Learning to Beat the Shock Clock: A Low-Fidelity Simulation Board Game for Pediatric and Emergency Medicine Residents.

Autor:	Bridges EP; Assistant Professor, Department of Emergency Medicine, University of South Carolina School of Medicine Greenville.; Assistant Clerkship Director, Department of Emergency Medicine, University of South Carolina School of Medicine Greenville., Foster CE; Assistant Professor, Department of Pediatrics, Section of Infectious Diseases, Baylor College of Medicine.; Assistant Professor, Department of Pediatrics, Section of Infectious Diseases, Texas Children's Hospital., Park DB; Assistant Professor, Department of Pediatrics, Division of Pediatric Emergency Medicine, University of North Carolina Children's Hospital.; Director of Pediatric Emergency Ultrasound, Department of Pediatrics, Division of Pediatric Emergency Medicine, University of North Carolina Children's Hospital.; Associate Medical Director for Pediatric Emergency Medicine, Department of Pediatrics, Division of Pediatric Emergency Medicine, University of North Carolina Children's Hospital., Lehman-Huskamp KL; Associate Professor, Department of Pediatrics, Medical University of South Carolina College of Medicine.; Director of Emergency Management, Department of Pediatrics, Division of Pediatric Emergency Medicine, Medical University of South Carolina College of Medicine., Mark DW; Assistant Professor, Department of Pediatrics, University of South Dakota, Sanford School of Medicine., Tuuri RE; Associate Professor, University of New Mexico School of Medicine.; Clinical Director, Pediatric Emergency Department, University of New Mexico School of Medicine.; Division Chief, Pediatric Emergency Medicine, Department of Emergency Medicine, University of New Mexico School of Medicine.
Jazyk:	angličtina
Zdroj:	MedEdPORTAL : the journal of teaching and learning resources [MedEdPORTAL] 2019 Feb 11; Vol. 15, pp. 10804. Date of Electronic Publication: 2019 Feb 11.
DOI:	10.15766/mep_2374-8265.10804
Abstrakt:	Introduction: Resident physicians may have difficulty with identifying and managing pediatric septic shock due to limited patient encounters. Simulation-based interventions can enhance competency. We developed a low-fidelity tabletop simulation game to teach pediatric septic shock and compared residents' knowledge of and comfort with recognition and management of septic shock. Methods: Pediatric and emergency medicine residents participated in an education session involving a low-fidelity, tabletop simulation in which they managed two simulated pediatric patients with septic shock. The two patients were a 12-year-old healthy male with cold shock due to a urinary tract infection and a 5-year-old female with a history of leukemia who developed warm shock due to pneumonia. Because this session was presented as a board game rather than high-fidelity simulation, learners focused on decision making rather than the mechanics of procedures. Residents completed a survey and a knowledge-based test before and after this session. Results: Twenty-three pediatric and nine emergency medicine residents participated. Correct responses for the preintervention test were 71%, compared with 83% postintervention. The difference in rates was 12% (95% confidence interval, -0.17 to -0.07; p < .0001). Residents rated this modality as being more useful than lectures or reading and as equivalent to bedside teaching and high-fidelity simulation. Discussion: Our pilot low-fidelity simulation improved resident knowledge and comfort with pediatric septic shock care. Further studies are needed to address the impact of low-fidelity simulations on patient outcomes. Competing Interests: None to report.
Databáze:	MEDLINE
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