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Performance of a consensus scoring algorithm for assessing pediatric advanced life support competency using a

Kathleen M Ventre1, Dave S Collingridge, Deborah DeCarlo

  • 1Division of Critical Care Medicine, Department of Pediatrics, University of Utah Salt Lake City, UT, USA. Kathleen.ventre@hsc.utah.edu

Pediatric Critical Care Medicine : a Journal of the Society of Critical Care Medicine and the World Federation of Pediatric Intensive and Critical Care Societies
|November 10, 2009
PubMed
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A new computer simulator effectively assesses Pediatric Advanced Life Support (PALS) cognitive skills. This tool offers reliable evaluation and can enhance PALS competency maintenance through frequent assessments.

Area of Science:

  • Medical Simulation
  • Pediatric Emergency Medicine
  • Cognitive Skill Assessment

Background:

  • Pediatric Advanced Life Support (PALS) training is crucial for managing critically ill children.
  • Traditional PALS assessment methods may not fully capture cognitive decision-making skills.
  • A need exists for reliable and scalable tools to assess PALS cognitive proficiency.

Purpose of the Study:

  • To develop a computer screen-based simulator for Pediatric Advanced Life Support (PALS) cognitive skill assessment.
  • To pilot test a consensus-based scoring system for this novel simulator.
  • To evaluate the simulator's reliability and performance in assessing PALS providers.

Main Methods:

  • A computer-based simulator with four interactive PALS scenarios was developed using expert consensus.

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  • 100 PALS providers from various disciplines participated in a prospective, observational study.
  • Performance was assessed using computer-based scoring algorithms, with 100% agreement in pilot testing.

    • Main Results:

    • The simulator demonstrated excellent reliability, with 100% agreement between computer and manual scoring audits.
    • Performance varied across scenarios, with highest scores in supraventricular tachycardia and lowest in pulseless electrical activity.
    • Physician status and recent PALS course completion were associated with higher scores in specific scenarios.

    Conclusions:

    • Computer-based simulation provides a reliable method for evaluating PALS cognitive skills against consensus criteria.
    • This technology can supplement existing PALS curricula by enabling frequent competency assessments.
    • Simulation offers a scalable approach to maintaining PALS provider proficiency.