Ilana Bank1, Adam Cheng2, Peter McLeod3, Farhan Bhanji3. 1. *Division of Pediatric Emergency Medicine,Montreal Children's Hospital,McGill University,Montreal,QC. 2. §University of Calgary,Calgary,AB. 3. †McGill Centre for Medical Education,McGill University,Montreal,QC.
Abstract
OBJECTIVES: By the end of residency training, pediatric emergency medicine (PEM) residents are expected to have developed the confidence and abilities required to manage acutely ill children. Acquisition of competence requires exposure and/or supplemental formal education for critical and noncritical medical clinical presentations. Simulation can provide experiential learning and can improve trainees' knowledge, skills, and attitudes. The primary objective of this project was to identify the content for a simulation-based national curriculum for PEM training. METHODS: We recruited participants for the Delphi study by contacting current PEM program directors and immediate past program directors as well as simulation experts at all of the Canadian PEM fellowship sites. We determined the appropriate core content for the Delphi study by combining the PEM core content requirements of the Royal College of Physicians and Surgeons of Canada (RCPSC) and the American Board of Pediatrics (ABP). Using the Delphi method, we achieved consensus amongst the national group of PEM and simulation experts. The participants completed a three-round Delphi (using a four-point Likert scale). RESULTS: Response rates for the Delphi were 85% for the first round and 77% for second and third rounds. From the initial 224 topics, 53 were eliminated (scored <2). Eighty-five topics scored between 2 and 3, and 87 scored between 3 and 4. The 48 topics, which were scored between 3.5 and 4.0, were labeled as "key curriculum topics." CONCLUSION: We have iteratively identified a consensus for the content of a national simulation-based curriculum.
OBJECTIVES: By the end of residency training, pediatric emergency medicine (PEM) residents are expected to have developed the confidence and abilities required to manage acutely ill children. Acquisition of competence requires exposure and/or supplemental formal education for critical and noncritical medical clinical presentations. Simulation can provide experiential learning and can improve trainees' knowledge, skills, and attitudes. The primary objective of this project was to identify the content for a simulation-based national curriculum for PEM training. METHODS: We recruited participants for the Delphi study by contacting current PEM program directors and immediate past program directors as well as simulation experts at all of the Canadian PEM fellowship sites. We determined the appropriate core content for the Delphi study by combining the PEM core content requirements of the Royal College of Physicians and Surgeons of Canada (RCPSC) and the American Board of Pediatrics (ABP). Using the Delphi method, we achieved consensus amongst the national group of PEM and simulation experts. The participants completed a three-round Delphi (using a four-point Likert scale). RESULTS: Response rates for the Delphi were 85% for the first round and 77% for second and third rounds. From the initial 224 topics, 53 were eliminated (scored <2). Eighty-five topics scored between 2 and 3, and 87 scored between 3 and 4. The 48 topics, which were scored between 3.5 and 4.0, were labeled as "key curriculum topics." CONCLUSION: We have iteratively identified a consensus for the content of a national simulation-based curriculum.
Authors: Jennifer Mitzman; Ilana Bank; Rebekah A Burns; Michael C Nguyen; Pavan Zaveri; Michael J Falk; Manu Madhok; Ann Dietrich; Jessica Wall; Muhammad Waseem; Teresa Wu; Alisa McQueen; Cynthia R Peng; Brian Phillips; Francesca M Bullaro; Cindy D Chang; Sam Shahid; David P Way; Marc Auerbach Journal: AEM Educ Train Date: 2019-12-12
Authors: Signe Thim; Leizl Joy Nayahangan; Charlotte Paltved; Rune Dall Jensen; Lars Konge; Niels Thomas Hertel; Thomas Balslev Journal: BMJ Paediatr Open Date: 2020-08-18
Authors: Anson Dinh; Teresa M Chan; Kyla Caners; Andrew K Hall; Andrew Petrosoniak; Tim Chaplin; Christopher Heyd; Jared B Baylis Journal: Cureus Date: 2022-07-12
Authors: Jennifer Mitzman; Andrew M King; Rebecca K Fastle; Laura R Hopson; John D Hoyle; Kelly A Levasseur; Michael S Mitchell; James C O'Neill; Philip A Pazderka; Marcia A Perry; Maegan Reynolds; Payal G Shah; Sara Skarbek-Borowska; David P Way; Rachel M Stanley Journal: AEM Educ Train Date: 2017-03-22