A Comprehensive Infant Lumber Puncture Novice Procedural Skills Training Package: An INSPIRE Simulation-Based Procedural Skills Training Package

Auerbach, Marc; Fein, Daniel M.; White, Michaela M.; Mehta, Renuka; Gerard, James; Zaveri, Pavan; Kou, Maybelle; Reid, Jennifer; Agrawal, Dewesh; Ittersum, Wendy Van; Scherzer, Daniel; Vasquez, Elsa; Iyer, Seema; Thomas, Anita; Sawyer, Taylor; Kessler, David

doi:10.15766/mep_2374-8265.9724

Cited by 10 publications

(11 citation statements)

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“…[11][12][13][14][15] Our previous single-center study demonstrated that using simulation to train residents to a minimal standard could improve their clinical success with infant LP. 16,17 However, similar educational programs tested in other environments have not shown any improvements in clinical LP performance. 18,19 Furthermore, when we repeated our intervention in a multicenter setting, we failed to replicate our previous success.…”

Section: What This Study Addsmentioning

confidence: 97%

“…Trained facilitators guided participants in 1-on-1 repetitive practice sessions until participants achieved a predefined level of mastery of the procedure on an infant LP simulator (BabyStap; Laerdal Medical, Stockholm, Sweden). 11,16,17 Mastery was defined as independent performance of all items on a subcomponent skills checklist (Supplemental Fig 2). Development and validation of the skill checklist has been previously described.…”

Section: Hands-on Trainingmentioning

confidence: 99%

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Impact of Just-in-Time and Just-in-Place Simulation on Intern Success With Infant Lumbar Puncture

et al. 2015

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Section: What This Study Addsmentioning

confidence: 97%

Section: Hands-on Trainingmentioning

confidence: 99%

Impact of Just-in-Time and Just-in-Place Simulation on Intern Success With Infant Lumbar Puncture

et al. 2015

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“…During the third week of the PED rotation, the lead facilitator reviewed all four videos and completed a Formative Feedback Report (FFR). This report included previously published competency checklists 8 , 18 , 22 and entrustment scales 23 and allowed space for free-text commentary ( Appendix E ). The competency checklists were provided to the resident in the FFR to ground qualitative feedback from the primary facilitator who watched their performance on video.…”

Section: Methodsmentioning

confidence: 99%

“…Furthermore, we incorporated several procedure-related resources from MedEdPORTAL, utilized FAs as the primary teaching modality, and incorporated the emerging entrustable professional activities assessment construct. 8 , 16 , 18 , 21 , 22 Finally, we explored whether our FAs were associated with increased pediatric resident procedural experiences in the clinical setting.…”

Section: Introductionmentioning

confidence: 99%

Formative Assessments Promote Procedural Learning and Engagement for Senior Pediatric Residents on Rotation in the Pediatric Emergency Department

et al. 2022

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Introduction Procedural training is a universal concern amongst pediatric residents and their teachers. We developed and implemented formative assessments to generate direct and indirect procedural feedback. We analyzed changes in residents’ perceived procedural knowledge, skills, confidence, and entrustment. Methods Senior pediatric residents rotating in the pediatric emergency department participated in video-recorded formative assessments of informed consent OSCEs and simulated toddler forehead laceration repair and infant lumbar puncture. Residents reflected on their perceived procedural knowledge, skills, confidence, and entrustment through Likert and entrustment scales. Secondary outcomes of formative assessment completion rates and proportions of procedures performed by pediatric residents tracked feasibility and potential clinical impact, respectively. Results Including the pilot period, 89% of residents (31 out of 35) received direct and indirect procedural feedback. Perceived composite competency and entrustment improved for laceration repair (competency: from 3.1 to 3.9, p < .001; entrustment: from 4.0 to 5.1, p < .001) and lumbar puncture (competency: from 3.5 to 4.0, p < .001; entrustment: from 4.6 to 5.6, p = .001). We observed an increase in the proportion of clinical laceration repairs (11% [97 out of 885] vs. 23% [218 out of 946], p < .001) and lumbar punctures (23% [12 out of 54] vs. 41% [21 out of 52], p = .05) performed by pediatric residents. Discussion Integrating feasible procedural formative assessments into the pediatric emergency department rotation had a positive impact on senior pediatric residents’ perceptions of their procedural knowledge, skills, confidence, and entrustment and was associated with increased procedural engagement.

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“…16,20 Furthermore, JIT and JIP SIM associated with improved procedural psychomotor skills and learner preparation for procedures, but has not associated with procedural success on real patients. 16,18,21 To address the aforementioned modifiable impediments to procedural training, we used the LSPPDM construct and developed a workplace procedural training cart for pediatric residents rotating in the pediatric emergency department (PED). The primary aim of this study was to describe the use of the cart by pediatric residents to report how the cart facilitated "learning, seeing, practicing and proving" competence of core ACGME procedures.…”

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confidence: 99%

A Workplace Procedure Training Cart to Augment Pediatric Resident Procedural Learning

et al. 2021

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Objective: Our primary aim was to describe pediatric residents' use of a workplace procedural training cart. An exploratory aim was to examine if the cart associated with increased resident procedural experiences with real patients.Methods: Guided by the procedural training construct of "Learn, See, Practice, Prove, Do, Maintain," we created a novel workplace procedural training cart with videos (learn and see) and simulation equipment (practice and prove). An electronic logbook recorded resident use data, and a brief survey solicited residents' perceptions of the cart's educational impact. We queried our electronic medical record to compare the proportion of real procedures completed by residents before and after the intervention. Results:From August 1 to December 31, 2019, 24 pediatric residents (10 interns and 14 seniors) rotated in the pediatric emergency department. Twenty-one cart encounters were logged, mostly by interns (67% [14/21]). The 21 cart encounters yielded 32 learning activities (8 videos watched and 24 procedures practiced), reflecting the residents' interest in laceration repair (50% [4/8], 54% [13/24]) and lumbar puncture (38% [3/8], 33% [8/24]). All users agreed (29% [6/21]) or strongly agreed (71% [15/21]) the cart encouraged practice and improved confidence in independently performing procedures. No changes were observed in the proportion of actual procedures completed by residents.Conclusions: A workplace procedural training cart was used mostly by pediatric interns. The cart cultivated residents' perceived confidence in real procedures but was not used by all residents or influenced residents' procedural behaviors in the pediatric emergency department.

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A Comprehensive Infant Lumber Puncture Novice Procedural Skills Training Package: An INSPIRE Simulation-Based Procedural Skills Training Package

Cited by 10 publications

References 0 publications

Impact of Just-in-Time and Just-in-Place Simulation on Intern Success With Infant Lumbar Puncture

Impact of Just-in-Time and Just-in-Place Simulation on Intern Success With Infant Lumbar Puncture

Formative Assessments Promote Procedural Learning and Engagement for Senior Pediatric Residents on Rotation in the Pediatric Emergency Department

A Workplace Procedure Training Cart to Augment Pediatric Resident Procedural Learning

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