Abstract WP295: Improving Resident Confidence and Efficiency During Stroke Alerts Through Simulation Training

Margiotta, Megan; Wilhour, Danielle; D’Ambrosio, Robin; Pineda, Carissa; Rincón, Fred

doi:10.1161/str.49.suppl_1.wp295

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“…Although simulation-based learning, flipped-classroom, and technologically based didactics are used successfully in improving confidence and efficiency in responding to stroke codes, this intervention suggests that a dedicated lecture may be a useful tool. [15][16][17][18][19][20] A model of "value-added" lectures, where the lecture attendee garners practical, institution-specific tools beyond what is delivered via a factoid-based presentation, may mitigate some perceived issues with traditional lecturing in neurology to non-neurologists.…”

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confidence: 99%

Improvement of Confidence and Knowledge Retention for Stroke Management Among Internal Medicine Trainees During an Institution-Specific, Protocol-Oriented Lecture Based Intervention

LaBarbera,

Sacchetti

2024

Journal of Brown Hospital Medicine

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BACKGROUND: Acute stroke management is an essential component of neurology residency education. Internal medicine trainees are less likely to receive dedicated training in acute stroke care despite having to care for hospitalized patients with a stroke diagnosis. OBJECTIVE: The objectives of this survey-based quality improvement study were to: 1) assess pre-existing confidence and knowledge about acute stroke care among internal medicine trainees and 2) measure change after an institution-specific, protocol-oriented “value added lecture” (intervention). METHODS: Pre-intervention survey and knowledge assessment was given to internal medicine physicians, residents, and students, followed by the intervention on acute stroke management, during academic year 2019-2020. Post-intervention assessment was administered immediately post-intervention, and again at end of rotation. A 10-point Likert scale was used to indicate confidence. Statistics were performed using Student’s T-Test. RESULTS: Fifty-one respondents participated, out of a possible 162 (31% participation rate); 13 (25%) of the 51 respondents completed the delayed post-intervention survey. Only twenty-six (51%) participants had previously received a lecture on acute stroke management. Respondents’ knowledge and confidence on acute stroke management improved after intervention (p<0.0001), with no change in these scores by end of rotation (p=0.31). Forty-five (88%) respondents agreed or strongly agreed that a targeted stroke didactic was a useful part of internal medicine training. CONCLUSIONS: An institution-specific, protocol-oriented lecture improved stroke management knowledge and confidence among internal medicine trainees, particularly among earlier trainees. A dedicated stroke management lecture should be considered as an addition to internal medicine training programs’ curricula.

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