Abstract
BackgroundThere are currently training gaps, primarily procedural and teamwork skills, for pediatric emergency medicine (PEM) fellows. Simulation-based learning (SBL) has been suggested as an educational modality to help fill those gaps. However, there is little evidence suggesting how to do so. The objective of this project is to develop and implement an SBL curriculum for PEM fellows with established curriculum development processes and instructional design strategies to improve PEM fellowship training.MethodsWe developed a 12-month longitudinal SBL curriculum focused on needs assessment, instructional strategies, and evaluation. The curriculum development process led us to combine the instructional strategies of debriefing with good judgment, rapid cycle deliberate practice, and task-training to improve core PEM skills such as procedural competence, crisis resource management, and managing complex medical and traumatic emergencies. Using multiple approaches, we measured outcomes related to learners (attendance, performance, critical procedure opportunities), instructor performance, and program structure.ResultsEight/Eight (100%) PEM fellows participated in this curriculum from July 2015 to June 2017 with an overall attendance rate of 68%. Learners self-reported high satisfaction (4.4/5, SD = 0.5) and perceived educational value (4.9/5, SD = 0.38) with the curriculum and overall program structure. Learners had numerous opportunities to practice critical procedures such as airway management (20 opportunities), defibrillator use (ten opportunities), and others (ten opportunities). Learner Debriefing Assessment for Simulation in Healthcare (short version) scores had mean scores greater than 5.8/7 (SD = 0.89) across all six elements.ConclusionsThis longitudinal SBL curriculum combining debriefing with good judgment and rapid cycle deliberate practice can be a feasible method of reducing current training gaps (specifically with critical procedure opportunities) in PEM fellowship training. More work is needed to quantify the training gap reduction and to refine the curriculum.
Highlights
There are currently training gaps, primarily procedural and teamwork skills, for pediatric emergency medicine (PEM) fellows
Jeffers and Poling BMC Medical Education (2019) 19:22 (Continued from previous page). This longitudinal Simulation-based learning (SBL) curriculum combining debriefing with good judgment and rapid cycle deliberate practice can be a feasible method of reducing current training gaps in PEM fellowship training
Clinical exposure is insufficient for pediatric emergency medicine (PEM) fellows to obtain key procedural and teamwork skills [1,2,3,4,5,6,7,8,9]
Summary
There are currently training gaps, primarily procedural and teamwork skills, for pediatric emergency medicine (PEM) fellows. The American Board of Pediatrics (ABP) and the Accreditation Council for Graduate Medical Education (ACGME) through their developmental milestone and entrustable professional activities (EPA) documents have suggested simulation-based learning (SBL) as a modality to help fill the training gap PEM fellows currently experience [11] This is supported by the growing collection of evidence supporting SBL as an educational modality to improve the care we provide to the sickest patient populations [12,13,14,15,16,17,18,19,20,21,22,23]
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