The purpose of this study is to study and compare the efficacy and feasibility of a remotely supported simulation-based procedural curriculum for Emergency Medical Services (EMS) clinicians.
This study transitioned a previously reported, traditional, simulation-based training curriculum delivered by on-site pediatric simulation experts, into a program delivered by agency Pediatric Emergency Care Coordinators (PECCs) supported by remote pediatric experts. The PECCs delivered the curriculum on site, and submitted first-person-view videos captured using a head-mounted camera of three procedures (bag-valve mask \[BVM\] ventilation, supraglottic device \[SGD\] insertion, and intraosseous \[IO\] catheterization) to pediatric education experts who provided scoring and feedback to the participants. The team tracked scores for all three procedures during the study period, compared scores to the previous study's, and solicited feedback from the PECCs and participants regarding these educational methods.
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Enrollment
133
pediatric emergency care coordinator provided education on each procedure performed
Cincinnati Children's Hospital Medical Center
Cincinnati, Ohio, United States
intraosseous (IO) catheterization procedural outcome score
The IO assessment tool was adapted from a previously validated simulation assessment tool. The score ranged from 0-12, with higher score demonstrating better performance. Participants submitted videos for review, which were scored by trained video reviewers using the assessment tool based on a corresponding data dictionary. Scores were then aggregated for analysis.
Time frame: participants submitted 1-2 procedural videos based on training date during the 1-year study period
bag valve mask (BVM) ventilation procedural outcome score
The BVM assessment tool was adapted from a previously validated simulation assessment tool. The score ranged from 0-12, with higher score demonstrating better performance. Participants submitted videos for review, which were scored by trained video reviewers using the assessment tool based on a corresponding data dictionary. Scores were then aggregated for analysis.
Time frame: participants submitted 1-2 procedural videos based on training date during the 1-year study period
supraglottic device (SGD) placement procedural outcome score
The SGD assessment tool was modified from a prior psychomotor examination checklist used by the National Registry of Emergency Medical Technicians. The score ranged from 0-14, with higher score demonstrating better performance. Participants submitted videos for review, which were scored by trained video reviewers using the assessment tool based on a corresponding data dictionary. Scores were then aggregated for analysis.
Time frame: participants submitted 1-2 procedural videos based on training date during the 1-year study period
qualitative feedback regarding the curriculum
Feedback regarding the curriculum and educational experience was solicited via e-mail from participants at time of score reporting. Similar feedback was solicited via e-mail from educators throughout the study period during scheduling or troubleshooting correspondences. Comments were tabulated and summarized.
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Time frame: 1 year study period