Development of Learning Objectives and a Validated Testing Tool for Management of Pediatric Mechanical Ventilation*

O’Boyle, Andrea; Mink, Richard; Anas, Nick; Kallay, Tom

doi:10.1097/pcc.0000000000000195

Cited by 12 publications

(20 citation statements)

References 21 publications

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“…The present study evaluated the self-assessed knowledge of mechanical ventilation held by various groups of physicians. Few studies have evaluated this topic using validated instruments 18 . Studies performed in residency training centers for emergency services have typically revealed that there are no specific educational programs regarding mechanical ventilation 19 - 21 .…”

Section: Discussionmentioning

confidence: 99%

Evaluation of self-perception of mechanical ventilation knowledge among Brazilian final-year medical students, residents and emergency physicians

Tallo

Abib

Negri

et al. 2017

Clinics

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OBJECTIVE:To present self-assessments of knowledge about mechanical ventilation made by final-year medical students, residents, and physicians taking qualifying courses at the Brazilian Society of Internal Medicine who work in urgent and emergency settings.METHODS:A 34-item questionnaire comprising different areas of knowledge and training in mechanical ventilation was given to 806 medical students, residents, and participants in qualifying courses at 11 medical schools in Brazil. The questionnaire’s self-assessment items for knowledge were transformed into scores.RESULTS:The average score among all participants was 21% (0-100%). Of the total, 85% respondents felt they did not receive sufficient information about mechanical ventilation during medical training. Additionally, 77% of the group reported that they would not know when to start noninvasive ventilation in a patient, and 81%, 81%, and 89% would not know how to start volume control, pressure control and pressure support ventilation modes, respectively. Furthermore, 86.4% and 94% of the participants believed they would not identify the basic principles of mechanical ventilation in patients with obstructive pulmonary disease and acute respiratory distress syndrome, respectively, and would feel insecure beginning ventilation. Finally, 77% said they would fear for the safety of a patient requiring invasive mechanical ventilation under their care.CONCLUSION:Self-assessment of knowledge and self-perception of safety for managing mechanical ventilation were deficient among residents, students and emergency physicians from a sample in Brazil.

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Section: Discussionmentioning

confidence: 99%

Evaluation of self-perception of mechanical ventilation knowledge among Brazilian final-year medical students, residents and emergency physicians

Tallo

Abib

Negri

et al. 2017

Clinics

View full text Add to dashboard Cite

show abstract

“…Table 1 shows the proportion of individuals who answered each question correctly at each of the two time points, and Table S1 (supplementary material) describes the knowledge topic assessed by each question and its correspondence with a list of competencies described in the literature. 18 , 24 The questions with the highest pre-rotation rates of correct answers were those assessing knowledge of how to calculate respiratory system compliance and resistance, of the characteristics of the basic MV modes, of protective ventilation in ARDS, and of permissive hypercapnia. In contrast, the questions regarding the recognition of asynchrony and of risk factors for extubation failure had the lowest pre-rotation rates of correct answers.…”

Section: Resultsmentioning

confidence: 99%

“…We developed a multiple-choice question test based on clinical cases, initially comprising 22 questions. The questions were developed on the basis of lists of competencies and learning objectives in MV in adult individuals, described in the literature, 18 , 24 as well as on the basis of our respiratory ICU residency program. Most questions were based on clinical cases, and a given case could be used for multiple questions.…”

Section: Methodsmentioning

confidence: 99%

“…There are few data in the literature on whether and how residency programs provide appropriate training in the management of MV. 17 , 18 In a study conducted by Willcox et al, 19 emergency medicine residents reported that, although they frequently treated patients on MV, they felt that they had not received sufficient instruction on the management of MV. In a study involving medical students, residents, and emergency medicine physicians in Brazil, 85% of the participants believed that they had not received enough information about MV during their medical training and considered themselves underqualified to care for patients on MV.…”

Section: Introductionmentioning

confidence: 99%

“…For an assessment to be considered well-planned, competencies and learning objectives in MV must first be established. 18 , 24 …”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Impact of a respiratory ICU rotation on resident knowledge and confidence in managing mechanical ventilation

et al. 2020

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Online Learning and Residents’ Acquisition of Mechanical Ventilation Knowledge: Sequencing Matters

Wolbrink

Schaik

Turner

et al. 2020

Critical Care Medicine

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Objective: Rapid advancements in medicine and changing standards in medical education require new, efficient educational strategies. We investigated whether an online intervention could increase residents’ knowledge and improve knowledge retention in mechanical ventilation when compared with a clinical rotation and whether the timing of intervention had an impact on overall knowledge gains. Design: A prospective, interventional crossover study conducted from October 2015 to December 2017. Setting: Multicenter study conducted in 33 PICUs across eight countries. Subjects: Pediatric categorical residents rotating through the PICU for the first time. We allocated 483 residents into two arms based on rotation date to use an online intervention either before or after the clinical rotation. Interventions: Residents completed an online virtual mechanical ventilation simulator either before or after a 1-month clinical rotation with a 2-month period between interventions. Measurements and Main Results: Performance on case-based, multiple-choice question tests before and after each intervention was used to quantify knowledge gains and knowledge retention. Initial knowledge gains in residents who completed the online intervention (average knowledge gain, 6.9%; sd, 18.2) were noninferior compared with those who completed 1 month of a clinical rotation (average knowledge gain, 6.1%; sd, 18.9; difference, 0.8%; 95% CI, –5.05 to 6.47; p = 0.81). Knowledge retention was greater following completion of the online intervention when compared with the clinical rotation when controlling for time (difference, 7.6%; 95% CI, 0.7–14.5; p = 0.03). When the online intervention was sequenced before (average knowledge gain, 14.6%; sd, 15.4) rather than after (average knowledge gain, 7.0%; sd, 19.1) the clinical rotation, residents had superior overall knowledge acquisition (difference, 7.6%; 95% CI, 2.01–12.97;p = 0.008). Conclusions: Incorporating an interactive online educational intervention prior to a clinical rotation may offer a strategy to prime learners for the upcoming rotation, augmenting clinical learning in graduate medical education.

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Development of Learning Objectives and a Validated Testing Tool for Management of Pediatric Mechanical Ventilation*

Cited by 12 publications

References 21 publications

Evaluation of self-perception of mechanical ventilation knowledge among Brazilian final-year medical students, residents and emergency physicians

Evaluation of self-perception of mechanical ventilation knowledge among Brazilian final-year medical students, residents and emergency physicians

Impact of a respiratory ICU rotation on resident knowledge and confidence in managing mechanical ventilation

Online Learning and Residents’ Acquisition of Mechanical Ventilation Knowledge: Sequencing Matters

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