Abstract
INTRODUCTION: Previous research shows that gaps exist in internal medicine residents' critical care knowledge and skills. The purpose of this study was to compare the bedside critical care competency of first-year residents who received a simulation-based educational intervention plus clinical training with third-year residents who received clinical training alone. METHODS: During their first 3 months of residency, a group of first-year residents completed a simulation-based educational intervention. A group of traditionally trained third-year residents who did not receive simulation-based training served as a comparison group. Both groups were evaluated using a 20-item clinical skills assessment at the bedside of a patient receiving mechanical ventilation at the end of their medical intensive care unit rotation. Scores on the skills assessment were compared between groups. RESULTS: Simulator-trained first-year residents (n = 40) scored significantly higher compared with traditionally trained third-year residents (n = 27) on the bedside assessment (91.3% [95% confidence interval, 88.2%-94.3%] vs. 80.9% [95% confidence interval, 76.8%-85.0%]; P < 0.001). CONCLUSIONS: First-year residents who completed a simulation-based educational intervention demonstrated higher clinical competency compared with third-year residents who did not undergo simulation training. Critical care competency cannot be assumed after clinical intensive care unit rotations; simulation-based curricula can help ensure residents are proficient to care for critically ill patients.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 67-71 |
| Number of pages | 5 |
| Journal | Simulation in Healthcare |
| Volume | 8 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 1 2013 |
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Keywords
- Competency-based education
- Medical simulation
- Residency education
ASJC Scopus subject areas
- Epidemiology
- Medicine (miscellaneous)
- Education
- Modeling and Simulation
Cite this
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First-year residents outperform third-year residents after simulation-based education in critical care medicine. / Singer, Benjamin D.; Corbridge, Thomas C.; Schroedl, Clara J.; Wilcox, Jane E.; Cohen, Elaine R.; McGaghie, William C.; Wayne, Diane B.
In: Simulation in Healthcare, Vol. 8, No. 2, 01.04.2013, p. 67-71.Research output: Contribution to journal › Article
TY - JOUR
T1 - First-year residents outperform third-year residents after simulation-based education in critical care medicine
AU - Singer, Benjamin D.
AU - Corbridge, Thomas C.
AU - Schroedl, Clara J.
AU - Wilcox, Jane E.
AU - Cohen, Elaine R.
AU - McGaghie, William C.
AU - Wayne, Diane B.
PY - 2013/4/1
Y1 - 2013/4/1
N2 - INTRODUCTION: Previous research shows that gaps exist in internal medicine residents' critical care knowledge and skills. The purpose of this study was to compare the bedside critical care competency of first-year residents who received a simulation-based educational intervention plus clinical training with third-year residents who received clinical training alone. METHODS: During their first 3 months of residency, a group of first-year residents completed a simulation-based educational intervention. A group of traditionally trained third-year residents who did not receive simulation-based training served as a comparison group. Both groups were evaluated using a 20-item clinical skills assessment at the bedside of a patient receiving mechanical ventilation at the end of their medical intensive care unit rotation. Scores on the skills assessment were compared between groups. RESULTS: Simulator-trained first-year residents (n = 40) scored significantly higher compared with traditionally trained third-year residents (n = 27) on the bedside assessment (91.3% [95% confidence interval, 88.2%-94.3%] vs. 80.9% [95% confidence interval, 76.8%-85.0%]; P < 0.001). CONCLUSIONS: First-year residents who completed a simulation-based educational intervention demonstrated higher clinical competency compared with third-year residents who did not undergo simulation training. Critical care competency cannot be assumed after clinical intensive care unit rotations; simulation-based curricula can help ensure residents are proficient to care for critically ill patients.
AB - INTRODUCTION: Previous research shows that gaps exist in internal medicine residents' critical care knowledge and skills. The purpose of this study was to compare the bedside critical care competency of first-year residents who received a simulation-based educational intervention plus clinical training with third-year residents who received clinical training alone. METHODS: During their first 3 months of residency, a group of first-year residents completed a simulation-based educational intervention. A group of traditionally trained third-year residents who did not receive simulation-based training served as a comparison group. Both groups were evaluated using a 20-item clinical skills assessment at the bedside of a patient receiving mechanical ventilation at the end of their medical intensive care unit rotation. Scores on the skills assessment were compared between groups. RESULTS: Simulator-trained first-year residents (n = 40) scored significantly higher compared with traditionally trained third-year residents (n = 27) on the bedside assessment (91.3% [95% confidence interval, 88.2%-94.3%] vs. 80.9% [95% confidence interval, 76.8%-85.0%]; P < 0.001). CONCLUSIONS: First-year residents who completed a simulation-based educational intervention demonstrated higher clinical competency compared with third-year residents who did not undergo simulation training. Critical care competency cannot be assumed after clinical intensive care unit rotations; simulation-based curricula can help ensure residents are proficient to care for critically ill patients.
KW - Competency-based education
KW - Medical simulation
KW - Residency education
UR - http://www.scopus.com/inward/record.url?scp=84876495702&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84876495702&partnerID=8YFLogxK
U2 - 10.1097/SIH.0b013e31827744f2
DO - 10.1097/SIH.0b013e31827744f2
M3 - Article
C2 - 23222546
AN - SCOPUS:84876495702
VL - 8
SP - 67
EP - 71
JO - Simulation in Healthcare
JF - Simulation in Healthcare
SN - 1559-2332
IS - 2
ER -