Background: Simulation
can address challenges facing education, including patient safety, work hours,
and decreased patient volume. Simulation is invaluable for rehearsing rare
emergencies. There is data showing that simulation improves knowledge; however,
there is limited data on the retention of this knowledge, especially for rare
events unlikely to be encountered in practice.
Methods: We
developed a simulation curriculum for the resuscitation of a pregnant patient who
experiences cardiac arrest. We created a 10-question test that emphasized
the points of the didactics. Participants, including residents and nurses, took
the test before and after the training and received electronic notification 3
months after their training to take the test again.
Results: Over 9
months in 16 sessions, we trained 90 learners: 31 OB/GYN residents, 5
anesthesiology residents, and 54 labor and delivery nurses. For the OB/GYN
residents, the mean scores (out of 10) were 5.4 for the pre-test, 8.8 for the
post-test, and 7.9 for the 3-month test. Post-test scores were significantly
increased from the baseline (p < 0.0001). The decrease by < 1 point at 3
months was significant (p = 0.006) but still a passing score.
Discussions: We demonstrated a
significant knowledge improvement for managing maternal cardiac arrest among
OB/GYN residents using simulation. The knowledge was largely maintained 3
months later. Future research including longer intervals for reassessment will
aid educators in optimizing training intervals for similar uncommon
emergencies.
Topics: CREOG & APGO Annual Meeting, 2019, Student, Resident, Faculty, Clerkship Director, Osteopathic Faculty, Residency Director, Patient Care, Medical Knowledge, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, CME, UME, Assessment, Simulation, Team-Based Learning,
Christopher Ennen,
MD, Naval
Medical Center Portsmouth; Susan Will, RNC;
Nancy Hueppchen,
MD
