Unifying Resident Education: 12 Interdisciplinary Critical Care Simulation Scenarios

Introduction Unified critical care training within residency education is a necessity. We created a simulation-based curriculum designed to educate residents on core topics and procedural skills, which crossed all adult disciplines caring for critically ill patients. Methods Residents from seven adu...

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Autores principales:	Mark J. Bullard, Sean M. Fox, Alan C. Heffner, Christie L. Bullard, Catherine M. Wares
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Critical Care Simulation Education Curriculum Resident Education Interdisciplinary Physician Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/fe84753ec8d249c9aa13e6727e7b679a
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spelling	oai:doaj.org-article:fe84753ec8d249c9aa13e6727e7b679a2021-11-19T15:06:53ZUnifying Resident Education: 12 Interdisciplinary Critical Care Simulation Scenarios10.15766/mep_2374-8265.110092374-8265https://doaj.org/article/fe84753ec8d249c9aa13e6727e7b679a2020-10-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.11009https://doaj.org/toc/2374-8265Introduction Unified critical care training within residency education is a necessity. We created a simulation-based curriculum designed to educate residents on core topics and procedural skills, which crossed all adult disciplines caring for critically ill patients. Methods Residents from seven adult disciplines participated in this annual program during intern year. Learners were grouped into mixed discipline cohorts. Each cohort attended three distinct 4-hour simulation-based sessions, each consisting of four scenarios followed by postevent debriefing. The curriculum included 12 total clinical scenarios. Scenarios covered a broad array of complex critical care topics facing all adult specialties and reinforced important system-specific initiatives. Assessments evaluated clinical performance metrics, self-reported confidence in curricular topics, procedural and communication skills, resident satisfaction, and interdisciplinary attitudes. Results Quantitative and qualitative data analyzed in three published works over the past 9 years of curricular programming has demonstrated highly satisfied learners along with improved: clinical performance; self-reported confidence in clinical topics, procedural, and communication skills; and interdisciplinary collegiality. Discussion Purposeful focus on curricular development that integrates basic, clinical, and procedural content, while promoting the development of interdisciplinary relationships and the practice of critical thinking skills, is vital for successful education and patient care. This curriculum was well received by interns, covered difficult to obtain GME milestones, and provided an opportunity for interdisciplinary education. In an era of limited time for devoted bedside teaching and variable training exposures to certain disease processes, the development and implementation of this curriculum has filled a void within our system for unified resident education.Mark J. BullardSean M. FoxAlan C. HeffnerChristie L. BullardCatherine M. WaresAssociation of American Medical CollegesarticleCritical CareSimulation EducationCurriculumResident EducationInterdisciplinaryPhysicianMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Critical Care Simulation Education Curriculum Resident Education Interdisciplinary Physician Medicine (General) R5-920 Education L
spellingShingle	Critical Care Simulation Education Curriculum Resident Education Interdisciplinary Physician Medicine (General) R5-920 Education L Mark J. Bullard Sean M. Fox Alan C. Heffner Christie L. Bullard Catherine M. Wares Unifying Resident Education: 12 Interdisciplinary Critical Care Simulation Scenarios
description	Introduction Unified critical care training within residency education is a necessity. We created a simulation-based curriculum designed to educate residents on core topics and procedural skills, which crossed all adult disciplines caring for critically ill patients. Methods Residents from seven adult disciplines participated in this annual program during intern year. Learners were grouped into mixed discipline cohorts. Each cohort attended three distinct 4-hour simulation-based sessions, each consisting of four scenarios followed by postevent debriefing. The curriculum included 12 total clinical scenarios. Scenarios covered a broad array of complex critical care topics facing all adult specialties and reinforced important system-specific initiatives. Assessments evaluated clinical performance metrics, self-reported confidence in curricular topics, procedural and communication skills, resident satisfaction, and interdisciplinary attitudes. Results Quantitative and qualitative data analyzed in three published works over the past 9 years of curricular programming has demonstrated highly satisfied learners along with improved: clinical performance; self-reported confidence in clinical topics, procedural, and communication skills; and interdisciplinary collegiality. Discussion Purposeful focus on curricular development that integrates basic, clinical, and procedural content, while promoting the development of interdisciplinary relationships and the practice of critical thinking skills, is vital for successful education and patient care. This curriculum was well received by interns, covered difficult to obtain GME milestones, and provided an opportunity for interdisciplinary education. In an era of limited time for devoted bedside teaching and variable training exposures to certain disease processes, the development and implementation of this curriculum has filled a void within our system for unified resident education.
format	article
author	Mark J. Bullard Sean M. Fox Alan C. Heffner Christie L. Bullard Catherine M. Wares
author_facet	Mark J. Bullard Sean M. Fox Alan C. Heffner Christie L. Bullard Catherine M. Wares
author_sort	Mark J. Bullard
title	Unifying Resident Education: 12 Interdisciplinary Critical Care Simulation Scenarios
title_short	Unifying Resident Education: 12 Interdisciplinary Critical Care Simulation Scenarios
title_full	Unifying Resident Education: 12 Interdisciplinary Critical Care Simulation Scenarios
title_fullStr	Unifying Resident Education: 12 Interdisciplinary Critical Care Simulation Scenarios
title_full_unstemmed	Unifying Resident Education: 12 Interdisciplinary Critical Care Simulation Scenarios
title_sort	unifying resident education: 12 interdisciplinary critical care simulation scenarios
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/fe84753ec8d249c9aa13e6727e7b679a
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Unifying Resident Education: 12 Interdisciplinary Critical Care Simulation Scenarios

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