Long-term retention assessment after simulation-based-training of pediatric procedural skills among adult emergency physicians: a multicenter observational study

BMC Medical Education

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[1] 0000 0000 9336 4276, grid.411162.1, Emergency Department and EMS, University Hospital of Poitiers, 86000, Poitiers, France;0000 0000 9336 4276, grid.411162.1, Pediatric Emergency Department, University Hospital of Poitiers, 86000, Poitiers, France;0000 0001 2160 6368, grid.11166.31, ABS Lab - Simulation Laboratory, Faculty of Medicine, University of Poitiers, Poitiers, France;Emergency Department and EMS, General Hospital of Angouleme, 16000, Angouleme, France;Emergency Department and EMS, General Hospital of Niort, Niort, France;Emergency Department and EMS, University Hospital of Bichat and Beaujon, Paris, France;0000 0001 2217 0017, grid.7452.4, Ilumens- Simulation Laboratory, Faculty of Medicine, University of Paris-Diderot, 75018, Paris, France;0000 0001 2217 0017, grid.7452.4, Simulation center, University Paris-Diderot, 20 rue du Département, 75018, Paris, France;Emergency Medical Service and Emergency Department, University Hospital of Bichat and Beaujon, 46 rue Huchard, 75018, Paris, France;

关键词: Training;    Education;    Long-term memory;    Simulation-based education;    Performance;    Emergency medicine;    Technical skills;    Pediatric emergency;    Assessment;   

DOI  :  10.1186/s12909-019-1793-6

来源: publisher

【 摘 要 】

BackgroundOne of the primary goals of simulation-based education is to enable long-term retention of training gains. However, medical literature has poorly contributed to understanding the best timing for repetition of simulation sessions. There is heterogeneity in re-training recommendations.ObjectivesThis study assessed, through simulation-based training in different groups, the long-term retention of rare pediatric technical procedures.MethodsThis multicenter observational study included 107 emergency physicians and residents. Eighty-eight were divided into four groups that were specifically trained for pediatric emergency procedures at different points in time between 2010 and 2015 (< 0.5 year prior for G1, between 0.5 and 2 years prior for G2, between 2 and 4 years prior for G3, and ≥ 4 years prior for G4). An untrained control group (C) included 19 emergency physicians. Participants were asked to manage an unconscious infant using a low-fidelity mannequin. Assessment was based on the performance at 6 specific tasks corresponding to airway (A) and ventilation (B) skills. The performance (scored on 100) was evaluated by the TAPAS scale (Team Average Performance Assessment Scale). Correlation between performance and clinical level of experience was studied.ResultsThere was a significant difference in performance between groups (p < 0.0001). For G1, 89% of the expected tasks were completed but resulted in longer delays before initiating actions than for the other groups. There was no difference between G4 and C with less than half of the tasks performed (47 and 43% respectively, p = 0.57). There was no correlation between clinical level of experience and performance (p = 0.39).ConclusionPerformance decreased at 6 months after specific training for pediatric emergency skills, with total loss at 4 years after training, irrespective of experience. Repetition of simulation sessions should be implemented frequently after training to improve long-term retention and the optimal rate of refresher courses requires further research.

【 授权许可】

CC BY