Repetitive Simulation is an Effective Instructional Design Within a Pediatric Resident Simulation Curriculum

Overview

Journal BMJ Simul Technol Enhanc Learn

Date 2022 May 6

PMID 35519013

Authors

Selin Tuysuzoglu Sagalowsky

Kimball A Prentiss

Robert J Vinci

Affiliations

Soon will be listed here.

Abstract

Introduction: Repetitive paediatric simulation (scenario-debrief-scenario; RPS) is an instructional design that allows immediate application of learner-directed feedback, in contrast to standard simulation (scenario-debrief; STN). Our aim was to examine the impact of RPS embedded within a paediatric resident simulation curriculum, comparing it to STN.

Methods: In this prospective educational cohort study, paediatric residents were enrolled in STN (n=18) or RPS (n=15) groups from August 2012 through June 2013. Each group performed an initial high-fidelity simulation and another after 1-2 weeks. Attitudes, confidence and knowledge were assessed using anonymous surveys with each scenario and at 4-6 months. Skills were assessed in real time with a modified Tool for Resuscitation Assessment Using Computerised Simulation (TRACS). Two blinded reviewers assessed a subset of videotaped scenarios for TRACS inter-rater reliability.

Results: Both STN and RPS designs were rated highly. The curriculum led to significant short-term and long-term improvements in confidence, knowledge and performance, with no significant differences between groups. All final respondents reported that they would prefer RPS to STN (n=6 STN, 4 RPS). TRACS intraclass correlation was 0.87 among all reviewers.

Conclusions: Paediatric residents reported preference for RPS over STN, with comparable impacts on confidence, knowledge and performance. The modified TRACS was a reliable tool to assess individual resident performance. Further research is needed to determine whether RPS is a more effective instructional design for teaching resuscitation skills to paediatric residents.

Citing Articles

The simulation design in health and nursing: A scoping review.

Oliveira Silva G, Fonseca L, Siqueira K, de Goes F, Ribeiro L, Aredes N Nurs Open. 2022; 10(4):1966-1984.

PMID: 36336777 PMC: 10006602. DOI: 10.1002/nop2.1466.

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