Redesigning a Pediatric Resuscitation Course Using a Hybrid Model: A Program Evaluation

Traditional advanced pediatric life support (APLS) courses require two full days of in-person instruction, creating challenges related to time, cost, and faculty resources. Flipped-classroom models may improve efficiency while maintaining educational outcomes. This study evaluated a hybrid APLS course combining interactive asynchronous learning with a simulation-focused in-person day.

We conducted a mixed-methods program evaluation at a pediatric emergency department. Participants completed five interactive asynchronous modules followed by a one-day, simulation-based course. Outcomes included performance on the standardized APLS examination and post-course evaluations using Likert-scale items and open-ended questions. Results from the hybrid course were descriptively compared with aggregated data from the traditional two-day format.

Thirty-eight clinicians participated. All completed the course and passed the APLS examination (100% pass rate), with scores descriptively similar to institutional benchmarks from the traditional format. Learner satisfaction was high, with mean ratings ranging from 4.92 to 5.00 (five-point scale). Asynchronous modules and simulation activities received the highest ratings. Descriptive comparisons showed similar learner evaluation scores across domains. Qualitative analysis identified themes of improved preparedness, high engagement, and strong preference for the hybrid model. Course duration was reduced by 50%, and participant cost decreased by 25%.

A hybrid, flipped-classroom APLS model incorporating interactive asynchronous learning and simulation-based training was feasible and well-received. Educational outcomes were descriptively consistent with those observed in the traditional format while improving efficiency and reducing resource requirements. This approach may support scalable delivery of pediatric resuscitation training.