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

Area of Science:

• Medical Education
• Emergency Medicine
• Pediatric Care

Background:

• Pediatric emergencies pose significant challenges for emergency physicians.
• Simulation-based training (SBT) is increasingly recognized as a vital tool in medical education.
• SBT is recommended for both medical school curricula and postgraduate training.

Purpose of the Study:

• To evaluate emergency physicians' and residents' self-perceived changes in clinical practice after simulation-based training in pediatric emergency care.
• To assess participant satisfaction, knowledge acquisition, skill development, and confidence levels post-SBT.

Main Methods:

• A survey was administered to emergency physicians and residents who completed a Pediatric Emergency Procedures course (2010-2015).
• The course comprised 50% didactic instruction and 50% simulation.
• The Kirkpatrick model was used to assess satisfaction, learning (knowledge, skills, attitudes), and changes in clinical practice.

Main Results:

• All 46 participants were satisfied with the course.
• High-fidelity simulation realism was agreed upon by 96% of participants.
• 100% perceived gains in knowledge, 98% in practical skills, and 83% in self-confidence.
• Significant improvements were reported in anticipation (91%), procedural skills (81%), algorithms (92%), and communication/teamwork (79%).

Conclusions:

• The Pediatric Emergency Procedures university course received highly positive self-assessments.
• Participants strongly recommended integrating SBT into emergency residency curricula for pediatric emergency care.
• Regular simulation training is favored for managing low-volume, high-stakes pediatric emergency procedures.