Teaching Resuscitation to Pediatric Residents

Nadel, Frances M.; Lavelle, Jane; Fein, Joel A.; Giardino, Angelo P.; Decker, Joanne M.; Durbin, Dennis R.

doi:10.1001/archpedi.154.10.1049

Cited by 98 publications

(85 citation statements)

References 26 publications

(34 reference statements)

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“…Second, 6 hours of dedicated simulation training may not be enough time to show the benefit of this educational modality. Nadel et al 8 found that pediatric residents as a group have very little experience, either real or simulated, in leading resuscitations during their residency. This complex skill may take more time to develop, possibly hindering our ability to find a difference in actual skill performance using our study design.…”

Section: Skill Index With and Without Mock Codesmentioning

confidence: 99%

Pediatric Intensive Care Simulation Course: A New Paradigm in Teaching

Tofil¹,

Benner²,

Zinkan³

et al. 2011

Journal of Graduate Medical Education

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Objective True pediatric emergencies are rare. Because resident work hours are restricted and national attention turns toward patient safety, teaching methods to improve physician performance and patient care are vital. We hypothesize that a critical-care simulation course will improve resident confidence and performance in critical-care situations. Interventions We developed a monthly pediatric intensive care unit simulation course for second-year pediatric residents that consisted of weekly 1-hour sessions during both of the residents' month-long pediatric intensive care unit rotations. All scenarios used high-fidelity pediatric simulators and immediate videotape-assisted debriefing sessions. In addition, simulated intraosseous line insertion and endotracheal intubations were also performed. Results All residents improved their comfort level and confidence in performing individual key resuscitation tasks. The largest improvements were seen with their perceived ability to intubate children and place intraosseous lines. Both of these skills improved from baseline and compared to third-year-resident controls who had pediatric intensive care unit rotations but no simulations (P = .05 and P = .07, respectively). Videotape reviews showed only 54% ± 12% of skills from a scenario checklist performed correctly. Conclusions Our simulation-based pediatric intensive care unit training course improves second-year pediatric residents' comfort level but not performance during codes, as well as their perceived intubation and intraosseous ability. Videotape reviews show discordance between objective performance and self-assessment. Further work is necessary to elucidate the reasons for this difference as well as the appropriate role for simulation in the new graduate medical education climate, and to create new teaching modalities to improve resident performance.

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Section: Skill Index With and Without Mock Codesmentioning

confidence: 99%

Pediatric Intensive Care Simulation Course: A New Paradigm in Teaching

Tofil¹,

Benner²,

Zinkan³

et al. 2011

Journal of Graduate Medical Education

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“…Previous educational interventions for neonatal resuscitation have not demonstrated long-term retention of resuscitation skills or knowledge. 3,5,16 Our educational intervention provided a superior understanding of the resuscitation equipment and resuscitation knowledge, which was maintained 1 to 2 years later.…”

Section: Discussionmentioning

confidence: 96%

A delivery room-focused education and deliberate practice can improve pediatric resident resuscitation training

2012

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“…rin, acil durumlar› daha h›zl› tan›d›klar›, daha h›zl› karar verebildikleri, daha büyük oranda do¤ru yaklafl›m sergileyebildikleri ve daha az hata yapt›klar› saptanm›flt›r (6)(7)(8). Çocuk-larda ileri yaflam deste¤i kurslar›n›n öncelikli olarak acil sa¤-l›k hizmetlerinde çal›flan hekimleri hedeflemesinin ülkemiz için çok faydal› olaca¤› öngörülebilir.…”

Section: Bulgularunclassified

“…2000 y›l›nda yay›nlanan bir çal›flmada iki gün süre ile yap›lan çocuklarda ileri yaflam deste¤i kurslar›n›n bir günlük kurslardan daha etkili oldu¤u ve iki gün süre ile kurs alan kat›l›mc›lar›n kurs sonu de¤erlendirme s›navlar›nda daha yüksek puanlar ald›klar› gösterilmifltir (8). Benzer bir çal›fl-mada bir günlük kurslara kat›lanlar›n %66,3'ünün telafl için-de ö¤renmeye çal›flt›klar›na dair yak›nmalar› saptanm›flt›r (10).…”

Section: Bulgularunclassified

“…Kurslarda uygulamal› senaryolarla e¤itim verilmesinin, baflar›y› art›ran bir ölçüt oldu¤u, h›zl› karar verme, kendine gü-vende art›fl, yeniden canland›rma durumunda ekibe liderlik etme ve yönetme yetene¤ini çok artt›rd›¤› gösterilmifltir (8,11). Tüm konular›n bitiminde yap›lan bütüncül yaklafl›m› hedefleyen uygulamalar›n çok e¤itici olmalar› yan›nda maketler üzerinde çal›fl›l›yor olmas›n›n hastalar› riske atmayan uygulamalar olmalar› nedeniyle üstünlükleri bilinmektedir (4,12).…”

Section: Bulgularunclassified

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Çocuklarda ileri yaşam desteği (ÇİLYAD) kurslarının erken dönem değerlendirilmesi

Atıcı¹,

Mert²,

Atıcı³

et al. 2010

tpa

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Ç Ço oc cu uk kl la ar rd da a i il le er ri i y ya afl fla am m d de es st te e¤ ¤i i ( (Ç Ç‹ ‹L LY YA AD D) ) k ku ur rs sl la ar r› ›n n› ›n n e er rk ke en n d dö ön ne em m d de e¤ ¤e er rl le en nd di ir ri il lm me es si i E Ea ar rl ly y e ev va al lu ua at ti io on n o of f p pe ed di ia at tr ri ic c a ad dv va an nc ce ed d l li if fe e s su up pp po or rt t c co ou ur rs se es s i in n c ch hi il ld dr re en n A Ay yt tu u¤ ¤ A At t› ›c c› ›, , E Er rt ta an n M Me er rt t* *, , fi fie eb bn ne em m A At t› ›c c› ›* ** *, , O Ol lg gu u H Ha al ll l› ›o o¤ ¤l lu u, , D Di in nç çe er r A Av vl la an n* ** ** *, , S Se el ld da a P Po ol la at t, , M Mu ur ra at t F F. . S So oy ya al l* ** ** ** *, , F Fu ul ly ya a K Ka ay ya a* ** ** ** ** *, , Ç Çe et ti in n O Ok ku uy ya az z, , H Ha an nd da an n B Bi ir rb bi iç çe er r* ** *, , A Al li i N Na ay yc c› ›* ** ** *, , T Tu ur rg gu ut t A Ar rp pa ac c› ›* ** ** ** ** ** *, , A Al li i H H. . T Tu ur rh ha an n, , B Ba ay yr ra am m A A. . G Gü üv ve el li io o¤ ¤l lu u* ** ** ** ** ** ** *, , Z Ze ek ki i T Ta an nt to o¤ ¤l lu u* ** ** ** * Ö Öz zg gü ün n A Ar ra afl flt t› ›r rm ma a O Or ri ig gi in na al l A Ar rt ti ic cl le Material and Method:The data about seven courses were evaluated retrospectively. The results of pretraining and posttraining tests were compared, p<0.05 value was accepted as significant. Results: 150 practitioners joined the courses. When the pretraining and posttraining test results were compared, the posttraining test results were significantly higher than the pretraining results (p<0.001). While the data of the eight topics available in the course content were evaluated separately, the posttraining test results were found to be statistically better than the pretest results in every topic (p<0.05). Conclusions: It was determined that the knowledge of the doctors about pediatric advanced life support were deficient before joining the courses. The increased success rate after the training is showing the efficiency the courses. This situation is putting forward the necessity of proliferation of these courses. Long term evaluations should be done to determine the duration of effectiveness and updating of the courses. (Turk Arch Ped 2010; 45: 268-71)

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Teaching Resuscitation to Pediatric Residents

Abstract: To evaluate the effectiveness of an educational intervention on pediatric residents' resuscitation fund of knowledge, technical skills, confidence, and overall performance.

Cited by 98 publications

References 26 publications

Pediatric Intensive Care Simulation Course: A New Paradigm in Teaching

Pediatric Intensive Care Simulation Course: A New Paradigm in Teaching

A delivery room-focused education and deliberate practice can improve pediatric resident resuscitation training

Çocuklarda ileri yaşam desteği (ÇİLYAD) kurslarının erken dönem değerlendirilmesi

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