Simulated Pediatric Trauma Team Management

Hunt, Elizabeth A.; Heine, Margaret; Hohenhaus, Susan M.; Luo, Xuemei; Frush, Karen

doi:10.1097/pec.0b013e31815a0653

Cited by 70 publications

(22 citation statements)

References 28 publications

(14 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Use of simulation-based training shows improvements in learners’ knowledge, skills, attitudes, and performance. 12 – 15 Moreover, simulation-based training for medical education leads to effective learning as it provides “repetitive practice, ability to integrate into curriculum, ability to alter the degree of difficulty, ability to capture clinical variation, immediate feedback, and approximation of clinical practice.” 16 …”

Section: Introductionmentioning

confidence: 99%

Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills

Toy

McKay

Walker

et al. 2017

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

Purpose:To evaluate the effectiveness of a learner-centered, simulation-based training developed to help medical students improve their procedural skills in intubation, arterial line placement, lumbar puncture, and central line insertion.Method:The study participants were second and third year medical students. Anesthesiology residents provided the training and evaluated students’ procedural skills. Two residents were present at each station to train the medical students who rotated through all 4 stations. Pre/posttraining assessment of confidence, knowledge, and procedural skills was done using a survey, a multiple-choice test, and procedural checklists, respectively.Results:In total, 24 students were trained in six 4-hour sessions. Students reported feeling significantly more confident, after training, in performing all 4 procedures on a real patient (P < .001). Paired-samples t tests indicated statistically significant improvement in knowledge scores for intubation, t(23) = −2.92, P < .001, and arterial line placement, t(23) = −2.75, P < .001. Procedural performance scores for intubation (t(23) = −17.29, P < .001), arterial line placement (t(23) = −19.75, P < .001), lumbar puncture (t(23) = −16.27, P < .001), and central line placement (t(23) = −17.25, P < .001) showed significant improvement. Intraclass correlation coefficients indicated high reliability in checklist scores for all procedures.Conclusions:The simulation sessions allowed each medical student to receive individual attention from 2 residents for each procedure. Students’ written comments indicated that this training modality was well received. Results showed that medical students improved their self-confidence, knowledge, and skills in the aforementioned procedures.

show abstract

Section: Introductionmentioning

confidence: 99%

Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills

Toy

McKay

Walker

et al. 2017

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

show abstract

“…Common items found to be deficient included accurately estimating a child's weight, obtaining vascular access, removing the child's clothing, offering parental support, performing an accurate neurological assessment and stabilizing the patient's cervical spine. A follow up study by Dr. Hunt [20] using similar simulation and assessment methods, found that scenario participation with a brief educational intervention was effective in improving performance in follow up testing. Significant overall trauma team performance improvement was shown in a study comparing scenarios conducted in the first 4 months of the study year versus scenarios conducted during the last 4 months of the year following team-based pediatric simulation training at Cincinnati Children's Hospital [21].…”

Section: Discussionmentioning

confidence: 99%

Exploration of the Barriers and Education Needs of Non-Pediatric Hospital Emergency Department Providers in Pediatric Trauma Care

Falgiani¹,

Kennedy²,

Jahnke³

2014

IJCM

View full text Add to dashboard Cite

Study Objective: Nine million children are seen in emergency departments each year for traumatic injuries. Eighty percent of these children will be cared for in non-children's hospital settings. We sought to understand the barriers and opportunities for optimal pediatric trauma care in non-pediatric emergency departments and to define practice-specific educational needs. Methods: This qualitative study consisted of focus groups from rural, regional and urban non-pediatric emergency department sites discussing pediatric trauma care. Groups were homogenous for the provider role and included 8 physician groups and 9 non-physician groups. Focus groups were led by a trained moderator using a discussion guide composed of open-ended questions which covered various topics of pediatric trauma care. Focus groups were audio-taped and later transcribed and the data were analyzed for major themes and key concepts. Results: A total of 107 providers participated in the focus groups (32 physicians and 75 non-physicians). Barriers to provide optimal pediatric trauma care expressed by providers included the lack of pediatric trauma experience, inadequate pediatric trauma training and the lack of confidence with assessment of the pediatric trauma patient. All providers across all types of hospitals indicated a need and interest in training focused on pediatric trauma, but topics covered, and skills needed varied by type of facility. Conclusions: Community emergency room providers indicated a need for pediatric trauma education. Specifically, hands-on training with high-fidelity simulation was identified as the most useful type of training to gain the skills and confidence needed to manage pediatric trauma patients in their emergency departments.

show abstract

“…A 6-month follow-up trauma scenario was performed to look at the retention of skills and knowledge. This study demonstrated markedly improved performance by pediatric emergency care providers ( 21 ). Other studies have organized trauma simulation training for multidisciplinary pediatric trauma teams and found significant improvement in overall performance after the simulation training ( 22 , 23 ).…”

Section: Resuscitation and Trauma Trainingmentioning

confidence: 80%

Review of Simulation in Pediatrics: The Evolution of a Revolution

et al. 2015

View full text Add to dashboard Cite

Recent changes in medical education have highlighted the importance of experiential learning. Simulation is one model that has gained significant attention in the last decade and has been widely adopted as a training and assessment tool in medical education. Pediatric simulation has been utilized to teach various skills including resuscitation and trauma management, procedural skills, and team training. It is also a valuable tool for health care educators, as it allows learners to achieve competence without putting patients at risk. Recent literature demonstrates increased retention of knowledge and skills after simulation-based training. Further research is required to improve current simulation curriculums, develop validated assessment tools, and to demonstrate improved clinical outcomes after simulation-based training. We conducted an online search of original and review articles related to simulation and pediatric medical education and provide an overview of the role and utility of simulation in pediatrics.Key PointsSimulation in pediatrics has been widely accepted and adapted as a training and assessment tool in medical education.Simulation in pediatrics has been utilized to teach various skills including resuscitation and trauma management, procedural skills, and team training.Further research is required to improve current simulation curriculums, to develop validated assessment tools, and to demonstrate improved clinical outcomes after simulation-based training.

show abstract

Simulated Pediatric Trauma Team Management

Cited by 70 publications

References 28 publications

Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills

Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills

Exploration of the Barriers and Education Needs of Non-Pediatric Hospital Emergency Department Providers in Pediatric Trauma Care

Review of Simulation in Pediatrics: The Evolution of a Revolution

Contact Info

Product

Resources

About