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Pediatr Emerg Care. 2020 Jan 6. doi: 10.1097/PEC.0000000000001961. [Epub ahead of print]

Evaluation of Learning Effectiveness After a Simulation-Based Training Pediatric Course for Emergency Physicians.

Author information

1
From the Emergency Department.
2
Emergency Medical Service.
3
Pediatric Emergency Department, University Hospital of Poitiers.
4
ABS Lab-Simulation Laboratory, Faculty of Medicine, University of Poitiers, Poitiers.
5
Emergency Department.
6
Emergency Medical Service, University Hospital of Bichat.
7
Simulation Center, University of Paris Diderot, Paris, France.

Abstract

INTRODUCTION:

For emergency physicians, pediatric emergencies represent rare and challenging situations. Simulation-based training (SBT) is increasingly used in medical education and recommended for implementation in the curriculum and postgraduate training.

OBJECTIVES:

The objective of this study was to explore the self-assessment of emergency physicians' and residents' clinical practice in pediatric emergency care after SBT.

METHODS:

We surveyed emergency physicians and residents who successfully took a course of Pediatric Emergency Procedures (University of Poitiers, France) between 2010 and 2015. The course included didactics 50% of the time, and simulation the other 50%. According to Kirkpatrick model, 3 levels were approached: satisfaction, learning (knowledge, skills, and attitudes), and changes in clinical practice. The main results are expressed in numbers (percentages).

RESULTS:

One hundred percent of the 46 included emergency physicians and residents were satisfied with the course. Sixty-nine percent agreed with the realism of low-fidelity simulation, whereas 22% disagreed. Ninety-six percent agreed with high-fidelity simulator realism. One hundred percent of responders perceived a gain in knowledge, 98% in practical skill, and 83% in improved self-confidence. Among the clinical practice changes, 91% involved anticipation, 81% procedural skills, 92% algorithms, and 79% communication and teamwork. One hundred percent expressed the wish to repeat simulation sessions at a rate of 2 ± 1 sessions per year.

CONCLUSIONS:

Self-assessment of the Pediatric Emergency Procedures university course was very positive. According to the participants, this type of SBT on very specific pediatric emergency cares should be integrated to the emergency resident's curriculum. As regards pediatric emergency care, particularly dealing with low-volume, high-stake procedures, the participants were favorable to further, more regular simulation training.

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