Improving the Pediatric Emergency Department Learning Experience: A Simulation-Based Orientation for Pediatric PGY 1 Residents

Holzemer, Nicholas F; Pomeranz, Elaine; Tomlinson, Sarah

doi:10.15766/mep_2374-8265.10919

Cited by 4 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[24][25][26] One such curriculum was developed to improve resident selfconfidence and preparedness in the PED. 27 Results showed that when compared with controls, residents who participated in the boot camp curriculum showed improvement in self-reported confidence in independent decision making, preparedness to rapidly assess and stabilize unstable patients, and comfort initiating treatment before staffing after both the orientation and the end of the rotation. Based on our data, fellowship PDs may consider offering procedural bootcamps and research courses early in training.…”

Section: Discussionmentioning

confidence: 97%

“…Bootcamps have been used to augment resident training or help transition incoming fellows 24–26 . One such curriculum was developed to improve resident self-confidence and preparedness in the PED 27 . Results showed that when compared with controls, residents who participated in the boot camp curriculum showed improvement in self-reported confidence in independent decision making, preparedness to rapidly assess and stabilize unstable patients, and comfort initiating treatment before staffing after both the orientation and the end of the rotation.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Pediatric Residency Preparedness for Pediatric Emergency Medicine Fellowship

Malik

Langhan

2022

Pediatr Emer Care

View full text Add to dashboard Cite

The aim of the study was to examine the perception of pediatric emergency medicine (PEM) program directors (PDs), associate PDs (APDs) and first-year fellows regarding the preparedness of new PEM fellows who have graduated from pediatric residency programs.Methods: Unique surveys were created and electronically distributed to PEM PDs/APDs and first-year PEM fellows. Individual and institutional demographic information was collected. Using a 5-point Likert scale, survey items centered the perceived preparedness of first-year PEM fellows within 5 domains: professionalism, independence/autonomy, psychomotor skills, clinical evaluation and management, and academia/scholarship.Results: Forty percent (48/119) of eligible PDs and APDs and 56% (82/ 147) of eligible first-year PEM fellows responded. Most PDs/APDs strongly agreed or agreed that incoming fellows perform adequately in areas of professionalism, independence/autonomy, and clinical evaluation and management. The PDs/APDs perceived fellows to be less prepared in the academia/scholarship domain and several psychomotor skills. Most firstyear PEM fellows perceived themselves as prepared in areas of professionalism and clinical evaluation and management. Fellows had varied feelings of preparedness in the domains of independence/autonomy, psychomotor skills, and academia/scholarship. Overall, most PDs/APDs (54%) and fellows (84%) feel that pediatric residency training was strong or very strong.Conclusions: Most respondents in both groups felt that in general, pediatric residency programs adequately train residents for PEM fellowship. Both groups felt that the strengths of general pediatric training were among the domains of professionalism and clinical evaluation and management, whereas psychomotor skills and academia and scholarship were areas of improvement. These findings may be used by general pediatric residency and PEM fellowship programs to guide curriculum development.

show abstract

Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Pediatric Residency Preparedness for Pediatric Emergency Medicine Fellowship

Malik

Langhan

2022

Pediatr Emer Care

View full text Add to dashboard Cite

show abstract

The Need for an Adult Intensive Care Unit Boot Camp for Residents and Fellows: A Cross-Sectional Survey among Intensive Care Unit Directors

Umei

Nishimura²,

Ichiba

et al. 2022

J Nippon Med Sch

View full text Add to dashboard Cite

Background:The concept of "see one, do one, teach one" raises concerns regarding patient safety in the intensive care unit (ICU) and highlights the need for prior preparation of residents/fellows for ICU rotation. This study assessed the need for an adult pre-ICU "boot camp" training course.Methods: An online questionnaire regarding the current ICU training and desirable course framework was distributed via e-mail to the ICU directors of 269 educational centers certified by the Japanese Society of Intensive Care Medicine. Results:The response rate was 39% (106/269). The number of residents/fellows undergoing ICU rotation was 5.5 (IQR 2-12)/ICU/year, and the majority (63%) were second to fourth year post-graduate residents and fellows. ICU directors opined that of the fundamental critical care skills, residents/fellows performed well or very well in only seven out of 29 skills (24%). Only 18% of the ICU directors had an established ICU training curriculum. Overall, 72% of the directors were interested in the boot camp.The desirable course framework was 3-5 hours per day with simulations and lectures. The core skills that directors considered as important to acquire during ICU rotation were central venous catheter insertion, tracheal intubation, defibrillation, initiation of mechanical ventilation, physical examination of critically ill patients, and shock assessment. Conclusions:Residents/fellows began ICU rotations with suboptimal skills as reported by ICU directors. In addition, most of the ICUs had not established a training curriculum. Therefore, having an ICU boot camp is necessary to enhance critical care skills and to decrease medical errors.

show abstract

Implementation and Evaluation of a Trainee Orientation Manual in an Intensive Care Unit Rotation

Cañizares-Otero,

Danyalian,

High

et al. 2024

ATS Scholar

View full text Add to dashboard Cite

Background The intensive care unit (ICU) rotation places trainees in a fast-paced, high-intensity environment that requires complex patient care and multidisciplinary coordination. Trainees seek continuous medical knowledge acquisition while tasked with learning ICU-specific workflows, procedures, and policies. The unfamiliarity with rotation logistics and administrative roles and expectations could hinder the ICU rotation learning experience. A lack of standardization and material for trainee orientation to administrative ICU tasks and workflows could affect the trainee’s rotation performance and overall learner satisfaction. Objective We evaluated the implementation of an ICU trainee manual to provide trainees with a source of orientation for rotation logistics and nonclinical ICU tasks. We assessd its impact on content retention, learners’ satisfaction with the manual, and overall ICU rotation experience. Methods We designed an observational, prospective cohort study that included all trainees scheduled to rotate in the ICU during the 2020–2021 academic year. The ICU manual was delivered electronically and was available throughout the academic year. Trainees received a survey before their first ICU rotation (pretest) and 6 months after their first ICU rotation (retest) to assess content retention, trainees’ perception of the ICU manual, and overall rotation satisfaction. Results A total of 95 trainees completed the pretest survey, and 61 completed the retest survey. The target cohort response rate for each survey was 100%. Pretest scores were higher than the matched retest scores (41 of 48 [interquartile range, 37–44] vs. 38 of 48 [34–41]; P < 0.001). The median ICU manual satisfaction score was 32 of 40 (26–36.5). We found positive correlations between ICU manual trainee satisfaction score and the retest score ( r [59] = 0.320; P = 0.01) and ICU rotation trainee satisfaction level ( r [59] = 0.909; P < 0.001). Conclusion Implementing an ICU manual to orient trainees to their ICU clinical rotation was well received and showed continued retention of orientation content. Higher ICU rotation trainee satisfaction levels were related to a positive perception of the ICU manual.

show abstract

Improving the Pediatric Emergency Department Learning Experience: A Simulation-Based Orientation for Pediatric PGY 1 Residents

Cited by 4 publications

References 14 publications

Pediatric Residency Preparedness for Pediatric Emergency Medicine Fellowship

Pediatric Residency Preparedness for Pediatric Emergency Medicine Fellowship

The Need for an Adult Intensive Care Unit Boot Camp for Residents and Fellows: A Cross-Sectional Survey among Intensive Care Unit Directors

Implementation and Evaluation of a Trainee Orientation Manual in an Intensive Care Unit Rotation

Contact Info

Product

Resources

About