(Research Abstract Professor Rounds: Group 1) Pediatric Cardiac Arrest Mock Code: Impact on Resident Knowledge and Confidence (1090-002330)
Start time: Tuesday, January 26, 2021, 2:00 PM End time: Tuesday, January 26, 2021, 3:00 PM Session Type: Research Abstracts (Completed Studies)
Will a simulation-based mock code session improves pediatric resident knowledge of current PALS guidelines and confidence in pediatric cardiac arrest?
Residents in categorical pediatrics, combined medicine-pediatrics, or combined pediatric-neurology at a tertiary children’s hospital were assigned to a simulation session. Residents were presented with a scenario using high-fidelity mannequin with initial pulseless ventricular tachycardia and then pulseless electrical activity. The residents worked as a team to manage the simulated patient for 10 minutes. The residents then participated in a 15-minute debrief session. The debrief included review of standardized teaching points. Residents completed a pre- and post- confidence Likert scale assessments and answered open-ended knowledge questions. Pre- and post statistical comparisons were made on overall median confidence and knowledge, as well as analyzed by pediatric residency track and year of training using Wilcoxon matched-pair rank sum tests. Data were analyzed using STATA 16 (College Station, TX) with alpha = 0.05.
Thirty-two residents participated in a simulation session held between July 2019 and February 2020 with 25/32 (78%) completing both pre and post surveys. The majorities of participants were in their second year of residency (46.9%) and were in general pediatric track (81.3%). Overall median resident knowledge increased from a pre-score of 15/20 (10, 17.5) to post-score 18/20 (17, 20) (p < 0.0001), table 1. Overall median confidence increased from a pre-score of 14/25 (12, 17) to post-score 20/25 (16, 25) (p < 0.0001), table 2. Significant increases were also seen in both knowledge and self-assessment when examined by each of the post-graduate years (PGY) 1-3. There were insufficient data for PGY 4 analyses.
Participation in a single simulation-based education session significantly improved resident confidence and knowledge in the management of pediatric cardiac arrest and knowledge of PALS guidelines. Further study to examine skill and knowledge retention as well as to determine if they translate to improved performance in real life critical situations is warranted.