team performance (STAT scores) was analyzed using linear regression. RESULTS: Overall team performance STAT scores increased post-intervention (mean pre-test 0.61, post-test 0.74, p<0.001), as did management of the basics of resuscitation, airway/breathing and teamwork (mean basics: pre 0.46, post 0.62, p=0.001; mean airway/breathing: pre 0.63, post 0.76, p=0.01; mean teamwork: pre 0.61, post 0.79, p=0.003). Regression analysis provided evidence for a training "dose-response" among the post-intervention teams, with teams exposed to more training achieving higher performance scores (p=0.004). CONCLUSIONS: We created a standardized simulation-based pediatric resuscitation curriculum that increased pediatric residents' scores on medical management and teamwork skills in a dose dependent relationship.
Authors: Ann L Young; Cara B Doughty; Kaitlin C Williamson; Sharon K Won; Marideth C Rus; Nadia N Villarreal; Elizabeth A Camp; Daniel S Lemke Journal: BMJ Simul Technol Enhanc Learn Date: 2020-12-02
Authors: Francisco Sanchez-Ferrer; Maria Dolores Grima-Murcia; Francisco Sánchez-Del-Campo; Maria Luisa Sánchez-Ferrer; Eduardo Fernández-Jover Journal: Anat Sci Int Date: 2022-02-08 Impact factor: 1.693
Authors: Ebor Jacob G James; Siva Vyasam; Shakthi Venkatachalam; Elizabeth Sanseau; Kyle Cassidy; Geethanjali Ramachandra; Grace Rebekah; Debasis D Adhikari; Ellen Deutsch; Akira Nishisaki; Vinay M Nadkarni Journal: Front Pediatr Date: 2022-07-26 Impact factor: 3.569