Rapid Cycle Deliberate Practice for Pediatric Intern Resuscitation Skills

Introduction For pediatric interns, it takes deliberate practice to translate the knowledge of what to do in emergencies into the procedural and communication skills required of a team member or team leader. This curriculum taught interns through simulations with rapid cycle deliberate practice (RCD...

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Autor principal:	Daniel S. Lemke
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Simulation Resuscitation Rapid Cycle Deliberate Practice RCDP Physician Pediatric Emergency Medicine Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/2428ae09c42e4a5aa53be3290c35fc3d
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spelling	oai:doaj.org-article:2428ae09c42e4a5aa53be3290c35fc3d2021-11-19T15:09:51ZRapid Cycle Deliberate Practice for Pediatric Intern Resuscitation Skills10.15766/mep_2374-8265.110202374-8265https://doaj.org/article/2428ae09c42e4a5aa53be3290c35fc3d2020-11-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.11020https://doaj.org/toc/2374-8265Introduction For pediatric interns, it takes deliberate practice to translate the knowledge of what to do in emergencies into the procedural and communication skills required of a team member or team leader. This curriculum taught interns through simulations with rapid cycle deliberate practice (RCDP). This method focused on teaching time-sensitive team-based activities in simulation. The RCDP structure alternated practice with immediate expert feedback. This alternating pattern gave the learner chances to practice the correct way to perform these skills. Methods The curriculum was developed iteratively based on common gaps in intern skills and knowledge; it was well suited for groups of four to six interns and to be given by one or two instructors over a 6-hour period of time. After an initial warm-up case, a series of simulations used RCDP to move interns through cases focusing on management of respiratory distress, upper airway obstruction, shock, intubation, complications of intubation, and pulseless arrest. Feedback was interspersed throughout the experience with detailed explanations provided as the interns required them to complete the simulations. Results This technique was well received by a group of 81 interns who provided positive feedback on the sessions. In particular, when asked if the course “improved my teamwork and leadership skills” they agreed with a mean score of 4.9 out of 5. Discussion This curriculum taught and integrated the procedural skills, communication skills, and teamwork needed to participate in pediatric resuscitations. The methods described in this curriculum improved confidence of pediatric interns and merits further study.Daniel S. LemkeAssociation of American Medical CollegesarticleSimulationResuscitationRapid Cycle Deliberate PracticeRCDPPhysicianPediatric Emergency MedicineMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Simulation Resuscitation Rapid Cycle Deliberate Practice RCDP Physician Pediatric Emergency Medicine Medicine (General) R5-920 Education L
spellingShingle	Simulation Resuscitation Rapid Cycle Deliberate Practice RCDP Physician Pediatric Emergency Medicine Medicine (General) R5-920 Education L Daniel S. Lemke Rapid Cycle Deliberate Practice for Pediatric Intern Resuscitation Skills
description	Introduction For pediatric interns, it takes deliberate practice to translate the knowledge of what to do in emergencies into the procedural and communication skills required of a team member or team leader. This curriculum taught interns through simulations with rapid cycle deliberate practice (RCDP). This method focused on teaching time-sensitive team-based activities in simulation. The RCDP structure alternated practice with immediate expert feedback. This alternating pattern gave the learner chances to practice the correct way to perform these skills. Methods The curriculum was developed iteratively based on common gaps in intern skills and knowledge; it was well suited for groups of four to six interns and to be given by one or two instructors over a 6-hour period of time. After an initial warm-up case, a series of simulations used RCDP to move interns through cases focusing on management of respiratory distress, upper airway obstruction, shock, intubation, complications of intubation, and pulseless arrest. Feedback was interspersed throughout the experience with detailed explanations provided as the interns required them to complete the simulations. Results This technique was well received by a group of 81 interns who provided positive feedback on the sessions. In particular, when asked if the course “improved my teamwork and leadership skills” they agreed with a mean score of 4.9 out of 5. Discussion This curriculum taught and integrated the procedural skills, communication skills, and teamwork needed to participate in pediatric resuscitations. The methods described in this curriculum improved confidence of pediatric interns and merits further study.
format	article
author	Daniel S. Lemke
author_facet	Daniel S. Lemke
author_sort	Daniel S. Lemke
title	Rapid Cycle Deliberate Practice for Pediatric Intern Resuscitation Skills
title_short	Rapid Cycle Deliberate Practice for Pediatric Intern Resuscitation Skills
title_full	Rapid Cycle Deliberate Practice for Pediatric Intern Resuscitation Skills
title_fullStr	Rapid Cycle Deliberate Practice for Pediatric Intern Resuscitation Skills
title_full_unstemmed	Rapid Cycle Deliberate Practice for Pediatric Intern Resuscitation Skills
title_sort	rapid cycle deliberate practice for pediatric intern resuscitation skills
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/2428ae09c42e4a5aa53be3290c35fc3d
work_keys_str_mv	AT danielslemke rapidcycledeliberatepracticeforpediatricinternresuscitationskills
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Rapid Cycle Deliberate Practice for Pediatric Intern Resuscitation Skills

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