Embedding Patient Simulation in a Pediatric Cardiology Rotation: A Unique Opportunity for Improving Resident Education

Mohan, Shaun; Follansbee, Christopher W.; Nwankwo, Ugonna; Hofkosh, Dena; Sherman, Frederick S.; Hamilton, Melinda Fiedor

doi:10.1111/chd.12239

Cited by 14 publications

(15 citation statements)

References 16 publications

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“…However, as classroom and simulation training take time away from clinical responsibilities, these methods require evidence demonstrating effectiveness. Two recent small, single‐center studies incorporating simulation into pediatric cardiology resident education have demonstrated improvement in cardiology knowledge . Our study suggests that the primary educational interventions (bedside or simulation) should focus on helping learners build a framework for identifying and providing initial, emergent management to children who may require cardiology care.…”

Section: Discussionmentioning

confidence: 80%

“…The previous studies pertaining to resident education in cardiology have considered the best methods for teaching specific, investigatordriven objectives including electrocardiogram (EKG) interpretation, auscultation, and management of simulated patients. [6][7][8][9][10] Although these studies have demonstrated positive outcomes, self-reported needs of learners were not emphasized. Self-assessment data suggest that pediatric residents can develop goals related to personal limitations, with this ability improving throughout training.…”

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confidence: 99%

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Using a statewide survey methodology to prioritize pediatric cardiology core content

Neal

Lehto

Miller

et al. 2017

Congenital Heart Disease

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Section: Discussionmentioning

confidence: 80%

mentioning

confidence: 99%

Using a statewide survey methodology to prioritize pediatric cardiology core content

Neal

Lehto

Miller

et al. 2017

Congenital Heart Disease

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“…These findings were in accord with educational research that has shown that medical simulation improves clinical competence in high acuity situations and teamwork behaviors. 2,4,17 Lessons Learned In reflecting on our experience, we noted several positive outcomes that were not directly evaluated in the pre-and postparticipation surveys. First, the critical action checklists used to guide the discovery phase of the debrief, were easily remembered and valued by participants.…”

Section: Discussionmentioning

confidence: 99%

Neonatal Cardiac Emergencies: A Multidisciplinary Simulation Curriculum for Neonatology and Pediatric Cardiology Fellows

et al. 2020

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Introduction Although care for neonates with cardiac disease is frequently provided by neonatologists and pediatric cardiologists, training in the multidisciplinary management of neonatal cardiac emergencies is not often included in fellowship training. We created a multidisciplinary simulation curriculum to address the skills needed for neonatal cardiac care. Methods Neonatology and pediatric cardiology fellows participated in 1-hour simulations on 3 different days. They managed a neonate with: (1) cyanosis, (2) cardiogenic shock, and (3) an unstable arrhythmia. Using both remote consultation and bedside evaluation, the participants diagnosed and jointly established a management plan for the infant. During the debrief, facilitators reviewed the clinical decisions and multidisciplinary management skills of the participants. Participants completed pre- and postparticipation surveys to evaluate the curriculum's effect on their confidence in the management of neonatal cardiac disease. Results Thirty-three paired survey responses from 20 participants (11 neonatology and 9 pediatric cardiology) reported a mean overall satisfaction score of 4.6 ( SD = 0.7) based on a 5-point Likert scale. Postparticipation confidence scores improved significantly in: (1) the recognition of the signs of congenital heart disease (pre = 4.1, post = 4.5, p = .01), (2) differentiation of cardiac cyanosis from noncardiac cyanosis (pre = 3.9, post = 4.2, p = .05), and (3) confidence in discussing cardiac concerns with consultants (pre = 3.3, post = 4.1, p = .02). Discussion This multidisciplinary simulation improved fellows’ confidence in the management of neonates with cardiac disease and provided an opportunity to practice team work, remote consultation, and cross-disciplinary communication.

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“…13 A standardized program that incorporates simulationbased instruction may serve to improve delivery of patient care and enhance the quality of a residency or fellowship training program. [10][11][12][14][15][16] In an era of patient outcomes and quality improvement, the mantra of "see one, do one, teach one" may simply not suffice.…”

Section: Discussionmentioning

confidence: 99%

Effects of Advanced Cardiac Procedure Simulator Training on Learning and Performance in Cardiovascular Medicine Fellows

Young

Markley

Leo

et al. 2018

Journal of Medical Education and Curricular Development

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Background:Simulation-based training has been used in medical training environments to facilitate the learning of surgical and minimally invasive techniques. We hypothesized that integration of a procedural simulation curriculum into a cardiology fellowship program may be educationally beneficial.Methods:We conducted an 18-month prospective study of cardiology trainees at Vanderbilt University Medical Center. Two consecutive classes of first-year fellows (n = 17) underwent a teaching protocol facilitated by simulated cases and equipment. We performed knowledge and skills evaluations for 3 procedures (transvenous pacing [TVP] wire, intra-aortic balloon pump [IABP], and pericardiocentesis [PC]). The index class of fellows was reevaluated at 18 months postintervention to measure retention. Using nonparametric statistical tests, we compared assessments of the intervention group, at the time of intervention and 18 months, with those of third-year fellows (n = 7) who did not receive simulator-based training.Results:Compared with controls, the intervention cohort had higher scores on the postsimulator written assessment, TVP skills assessment, and IABP skills assessment (P = .04, .007, and .02, respectively). However, there was no statistically significant difference in scores on the PC skills assessment between intervention and control groups (P = .08). Skills assessment scores for the intervention group remained higher than the controls at 18 months (P = .01, .004, and .002 for TVP, IABP, and PC, respectively). Participation rate was 100% (24/24).Conclusions:Procedural simulation training may be an effective tool to enhance the acquisition of knowledge and technical skills for cardiology trainees. Future studies may address methods to improve performance retention over time.

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Embedding Patient Simulation in a Pediatric Cardiology Rotation: A Unique Opportunity for Improving Resident Education

Cited by 14 publications

References 16 publications

Using a statewide survey methodology to prioritize pediatric cardiology core content

Using a statewide survey methodology to prioritize pediatric cardiology core content

Neonatal Cardiac Emergencies: A Multidisciplinary Simulation Curriculum for Neonatology and Pediatric Cardiology Fellows

Effects of Advanced Cardiac Procedure Simulator Training on Learning and Performance in Cardiovascular Medicine Fellows

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