The Science Journal of the American Association for Respiratory Care

2011 OPEN FORUM Abstracts

SIMULATION: AN EFFECTIVE NON-INVASIVE POSITIVE PRESSURE VENTILATION EDUCATION METHOD FOR RESIDENT PHYSICIANS?

Patricia A. Achuff1, Daniel Dawson1, Roberta L. Hales2; 1Respiratory Care, The Children's Hospital of Philadelphia, Philadelphia, PA; 2Center for Simulation, Advanced Education, and Innovation, The Children's Hospital of Philadelphia, Philadelphia, PA

Background: Strong resident knowledge base and effective multi-disciplinary communication is crucial to safe delivery of non-invasive positive pressure ventilation (NIPPV) in the pediatric population. Simulation was chosen as the educational tool to address both of these issues. This study commenced to gather feedback on the simulation. Methods: A program simulating pediatric obstructive sleep apnea requiring NIPPV was piloted in the resident education program on a 24 bed pulmonary unit. A scenario, based on specific learning objectives and an actual patient incident, was designed for resident physicians, nurses, respiratory therapists and scripted confederate patient's mother role. Post-simulation debriefings focused on key learning points and multidisciplinary communication. A 19 question survey evaluating the simulation was developed and distributed via Zoomerang online software to all who attended the NIPPV simulation from May 2009 through March 2011.The survey sample contained 34 post graduate year (PGY) 1 residents, 32 PGY 2 residents, 18 PGY 3 residents, 10 respiratory therapists, and 5 nurses. Results: 20 PGY 1 residents, 5 PGY 2 residents, 7 PGY3 residents, 1 PGY1 fellow, 8 respiratory therapists, and 2 nurses responded. 35% of respondents had extensive (<\>>5 times) simulation experience, 56% limited (1-5 times) and 9% had none. 84% (29% strongly agree, 55% agree) thought learning objectives were clear or became evident during debriefing. 78% (22% strongly agree, 56% agree) felt signs and symptoms of Obstructive Sleep Apnea were well described and demonstrated. 91% (43% strongly agree, 48% agree) found the discussion of group performance to be helpful. 90% (34% strongly agree, 56% agree) considered the scenario to be a good illustration of the need for effective multidisciplinary communication. 91% (36% strongly agree, 55% agree) found the discussion of NIPPV modes/interfaces to be helpful. 92% (46% strongly agree, 46% agree) thought facilitators were supportive and created a safe learning environment. Conclusion: Simulation based education is perceived to be an effective tool to increase knowledge of NIPPV and illustrate the need for multidisciplinary communication.
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