Ali Al Maawali1, Harish Amin2, Krista Baerg3, Mark Feldman1, Fabian Gorodzinksy4, Allan Puran1, Adam Dubrowski5, Zia Bismilla1. 1. Department of Paediatrics, The Hospital for Sick Children, University of Toronto, Toronto, Ontario, Canada. 2. Department of Pediatrics, Alberta Health Services, University of Calgary, Calgary, Alberta, Canada. 3. Department of Paediatrics, University of Saskatchewan, Saskatoon, Saskatchewan, Canada. 4. Department of Pediatrics, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada. 5. maxSIMhealth, Faculty of Health Sciences, Ontario Tech University, Oshawa, Ontario, Canada.
Abstract
Objectives: Simulation is a commonly used modality to teach paediatric procedural skills, however, it is resource intensive. Which paediatric skills are best taught using simulation is not known. This study aims to examine what skills to simulate, allowing for the best use of resources in ever expanding curricula. Method: We administered a questionnaire to community and hospitalist general paediatricians in Canada asking them to rate the importance of maintaining competency in each paediatric procedural skill and the frequency with which they perform the skill in their practice. Results: Skills that were rated as highly important and also high frequency were: bag-mask ventilation (BMV), lumbar puncture, neonatal cardiopulmonary resuscitation (CPR), specimen procurement for infectious diseases, immunization, and ear curettage. Skills that were rated as highly important but low frequency were: paediatric CPR, intraosseous needle insertion, neonatal intubation, defibrillation, gathering specimens for evidence of child maltreatment, paediatric intubation, cervical spine immobilization, and oral/nasogastric tube placement. Conclusion: Paediatric procedural skills are rated variably in terms of importance and frequency of use in general paediatric practice. Eight skills of high importance are infrequently performed and should be targeted for teaching via simulation.
Objectives: Simulation is a commonly used modality to teach paediatric procedural skills, however, it is resource intensive. Which paediatric skills are best taught using simulation is not known. This study aims to examine what skills to simulate, allowing for the best use of resources in ever expanding curricula. Method: We administered a questionnaire to community and hospitalist general paediatricians in Canada asking them to rate the importance of maintaining competency in each paediatric procedural skill and the frequency with which they perform the skill in their practice. Results: Skills that were rated as highly important and also high frequency were: bag-mask ventilation (BMV), lumbar puncture, neonatal cardiopulmonary resuscitation (CPR), specimen procurement for infectious diseases, immunization, and ear curettage. Skills that were rated as highly important but low frequency were: paediatric CPR, intraosseous needle insertion, neonatal intubation, defibrillation, gathering specimens for evidence of child maltreatment, paediatric intubation, cervical spine immobilization, and oral/nasogastric tube placement. Conclusion: Paediatric procedural skills are rated variably in terms of importance and frequency of use in general paediatric practice. Eight skills of high importance are infrequently performed and should be targeted for teaching via simulation.
Authors: Zia Bismilla; Vicky R Breakey; Jennifer Swales; Dina M Kulik; Nikhil Pai; Nikate Singh; Christopher S Parshuram Journal: Pediatrics Date: 2011-05-23 Impact factor: 7.124
Authors: David A Cook; Rose Hatala; Ryan Brydges; Benjamin Zendejas; Jason H Szostek; Amy T Wang; Patricia J Erwin; Stanley J Hamstra Journal: JAMA Date: 2011-09-07 Impact factor: 56.272