Implementation and evaluation of a simulation curriculum for paediatric residency programs including just-in-time in situ mock codes

Sam, Jonathan; Pierse, Michael; Alqahtani, Abdullah Ali; Cheng, Adam

doi:10.1093/pch/17.2.e16

Cited by 40 publications

(31 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Pediatrics has embraced simulation as a learning modality, starting with the call for a paradigm shift in medical education, 4 with subsequent integration of TES into pediatric residency and fellowship training programs. [5][6][7][8] The effectiveness of TES as an educational intervention has been measured with various outcomes, spanning Kirkpatrick' s 9 4 levels of learning evaluation: reactions (eg, what participants thought and felt about the training), learning (eg, increased knowledge/ skills), behavior (eg, performance in clinical setting), and results (eg, impact on real patients). A recent review and meta-analysis of TES revealed that simulation has large beneficial effects on knowledge, skills, and behavior and moderate beneficial effects on patient outcomes when compared with no intervention.…”

mentioning

confidence: 99%

Technology-Enhanced Simulation and Pediatric Education: A Meta-analysis

et al. 2014

Self Cite

View full text Add to dashboard Cite

BACKGROUND AND OBJECTIVE: Pediatrics has embraced technologyenhanced simulation (TES) as an educational modality, but its effectiveness for pediatric education remains unclear. The objective of this study was to describe the characteristics and evaluate the effectiveness of TES for pediatric education.METHODS: This review adhered to PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) standards. A systematic search of Medline, Embase, CINAHL, ERIC, Web of Science, Scopus, key journals, and previous review bibliographies through May 2011 and an updated Medline search through October 2013 were conducted. Original research articles in any language evaluating the use of TES for educating health care providers at any stage, where the content solely focuses on patients 18 years or younger, were selected. Reviewers working in duplicate abstracted information on learners, clinical topic, instructional design, study quality, and outcomes. We coded skills (simulated setting) separately for time and nontime measures and similarly classified patient care behaviors and patient effects. RESULTS:We identified 57 studies (3666 learners) using TES to teach pediatrics. Effect sizes (ESs) were pooled by using a random-effects model. Among studies comparing TES with no intervention, pooled ESs were large for outcomes of knowledge, nontime skills (eg, performance in simulated setting), behaviors with patients, and time to task completion (ES = 0.80-1.91). Studies comparing the use of high versus low physical realism simulators showed small to moderate effects favoring high physical realism (ES = 0.31-0.70).CONCLUSIONS: TES for pediatric education is associated with large ESs in comparison with no intervention. Future research should include comparative studies that identify optimal instructional methods and incorporate pediatric-specific issues into educational interventions.

show abstract

mentioning

confidence: 99%

Technology-Enhanced Simulation and Pediatric Education: A Meta-analysis

et al. 2014

Self Cite

View full text Add to dashboard Cite

show abstract

“…Some hospitals use immediate postevent debriefings, which improve team performance. [7][8][9][10] Additional reports of multidisciplinary event reviews have been focused specifically on CPR performance, but not on other system factors that could affect patients' outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Numerous approaches have been proposed, including immediate debriefings to review team performance. [7][8][9][10] Such reviews focus on the quality of cardiopulmonary resuscitation (CPR) and team-related issues. Efforts to improve team performance during a cardiopulmonary arrest promote optimal results from such high-intensity, low-frequency events.…”

mentioning

confidence: 99%

Multidisciplinary Review of Code Events in a Heart Center

Blankenship

Fernandez

Joy

et al. 2016

American Journal of Critical Care

View full text Add to dashboard Cite

Objective To identify a cause for clinical deterioration, examine resuscitation efforts, and identify and correct system issues (thus improving outcomes) via a multidisciplinary code-review process soon after cardiopulmonary arrest. Methods Retrospective analysis of code events in a tertiary pediatric heart center from September 2010 to December 2013 and review of surgical-cardiac data from January 2010 to December 2013. Results A multidisciplinary team reviewed 47 code events, 16 of which (34%) were deemed potentially preventable. At least 2 issues were identified during 66% (31/47) of cardiopulmonary arrests reviewed. Key issues identified were related to communication (62%), environment/ culture/policy (47%), patient care (including resuscitation, 41%), and equipment (38%). About 60% of reviewed arrests resulted in educational initiatives (eg, mock code, in-service education) and 47% resulted in a new policy or modification of existing policy. Less common were changes in equipment (32%) or modification of staffing needs (11%). Changes most frequently occurred in the unit specific to the event (68%) but some changes occurred throughout the Heart Center (32%) or across the hospital system (13%). Survival to discharge after cardiopulmonary arrest has improved over time (P = .03) to 81% for cardiac surgical patients in our center. Conclusion A multidisciplinary code-review committee can identify deficiencies and lead to educational initiatives and improvements in care. When coupled with a hospitalwide "code blue" review process, these changes may benefit the institution as a whole.

show abstract

“…Os temas foram abordados em módulos semanais divididos em: (1) higienização das mãos e cuidado com ostomias; (2) prevenção de infecções relacionadas a cateteres intravasculares; (3) prevenção de pneumonias relacionadas à ventilação mecânica; (4) prevenção de ITU associadas a cateteres vesicais e Iras em ambientes não hospitalares; (5) Os módulos foram analisados individualmente em relação ao aproveitamento conforme sexo, curso e período na graduação do aluno por ocasião da realização do módulo (Tabelas de 1 a 5). Desde então, diversas escolas médicas, nacionais e internacionais, vêm incorporando paulatinamente, ao longo dos últimos 40 anos, as simulações como parte dos currículos, para o treinamento tanto de graduandos, como de residentes e pós-graduandos 10,11,[26][27][28][29] .…”

Section: Methodsunclassified