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dc.contributor.authorFarrell, Caitlin
dc.contributor.authorDorney, Kate
dc.contributor.authorMathews, Bonnie
dc.contributor.authorBoyle, Tehnaz
dc.contributor.authorKitchen, Anthony
dc.contributor.authorDoyle, Jeff
dc.contributor.authorMonuteaux, Michael C
dc.contributor.authorLi, Joyce
dc.contributor.authorWalsh, Barbara
dc.contributor.authorNagler, Joshua
dc.contributor.authorChung, Sarita
dc.date.accessioned2023-06-23T17:28:50Z
dc.date.available2023-06-23T17:28:50Z
dc.date.issued2022-06-14
dc.identifier.citationFarrell C, Dorney K, Mathews B, Boyle T, Kitchen A, Doyle J, Monuteaux MC, Li J, Walsh B, Nagler J, Chung S. A Statewide Collaboration to Deliver and Evaluate a Pediatric Critical Care Simulation Curriculum for Emergency Medical Services. Front Pediatr. 2022 Jun 14;10:903950. doi: 10.3389/fped.2022.903950. PMID: 35774102; PMCID: PMC9237480.en_US
dc.identifier.issn2296-2360
dc.identifier.doi10.3389/fped.2022.903950en_US
dc.identifier.pmid35774102
dc.identifier.urihttp://hdl.handle.net/20.500.14038/52161
dc.description.abstractObjective: Care of the critically ill child is a rare but stressful event for emergency medical services (EMS) providers. Simulation training can improve resuscitation care and prehospital outcomes but limited access to experts, simulation equipment, and cost have limited adoption by EMS systems. Our objective was to form a statewide collaboration to develop, deliver, and evaluate a pediatric critical care simulation curriculum for EMS providers. Methods: We describe a statewide collaboration between five academic centers to develop a simulation curriculum and deliver it to EMS providers. Cases were developed by the collaborating PEM faculty, reviewed by EMS regional directors, and based on previously published EMS curricula, a statewide needs assessment, and updated state EMS protocols. The simulation curriculum was comprised of 3 scenarios requiring recognition and acute management of critically ill infants and children. The curriculum was implemented through 5 separate education sessions, led by a faculty lead at each site, over a 6 month time period. We evaluated curriculum effectiveness with a prospective, interventional, single-arm educational study using pre-post assessment design to assess the impact on EMS provider knowledge and confidence. To assess the intervention effect on knowledge scores while accounting for nested data, we estimated a mixed effects generalized regression model with random effects for region and participant. We assessed for knowledge retention and self-reported practice change at 6 months post-curriculum. Qualitative analysis of participants' written responses immediately following the curriculum and at 6 month follow-up was performed using the framework method. Results: Overall, 78 emergency medical technicians (EMTs) and 109 paramedics participated in the curriculum over five separate sessions. Most participants were male (69%) and paramedics (58%). One third had over 15 years of clinical experience. In the regression analysis, mean pediatric knowledge scores increased by 9.8% (95% CI: 7.2%, 12.4%). Most (93% [95% CI: 87.2%, 96.5%]) participants reported improved confidence caring for pediatric patients. Though follow-up responses were limited, participants who completed follow up surveys reported they had used skills acquired during the curriculum in clinical practice. Conclusion: Through statewide collaboration, we delivered a pediatric critical care simulation curriculum for EMS providers that impacted participant knowledge and confidence caring for pediatric patients. Follow-up data suggest that knowledge and skills obtained as part of the curriculum was translated into practice. This strategy could be used in future efforts to integrate simulation into EMS practice.en_US
dc.language.isoenen_US
dc.relation.ispartofFrontiers in Pediatricsen_US
dc.relation.urlhttps://doi.org/10.3389/fped.2022.903950en_US
dc.rightsCopyright © 2022 Farrell, Dorney, Mathews, Boyle, Kitchen, Doyle, Monuteaux, Li, Walsh, Nagler and Chung. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.en_US
dc.rightsAttribution 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectEmergency Medical Services for Childrenen_US
dc.subjectemergency medical servicesen_US
dc.subjectpediatric critical careen_US
dc.subjectprehospital resuscitationen_US
dc.subjectsimulationen_US
dc.titleA Statewide Collaboration to Deliver and Evaluate a Pediatric Critical Care Simulation Curriculum for Emergency Medical Servicesen_US
dc.typeJournal Articleen_US
dc.source.journaltitleFrontiers in pediatrics
dc.source.volume10
dc.source.beginpage903950
dc.source.endpage
dc.source.countrySwitzerland
dc.identifier.journalFrontiers in pediatrics
refterms.dateFOA2023-06-23T17:28:51Z
dc.contributor.departmentPediatricsen_US


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Copyright © 2022 Farrell, Dorney, Mathews, Boyle, Kitchen, Doyle, Monuteaux,
Li, Walsh, Nagler and Chung. This is an open-access article distributed under
the terms of the Creative Commons Attribution License (CC BY). The use,
distribution or reproduction in other forums is permitted, provided the original
author(s) and the copyright owner(s) are credited and that the original publication
in this journal is cited, in accordance with accepted academic practice. No
use, distribution or reproduction is permitted which does not comply with these
terms.
Except where otherwise noted, this item's license is described as Copyright © 2022 Farrell, Dorney, Mathews, Boyle, Kitchen, Doyle, Monuteaux, Li, Walsh, Nagler and Chung. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.