Development and implementation of a novel, mandatory competency-based medical education simulation program for pediatric emergency medicine faculty

• Main Authors: Jonathan Pirie, Jabeen Fayyaz, Mireille Gharib, Laura Simone, Carrie Glanfield, Anna Kempinska
• Format: Article
• Language: English
• Published: BMC 2021-05-01
• Series: Advances in Simulation
• Subjects: Simulation; Competency-based medical education; Procedures; Resuscitation; Continuing professional development
• Online Access: https://doi.org/10.1186/s41077-021-00170-4

Abstract Background Maintaining acute care physician competence is critically important. Current maintenance of certification (MOC) programs has started to incorporate simulation-based education (SBE). However, competency expectations have not been defined. This article describes the development of a mandatory annual SBE, competency-based simulation program for technical and resuscitation skills for pediatric emergency medicine (PEM) physicians. Methods The competency-based medical education (CBME) program was introduced in 2016. Procedural skill requirements were based on a needs assessment derived from Royal College PEM training guidelines. Resuscitation scenarios were modified versions of pre-existing in-situ mock codes or critical incident cases. All full-time faculty were required to participate annually in both sessions. Delivery of educational content included a flipped classroom website, deliberate practice, and stop-pause debriefing. All stations required competency checklists and global rating scales. Results Between 2016 and 2018, 40 physicians and 48 registered nurses attended these courses. Overall course evaluations in 2018 were 4.92/5 and 4.93/5. Barriers to implementation include the need for many simulation education experts, time commitment, and clinical scheduling during course events. Conclusion We have developed a mandatory simulation-based, technical, and resuscitation CBME program for PEM faculty. This simulation-based CBME program could be adapted to other acute care disciplines. Further research is required to determine if these skills are enhanced both in a simulated and real environment and if there is an impact on patient outcomes.