595 - “Just In Time Neonatal Virtual Procedural Skills Course in Times of a Pandemic.”

Poster Number: 595
Publication Number: 595.118

Amrita Nayak, NYU Langone Long Island Hospital, Mineola, NY, United States; Maureen Kim, New York University Long Island School of Medicine, Mineola, NY, United States; Shahidul Islam, New York University Long Island School of Medicine, Mineola, NY, United States; Sean Cavanaugh, New York University Long Island School of Medicine, Mineola, NY, United States

Background: Simulation-based education is used for Neonatal resuscitation program (NRP) certification. The time between completion of the NRP course and Neonatal ICU (NICU) rotation can vary. To combat this, we conducted “just in time” refresher simulation procedural courses prior to the NICU rotation. Due to the pandemic, social distancing resulted in suspension of face to face simulation educational programs. However, there is little information on success of remote simulation and tele-techniques for practice of procedural skills.

Objective: To attain competency in NRP skills and other high-yield NICU procedures, maintain retention of these skills, regardless of whether the simulation course was administered in person or remotely.

Design/Methods: In Sep 2020, all NICU residents were given intubation, spinal tap, umbilical catheterization, epinephrine administration and IV access kits. A baseline knowledge-based pretest and assessment of procedural skills was conducted prior to the course and Residents participated in the course virtually. From Sep 2021, NICU residents had in person simulation. A week after completion of either the tele or in person simulation course, residents completed a post-test and procedural skills were assessed. A retention test and assessment was done at 1 month to evaluate long-term learning and retention. A post course evaluation form was filled out by the residents to assess their perception of their competency and satisfaction with the simulation course. Knowledge and performance scores were summarized as pre-intervention, post-intervention and retention and analyzed using mixed effects model for repeated measures (MMRM) using subject specific random intercept. Scores were plotted using mean (standard error) over time.

Results: Both knowledge and performance scores improved significantly with time. For individuals who had 2 rotations (Nf10) we compared the change in pre- performance scores over time to assess for retention and found a significant improvement at the 2nd rotation (p < 0.004). The survey to gauge satisfaction with the course showed that 97.8% either agreed or strongly agreed that the teaching method was effective. 88.6% felt that distant learning technology was effective and 95.5% were confident that they had obtained the knowledge and skills necessary to perform the procedure.Conclusion(s): This study showed that virtual simulation technology was effective in teaching procedural skills and increase the overall residence confidence. Repetition of the course helped with retention of knowledge.
Change in knowledge score over time
Performance scores over time