Resident Physician University of South Alabama Children's and Women's Hospital Mobile, Alabama, United States
Background: Pediatric residents have overall less exposure to critical emergencies and procedures during their 3 years of training. These residents in primary and community regions are expected to be competent enough in dealing with emergencies and stabilize patients in smaller centers before transferring to a tertiary care center. Given a dedicated children’s ER with no fellow in the program, we developed a simulation curriculum for pediatric emergencies to improve resident education as well as patient care. Objective: 1. To develop a curriculum aimed at improving the skills and confidence of residents in managing pediatric emergencies 2. To evaluate the impact of repetitive longitudinal simulation-based training in improving teamwork and reducing the time of response during emergencies Design/Methods: We selected nine common pediatric emergency cases for a 9-month simulation program. Monthly, 10 residents were selected and divided into 2 groups to participate in 30-minute sessions. Pre and post-simulation surveys assessed self-reported knowledge and confidence. Recordings were scored using Tool for Resuscitation Assessment using Computerized Simulation (TRACS ), focusing on teamwork and response time. Open-ended questions gathered feedback for curriculum improvement. Self-reported changes in knowledge and confidence were assessed at three intervals over the study. A final resident survey will form the curriculum, which will be implemented annually throughout their three-year training. Additional data collection will include demographic information, specialty, training level, and clinical knowledge. Each session will be recorded, transcribed, and scored by three reviewers, ensuring standardized assessment.
