• David O Kessler, Grace Arteaga, Kevin Ching, Laura Haubner, Gunjan Kamdar, Amanda Krantz, Julie Lindower, Michael Miller, Matei Petrescu, Martin V Pusic, Joshua Rocker, Nikhil Shah, Christopher Strother, Lindsey Tilt, Eric R Weinberg, Todd P Chang, Daniel M Fein, and Marc Auerbach.
• Columbia University College of Physicians and Surgeons, New York, NY 10032, USA. dk2592@columbia.edu
• Pediatrics. 2013 Mar 1;131(3):e811-20.

Background And ObjectiveSimulation-based medical education (SBME) is used to teach residents. However, few studies have evaluated its clinical impact. The goal of this study was to evaluate the impact of an SBME session on pediatric interns' clinical procedural success.MethodsThis randomized trial was conducted at 10 academic medical centers. Interns were surveyed on infant lumbar puncture (ILP) and child intravenous line placement (CIV) knowledge and watched audiovisual expert modeling of both procedures. Participants were randomized to SBME mastery learning for ILP or CIV and for 6 succeeding months reported clinical performance for both procedures. ILP success was defined as obtaining a sample on the first attempt with <1000 red blood cells per high-power field or fluid described as clear. CIV success was defined as placement of a functioning catheter on the first try. Each group served as the control group for the procedure for which they did not receive the intervention.ResultsTwo-hundred interns participated (104 in the ILP group and 96 in the CIV group). Together, they reported 409 procedures. ILP success rates were 34% (31 of 91) for interns who received ILP mastery learning and 34% (25 of 73) for controls (difference: 0.2% [95% confidence interval: -0.1 to 0.1]). The CIV success rate was 54% (62 of 115) for interns who received CIV mastery learning compared with 50% (58 of 115) for controls (difference: 3% [95% confidence interval: -10 to 17]).ConclusionsParticipation in a single SBME mastery learning session was insufficient to affect pediatric interns' subsequent procedural success.

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