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Repetitive Pediatric Simulation Resuscitation Training

the statement that the simulation experience improved their knowledge and skills compared to the traditional group. Both groups reported only slight agreement with the statement that the simulation experience improved their confidence. The Repetitive group reported that the simulation session was of excellent quality and that simulation was an excellent teaching method while the traditional training group reported these items as fair (Table 2).

Table 2. Educational experience

Traditional

RePedSim

3 (nuetral)

5 (strongly agree)

3 (neutral)

5 (strongly agree)

4 (slightly agree)

4 (slightly agree)

3 (fair)

5 (excellent)

3 (fair)

5 (excellent)

Improved knowledge

Improved skills

Improved confidence

Debriefing quality

Simulation as a teaching method

Discussion

P=0.005

P=0.022

P=0.400

P=0.05

P<0.005

The more opportunities that a provider has to practice resuscitation scenarios the better prepared they will be for difficult cases with real patients. Practice with medical simulators boosts skills and is superior to classroom resuscitation course teaching. After participating in simulation exercises the majority of students and educators rate their experiences as excellent and feel that simulation should be required in training (9).

One of the most effective features of simulation is the opportunity for “hands-on” practice, but in the standard format of simulation the trainee is not given a chance to apply their newly acquired knowledge and skills after debriefing. The provider is unlikely to encounter a patient requiring this subset of knowledge and skills for a protracted period of time. The opportunity to immediately apply these newly acquired skills to a simulated patient could lead to improved retention if and when these skills are needed for a real patient encounter. In our cohort as in other published data students and educators consistently accept simulation and are pleased with it as an effective educational tool.

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