NM-337
Pediatric Anesthesiology Faculty Benefit from Facilitation of Pediatric Perioperative Emergency Simulations
Clark K, Zisblatt L, Nafiu O, Zaidi R, Putnam E
University of Michigan, Ann Arbor, MI, United states
Introduction: Perioperative life-threatening emergencies are uncommon in the pediatric population, and anesthesiologists often feel unprepared to manage them when they do occur. Simulation-based training in pediatric anesthesia involves immersion in real-life scenarios, and offers an opportunity to practice clinical skills and judgment. A post-scenario debrief provides a review of management strategies, and reinforces principles of teamwork and communication. While prior studies have demonstrated the utility of simulation education for medical trainees, the potential value for the faculty facilitating these sessions is not as well documented. We hypothesized that faculty members would benefit from facilitating a simulation curriculum for pediatric perioperative emergencies.
Methods: Utilizing the Managing Emergencies in Pediatric Anesthesia (MEPA) network, in 2013, we implemented a simulation program tailored to our busy tertiary care center. Each simulation session comprises three of nine pediatric emergency scenarios, with a focus on key clinical and non-clinical competencies for pediatric anesthesiologists. All pediatric anesthesiology fellows at our institution complete three sessions throughout the year. All faculty members have been invited to facilitate. Prior to each session, faculty attend a 30-minute preparatory meeting to ensure execution of pre-designated learning objectives. Upon scenario completion, a debrief facilitates discussion and self-reflection. The facilitators and trainees complete an anonymous evaluation of the course.
Results: Fifty-two trainees and 25 faculty have participated in the simulation program between 2013-2017. Most fellows strongly agreed that participating in these sessions was useful (97%) and would likely have an impact on their future practice (84%). Similarly, most faculty strongly agreed that facilitation of these sessions was useful (89%) and would likely have an impact on their future practice (84%). There are no statistically significant differences between the two groups’ ratings of the usefulness of these sessions and the potential impact on their practice (p=0.5881 and p=0.6139 by Fisher's exact test).
Discussion: Based on our results, it is evident that most fellows find simulation education to be valuable for their future practice. Interestingly, the majority of faculty members felt that their role as a facilitator would also promote a change in their practice, and that guiding trainees through emergency situations was a beneficial exercise. This may suggest a novel approach to encourage faculty development as clinician educators. Faculty are awarded AMA PRA Category 1 (CME) Creditâ„¢ for participation in these sessions due to the educational content. Additional studies, examining pre- and post-simulation trainee and faculty competencies, would be useful to assess the institutional impact of our current curriculum. Limitations of this study include the use of single center data as well as lack of pre- and post-assessments to determine changes in practice.
Conclusion: High-fidelity pediatric anesthesiology simulation can be a useful tool for not only trainee, but also faculty education and career development.
References: JAMA. 2011;306(9):978-988.
Pediatr Anesth. 2017;27:984–990.
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