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150 Using multimodal teaching methods to improve confidence and ability in performing paediatric emergency department skills
  1. Ruth Green,
  2. Meret Arsanious,
  3. Doug Macmaster,
  4. Charles Stewart
  1. UK


Background No published data exists regarding junior paediatric trainee’s confidence in performing paediatric emergency department (PED) procedures but anecdotally this has been low in novices. In our hospital up to 60% of the 41,000/year cases in PED are musculoskeletal ailments. There can be significant delays in treatment when junior team members are not able to independently perform PED procedures such as gluing and sizing crutches. Using multiple teaching methods appeals to different types of learners (e.g visual, auditory, kinesthetic learners) and using competition has been shown to encourage learning.

Objectives To improve junior paediatric staff member’s confidence in performing specific PED skills before and after a multimodal teaching intervention is implemented.

Methods A curriculum was established and multimodal teaching of basic skills was started. This entailed procedural videos being created and circulated amongst new PED staff members with opportunities created to mentor them in practicing these skills. A star chart was used for participants to gauge their performance with their peers’. A competition was held at the end of the teaching intervention and trainees were asked to demonstrate these skills using objective criteria.

Results 26 participants took part. Participant confidence increased in 100% of cases in performing all the ED skills. Objective assessment of procedures post-intervention showed that all the participants were able to demonstrate performing the skills independently to a competent level. 100% of participants would recommend this intervention to others.

Conclusions The innovative multi-modal teaching intervention used was accepted by all learners, it was useful in improving junior paediatric staff member’s confidence in performing certain PED procedures and to an objectively high level of competence.

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