Senior pediatric residents as teachers for an innovative multidisciplinary mock code curriculum.

Published

Journal Article

BACKGROUND: Resuscitation education for pediatric residents may be limited due to the low frequency of actual codes in children. Mock codes represent an opportunity to increase trainee education in acute resuscitations, and we designed a unique multidisciplinary mock code curriculum that uses senior pediatric residents as teachers. METHODS: A novel mock code curriculum was designed and integrated into an existing night-float rotation. Our 2-tiered curriculum not only focuses on improving teaching proficiency for resident educators (REs) but also includes separate goals to augment simulation-based resuscitation education for resident participants (RPs) and the multidisciplinary staff. RESULTS: Seventy-six residents (17 REs, 59 RPs) and more than 75 nurses have participated in the curriculum. After participation, 100% of residents felt that this curriculum would improve the quality of actual resuscitations, and 94% of RPs reported receiving valuable feedback. Comfort with teaching and feedback increased for REs (P < .05), and comfort in resuscitation and crisis resource management improved for RPs (P < .05). The nursing staff also felt that communication, teamwork, and collaboration improved due to implementation of this curriculum. CONCLUSIONS: A unique mock code curriculum can improve resident comfort with teaching, peer facilitation, feedback, and resuscitation. Curricular interventions of this nature may also be able to improve the balance between service and education within a residency training program. As we move toward a competency based training model within graduate medical education, further investigation is needed to link educational modifications of this nature to clinical outcomes and actual resident performance.

Full Text

Duke Authors

Cited Authors

  • Sweeney, A; Stephany, A; Whicker, S; Bookman, J; Turner, DA

Published Date

  • June 2011

Published In

Volume / Issue

  • 3 / 2

Start / End Page

  • 188 - 195

PubMed ID

  • 22655141

Pubmed Central ID

  • 22655141

Electronic International Standard Serial Number (EISSN)

  • 1949-8357

Digital Object Identifier (DOI)

  • 10.4300/JGME-D-10-00212.1

Language

  • eng

Conference Location

  • United States