Utilizing High-Fidelity Simulation to Teach Pediatric Residents Clinical Nutrition

Abstract

Background. Pediatric nutrition concepts, important competencies for pediatric residents, are often incompletely taught in lectures. Objective. Demonstrate use of simulation as an effective and well-received method to teach nutrition to pediatric residents. Design. This qualitative study was designed to describe the learning needs of residents and gain insight into how residents receive nutrition information using a simulation. A survey containing nutrition knowledge questions and self-assessed comfort level was administered to residents during two conferences. Upon completion of the simulation, feedback from residents regarding its utility was collected. Participants/Setting. During their inpatient service, twenty-four residents participated in monthly simulations between January 2014 and February 2015. Intervention. Based on the needs assessments, learning objectives were derived leading to development of a simulation scenario with scripted roles and debriefing points led by experts in simulation and nutrition. Main outcome measures. The primary outcome measure obtained was the pediatric residents’ rating of the simulation. Statistical analyses performed. Using SPSS software (Chicago, IL), averages/standard deviations were calculated, and a one-way analysis of variance was done to compare test results across different resident levels. Results. 96% (23/24) strongly agreed the experience will improve performance in clinical settings. 100% (24/24) strongly agreed the simulation was a valuable learning experience and 92% (22/24) strongly agreed the debriefing was valuable. Learning themes that emerged aligned with learning objectives and included: manifestations of trace element deficiencies, nutrition history, infant formula preparation/storage, and cultural differences in feeding practices. Conclusion: Nutrition simulation appears to be a well-received educational method for pediatric residents.