Practice Makes Better: Making the Case for a Novel Hospitalist Resuscitation Curriculum

Creamer, Kevin M.; Ismail, Lana; Smith, Karen

doi:10.1542/hpeds.2020-0147

Cited by 1 publication

(1 citation statement)

References 21 publications

(21 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our quarterly resuscitation curriculum for pediatric hospitalists and fellows taught in a non-threatening environment to optimize skill performance with deliberate pauses for expert and peer coaching was recently outlined in an opinion piece [18]. This new curriculum with frequent training of hands-on skills aimed to improve pediatric hospitalists' comfort in performing resuscitations, their knowledge, and psychomotor proficiency.…”

Section: Introductionmentioning

confidence: 99%

Pediatric Hospitalist Resuscitation Skills Refresher Training With Pauses for Deliberate Practice

Ismail¹,

Bhansali²,

Creamer³

2021

Cureus

Self Cite

View full text Add to dashboard Cite

IntroductionPediatric hospitalists are expected to lead resuscitative efforts for cardiopulmonary arrests, but the infrequency of these events and pediatric advanced life support (PALS) re-certifications are insufficient to maintain skill proficiency. We created a novel resuscitation refresher curriculum for pediatric hospitalists with strategic pauses during simulations for expert and peer coaching of procedural skills. MethodsIn a tertiary care academic pediatric hospital between September 2018 to June 2019, pediatric hospitalists and fellows voluntarily participated in a series of three quarterly two-hour training sessions taught by expert peer facilitators. Sessions focused on the thirty-second rapid cardiopulmonary assessment and each of the pediatric advanced life support (PALS) algorithms. Scenarios were strategically paused to practice critical hands-on skills. Cases centered on the themes of shock, respiratory, and cardiac emergencies and took place in a high-fidelity simulation lab requiring a technician and expert peer facilitator. Participants anonymously completed Likert scale-based evaluations after each session and again at the end of the year that focused on participants' own perceived change in their comfort levels in performing various resuscitation skills and in knowing basic resuscitation steps. As part of our institutional and personal assessment of the curriculum, an end-of-year survey additionally asked participants to reflect on the overall simulation curriculum and resultant changes in their clinical practice. ResultsComfort in all skills practiced across the three sessions increased. The end-of-year survey showed a significant rise in comfort above baseline but some decrements when compared to that immediately posttraining. Ninety-six percent of pediatric hospitalists rated the overall quality of the training "better" or "much better" than other resuscitation training (including PALS classes and traditional simulations with skills training after the scenario). The overall effect of the curriculum on perceived knowledge, skills, and confidence levels was significant (p <0.0001). ConclusionSerial resuscitation skills refreshers with expert peer coaching and strategic pauses for hands-on skills practice can result in significant improvements in perceived knowledge and comfort with skill performance as well as the leadership role among pediatric hospitalists.

show abstract

Section: Introductionmentioning

confidence: 99%