(1088) SIM or Lecture: Improving PICU Resident Short-Long-Term Knowledge Retention/Confidence Managing TBI

Introduction: Residency programs are continuously evolving to meet the needs of an increasingly diverse group of learners. It is imperative to assess and optimize medical education to ensure that these needs are met. Simulation has been well researched in the context of interprofessional communication and advanced life support training. However, there is a paucity of literature on the implementation and efficacy of simulation in specific treatment modalities like pediatric traumatic brain injury (TBI) management. The aim of this study is to compare the effectiveness of simulation versus lecture-based teaching methods in improving resident knowledge retention and confidence in pediatric TBI management over time.

Methods: In this prospective pre- and post-interventional study, residents were randomly assigned to either a simulation group or lecture group. Both groups were administered a pre-intervention knowledge and confidence evaluation. They then attended a lecture or simulation-based educational session. Immediately after and at one week follow up, residents were administered a post-intervention knowledge and confidence evaluation.

Results: Data collected from the 29 participants showed 33% of residents reported a preference for hands-on learning, with simulation favored at 24%. In contrast, only 1% listed traditional lectures as preferred. The simulation group showed a 5% increase in knowledge retention between the first post-test and the one week follow up. The lecture group had a 1% decrease in knowledge retention between the first post-test and the one week follow up. The average confidence rating for statements such as “I feel confident in my ability to provide education to family members of a patient with a TBI” and “I feel confident in my ability to explain the Monro-Kellie Doctrine” improved between the first post-test and the one-week follow-up in the simulation group versus an average decrease in the lecture group.

Conclusions: This study demonstrates an increased average knowledge retention and confidence over time for the simulation group, compared to the lecture-based group. These results underscore the crucial role of simulation in the adaptation of teaching methods to meet the evolving educational needs of medical trainees.