Hostname: page-component-78c5997874-xbtfd Total loading time: 0 Render date: 2024-11-14T17:25:19.515Z Has data issue: false hasContentIssue false
  • English
  • Français

Are Pediatric Emergency Physicians More Knowledgeable and Confident to Respond to a Pediatric Disaster after an Experiential Learning Experience?

Published online by Cambridge University Press:  11 August 2016

Ilana Bank  and
Elene Khalil
Ilana Bank*
Affiliation:
Division of Pediatric Emergency Medicine, Montreal Children’s Hospital, McGill University, Montreal, Quebec, Canada
Elene Khalil
Affiliation:
Division of Pediatric Emergency Medicine, Montreal Children’s Hospital, McGill University, Montreal, Quebec, Canada
*
Correspondence: Ilana Bank, MDCM, FRCPC, FAAP 1001 Decarie, Montreal, Quebec, Canada H4A 3J1 E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Objectives

Pediatric hospital disaster responders must be well-trained and prepared to manage children in a mass-casualty incident. Simulations of various types have been the traditional way of testing hospital disaster plans and training hospital staff in skills that are used in rare circumstances. The objective of this longitudinal, survey-based, observational study was to assess the effect of disaster response and management-based experiential learning on the knowledge and confidence of advanced learners.

Methods

A simulation-based workshop was created for practicing Pediatric Emergency Medicine (PEM) physicians, senior PEM physicians, and critical care and pediatric surgery residents to learn how to manage a disaster response. Given that this particular group of learners had never been exposed to such a disaster simulation, its educational value was assessed with the goal of improving the quality of the hospital pediatric medical response to a disaster by increasing the responders’ knowledge and confidence. Objective and subjective measures were analyzed using both a retrospective, pre-post survey, as well as case-based evaluation grids.

Results

The simulation workshop improved the learners’ perceived ability to manage patients in a disaster context and identified strengths and areas needing improvement for patient care within the disaster context.

Conclusion

Advanced learners exposed to an experiential learning activity believed that it improved their ability to manage patients in a disaster situation and felt that it was valuable to their learning. Their confidence was preserved six months later.

BankI, KhalilE. Are Pediatric Emergency Physicians More Knowledgeable and Confident to Respond to a Pediatric Disaster after an Experiential Learning Experience?Prehosp Disaster Med. 2016;31(5):551–556.

Keywords

disasterpediatricssimulation
Type
Special Reports
Information
Prehospital and Disaster Medicine , Volume 31 , Issue 5 , October 2016 , pp. 551 - 556
Copyright
© World Association for Disaster and Emergency Medicine 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1. Waisman, Y, Aharonson-Daniel, L, Mor, M, et al. The impact of terrorism on children: a two-year experience. Prehosp Disaster Med. 2003;18(3):242-248.Google Scholar
2. Cichon, ME, Fuchs, S, Lyons, E, et al. A statewide model program to improve emergency department readiness for pediatric care. Ann Emerg Med. 2009;54(2):198-204.Google Scholar
3. Weiner, DL. Lessons learned from disasters affecting children. Clin Ped Emerg Med. 2009;10(3):149-152.CrossRefGoogle Scholar
4. Noji, EK. Introduction: consequences of terrorism. Prehosp Disaster Med. 2003;18(3):163-164.Google Scholar
5. Scott, LA, Swartzentruber, DA, Davis, CA, et al. Competency in chaos: lifesaving performance of care providers utilizing a competency-based, multi-actor emergency preparedness training curriculum. Prehosp Disaster Med. 2013;28(4):322-333.Google Scholar
6. Scott, LA, Maddux, PT, Schnellmann, J, et al. High-fidelity multi-actor emergency preparedness training for patient care providers. Am J Disaster Med. 2012;7(3):175.Google Scholar
7. Cohen, D, Sevdalis, N, Taylor, D, et al. Emergency preparedness in the 21st century: training and preparation modules in virtual environments. Resuscitation. 2013;84(1):78-84.Google Scholar
8. Behar, S, Upperman, JS, Ramirez, M, et al. Training medical staff for pediatric disaster victims: a comparison of different teaching methods. Am J Disaster Med. 2008;3(4):189-199.Google ScholarPubMed
9. Gillett, B, Peckler, B, Sinert, R, et al. Simulation in a disaster drill: comparison of high-fidelity simulators versus trained actors. Acad Emerg Med. 2008;15(11):1144-1151.Google Scholar
10. Anderson, JM, Murphy, AA, Boyle, KB, et al. Simulating extracorporeal membrane oxygenation emergencies to improve human performance. Part II: assessment of technical and behavioral skills. Simulation in Healthcare. 2006;1:228-232.Google Scholar
11. Tsai, T-C, Harasym, P, Nijssen-Jordan, C, et al. Learning gains derived from a high-fidelity mannequin-based simulation in the pediatric emergency department. J Formosan Med Assoc. 2006;105:94-98.Google Scholar
12. Mancini, ME, Soar, J, Bhanji, F, et al. Part 12: education, implementation, and teams: 2010 International Consensus on CPR and Emergency Cardiovascular Care Science with Treatment Recommendations. Circulation. 2010;122(16 Suppl 2):S539-S581.Google Scholar
13. D’Eon, M, Sadownik, L, Harrison, A, et al. Using self-assessments to detect workshop success. Do they work? Am J Eval. 2008;29(1):92-98.Google Scholar
Supplementary material: File

Bank and Khalil supplementary material

Appendix 1

Download Bank and Khalil supplementary material(File)
File 15.3 KB
Supplementary material: File

Bank and Khalil supplementary material

Appendix 2

Download Bank and Khalil supplementary material(File)
File 19.7 KB