Simulation-based crisis resource management training for pediatric critical care medicine

Abstract

Crisis resource management principles form the foundation for efficient team functioning and subsequent error reduction in high-stakes environments such as acute care pediatrics. Effective instructor training is required for those programs wishing to teach these principles using simulation-based learning. Dissemination and integration of these principles into pediatric critical care practice has the potential for a tremendous impact on patient safety and outcomes.

Mastery of Status Epilepticus Management via Simulation-Based Learning for Pediatrics Residents

“…Using a familiar space resembling a typical inpatient room provided opportunity for situational awareness, a key component to successfully manage a critically ill patient. [16][17][18][19] Items in the room included a non-rebreather oxygen mask, cardiopulmonary continuous monitor, and a crash cart. Creating a highly realistic scenario was important for mastery achievement.…”

Evaluating Videotaped Role-Modeling to Teach Crisis Resource Management Principles

“…CRM principles are defined as ''a set of skills outside of medical knowledge that are required to effectively manage the actual crisis itself'' (Kim et al, 2009, p. 6). Communication and leadership are two concepts thought to be important characteristics found in an effective team during a crisis situation and may be taught or evaluated during CRM training (Blum et al, 2004;Cheng, Donoghue, Gilfoyle, & Eppich, 2012;Gaba, 2004;Gaba et al, 2001;Hicks, Bandiera, & Denny, 2008;Howard, Gaba, Fish, Yang, & Sarnquist, 1992;Kim et al, 2009;LeFlore, Anderson, Michael, Engle, & Anderson, 2007;Rudy et al, 2007). Because of technological advances, computerized patient simulators or simulated patients have been incorporated into CRM training (Blum et al, 2004;Cheng et al, 2012;Gaba et al, 2001;Howard et al, 1992;Kim et al, 2009;Rudy et al, 2007).…”

“…CRM training has traditionally been taught to professional teams, that is, those already working in the health care arena (Blum et al, 2004;Rudy et al, 2007). Subspecialties being trained in CRM include those such as anesthesiology and critical care (Blum et al, 2004;Cortez, 2008;Gaba, 2004;Gaba et al, 2001) as well as pediatrics (Cheng et al, 2012;Cortez, 2008). In pediatrics, CRM training in regard to resuscitation is often done with teams (Cheng et al, 2012;Cortez, 2008).…”

Use of Simulation in Canadian Neonatal-Perinatal Medicine Training Programs

“…The current focus of most programs on technical skills reflects what simulation has traditionally been used to teach [6][7][8], which is reasonable given the need for deliberate practice, decreasing clinical exposure, and the need to enhance patient safety. However, simulation is also being used successfully to teach non-procedural skills [17]. Therefore, there is an opportunity to expand the use of simulation in Canadian training programs to enhance the acquisition of nontechnical skills and address the perceived needs of our learners.…”