Improvement In Test Scores Research Articles

Template for a program tailored ACS/APDS phase 1 curriculum: From needs assessment to implementation

BackgroundThe Phase 1 ACS/APDS skills curriculum standardizes intern training. Despite this, institutional implementation varies and is nationally low. We aimed to use Kern’s six-steps to tailor this to our program, providing a framework to improve implementation. MethodsProblem identification and general needs assessment were performed. Targeted needs assessment (TNA) of incoming interns (‘interns’), current residents, and attendings determined perceived importance of skills and intern’s previous experience and confidence. Educational strategies were developed. Learner knowledge was assessed before and after modules, deficiencies identified enabled employment of active learning strategies. Modular and curricular evaluations were completed. ResultsTNA determined all interns had been taught knot tying and suturing, and were most confident with suturing, knot tying, and urethral catheterization. Educational strategies included simulation and lectures. Evaluations demonstrated improvement in test scores (pre-v post-) and skills confidence on curricula completion. ConclusionOur framework utilizes institutional resources and expertise while focusing on determining existing knowledge, skill, and technical deficiencies of learners. This approach demonstrated improvement in knowledge and confidence, and could improve implementation rates of the Phase 1 curriculum.

Spaced mathematics practice improves test scores and reduces overconfidence

AbstractThe practice assignments in a mathematics textbook or course can be arranged so that most of the problems relating to any particular concept are massed together in a single assignment, or these related problems can be distributed across many assignments–a format known as spaced practice. Here we report the results of two classroom experiments that assessed the effects of mathematics spacing on both test scores and students' predictions of their test scores. In each experiment, students in Year 7 (11–12 years of age) either massed their practice into a single session or divided their practice across three sessions spaced 1 week apart, followed 1 month later by a test. In both experiments, spaced practice produced higher test scores than did massed practice, and test score predictions were relatively accurate after spaced practice yet grossly overconfident after massed practice.

Sustainability of an IPCP program within a federally qualified health center including interprofessional student team placements

ABSTRACT In an effort to improve teamwork and collaborative care at a Federally Qualified Health Center (FQHC), the Midwest Interprofessional Practice, Education, and Research Center (MIPERC) collaborated on the implementation of an interprofessional collaborative practice (IPCP) program that included placement of multidisciplinary student teams. The MIPERC IPCP program supported staff, preceptor and student teams through interprofessional education and structured interprofessional activities for students, including daily huddles, interprofessional student team visits, and nurse triage phone calls. Results from the project’s first year were previously reported (Nagelkerk et al., 2017b). Ongoing effects of IPCP on staff morale, IPE knowledge and practice efficiency were measured. Study tools included demographic forms, pre/post module knowledge tests, focus groups and program evaluations. The mean number of clinic patient visits per hour per medical provider was calculated to evaluate practice efficiency. Students (n = 26) and staff (n = 30) demonstrated improvement (p ≤.05) in knowledge test scores for Patient Safety, Team Dynamics and Tips for Behavioral Changes. Providers increased the number of patients seen per hour. Program evaluations and focus group data from providers, staff, and students indicated IPCP programs can be sustainable with ongoing intentional team care strategies.

Professional Learning for Teachers of Nonacademic Disciplines Working in Underperforming Secondary Schools

This single intrinsic case study utilized complexity theory to explore a complicated narrative of in-service professional learning for teachers undergoing improvement plans in underperforming schools. This study is bounded within a master’s level online graduate course. We focused on the literacy learning of one student in the course, a U.S. Army Junior Reserve Officers’ Training Corps instructor who initially experienced difficulties implementing content area literacy approaches in his curriculum. These approaches were mandated by a nonprofit organization working with his school to improve test scores. The same organization also collaborated with and monitored the online graduate course to ensure that specific approaches were taught to teachers. Our goal was to use disciplinary literacy approaches to explore the unique literacy needs of subject area teachers. This study speaks to the gap between disciplinary and content area literacy approaches in in-service teacher education.

External carotid artery stenting in patients with ipsilateral internal carotid artery occlusion: Peri-operative and 12-month follow-up.

This study aimed to evaluate the safety and clinical efficacy of external carotid artery (ECA) stenting in patients with ipsilateral internal carotid artery (ICA) occlusion. In patients with ICA occlusion, severe ipsilateral ECA stenosis may exacerbate pre-existing cerebral ischemia and cognitive impairment. It remains unclear whether ECA stenting to normalize ECA collaterals to the cerebralis alleviates cerebral ischemia and improves cognitive function. From January 2008 to June 2019, we retrospectively collected clinical data of 36 consecutive patients with ipsilateral ICA occlusion who had undergone ECA stenting (mean age, 66.7 ± 8.3 years; males, n = 26 [72.2%]). Neurocognitive test results, including Mini-Mental State Examination (MMSE) and Montreal Cognitive Assessment (MOCA) tests, symptom assessment, and adverse events were recorded. ECA stenting was successful in all 36 patients. Intra-operatively, six (16.7%) patients experienced hemodynamic depression during balloon dilation and recovered completely within 2 days. Within a 12-month follow-up period, two patients experienced a transient ischemic attack, one patient had a contralateral minor stroke, and 33 patients remained asymptomatic. No other adverse events occurred in the peri-operative or follow-up periods. Compared with baseline, significant MMSE (25.3 ± 1.3 vs. 23.6 ± 1.7; p < .05) and MOCA (24.1 ± 1.3 vs. 22.8 ± 1.7; p < .05) test score improvements were observed 3 months post-operatively and were maintained throughout follow-up. ECA stenting may improve cerebral ischemia and cognitive function in patients with severe ECA stenosis and ipsilateral ICA occlusion; however, further research is required to support our findings.

Significant differences in written assessments as a result of a blended learning approach used in a clinical examination course in internal medicine: a randomized controlled pilot study.

Background: Taking a medical history and performing a physical examination represent basic medical skills. However, numerous national and international studies show that medical students and physicians-to-be demonstrate substantial deficiencies in the proper examination of individual organ systems.Aim: The objective of this study was to conduct a randomized controlled pilot study to see if, in the context of a bedside clinical examination course in internal medicine, an additional app-based blended-learning strategy resulted in (a) higher satisfaction, better self-assessments by students when rating their history-taking skills (b1) and their ability to perform physical examinations (b2), as well as (c) higher multiple-choice test scores at the end of the course, when compared to a traditional teaching strategy.Methods: Within the scope of a bedside course teaching the techniques of clinical examination, 26 students out of a total of 335 students enrolled in the 2012 summer semester and 2012/2013 winter semester were randomly assigned to two groups of the same size. Thirteen students were in an intervention group (IG) with pre- and post-material for studying via an app-based blended-learning tool, and another 13 students were in a control group (CG) with the usual pre- and post-material (handouts). The IG was given an app specifically created for the history-taking and physical exam course, an application program for smartphones enabling them to view course material directly on the smartphone. The CG received the same information in the form of paper-based notes. Prior to course begin, all of the students filled out a questionnaire on sociodemographic data and took a multiple-choice pretest with questions on anamnesis and physical examination. After completing the course, the students again took a multiple-choice test with questions on anamnesis and physical examination.Results: When compared to the CG, the IG showed significantly more improvement on the multiple-choice tests after taking the clinical examination course (p=0.022). This improvement on the MC tests in the IG significantly correlated with the amount of time spent using the app (Spearman’s rho=0.741, p=0.004).Conclusion: When compared to conventional teaching, an app-based blended-learning approach leads to improvement in test scores, possibly as a result of more intensive preparation for and review of the clinical examination course material.

Effectiveness of Benralizumab in Improving the Quality of Life of Severe Eosinophilic Asthmatic Patients: Our Real-Life Experience.

Background: Severe eosinophilic asthma decreases lung function and causes worsen symptoms, often forcing recurrent maintenance corticosteroid use. The aim of our real-life study was to evaluate the effectiveness of an add-on treatment with benralizumab in patients with severe eosinophilic asthma, paying particular attention to the impact on their quality of life (QoL). Materials and methods: In this prospective study, 10 outpatients with severe eosinophilic asthma were added-on with benralizumab and followed-up in our severe asthma clinic after 12 and 24 weeks. At each patient visit, pre-bronchodilator FEV1 and inflammatory markers were recorded. Variations in asthma symptoms control and QoL perception was assessed by validated questionnaires. Results: All the subjects experienced a marked reduction of nocturnal and diurnal symptoms over time and were able to stop using OCS, as documented by the improvement in Asthma control test (ACT) and Asthma Control Questionnaire score. Similarly, we recorded a statistically significant increase in patient’s QoL perception in EQ-VAS, EQ-5D-3L and Asthma Quality of Life Questionnaire (AQLQ) assessment (p < 0.05). Simultaneously we recorded a significant reduction in eosinophilic inflammation, an improvement in pre-bronchodilator FEV1. These results appear to be in line with those already obtained in the previous randomized controlled trials (RCTs). Conclusion: Our 24-weeks real life experience supports the effectiveness of an add-on treatment with benralizumab in reducing eosinophilic inflammation and OCS-use, increasing lung function and improving control of nocturnal and diurnal symptoms, as well as restoring severe asthma patients to a better QoL.

Multidisciplinary single-center outcomes compared to two-center outcomes for the treatment of aspirin exacerbated respiratory disease

Aspirin exacerbated respiratory disease (AERD) is an inflammatory disease that manifests as a triad of chronic rhinosinusitis, eosinophilic asthma, and an allergic sensitivity to nonsteroidal anti-inflammatory drugs.1 The standard treatment for AERD consists of complete functional endoscopic sinus surgery (FESS), followed by aspirin desensitization and long-term aspirin therapy. This treatment has been found to result in a significant, long-term improvement in patient sinonasal outcome test (SNOT-22) scores, lower dependence on oral corticosteroids, and improved control of asthma.

The Summer School Oncology Groningen: Improving a Successful International Course by Refining the Old, Maintaining What’s Good

For more than two decades, the International Summer School Oncology for Medical Students (ISOMS) has organized a biennial 2-week international summer school program in Groningen, the Netherlands. The summer school aims to increase knowledge about general cancer care, reduce fear of talking to cancer patients, and expose students to cancer-related problems. After 22 years, there was a need to improve the summer school format, the application procedure, and the intensity of the course. Here, we describe and evaluate these and additional changes that were made to the program. Several changes were made to the summer school format. The course was shortened from 10 days to a more intensive 7 days. The scientific program was integrated with the clinical program and students were taught scientific writing and presentation skills. The application process involved a personal video pitch. Importantly, the new summer school format was organized by a committee in which medical students had the lead. To evaluate the changes to the summer school, we conducted knowledge tests and regularly obtained feedback. There was a high overall student satisfaction, with a median score of a 9 out of 10. Students appreciated the interactive sessions and practicals and the scientific program, and were satisfied with the course level. All students had improved test scores. Improvement points highlighted the need for a less packed schedule and more lectures on basic oncology principles, or were related to specific lectures. The student-led innovation and adaptation of the ISOMS has been successful.

Use of an immersive, simulated learning game to teach pharmacy students clinical concepts of toxicology

Background and purposeManagement of a poisoned patient is a critical part of any health care professional's education. A new, innovative teaching platform was developed allowing students to try to “break out” of various kits, locks, and scrambled codes to build collaboration, problem-solving, and critical thinking skills – similar to the recently popular “escape rooms.” Our purpose was to illustrate how this learning game can be utilized in pharmacy education to teach and apply clinical knowledge and evaluate its effectiveness on student-perceived confidence and competency in management of toxicologic emergencies. Educational activity and settingStudents participated as part of an acute care elective. They worked in small groups and were given the same test pre- and post-quiz for two cases. Students were also administered a survey about their confidence in managing toxidromes after completion of the activity. FindingsDrastic improvements in test scores were observed with both cases' pre- and post-test. Students also found the activity increased their knowledge of toxicology concepts and level of student-perceived confidence in managing similar cases. The majority of students were satisfied with the experience and thought it should be included elsewhere in the doctor of pharmacy curriculum. SummaryThe learning game was an effective and satisfying educational tool to understand and apply medical toxicology principles for pharmacy students. Additional implementation of this game would be preferred by most students and may aid in the education of other health care professionals on complex clinical management of toxicology cases.

Using Computer-Assisted Instruction to Increase Otolaryngology Education During Medical School.

IntroductionA quarter of all complaints seen in adult primary care and half of all complaints seen in pediatric primary care are otolaryngology related. Even though half of all medical students enter primary care fields, there is no standardized curriculum for otolaryngology during medical school. Due to increasing limitations on specialty teaching during general medical education, computer-assisted instruction has been suggested as a format for increasing exposure to otolaryngology.MethodsWe designed a computer-based learning module for teaching high-yield otolaryngology topics for third- and fourth-year medical students during their primary care clerkship at our institution from 2016–2018. We evaluated students’ prior otolaryngology knowledge with 11 case-based, multiple-choice questions and then evaluated the efficacy of the module by a similar posttest.ResultsThree-hundred and sixty-five students completed the module. The average pre- and posttest scores were 44% (SD = 21%) and 70% (SD = 17%), respectively, showing that the module resulted in significantly increased scores (p < .01).DiscussionThe improvement of test scores indicates that this module was an effective educational intervention at our institution for increasing exposure and improving otolaryngology knowledge in third- and fourth-year medical students. As medical schools shift toward adult learning principles such as independent and self-directed learning, computer-assisted instruction is an alternative to classroom-based didactics. Creating resources for independent study will allow more time for otolaryngology faculty and residents to teach clinical exam skills and interactive case-based discussions, which are less suitable to teach via computer-assisted instruction.

Transcatheter Edge-to-Edge Repair for Treatment of Tricuspid Regurgitation

BackgroundTricuspid regurgitation (TR) is a frequent disease with a progressive increase in mortality as disease severity increases. Transcatheter therapies for treatment of TR may offer a safe and effective alternative to surgery in this high-risk population. ObjectivesThe purpose of this report was to study the 1-year outcomes with the TriClip transcatheter tricuspid valve repair system, including repair durability, clinical benefit and safety. MethodsThe TRILUMINATE trial (n = 85) is an international, prospective, single arm, multicenter study investigating safety and performance of the TriClip Tricuspid Valve Repair System in patients with moderate or greater TR. Echocardiographic assessment was performed by a core laboratory. ResultsAt 1 year, TR was reduced to moderate or less in 71% of subjects compared with 8% at baseline (p < 0.0001). Patients experienced significant clinical improvements in New York Heart Association (NYHA) functional class I/II (31% to 83%, p < 0.0001), 6-minute walk test (272.3 ± 15.6 to 303.2 ± 15.6 meters, p = 0.0023) and Kansas City Cardiomyopathy Questionnaire (KCCQ) score (improvement of 20 ± 2.61 points, p < 0.0001). Significant reverse right ventricular remodeling was observed in terms of size and function. The overall major adverse event rate and all-cause mortality were both 7.1% at 1 year. ConclusionTranscatheter tricuspid valve repair using the TriClip device was found to be safe and effective in patients with moderate or greater TR. The repair itself was durable at reducing TR at 1 year and was associated with a sustained and marked clinical benefit with low mortality after 1 year in a fragile population that was at high surgical risk. (TRILUMINATE Study With Abbott Transcatheter Clip Repair System in Patients With Moderate or Greater TR; NCT03227757)

The Distribution of School Spending Impacts

We use estimates across all known “credibly causal” studies to examine the distributions of the causal effects of public K12 school spending on test scores and educational attainment in the United States. Under reasonable assumptions, for each of the 31 included studies, we compute the same parameter estimate. Method of moments estimates indicate that, on average, a $1000 increase in per-pupil public school spending (for four years) increases test scores by 0.044 , high-school graduation by 2.1 percentage points, and college-going by 3.9 percentage points. The pooled averages are significant at the 0.0001 level. When benchmarked against other interventions, test score impacts are much smaller than those on educational attainment—suggesting that test-score impacts understate the value of school spending. The benefits to marginal capital spending increases take about five-to-six years to materialize, but after this, are similar to those of non-capital spending increases. The marginal spending impacts are much less pronounced for economically advantaged populations. Consistent with a cumulative effect, the educational attainment impacts are larger with more years of exposure to the spending increase. Average impacts are similar across a wide range of baseline spending levels—providing little evidence of diminishing marginal returns at current spending levels. To speak to generalizability, we estimate the variability across studies attributable to effect heterogeneity (as opposed to sampling variability). This heterogeneity explains about 40 and 70 percent of the variation across studies for educational attainment and test scores, respectively, which allows us to provide a range of likely policy impacts. A policy that increases per-pupil spending for four years will improve test scores 92 percent of the time, and educational attainment even more often. We find suggestive evidence consistent with small possible publication bias, but demonstrate that any effects on our estimates are minimal. Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.

Virtual reality simulation for critical pediatric airway management training

Pediatric airway emergencies are relatively rare, but have potentially devastating consequences. Simulation based education is important in providing zero-risk management experience for these critical events. The aim of the study was to assess usability and feasibility of combined interactive instructional videos and a novel Virtual Reality (VR) trainer for healthcare professionals and to evaluate the impact of this combination on learners' knowledge of critical airway events in children. The study population included medical students, residents, faculty, and advanced practice nurses. Participants completed a short baseline knowledge pre-test of pediatric airway emergency management, followed by these consecutive interventions: (1) Interactive instructional pediatric airway videos and (2) VR trainer (HoloLens technology), simulating a pediatric critical airway event. Participants were randomized to manage anaphylaxis or foreign body aspiration. Finally, participants completed a second knowledge test (post-test) and a survey of their perceptions of the videos and VR trainer. Forty-one participants were included in the study. Overall, both interventions were well received. Positive perceptions included realism, interactivity, and active learning environment. Negative comments focused on video speed and the VR trainer learning curve. Participants reported preferences for future training of pediatric airway events to include videos and VR trainers, with or without didactic lectures. Most areas of knowledge showed slight to significant improvements following the interventions. Specifically, questions on pediatric anatomy, anaphylaxis, Heimlich maneuver, and foreign body removal showed the highest improvement in scores (P < 0.05). Interactive videos, in combination with a VR experience, provide promising zero-risk training for pediatric critical airway events. Pediatric airway emergencies are relatively rare, but the potential consequences are devastating. VR is established as a valued mode of education with regard to medical emergency training. Multimedia informational and instructional formats result in greater understanding of information. Results from our intervention, combining an interactive video tutorial and a VR experience, show this was well received by a cross section of health-care providers. We demonstrated improved test scores in a pediatric airways quiz.

Efficacy and Safety of Biologic Agents in Chronic Urticaria, Asthma and Atopic Dermatitis - A Real-life Experience.

Introduction:Several biologic agents have been approved for the treatment of asthma, chronic urticaria and atopic dermatitis. These therapeutic agents are especially useful for patients with severe or refractory symptoms. We present the real-life experience of four of the commonly used biologic agents in the United Arab Emirates.Methods:In this retrospective observational study, we reviewed the demographic, clinical, laboratory and treatment parameters for all patients treated with biologic agents.Results:270 patients received biologics at our centre between May 2015 and December 2019 with a median age of 36.5 years. Omalizumab was the most prescribed agent (n=183, 67.8%) followed by dupilumab (n=54, 20%), benralizumab (n=22, 8.1%) and mepolizumab (n=11, 4.1%). Urticaria was the commonest treatment indication (n=148, 55%) followed by asthma (n=105, 39%) and atopic dermatitis (n=13, 5%). All chronic urticaria patients were treated with omalizumab and showed improvement in the mean urticaria control test score from 6.7±4.47 to 12.02±4.17, with a p-value of 0.001. Dupilumab was found to be the most commonly prescribed drug for asthma (37%), followed by omalizumab (32%), benralizumab (21%) and mepolizumab (10%). The mean Asthma control test score for all asthmatics combined increased from 17.06 ± 5.4 to 19.44 ± 5.6, with p-value 0.0012 with treatment; FeNO reduced from 60.02 ± 45.74 to 29.11 ± 27.92, with p-value 0.001 and mean FEV1 improved from 2.38L ± 0.8 to 2.67L ± 0.78, with p-value 0.045. Only 4 patients in the entire cohort reported adverse events.Conclusion:Our study demonstrated that biological agents are a safe and effective treatment for atopic asthma, chronic urticaria and atopic dermatitis.

Assessment of initiation and establishment of lactation among primiparous mothers

Breastfeeding the infants within one hour of birth can reduce infant mortality. Knowledge of exclusive breastfeeding among women is essential when promoting optimal breastfeeding practices. Hence, this study was conducted to evaluate initiation and establishment of lactation, level of knowledge and attitude, and actual practices of breastfeeding among postnatal primigravida mothers. This cross-sectional study was carried out on 400 postnatal primigravida mothers for one year. Mothers were interviewed and their socio-demographic details and data on time of initiation of prelacteal feeds, number of times of feeding per day, and breastfeeding duration were collected using semi-structured questionnaires. Proper counseling on breastfeeding practices including initiation and establishment of lactation was provided on the basis of the responses to the questionnaire. Pre- and post-counseling scores were interpreted and compared for all the primiparous mothers. The association between variables was examined using t-test. P-value of &lt;0.0001 was considered statistically significant. Remarkable improvement in the post-counseling test scores was observed in terms of education, age, residence, religion, mode of delivery, weight, occupation, type of family, and sex of the baby (p&lt;0.0001). A significant improvement was noted in mothers with more than 12th grade level of education and those who were from nuclear families and resided in urban areas (p&lt;0.0001). Knowledge of initiation and establishment of lactation improved in primiparous mothers. Counseling improved the attitude towards lactation in all the primiparous mothers. Hence, wherever possible, relevant health programs on the awareness of timely breastfeeding should be initiated in future for all primiparous mothers.

Implementing Changing Talk Online Training: A Pragmatic Trial to Improve Dementia Care Communication in NHs

The Changing Talk (CHAT) training effectively reduces elderspeak and subsequent behavioral challenges in residents with dementia in nursing homes. The Changing Talk: Online (CHATO) training was developed to increase staff access to education using a new online format. A pilot test was conducted to confirm the feasibility and effects of CHATO on training outcomes. In the initial nursing home, twenty-three direct care staff members in a small Midwestern nursing home enrolled in the course including 12 CNAs, 4 RNs, 2 LPNs, 2 CMAs, 1 Dietary Aide, 1 Social Worker, and 1 in Transportation. Two forms of a 13-item scenario-based test to measure knowledge gain were developed and tested. Of the 23 staff, 18 (78%) completed the post-test and 83% of completers achieved a post-test score of 70% or greater. Scores on the test improved from M=69% correct (SD=11.7) at pretest to 86% correct (SD=10.6) on posttest demonstrating knowledge gain (p=.024). Participants improved their recognition of elderspeak (21%) and person-centered communication (24%) in a video vignette and 86% self-reported improvement in their abilities to recognize ineffective communication and to apply more effective communication strategies in practice. A randomized control trial enrolled staff (N=187) in eight additional nursing homes. Preliminary results confirm improvements in test scores from M=70.6% correct (SD=15.8) at pretest to 77.2% correct (SD=14.1) on posttest and increased elderspeak recognition (p=.004). Relationships between nursing home characteristics, implementation strategies, and culture change measured by the Artifacts of Culture Change Tool and their relationship to communication outcomes will be presented.

Development of a virtual reality clinically oriented temporal bone anatomy module with randomised control study of three-dimensional display technology

ObjectiveTo investigate the effectiveness of a virtual reality (VR), three-dimensional (3D) clinically orientated temporal bone anatomy module, including an assessment of different display technologies.MethodsA clinically orientated, procedural and interactive anatomy...

Scaling Up Behavioral Health Promotion Efforts in Maryland: The Economic Benefit of Positive Behavioral Interventions and Supports

Positive Behavioral Interventions and Supports (PBIS) has been shown to be a promising approach for improving a range of behavioral health and academic outcomes for youth. This study leveraged data from the scale-up of PBIS and a randomized controlled trial, both conducted in Maryland, to estimate the dollars saved per 100 students as a result of the reduced discipline problems and mental health concerns, and improved academic performance associated with PBIS. Shadow pricing results indicated that the largest cost savings were associated with improvements in standardized test scores ($138,658 for elementary and $71,444 for secondary). Reductions in elementary students’ aggressive and disruptive behavior, as well as bullying behavior, were also significant sources of cost savings ($166,028 in total). These cost-saving benefits are complemented by separate benefits associated with a reduction in suspensions ($33,415 for elementary and $11,361 for secondary). Other findings regarding student truancy, office discipline referrals, and mental health concerns are also reported. Taken together, these findings illustrate the broad cost savings associated with PBIS Tier 1 implementation and scale-up. We conclude by considering how the statewide scale-up of PBIS can translate into cost savings across multiple agencies.

Augmented Reality Technology as a Teaching Strategy for Learning Pediatric Asthma Management: Mixed Methods Study.

BackgroundAsthma is a major chronic disease affecting 8.6% of children in the United States.ObjectiveThe purpose of this research was to assess the use of clinical simulation scenarios using augmented reality technology to evaluate learning outcomes for nurse practitioner students studying pediatric asthma management.MethodsA mixed-methods pilot study was conducted with 2 cohorts of graduate pediatric nurse practitioner students (N=21), with each cohort participating for 2 semesters.ResultsSignificant improvements in pediatric asthma test scores (P<.001) of student learning were found in both cohorts at posttest in both semesters. Student satisfaction with the augmented reality technology was found to be high. The focus group discussions revealed that the simulation was realistic and helpful for a flipped classroom approach.ConclusionsThe study results suggest augmented reality simulation to be valuable in teaching pediatric asthma management content in graduate nursing education.