The Implementation of a Multi-institutional Multidisciplinary Simulation-based Resuscitation Skills Training Curriculum

Abstract

Competency-based curricula require the development of novel simulation-based programs focused on the assessment of entrustable professional activities. The design and delivery of simulation-based programs are labor-intensive and expensive. Furthermore, they are often developed by individual programs and are rarely shared between institutions, resulting in duplicate efforts and the inefficient use of resources.The purpose of this study is to demonstrate the feasibility of implementing a previously developed simulation-based curriculum at a second institution. We sought to demonstrate comparable program-level outcomes between our two study sites.A multi-disciplinary, simulation-based, resuscitation skills training curriculum developed at Queen’s University was implemented at the University of Saskatchewan. Standardized simulation cases, assessment tools, and program evaluation instruments were used at both institutions.Across both sites, 87 first-year postgraduate medical trainees from 14 different residency programs participated in the course and the related research. A total of 226 simulated cases were completed in over 80 sessions. Program evaluation data demonstrated that the instructor experience and learner experience were consistent between sites. The average confidence score (on a 5-point scale) across sites for resuscitating acutely ill patients was 3.14 before the course and 4.23 (p < 0.001) after the course.We have described the successful implementation of a previously developed simulation-based resuscitation curriculum at a second institution. With the growing need for competency-based instructional methods and assessment tools, we believe that programs will benefit from standardizing and sharing simulation resources rather than developing curricula de novo.

Simulation-based research in emergency medicine in Canada: Priorities and perspectives

“…3 There is increasing pressure on postgraduate training programs to improve efficiency in training and to ensure that all training experiences are optimized for effective learning. 33 A national simulation-based curriculum, similar to that derived for pediatric EM 34 or the Nightmares Course 35,36 , would support the development of more ambitious simulation programs.…”

“…5 Many of the research gaps identified therein were highlighted again in our study, including questions pertaining to the optimization of feedback for learning and how to best integrate simulation within multiple other teaching modalities. There is also merit in examining the use of standardized templates, the sharing of case content or entire curricula, 36 and the development of valid and reliable simulation assessment tools for the EM-specific context. Similar to other pedagogical methods, simulation-based education is contextdependent, and best practices should be reflexive to allow for differing implementations and environments.…”

Multi-source feedback following simulated resuscitation scenarios: a qualitative study

“…The Nightmares course is a simulation-based curriculum created to prepare first-year residents to respond to acutely unwell patients during independent on-call shifts. 6,7 Specifically, it is designed to teach and assess an EPA common to all training programs: "recognizes an acutely unwell patient, calls for appropriate help, and initiates a basic assessment and management plan." The course took place at both institutions between August and December 2017.…”

Can interprofessional research enhance health care students' understanding and knowledge towards evidence based practice: A cross sectional study

“…Reeves et al (2013) found that IPE could improve patient and healthcare process outcomes. However, a scoping review revealed limited research on IPE, which mainly addressed leadership training (Husebo and Akerjordet, 2016), critical thinking skills (Sooful, et al, 2020) and simulation-based training (Chaplin et al, 2018;Sanko et al, 2020). Thus, an evaluation of the students' experience of the combination of collaborative interprofessional learning with research education was planned.…”