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Impact of a multifaceted pediatric sedation course: self-directed learning versus a formal continuing medical education course to improve knowledge of sedation guidelines

Published online by Cambridge University Press:  21 May 2015

Suzan Schneeweiss  and
Savithiri Ratnapalan
Suzan Schneeweiss*
Affiliation:
Department of Pediatrics, University of Toronto, Toronto, Ont. and the Division of Pediatric Emergency Medicine, Hospital for Sick Children, Toronto, Ont.
Savithiri Ratnapalan
Affiliation:
Department of Pediatrics, University of Toronto, Toronto, Ont. and the Division of Pediatric Emergency Medicine, Hospital for Sick Children, Toronto, Ont.
*
Hospital for Sick Children, Division of Pediatric Emergency Medicine, 555 University Avenue, Toronto ON M5G 1X8, [email protected]

Abstract

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Background:

Procedural sedation guidelines were established for a tertiary care pediatric emergency department (ED). We developed a pediatric procedural sedation course to disseminate these guidelines.

Objective:

Our objective was to evaluate the effectiveness of a sedation course in improving physicians' knowledge of pediatric procedural sedation practices and guidelines, relative to individual self-directed learning.

Methods:

We recruited emergency staff physicians and fellows as well as fourth-year pediatric residents in a tertiary care pediatric ED to participate in a randomized, controlled, educational intervention. All consenting physicians received pediatric sedation educational material for individual study 2 weeks before a learning assessment. Participants were randomly assigned to one of 2 groups. The self-directed learning group (n = 24) completed a multiple-choice examination without receiving any formal teaching. The study group (n = 24) participated in a 4-hour formal multi-faceted sedation course before writing the multiple-choice examination.

Results:

The groups did not differ significantly in demographic characteristics or self-perceived knowledge of pediatric sedation. The formal teaching group's median examination score (83.3%; range 75.8%–96.5%) was significantly higher (p < 0.0001) than the median examination score of participants in the self-directed study group (73.3%, range 43.5%–86.6%).

Conclusion:

The multifaceted sedation course was more effective in improving physician knowledge and understanding of sedation guidelines and practices than unstructured, self-directed learning.

Keywords

emergency medicinepediatricssedationcontinuing educationguidelineslearning
Type
Original Research • Recherche originale
Information
Canadian Journal of Emergency Medicine , Volume 9 , Issue 2 , March 2007 , pp. 93 - 100
Copyright
Copyright © Canadian Association of Emergency Physicians 2007

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