Wheeler Derek S, Clapp Christopher R, Poss W Bradley
Division of Critical Care Medicine, Children's Hospital Medical Center, Cincinnati, Ohio, USA.
Pediatr Emerg Care. 2003 Feb;19(1):1-5. doi: 10.1097/00006565-200302000-00001.
After completing their critical care rotations, pediatric residents are expected to have acquired skills in the resuscitation of critically ill newborns and children. Recent Accreditation Council on Graduate Medical Education (ACGME) guidelines have limited the time devoted to critical care training during pediatric residency. We sought to determine how individual programs have structured their critical care training experience in light of these changes.
A questionnaire was mailed to each pediatric residency program listed in the 1996-1997 Graduate Medical Education Directory. Information was obtained regarding the structure of critical care training. Data were analyzed using descriptive techniques, one-way analysis of variance with Scheffé post hoc test, and Fisher exact test as appropriate.
Data were received from 149 programs (71% response rate). Most programs were in compliance with ACGME standards regarding the number of months devoted to neonatal intensive care, pediatric intensive care, and emergency medicine. There were no significant differences in the total number of rotations in either the neonatal intensive care unit (NICU) or the pediatric intensive care unit (PICU) when the programs were stratified by size. There were no significant differences in the percentage of programs requiring night call in either the NICU or the PICU during off-service months. However, small programs (< 25 residents) required significantly fewer rotations in emergency medicine (P < 0.001). Most programs complemented the critical care experience by offering additional rotations and advanced life support training.
Pediatric residency programs have structured their critical care rotations in a similar fashion in accordance with ACGME guidelines. The success in meeting the stated objectives, as measured by the ability of graduating residents to stabilize critically ill children, is not known and will require further study.
在完成重症监护轮转后,儿科住院医师应掌握危重新生儿和儿童的复苏技能。近期美国研究生医学教育认证委员会(ACGME)的指南限制了儿科住院医师培训期间用于重症监护培训的时间。我们试图确定各个项目如何根据这些变化来构建其重症监护培训经历。
向1996 - 1997年研究生医学教育名录中列出的每个儿科住院医师培训项目邮寄了一份调查问卷。获取了有关重症监护培训结构的信息。数据采用描述性技术、带有谢费尔事后检验的单向方差分析以及适当的费舍尔精确检验进行分析。
收到了149个项目的数据(回复率为71%)。大多数项目在新生儿重症监护、儿科重症监护和急诊医学的月数方面符合ACGME标准。当按规模对项目进行分层时,新生儿重症监护病房(NICU)或儿科重症监护病房(PICU)的轮转总数没有显著差异。在非服务月期间,NICU或PICU要求值夜班的项目百分比没有显著差异。然而,小型项目(< 25名住院医师)所需的急诊医学轮转显著更少(P < 0.001)。大多数项目通过提供额外的轮转和高级生命支持培训来补充重症监护经验。
儿科住院医师培训项目已根据ACGME指南以类似方式构建其重症监护轮转。通过毕业住院医师稳定危重症儿童的能力来衡量,在实现既定目标方面是否成功尚不清楚,需要进一步研究。