Theoretical knowledge and skill retention 4 months after a European Paediatric Life Support course

Charalampopoulos, Dimitrios; Karlis, George; Barouxis, Dimitrios; Syggelou, Angeliki; Mikalli, Chryso; Kountouris, Demetris; Modestou, Naso; Voorde, Patrick Van de; Danou, Fotini; Iacovidou, Nicoletta; Xanthos, Theodoros

doi:10.1097/mej.0000000000000208

Cited by 15 publications

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“…EPALS is designed for healthcare workers who are involved in the resuscitation of newborns, infants or children providing sufficient competences to manage critically ill or injured children during the first hour of illness. [215][216][217][218] Refresher training in paediatric basic life support and relief of foreign body airway obstruction is included.…”

Section: Specific Formats Of Erc Resuscitation Coursesmentioning

confidence: 99%

European Resuscitation Council Guidelines for Resuscitation 2015

et al. 2015

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Section: Specific Formats Of Erc Resuscitation Coursesmentioning

confidence: 99%

European Resuscitation Council Guidelines for Resuscitation 2015

et al. 2015

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“…Multiple studies have demonstrated that the skills obtained during CPR training often decay as rapidly as within a few months. 15 This, in combination with infrequent exposure to cardiac arrest in pediatric patients in the ED, can severely diminish the quality of CPR. We found that EPs perform CPR on adults approximately 4 times a year and only once every 5 years in children.…”

Section: Discussionmentioning

confidence: 99%

Emergency medicine physicians infrequently perform pediatric critical procedures: a national perspective

2020

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Objective To our knowledge, this is the first comprehensive study using a nationally representative database to estimate the frequency of critical procedures (endotracheal tube intubation [ETI], cardiopulmonary resuscitation [CPR], and central line insertion [CLI]) in children and adults. Methods The study was based on the secondary analysis of the 2010-2014 National Hospital Ambulatory Medical Care Survey. We included adult and pediatric patients undergoing critical procedures in the emergency department. We extracted demographic and clinical information, including the performance of critical procedures. For frequent procedures (≥ 1 per year), we estimated the annual number of critical procedures per emergency physician (EP) by dividing the total number of annual critical procedures by the total number of EPs (estimated at 40,000). For infrequent procedures, we calculated the average interval between procedures. We summarized the data with descriptive statistics and 95% confidence intervals (CIs). Results There were an estimated 668 million total emergency department visits (24% pediatric). On average, a single EP performed 8.6 (95% CI, 5.5 to 11.7) CLIs, 3.7 (95% CI, 2.4 to 5.0) CPRs, and 6.3 (95% CI, 5.3 to 7.4) ETIs per year in adults. In comparison, a single EP performed one pediatric CLI, CPR, and ETI every 3.2 (95% CI, 1.9 to 9.8), 5.2 (95% CI, 2.8 to 33.5), and 2.8 (95% CI, 1.6 to 8.9) years, respectively. Conclusion Our nationwide findings confirm those of previous smaller studies that critical procedures are significantly fewer in children than adults. We suggest that methods to retain skills in pediatric critical procedures should be developed for general EPs to ensure that they deliver the highest level of care across the entire age spectrum.

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“…Open access respiratory technology in RLS is the presence of a highquality training programme. 5 Current data suggest that knowledge and skills retention after initial training programmes decline over time, [6][7][8][9][10][11] highlighting the need for ongoing refresher training in order to sustain competency. As part of the initial deployment of high flow in the paediatric intensive care unit (PICU) at Instituto Nacional de Salud del Niño (INSN) in 2016, we developed a comprehensive multidisciplinary high flow training programme that included initial and refresher training sessions for all PICU staff.…”

Section: Introductionmentioning

confidence: 99%

Knowledge acquisition and retention after a high flow training programme in Peru: a quasi-experimental single group pre–post design

et al. 2020

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ObjectiveRespiratory infections remain the leading infectious cause of death in children under 5 and disproportionately affect children in resource-limited settings. Implementing non-invasive respiratory support can reduce respiratory-related mortality. However, maintaining competency after deployment can be difficult. Our objective was to evaluate the effectiveness of a comprehensive multidisciplinary high-flow training programme in a Peruvian paediatric intensive care unit (PICU).DesignQuasi-experimental single group pre–post intervention study design.SettingQuaternary care PICU in a resource-constrained setting in Lima, Peru.ParticipantsAttending physicians, fellows, paediatric residents, registered nurses, respiratory therapists and medical technicians working in the PICU were invited to participate.InterventionsConcurrent with initial high-flow deployment, we implemented a training programme consisting of lectures, case-based discussion and demonstrations with baseline, 3-month and 12-month training sessions. Pre-training and post-training assessment surveys were distributed surrounding all training sessions.Primary and secondary outcome measuresThe primary outcome was achieving minimum competency (median score of 80%) on the high flow training assessment tool. Secondary outcomes included knowledge acquisition (differences in pre-baseline and post-baseline training assessments), short-term retention (differences in post-baseline and pre-3-month refresher training assessments) and long-term retention (differences in post-3-month refresher and pre-12-month refresher training assessments).ResultsEighty participants (50% nurses, 15% ICU physicians and 34% other providers) completed the baseline assessment. Participants showed improvement in overall score and all subtopics except the clinical application of knowledge after baseline training (p<0.001). Participants failed to retain minimum competency at 3-month and 12-month follow-up assessments (70% (IQR: 57–74) and 70% (IQR: 65–74), respectively). After repeat training sessions, overall knowledge continued to improve, exceeding baseline performance (78% (IQR: 70–87), 83% (IQR: 74–87) and 87% (IQR: 83–91) at baseline, 3 and 12 months, respectively).ConclusionThis study suggests the need for repeat training sessions to achieve and maintain competency after the implementation of new technology.

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Theoretical knowledge and skill retention 4 months after a European Paediatric Life Support course

Abstract: According to our findings, theoretical knowledge of the EPLS course uniformly declines, irrespective of the provider characteristics, whereas retention of certain skills is evident 4 months after the course.

Cited by 15 publications

References 0 publications

European Resuscitation Council Guidelines for Resuscitation 2015

European Resuscitation Council Guidelines for Resuscitation 2015

Emergency medicine physicians infrequently perform pediatric critical procedures: a national perspective

Knowledge acquisition and retention after a high flow training programme in Peru: a quasi-experimental single group pre–post design

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