Larson-Williams Linnea M, Youngblood Amber Q, Peterson Dawn Taylor, Zinkan J Lynn, White Marjorie L, Abdul-Latif Hussein, Matalka Leen, Epps Stephen N, Tofil Nancy M
Linnea M Larson-Williams, Department of Pediatric Endocrinology, Georgia Regents University, Augusta, GA 30912, United States.
World J Crit Care Med. 2016 Nov 4;5(4):212-218. doi: 10.5492/wjccm.v5.i4.212.
To investigate the use of a multidisciplinary, longitudinal simulation to educate pediatric residents and nurses on management of pediatric diabetic ketoacidosis.
A multidisciplinary, multiple step simulation course was developed by faculty and staff using a modified Delphi method from the Pediatric Simulation Center and pediatric endocrinology department. Effectiveness of the simulation for the residents was measured with a pre- and post-test and a reference group not exposed to simulation. A follow up post-test was completed 3-6 mo after the simulation. Nurses completed a survey regarding the education activity.
Pediatric and medicine-pediatric residents ( = 20) and pediatric nurses ( = 25) completed the simulation course. Graduating residents ( = 16) were used as reference group. Pretest results were similar in the control and intervention group (74% ± 10% 76% ± 15%, = 0.658). After completing the intervention, participants improved in the immediate post-test in comparison to themselves and the control group (84% ± 12% post study; < 0.05). The 3-6 mo follow up post-test results demonstrated knowledge decay when compared to their immediate post-test results (78% ± 14%, = 0.761). Residents and nurses felt the interdisciplinary and longitudinal nature of the simulation helped with learning.
Results suggest a multidisciplinary, longitudinal simulation improves immediate post-intervention knowledge but important knowledge decay occurs, future studies are needed to determine ways to decrease this decay.
探讨采用多学科纵向模拟教学法对儿科住院医师和护士进行小儿糖尿病酮症酸中毒管理的培训效果。
由儿科模拟中心和儿科内分泌科的教员及工作人员采用改良德尔菲法开发了一个多学科、多步骤的模拟课程。通过模拟前测试、模拟后测试以及未参与模拟的参照组来评估模拟教学对住院医师的有效性。模拟结束3至6个月后进行了后续后测试。护士们完成了关于教育活动的调查。
儿科及儿内科住院医师（n = 20）和儿科护士（n = 25）完成了模拟课程。毕业住院医师（n = 16）作为参照组。对照组和干预组的前测试结果相似（74% ± 10% 对 76% ± 15%，P = 0.658）。完成干预后，与自身及对照组相比，参与者在模拟后即刻测试中的成绩有所提高（学习后为84% ± 12%；P < 0.05）。与模拟后即刻测试结果相比，3至6个月后的后续后测试结果显示知识出现衰退（78% ± 14%，P = 0.761）。住院医师和护士认为模拟的跨学科和纵向性质有助于学习。
结果表明多学科纵向模拟教学可提高干预后即刻的知识水平，但会出现明显的知识衰退，未来需要开展研究以确定减少这种衰退的方法。
