Publication Date

9-2024

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Abstract

Background: Simulation provides the opportunity for learners to bridge the gap between evidence-based theoretical knowledge and clinical practice experience. Residency programs often utilize simulation to expose the learners to various patients who are presenting in extremis in a safe environment. This empowers the trainee by providing them with tools and experiences to enhance their pediatric education. Simulation is also utilized to practice non-technical skills like team dynamics and communication in a psychologically safe setting. Despite the widespread use of simulation in pediatric residency programs, there remains a gap in standardization. In response to this gap, we sought to create a comprehensive, system-based curriculum (clinical skills and clinical scenarios) that integrated simulation and system-based traditional didactic learning. Methods: Our methodology embraced a comprehensive approach, emphasizing essential topics and clinical skills pertinent to each system through didactic lectures during our academic half-day sessions. Starting with an 18-month calendar outlining didactics, we meticulously planned a corresponding simulation calendar. This calendar included a 3-4-hour session in the simulation center every six weeks. During that session, residents would participate in clinical simulation scenarios (both emergency and non-emergency) and clinical procedures skills stations. Along with these half-day sessions, we incorporated monthly in situ simulations during day and night shifts involving multi-disciplinary team members, including nurses and respiratory therapists. A dedicated Simulation Task Force comprising faculty and fellows was convened. Simulations were meticulously aligned with the content outline provided by the American Board of Pediatrics (ABP) and ensured adherence to Accreditation Council for Graduate Medical Education (ACGME) task lists. Evaluation of simulation activities was conducted through post-surveys gauging participants' comfort levels across various clinical scenarios. Each clinical Simulation scenario has to cover vital components: medical critical actions and team dynamics and communications skills, acquired skills, and pattern recognition at the end of the sim. Results: Our review of resident simulations conducted over the past year yielded insightful findings. In our post-surveys, 100% of the respondents stated that the integrated simulations reinforced their knowledge or allowed them to gain new knowledge or skills and that the experience improved their confidence in their own knowledge or skills. Over 50% of the participants indicated that they felt the skills they practiced would apply to their jobs and help them provide safer patient care. Conclusion: By integrating simulation within a system-based curriculum, our approach offers a structured pathway to enhance pediatric residency education, fostering a more standardized and effective learning experience. Reviewers comment(s) regarding your abstract: This abstract describes the integration of simulation to didactic learning during academic half day sessions, which should allow residents the ability to apply what was learned in a safe, simulated environment. While it is helpful to recognize that residents reported that the simulations allowed application and would create a safer environment, were other higher level metrics collected? Perhaps metrics related to resident performance in the simulations or safety related data before and after the restructuring of the curriculum? The abstract was confusing as I was unable to tell why this study was performed (no needs assessment), who performed the simulations, what simulations were performed, and why the simulations were done. In the future, abstract would benefit from more clarity or for a graph/image to describe the intervention further.

Disciplines

Medical Education

Notes

Presented at the Association of Pediatric Program Directors (AAPD) Pediatric Medical Education Conference 2024; Arlington, VA; September 18-20, 2024.

System-based integrated comprehensive simulation program in pediatric residency education: our institutional experience

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