Rapid Cycle Deliberate Practice in Virtual Reality: Teaching Transvenous Pacemaker Insertion to Emergency Medicine Residents

Peng, Cynthia; Ng, Kristen; Roszczynialski, Kelly N.; Warrington, Steven; Schertzer, Kimberly

doi:10.7759/cureus.18503

Cited by 7 publications

(7 citation statements)

References 16 publications

(21 reference statements)

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“…We found that simulation participation significantly increased resident knowledge and confidence when dealing with pediatric cardiac arrest. Our results are like those reported elsewhere, finding that participation in mock code is an effective educational method to increase pediatric resident knowledge and self-confidence in managing pediatric arrest 8–10 . We did not show any additional benefit in adding traditional education or reinforced education.…”

Section: Discussionsupporting

confidence: 88%

“…Our results are like those reported elsewhere, finding that participation in mock code is an effective educational method to increase pediatric resident knowledge and self-confidence in managing pediatric arrest. [8][9][10] We did not show any additional benefit in adding traditional education or reinforced education.…”

Section: Discussionmentioning

confidence: 60%

“…Rapid cycle deliberate practice requires learners to repetitiously perform a simulation with micro-debriefs interjected by the faculty. Mastery learning uses the principles of deliberate practice with learner assessment that uses a set of criteria to define a specific passing standard that implies mastery of the tasks being learned 9,10 . However, we could not find literature on the value of educational sessions accompanying SBME 4,7,8 .…”

mentioning

confidence: 95%

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Optimizing Education During Pediatric Resident Mock Code Sessions

et al. 2023

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Introduction Most pediatric residents have limited opportunities to manage cardiac arrest. We used simulation to fill that educational void. Given work hours and other obligations, resident education sessions must be high-yield. We examined the effectiveness of adding varying amounts of formal education to a mock code session on resident knowledge and confidence in managing pediatric cardiac arrest compared with participation alone. Methods Convenient groups of 3 to 8 pediatric residents completed a simulation session with the identical scenario: a 3-month-old infant with pulseless ventricular tachycardia and then pulseless electrical activity. All residents completed pretests and posttests, which consisted of open-ended knowledge questions from the American Heart Association Pediatric Advanced Life Support guidelines and confidence Likert scale assessments. Resident groups were assigned to 1 of 3 educational models: experiential-only: participation in the mock, traditional: mock code participation with standardized education after the mock code, or reinforced: standardized education before and after mock code participation. Results Ninety-five residents participated. Collectively, residents demonstrated a median 2-point (interquartile range, 1–4) increase in knowledge (test maximum score, 10) after they attended a mock code simulation session (P < 0.0001); however, there were no statistically significant differences noted between educational modalities. All residents also demonstrated a 4-point median increase in confidence (test maximum score, 25) after completing their simulation session (interquartile range, 3–6) (P < 0.001), but no differences were seen by type or amount of accompanying education. Conclusions Residents had gains in confidence and knowledge of pediatric cardiac arrest management after participation in the mock code. Formal educational sessions and reinforced formal education sessions accompanying the mock code did not significantly increase knowledge or confidence.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 60%

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confidence: 95%

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Optimizing Education During Pediatric Resident Mock Code Sessions

et al. 2023

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“…Obstetric Life Support instructors lead participants through different training scenarios using Rapid Cycle Deliberate Practice, 18 an instructional methodology to teach resuscitation and team skills. Each participant practices hands-on techniques with a customized, low-fidelity simulator with real-time feedback on critical maternal cardiac arrest skills.…”

Section: Methodsmentioning

confidence: 99%

Validation of a Simulation-Based Resuscitation Curriculum for Maternal Cardiac Arrest

Shields,

Vidosh,

Thomson

et al. 2023

Obstetrics &Amp; Gynecology

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OBJECTIVE: To assess the knowledge, skills, and self-efficacy of health care participants completing a simulation-based blended learning training curriculum on managing maternal medical emergencies and maternal cardiac arrest (Obstetric Life Support). METHODS: A formative assessment of the Obstetric Life Support curriculum was performed with a prehospital cohort comprising emergency medical services professionals and a hospital-based cohort comprising health care professionals who work primarily in hospital or urgent care settings and respond to maternal medical emergencies. The training consisted of self-guided precourse work and an instructor-led simulation course using a customized low-fidelity simulator. Baseline and postcourse assessments included multiple-choice cognitive test, self-efficacy questionnaire, and graded Megacode assessment of the team leader. Megacode scores and pass rates were analyzed descriptively. Pre– and post–self-confidence assessments were compared with an exact binomial test, and cognitive scores were compared with generalized linear mixed models. RESULTS: The training was offered to 88 participants between December 2019 and November 2021. Eighty-five participants consented to participation; 77 participants completed the training over eight sessions. At baseline, fewer than half of participants were able to achieve a passing score on the cognitive assessment as determined by the expert panel. After the course, mean cognitive assessment scores improved by 13 points, from 69.4% at baseline to 82.4% after the course (95% CI 10.9–15.1, P<.001). Megacode scores averaged 90.7±6.4%. The Megacode pass rate was 96.1%. There were significant improvements in participant self-efficacy, and the majority of participants (92.6%) agreed or strongly agreed that the course met its educational objectives. CONCLUSION: After completing a simulation-based blended learning program focused on managing maternal cardiac arrest using a customized low-fidelity simulator, most participants achieved a defensible passing Megacode score and significantly improved their knowledge, skills, and self-efficacy.

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“…(See appendix for sample case information) Innovative teaching with Rapid-cycle deliberate practice simulation: The faculty used an innovative teaching approach, which has previously shown very effective teaching in small group settings. Rapidcycle deliberate practice simulation sessions (RCDP) are a simulation method that involves frequent pauses to give targeted feedback to learners and allows opportunities for repetitive practice improvement (13). Module 2b (a 3h): Paediatric trauma simulation, covering the evaluation and management of injuries such as fractures, head injuries, and abdominal injuries.…”

Section: Curriculum Developmentmentioning

confidence: 99%

Globalizing Paediatric Emergency Training: The EmergenSIMs Pathway Empowers Residents in Non-Paediatric Hospitals

Ebm,

Pokrajac,

Brusa

et al. 2023

Preprint

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Background: Emergency departments (EDs) across the globe face numerous challenges in delivering optimal paediatric care due to limited equipment access, restricted training time, and a shortage of paediatric specialists. This article examines the execution and assessment of a year-long cross-border pediatric emergency simulation curriculum led by a team of expert faculty. The primary objective was to educate residents working in low-volume hospitals with limited exposure to paediatric emergencies, enhancing their preparedness through guidance from an international faculty. Methodology: To evaluate the impact of an international curriculum on residents' readiness for paediatric emergencies, we conducted a study in collaboration between Humanitas University, Italy, and Stanford University, USA. This innovative hybrid curriculum of online and onsite simulation learning was collaboratively conceptualized and executed within a tertiary non-pediatric hospital in Italy, with instruction provided by an international team. Evaluative measures for this approach comprised descriptive focus group evaluations and a standardized satisfaction survey. Results: Out of 104 residents, 55 (52%) participated in the online module, with 30 (54%) of them participating in the intensive onsite simulation. The survey response rate was 53%, yielding positive feedback: international faculty presence scored 4.8/5, course design 4.7/5 for its practicability, and 4.6/5 for engagement. In focus groups, students expressed their appreciation for international educational distinctions. In particular, the prevalent ABCDE assessment approach taught by the international faculty and the introduction of innovative educational approaches, such as the rapid cycle deliberate practice (RCDP), were deemed highly effective. Conclusion: The development and implementation of a hybrid, simulation-based curriculum for paediatric case management, led by foreign expert faculty, effectively addressed the existing gaps in postgraduate medical rotations. By equipping residents with essential competencies for managing pediatric cases, this initiative showcased the potential of globally optimizing and sharing finite resources, yielding favorable results for emergency care in tertiary settings.

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Rapid Cycle Deliberate Practice in Virtual Reality: Teaching Transvenous Pacemaker Insertion to Emergency Medicine Residents

Cited by 7 publications

References 16 publications

Optimizing Education During Pediatric Resident Mock Code Sessions

Optimizing Education During Pediatric Resident Mock Code Sessions

Validation of a Simulation-Based Resuscitation Curriculum for Maternal Cardiac Arrest

Globalizing Paediatric Emergency Training: The EmergenSIMs Pathway Empowers Residents in Non-Paediatric Hospitals

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