Resident, Department of Pediatrics, University of California, Los Angeles, David Geffen School of Medicine.
Assistant Clinical Professor, Department of Pediatrics University of California, Los Angeles, David Geffen School of Medicine.
MedEdPORTAL. 2021 Apr 23;17:11142. doi: 10.15766/mep_2374-8265.11142.
Medical students frequently report lack of confidence and skill in managing ill pediatric patients. We aimed to implement targeted learning interventions to address these knowledge gaps, specifically focusing on pediatric sepsis. Our objective was to create a curriculum to advance knowledge and confidence in identifying and managing pediatric sepsis.
We designed this curriculum to augment medical student pediatric ICU (PICU) and neonatal ICU (NICU) rotations. We first emailed students a pretest and upon completion, we emailed students a series of brief educational videos. Students then participated in a simulation experience designed to assess their ability to diagnose and manage severe sepsis. We provided immediate debriefing after each session. Upon completion of the simulation experience, we emailed students a posttest (identical to the pretest). The pre-/posttest included multiple-choice questions to assess the students' ability to recognize and manage pediatric sepsis and septic shock, as well as Likert-scale questions assessing confidence levels in diagnosis and management of pediatric sepsis. We performed paired Student tests comparing knowledge-based question scores and Likert-scale results.
Of students, 40 enrolled in and 30 completed the curriculum between 2015 and 2020. When comparing pre- and posttest results, we found a significant improvement in knowledge scores (33% mean increase, 95% CI [22%-45%], < .001) and confidence levels (mean increase in Likert scale score of 1.5, 95% CI [1.2-1.7], < .001).
Results suggested that the curriculum advanced students' knowledge scores and improved self-reported confidence in managing theoretical pediatric patients with sepsis.
医学生经常报告在处理儿科患者方面缺乏信心和技能。我们旨在实施有针对性的学习干预措施来解决这些知识差距，特别是关注儿科脓毒症。我们的目标是创建一个课程，以提高识别和管理儿科脓毒症的知识和信心。
我们设计了这个课程来增强医学生儿科 ICU（PICU）和新生儿 ICU（NICU）轮转。我们首先向学生发送预测试题，完成后，我们向学生发送一系列简短的教育视频。然后，学生参与模拟体验，旨在评估他们诊断和管理严重脓毒症的能力。每次课程结束后，我们都会提供即时的讨论。模拟体验完成后，我们向学生发送后测试题（与预测试题相同）。前/后测试题包括多项选择题，以评估学生识别和管理儿科脓毒症和脓毒性休克的能力，以及评估学生在诊断和管理儿科脓毒症方面的信心水平的李克特量表问题。我们进行了配对的学生 t 检验，比较了基于知识的问题得分和李克特量表结果。
在 2015 年至 2020 年期间，有 40 名学生注册并完成了该课程。比较前测和后测结果，我们发现知识得分有显著提高（平均增加 33%，95%CI [22%-45%]，< 0.001），信心水平也有所提高（Likert 量表得分平均增加 1.5，95%CI [1.2-1.7]，< 0.001）。
结果表明，该课程提高了学生的知识得分，并提高了他们自我报告处理患有脓毒症的理论上的儿科患者的信心。
