TY - JOUR
T1 - A novel program to enhance pediatric emergency medicine training in Thailand
AU - Burns, Beech
AU - Bailey, Jessica
AU - Hartenstein, Melinda
AU - Sullivan, Danielle
AU - Burns, Erin
AU - Lin, Amber
AU - Chan, Daniela
AU - Plainkum, Parit
AU - Techapaitoon, Surangkana
AU - Pandee, Uthen
AU - Ma, O. John
N1 - Funding Information:
The authors thank our many contributing content experts, without whom this project would not have been possible: Thomas Valvano, MD; Matthew Hansen, MD; David Sheridan, MD; Dawn Nolt, MD; Zane Horowitz, MD; Kate Carpenter, RN; and George Schwoegler, RT. The authors also thank Drs. Justin Denny and Leah Cronn, who were instrumental in facilitating this rich and rewarding international exchange. Last but not least, the authors also thank Dr. Prasert Prasarttong-Osoth, BDMS Founder, who inspired and initiated this highly impactful project to sustainably benefit the medical community and improve care for children in Thailand.
Publisher Copyright:
© 2021 by the Society for Academic Emergency Medicine.
PY - 2021/7
Y1 - 2021/7
N2 - Background: In Thailand, there are few pediatric emergency medicine (PEM) fellowship-trained providers, and emergency departments (EDs) are staffed by pediatricians and emergency physicians. Our pediatric ED collaborated with Thailand's largest private hospital system to develop a training program designed to improve emergency care for children. Objective: The objective was to develop, implement, and assess the efficacy of a curriculum to improve PEM care by emergency providers in a Thai health system. Methods: We conducted a prospective study from January 2018 to July 2019. After an initial needs assessment, we developed a curriculum with 22 modules, divided into basic and advanced courses. Each course began with baseline testing, consisting of written tests and several simulated cases led by physician–nurse teams. Each course was administered longitudinally through electronic modules over 6 months, with in-person shadowing and skills workshops at the course midpoint, culminating in final summative examinations and repeat simulation testing. Results: On written examination scores for the basic course, physicians (n = 5) improved by 37.6% (95% confidence interval [CI] = 29.8% to 45.4%, p < 0.001), while nurses (n = 5) improved by 55.7% (95% CI = 45.8% to 65.6%, p < 0.001). For simulation testing among physician–nurse dyads, performance improved by 19.5% (95% CI = 3.9% to 35.1%, p = 0.004) for critical action items and by 3.0 points (95% CI = 2.3 to 3.7, p < 0.001) on a 16-point teamwork scale. For the advanced course, physicians improved on the written examination by 36.9% (95% CI = 29.2% to 44.7%, p < 0.001) and nurses by 50.6 (95% CI = 47.3% to 54.0%, p < 0.001). For simulation testing, performance improved from 22.2% (95% CI = 8.2% to 35.6%, p < 0.001) for critical actions and 1.3 points (95% CI = 0.2 to 2.2, p = 0.005) on teamwork measures. Conclusions: We designed an interdisciplinary curriculum and successfully trained Thai physicians and nurses to improve PEM knowledge and teamwork.
AB - Background: In Thailand, there are few pediatric emergency medicine (PEM) fellowship-trained providers, and emergency departments (EDs) are staffed by pediatricians and emergency physicians. Our pediatric ED collaborated with Thailand's largest private hospital system to develop a training program designed to improve emergency care for children. Objective: The objective was to develop, implement, and assess the efficacy of a curriculum to improve PEM care by emergency providers in a Thai health system. Methods: We conducted a prospective study from January 2018 to July 2019. After an initial needs assessment, we developed a curriculum with 22 modules, divided into basic and advanced courses. Each course began with baseline testing, consisting of written tests and several simulated cases led by physician–nurse teams. Each course was administered longitudinally through electronic modules over 6 months, with in-person shadowing and skills workshops at the course midpoint, culminating in final summative examinations and repeat simulation testing. Results: On written examination scores for the basic course, physicians (n = 5) improved by 37.6% (95% confidence interval [CI] = 29.8% to 45.4%, p < 0.001), while nurses (n = 5) improved by 55.7% (95% CI = 45.8% to 65.6%, p < 0.001). For simulation testing among physician–nurse dyads, performance improved by 19.5% (95% CI = 3.9% to 35.1%, p = 0.004) for critical action items and by 3.0 points (95% CI = 2.3 to 3.7, p < 0.001) on a 16-point teamwork scale. For the advanced course, physicians improved on the written examination by 36.9% (95% CI = 29.2% to 44.7%, p < 0.001) and nurses by 50.6 (95% CI = 47.3% to 54.0%, p < 0.001). For simulation testing, performance improved from 22.2% (95% CI = 8.2% to 35.6%, p < 0.001) for critical actions and 1.3 points (95% CI = 0.2 to 2.2, p = 0.005) on teamwork measures. Conclusions: We designed an interdisciplinary curriculum and successfully trained Thai physicians and nurses to improve PEM knowledge and teamwork.
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U2 - 10.1002/aet2.10596
DO - 10.1002/aet2.10596
M3 - Article
AN - SCOPUS:85105016690
SN - 2472-5390
VL - 5
JO - AEM Education and Training
JF - AEM Education and Training
IS - 3
M1 - e10596
ER -