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Simulation in Neonatal-Perinatal Medicine Fellowship Programs.

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Simulation is widely used in neonatal-perinatal medicine (NPM) fellowships, but training hours are limited. A standardized curriculum could overcome barriers to enhance simulation use for fellows.

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Area of Science:

  • Medical Education
  • Neonatal-Perinatal Medicine
  • Simulation Technology

Background:

  • Simulation is increasingly recognized as a vital tool in medical education.
  • Neonatal-perinatal medicine (NPM) fellowship programs face unique challenges in integrating simulation.
  • Understanding current simulation practices is crucial for curriculum development.

Purpose of the Study:

  • To investigate the current utilization of simulation in Accreditation Council for Graduate Medical Education (ACGME) accredited NPM fellowship programs.
  • To identify the scope and duration of simulation training provided to fellows.
  • To explore barriers hindering the effective implementation of simulation.

Main Methods:

  • A cross-sectional survey was conducted among program directors (PDs) and simulation educators in ACGME-accredited NPM fellowship programs.
  • Data were collected on the types of simulation used, hours of training, and perceived barriers.
  • Response rates from PDs and simulation educators were analyzed.

Main Results:

  • 97% of responding NPM fellowship programs utilize simulation, primarily for neonatal resuscitation and procedural skills training.
  • The majority of fellows (51%) receive 20 hours or less of simulation training, despite most PDs desiring more.
  • Key barriers include insufficient faculty time, lack of expertise, funding, and curriculum development.

Conclusions:

  • While simulation is prevalent in NPM fellowships, the extent and duration of fellow exposure are currently limited.
  • A standardized simulation curriculum is proposed as a potential solution to address identified barriers.
  • Enhancing simulation training is essential for improving fellow preparedness in neonatal-perinatal medicine.