Comprehensive 3-Year Pediatric Resident Resuscitation Simulation Curriculum on the Care of the Severely Ill Pediatric Patient.
- 1Medical Student, Medical College of Wisconsin.
- 2Associate Professor, Department of Pediatrics, Section of Hospital Medicine, Medical College of Wisconsin.
Abstract
Pediatric residents must be able to manage severely ill patients by the end of training. Simulation provides training in low-frequency, high-risk clinical situations. A longitudinal simulation curriculum could provide consistent training for residents to develop these essential skills. We utilized Kern's 6 steps of curriculum development. A needs assessment identified content gaps. We implemented a 3-year, 9-case resuscitation simulation curriculum for pediatric residents targeting shock (septic, hypovolemic, obstructive), arrhythmias (supraventricular tachycardia, ventricular fibrillation, asystole), and respiratory failure (with bradycardia, seizures, hypoventilation). Each year, participants completed 3 simulation cases over 3 hours utilizing high-technology manikins. Patients ranged from 10 days to 10 years. We assessed the curriculum using Kirkpatrick's model, including reaction data assessing for change in self-reported confidence recognizing and managing targeted clinical events from pre/postsurveys, free-text responses noting areas of improved knowledge on postsurveys, and chart review of code events assessing for behavior change if residents led actual codes. Ninety-two pediatric residents completed the curriculum. Participation was associated with improved confidence recognizing and managing targeted clinical events (pre: median 3-4, interquartile range [IQR] 3-5; post: 4-5, IQR 4-5; P < .05). Themes of lessons learned included increased knowledge in clinical management, crisis resource management skills, and local resources. Residents were more likely to assume the code leader role in actual patient codes postcurriculum (10% pre vs 40% post). Participation in the curriculum was associated with increased resident confidence recognizing and managing targeted content, improved knowledge, and greater resident participation as code leaders in actual codes.
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BibTeX
@article{kent2026comprehensive,
title = {{Comprehensive 3-Year Pediatric Resident Resuscitation Simulation Curriculum on the Care of the Severely Ill Pediatric Patient.}},
author = {Jessica Kent and Amanda Rogers},
journal = {MedEdPORTAL : the journal of teaching and learning resources},
year = {2026},
month = nov,
doi = {10.15766/mep_2374-8265.11650},
url = {https://europepmc.org/article/MED/42997119},
note = {CC BY},
}
RIS
TY - JOUR
TI - Comprehensive 3-Year Pediatric Resident Resuscitation Simulation Curriculum on the Care of the Severely Ill Pediatric Patient.
AU - Jessica Kent
AU - Amanda Rogers
PY - 2026
DA - 2026/11/06
JO - MedEdPORTAL : the journal of teaching and learning resources
DO - 10.15766/mep_2374-8265.11650
UR - https://europepmc.org/article/MED/42997119
AB - Pediatric residents must be able to manage severely ill patients by the end of training. Simulation provides training in low-frequency, high-risk clinical situations. A longitudinal simulation curriculum could provide consistent training for residents to develop these essential skills. We utilized Kern's 6 steps of curriculum development. A needs assessment identified content gaps. We implemented a 3-year, 9-case resuscitation simulation curriculum for pediatric residents targeting shock (septic, hypovolemic, obstructive), arrhythmias (supraventricular tachycardia, ventricular fibrillation, asystole), and respiratory failure (with bradycardia, seizures, hypoventilation). Each year, participants completed 3 simulation cases over 3 hours utilizing high-technology manikins. Patients ranged from 10 days to 10 years. We assessed the curriculum using Kirkpatrick's model, including reaction data assessing for change in self-reported confidence recognizing and managing targeted clinical events from pre/postsurveys, free-text responses noting areas of improved knowledge on postsurveys, and chart review of code events assessing for behavior change if residents led actual codes. Ninety-two pediatric residents completed the curriculum. Participation was associated with improved confidence recognizing and managing targeted clinical events (pre: median 3-4, interquartile range [IQR] 3-5; post: 4-5, IQR 4-5; P < .05). Themes of lessons learned included increased knowledge in clinical management, crisis resource management skills, and local resources. Residents were more likely to assume the code leader role in actual patient codes postcurriculum (10% pre vs 40% post). Participation in the curriculum was associated with increased resident confidence recognizing and managing targeted content, improved knowledge, and greater resident participation as code leaders in actual codes.
SN - 2374-8265
ER -