• Clara J Schroedl, Thomas C Corbridge, Elaine R Cohen, Sherene S Fakhran, Daniel Schimmel, William C McGaghie, and Diane B Wayne.
• Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL 60611, USA. c-schroedl@md.northwestern.edu
• J Crit Care. 2012 Apr 1; 27 (2): 219.e7-13.

PurposeThe purpose of this study is to determine the effect of simulation-based education on the knowledge and skills of internal medicine residents in the medical intensive care unit (MICU).Methods And MaterialsFrom January 2009 to January 2010, 60 first-year residents at a tertiary care teaching hospital were randomized by month of rotation to an intervention group (simulator-trained, n = 26) and a control group (traditionally trained, n = 34). Simulator-trained residents completed 4 hours of simulation-based education before their medical intensive care unit (MICU) rotation. Topics included circulatory shock, respiratory failure, and mechanical ventilation. After their rotation, residents completed a standardized bedside skills assessment using a 14-item checklist regarding respiratory mechanics, ventilator settings, and circulatory parameters. Performance of simulator-trained and traditionally trained residents was compared using a 2-tailed independent-samples t test.ResultsSimulator-trained residents scored significantly higher on the bedside skills assessment compared with traditionally trained residents (82.5% ± 10.6% vs 74.8% ± 14.1%, P = .027). Simulator-trained residents were highly satisfied with the simulation curriculum.ConclusionsSimulation-based education significantly improved resident knowledge and skill in the MICU. Knowledge acquired in the simulated environment was transferred to improved bedside skills caring for MICU patients. Simulation-based education is a valuable adjunct to standard clinical training for residents in the MICU.Copyright © 2012 Elsevier Inc. All rights reserved.

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