Utility of High-Fidelity Simulation In the Education and Assessment of Residents in the Recognition and Management of the Sepsis Syndrome
| Status: | Terminated |
|---|---|
| Conditions: | Infectious Disease, Hospital |
| Therapuetic Areas: | Immunology / Infectious Diseases, Other |
| Healthy: | No |
| Age Range: | 20 - 60 |
| Updated: | 4/21/2016 |
| Start Date: | November 2013 |
| End Date: | July 2014 |
The primary objective of the proposed study will be to determine if a multi-modality
teaching curriculum utilizing high-fidelity simulation and didactic lecture will result in
sustained improvement by internal medicine residents in written knowledge and clinical
performance when compared to residents receiving a curriculum utilizing only didactic
lecture. The investigators hypothesis is that the addition of high-fidelity simulation to a
traditional didactic lecture curriculum will result in sustained and superior written
knowledge and practical performance when compared to a group receiving only didactic lecture
on the same topic. Specifically, the investigators will be assessing internal medicine
resident knowledge and performance in the area of sepsis in the hospitalized patient, and
will shape the investigators teaching curriculum around this focus.
teaching curriculum utilizing high-fidelity simulation and didactic lecture will result in
sustained improvement by internal medicine residents in written knowledge and clinical
performance when compared to residents receiving a curriculum utilizing only didactic
lecture. The investigators hypothesis is that the addition of high-fidelity simulation to a
traditional didactic lecture curriculum will result in sustained and superior written
knowledge and practical performance when compared to a group receiving only didactic lecture
on the same topic. Specifically, the investigators will be assessing internal medicine
resident knowledge and performance in the area of sepsis in the hospitalized patient, and
will shape the investigators teaching curriculum around this focus.
This is a randomized prospective single-blinded pilot study. Residents from the internal
medicine residency program will be assigned a unique number to de-identify them, and then
randomized, stratified by post-graduate year (PGY) level, by random number generator to
intervention and control groups. Only de-identified information will be used in subsequent
analysis, and no individual results will be used. Residents will not know to which group
they have been randomized.
Both the intervention and control groups will take a pre-course survey assessing their level
of training, area of specialty/interest, and level of confidence in the recognition and
management of sepsis.
Both the intervention and control groups will then be put through 2-4 simulated scenarios
using high-fidelity simulation. In the intervention group, these scenarios will be sepsis
syndrome scenarios. In the control group, non-sepsis scenarios will be administered.
Immediately following the scenarios, a written knowledge quiz focusing on recognition and
management of sepsis will be administered to subjects in both groups.
Following the quiz, there will be a debrief session for subjects in both groups of the
simulation scenarios, pointing out what was done correctly and what was not.
There will then be a brief didactic teaching session focusing on recognition and management
of sepsis administered to subjects in both groups.
2-4 months later, subjects in both groups will be brought back to the simulation lab and
tested on a new identical set of simulated sepsis scenarios. This will be videotaped and
scored by an impartial volunteer who will score performance according to a check-list of
critical actions. Following the simulated scenarios, the written quiz administered at the
first visit will be given again. Subjects in both groups will then get debriefed on their
performance.
Data can then be compared between the control and intervention group in terms of written and
practical performance. Other potential analyses include before and after performance in the
intervention group, comparison between the intervention and control groups, as well as
subanalysis by PGY level. Student's paired and unpaired t-test will be the model for
statistical analysis, and the investigators will utilize a statistician for data analysis.
In developing and implementing a multi-modality sepsis teaching curriculum, and
demonstrating its superiority to a didactic-only curriculum, the investigators hope to
justify the permanent implementation of a multi-modality teaching module to educate
residents (and other healthcare personnel) which will lead to improved recognition and
management of sepsis and improved patient outcomes.
medicine residency program will be assigned a unique number to de-identify them, and then
randomized, stratified by post-graduate year (PGY) level, by random number generator to
intervention and control groups. Only de-identified information will be used in subsequent
analysis, and no individual results will be used. Residents will not know to which group
they have been randomized.
Both the intervention and control groups will take a pre-course survey assessing their level
of training, area of specialty/interest, and level of confidence in the recognition and
management of sepsis.
Both the intervention and control groups will then be put through 2-4 simulated scenarios
using high-fidelity simulation. In the intervention group, these scenarios will be sepsis
syndrome scenarios. In the control group, non-sepsis scenarios will be administered.
Immediately following the scenarios, a written knowledge quiz focusing on recognition and
management of sepsis will be administered to subjects in both groups.
Following the quiz, there will be a debrief session for subjects in both groups of the
simulation scenarios, pointing out what was done correctly and what was not.
There will then be a brief didactic teaching session focusing on recognition and management
of sepsis administered to subjects in both groups.
2-4 months later, subjects in both groups will be brought back to the simulation lab and
tested on a new identical set of simulated sepsis scenarios. This will be videotaped and
scored by an impartial volunteer who will score performance according to a check-list of
critical actions. Following the simulated scenarios, the written quiz administered at the
first visit will be given again. Subjects in both groups will then get debriefed on their
performance.
Data can then be compared between the control and intervention group in terms of written and
practical performance. Other potential analyses include before and after performance in the
intervention group, comparison between the intervention and control groups, as well as
subanalysis by PGY level. Student's paired and unpaired t-test will be the model for
statistical analysis, and the investigators will utilize a statistician for data analysis.
In developing and implementing a multi-modality sepsis teaching curriculum, and
demonstrating its superiority to a didactic-only curriculum, the investigators hope to
justify the permanent implementation of a multi-modality teaching module to educate
residents (and other healthcare personnel) which will lead to improved recognition and
management of sepsis and improved patient outcomes.
Inclusion Criteria:
- English-speaking internal medicine resident trainees
Exclusion Criteria:
- Anyone not meeting inclusion criteria
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