Newly Diagnosed Type 1 Diabetes Mellitus: A Resident Simulation

Donegan, Diane; Mader, Rose; Weigel, Sara; Kennel, Kurt A.

doi:10.15766/mep_2374-8265.9345

Cited by 3 publications

(3 citation statements)

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“…A review of available pediatric-specific diabetes curricula in MedEdPORTAL and other publications revealed various limitations, including that these publications focus on limited or outpatient aspects of diabetes management, are embedded within a general overall endocrinology curriculum, involve specific educational techniques (e.g., team-based learning, simulation) that may preclude implementation in clinical teaching settings, or are self-directed with limited engagement and learner completion rates. 6,[10][11][12][13][14] To bridge these limitations and facilitate teaching residents the intricacies of pediatric diabetes fundamentals, we designed a structured pediatricspecific curriculum that is learner centered and comprehensive and provides an engaging educational delivery method flexible to several learning environments.…”

Section: Introductionmentioning

confidence: 99%

Case-Based Curriculum for Pediatric Residents in Diabetes Fundamentals

Al-Gadi

Sisley

2021

MedEdPORTAL

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Introduction Pediatricians are at the front line to diagnose new-onset diabetes and treat acute diabetes complications in children. Pediatric residents need a strong foundation in recognizing and managing pediatric diabetes, imposing a demand for a structured, comprehensive pediatric-specific diabetes curriculum. Methods This three-module case-based curriculum focused on diabetes fundamentals relevant to pediatricians in the outpatient and inpatient settings. Each module covered an independent topic within pediatric diabetes. Topics included diabetic ketoacidosis, new-onset diabetes management, and acute complications of diabetes. The modules were focused, short, and flexible to accommodate learners’ demanding clinical duties and time limitations. We delivered the curriculum to pediatric residents rotating in the inpatient endocrinology department over 3 separate days. Pre- and posttests assessed learners’ knowledge and confidence in diabetes care. Results We tested the curriculum for 7 months in 10 individual cycles, with 11 learners participating. We noted an increase in learners’ scores on diabetes knowledge assessment of 16% (95% CI, 5–28; p = .01) after completing the curriculum. The residents’ confidence in performing diabetes clinical care skills also improved, with the majority going from reporting low or neutral confidence before instruction to reporting high confidence after instruction. Learners reported 100% extreme satisfaction with the curriculum. Discussion This case-based curriculum exposed residents to pediatric diabetes using authentic, clinically relevant, engaging scenarios. The curriculum enabled learners to actively rationalize their thought process and slow down learning. Short and focused, the curriculum was suitable for mitigating the cognitive load and the time constraints in busy clinical environments.

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Section: Introductionmentioning

confidence: 99%

Case-Based Curriculum for Pediatric Residents in Diabetes Fundamentals

Al-Gadi

Sisley

2021

MedEdPORTAL

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“…These articles, however, were qualitative descriptions only, and did not include statistical analysis of the impact of the academic exercises. [3][4][5][6][7][8][9][10] Accordingly, this study provides an analysis of pre-and post-simulation student attitudes and confidence levels in their ability to provide care for patients with diabetes.…”

Section: Introductionmentioning

confidence: 99%

Impact of Diabetes Simulation on Empathy in Pharmacy Students

Parker

Fontem

Ojong

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To assess the impact of a diabetes simulation activity on empathy in pharmacy students. Methods. Students enrolled in an elective diabetes course were required to complete a 3-day diabetes simulation. Pre-and post-activity survey questions were administered to assess the effect of the simulation activity on empathy. Students maintained daily logs of their actual blood glucose readings (tested twice a day), pre-meal simulated blood glucose readings, and simulated insulin doses. Students were required to take a placebo oral medication and to respond (and document their approach) to a simulated hypo-or hyperglycemic event. Results. The pre-and post-activity survey results indicated statistically significant changes in responses regarding empathy. Conclusion. This 3-day diabetes simulation increased student empathy and confidence in managing select aspects of diabetes.

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“…29 Among simulation-based or SP-based scenarios, few focus explicitly on supporting everyday clinical decision-making; rather, they frame clinical reasoning as an activity that supports rarely occurring or high-risk/low-frequency diagnoses. 30,31 Other live scenario simulations offered in MedEdPORTAL address either diabetes or angina, 32–34 but none offer a pairing of different cases, allowing learners to discuss the challenges brought about by the specifics of case content.…”

Section: Introductionmentioning

confidence: 99%

Clinical Reasoning in the Primary Care Setting: Two Scenario-Based Simulations for Residents and Attendings

et al. 2018

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IntroductionWe describe the development and implementation of tools medical educators or researchers can use for developing or analyzing residents' through attending physicians' clinical reasoning in an outpatient clinic setting. The resource includes two scenario-based simulations (i.e., diabetes, angina), implementation support materials, an open-ended postencounter form, and a think-aloud reflection protocol.MethodWe designed two scenarios with potential case ambiguity and contextual factors to add complexity for studying clinical reasoning. The scenarios are designed to be used prior to an open-ended written exercise and a think-aloud reflection to elicit reasoning and reflection. We report on their implementation in a research context but developed them to be used in both educational and research settings.ResultsTwelve physicians (five interns, three residents, and four attendings) considered between three and six differential diagnoses (M = 4.0) for the diabetes scenario and between three and nine differentials (M = 4.3) for angina. In think-aloud reflections, participants reconsidered their thinking between zero and 14 times (M = 3.5) for diabetes and zero and 11 times (M = 3.3) for angina. Cognitive load scores ranged from 4 to 8 (out of 10; M = 6.2) for diabetes and 5 to 8 (M = 6.6) for angina. Participants rated scenario authenticity between 4 and 5 (out of 5).DiscussionThe potential case content ambiguity, along with the contextual factors (e.g., patient suggesting alternative diagnoses), provides a complex environment in which to explore or teach clinical reasoning.

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Newly Diagnosed Type 1 Diabetes Mellitus: A Resident Simulation

Cited by 3 publications

References 0 publications

Case-Based Curriculum for Pediatric Residents in Diabetes Fundamentals

Case-Based Curriculum for Pediatric Residents in Diabetes Fundamentals

Impact of Diabetes Simulation on Empathy in Pharmacy Students

Clinical Reasoning in the Primary Care Setting: Two Scenario-Based Simulations for Residents and Attendings

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