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BMC Res Notes. 2017 Nov 6;10(1):563. doi: 10.1186/s13104-017-2905-1.

Unifying interdisciplinary education: designing and implementing an intern simulation educational curriculum to increase confidence in critical care from PGY1 to PGY2.

Author information

1
Department of Emergency Medicine, Carolinas Simulation Center, Carolinas Medical Center, Carolinas HealthCare System, 1000 Blythe Blvd., 3rd Floor MEB, Charlotte, NC, 28203, USA. Mark.Bullard@carolinashealthcare.org.
2
Department of Emergency Medicine, John Peter Smith Health System, Dallas, TX, USA.
3
Association of American Medical Colleges, Washington, DC, USA.

Abstract

BACKGROUND:

A longitudinal, multidisciplinary critical care simulation curriculum was developed and implemented within a teaching hospital to address the need for consistent, safe, efficient, and unified critical care training within graduate medical education. Primary goals were to increase learner confidence in critical care topics and procedural skills across all specialties. Secondary goals included improving communication skills and obtaining a high level of learner satisfaction. All interns caring for adult patients within our hospital participated in three 4-h simulation-based sessions scheduled over the second half of their intern year. Pre- and postcurricular surveys evaluated self-confidence in critical care topics, procedures, and communication skills. The Debriefing Assessment for Simulation in Healthcare Student Version (DASH-SV) Short Form was used to evaluate facilitator debriefing. Data were compared with Wilcoxon rank sum and signed rank test.

RESULTS:

Pre- and postcurricular surveys were collected from 51 of 52 interns (98% response rate) in curricular year 1 and 59 of 59 interns (100% response rate) in curricular year 2 in six programs within the hospital. Resident confidence significantly improved in all areas (p < .05). DASH-SV demonstrated overall effective facilitator debriefing and > 75% of interns in both curricular years 1 and 2 expressed a desire for future educational sessions.

CONCLUSIONS:

The implemented curriculum increased learner confidence in select critical care topics, procedures, and communication skills and demonstrated a high level of learner satisfaction. The curriculum has expanded to learners from three other teaching hospitals within our system to unify critical care education for all interns caring for adult patients.

KEYWORDS:

Communication; Confidence; Critical care; Simulation; Skills

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