Iatrogenic Critical Care Procedure Complication Boot Camp: A Simulation‐based Pilot Study

Background Traditional medical education strategies teach learners how to correctly perform procedures while neglecting to provide formal training on iatrogenic error management. Error management training (EMT) requires active exploration as well as explicit encouragement for learners to make and le...

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Bibliographic Details
Published in:AEM education and training 2019-04, Vol.3 (2), p.188-192
Main Authors: Riefkohl‐Ortiz, Elaine, Frey, Jennifer A., Yee, Jennifer, David Gothard, M., Hughes, Patrick G., Ballas, Derek A., Ahmed, Rami A., Yarris, Lalena M.
Format: Article
Language:English
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Summary:Background Traditional medical education strategies teach learners how to correctly perform procedures while neglecting to provide formal training on iatrogenic error management. Error management training (EMT) requires active exploration as well as explicit encouragement for learners to make and learn from errors during training. Simulation provides an excellent methodology to execute a curriculum on iatrogenic procedural complication management. We hypothesize that a standardized simulation‐based EMT curriculum will improve learner's confidence, cognitive knowledge, and performance in iatrogenic injury management. Methods This was a pilot, prospective, observational study performed in a simulation center using a curriculum developed to educate resident physicians on iatrogenic procedural complication management. Pre‐ and postintervention assessments included confidence surveys, cognitive questionnaires, and critical action checklists for six simulated procedure complications. Assessment data were analyzed using medians and interquartile ranges (IQRs), and the paired change scores were tested for median equality to zero via Wilcoxon signed rank tests with p 
ISSN:2472-5390
2472-5390
DOI:10.1002/aet2.10317