Department of Pediatrics I, Center for Pediatrics and Adolescent Medicine, University Hospital Heidelberg, Im Neuenheimer Feld 430, 69120, Heidelberg, Germany.
UMM Klinik für Kinderchirurgie, Theodor-Kutzer-Ufer 1-3, 68167, Mannheim, Germany.
BMC Med Educ. 2024 Nov 28;24(1):1389. doi: 10.1186/s12909-024-06381-3.
We developed a blended training program at a tertiary pediatric center based on hospital-specific emergency guidelines, profession-specific Virtual Patients (VPs), and interprofessional team training. Using this novel approach, we addressed differing educational needs of medical and nursing staff and intrinsic cognitive overload among participants, aiming for harmonization of in-house emergency proceedings.
Self-assessments of pediatric emergency knowledge and skills were conducted before (T1) and after (T2) preparation using VPs, as well as after the team training day (T3). At T3, participants completed questionnaires on the training approach, its components, and learning impact. Ten months after the training, a follow-up survey (T4) queried perceived benefits within and beyond emergency situations.
A total of 56 medical staff and 56 nursing staff members participated in the pilot phase. Of these, N = 55 (98%) and N = 48 (85%), respectively, returned self-assessments; questionnaires were completed by N = 55 (98%) and N = 51 (91%), respectively. In both groups, 57 participants (50.9%) completed the follow-up survey. After team training (T3), both groups had statistically significant increased knowledge and skill scores compared with those at T1. Regarding the blended approach and its components, medical and nursing staff alike rated the entire course and its guidelines, the preparatory VPs, and the team training very highly. Participants felt being better prepared for pediatric emergencies. Perceived strengths of the training approach were in the triangulation of teaching methods and its interprofessionalism. More training scenarios were requested, as well as recurrent training. In the follow-up, participants reported improved confidence and calmness, as well as improved communication and collaboration when involved in an emergency. Beyond emergencies, benefits were reported in daily routines.
Our blended approach was perceived as being effective in improving preparedness among medical and nursing house staff. This approach permits customization of content and deliberate practice to improve pediatric critical care.
我们在一家三级儿科中心基于医院特定的紧急指南、专业特定的虚拟患者（VP）和跨专业团队培训，开发了一种混合培训计划。通过这种新方法，我们解决了医疗和护理人员不同的教育需求以及参与者内在的认知过载问题，旨在协调内部急诊程序。
在使用 VP 进行准备之前（T1）和之后（T2）以及团队培训日（T3）后，对儿科急诊知识和技能进行自我评估。在 T3 时，参与者完成了关于培训方法、其组成部分和学习效果的问卷调查。培训 10 个月后（T4），一项后续调查询问了在急诊和非急诊情况下的感知收益。
共有 56 名医护人员参加了试点阶段。其中，分别有 55 名（98%）和 48 名（85%）医护人员返回自我评估；分别有 55 名（98%）和 51 名（91%）医护人员完成了问卷调查。在两组中，分别有 57 名（50.9%）参与者完成了后续调查。与 T1 相比，两组在团队培训（T3）后，知识和技能得分均有统计学显著提高。关于混合方法及其组成部分，医护人员均对整个课程及其指南、预备 VP 和团队培训给予了高度评价。参与者感到对儿科急诊有了更好的准备。培训方法的优势在于教学方法的三角化和其跨专业性。更多的培训场景和定期培训被要求。在后续调查中，参与者报告说在参与急诊时，信心和冷静度提高了，沟通和协作也得到了改善。除了急诊，日常工作中也有好处。
我们的混合方法被认为在提高医护人员的准备程度方面是有效的。这种方法允许定制内容和刻意练习，以提高儿科重症监护能力。
