(1084) Evaluation of a Novel Intensive Care Educational Curriculum for Novice Emergency Medicine Learners

Tuesday, January 23, 2024

10:00 AM – 11:00 AM MT

Location: Connections Central - RST 09

First Author(s)

AO

Ashleigh Omorogbe, MD

Resident Physician
Department of Emergency Medicine, George Washington University, United States

Co-Author(s)

DY

David P. Yamane, MD,

Associate Professor of Emergency Medicine/ Anesthesia and Critical Care Medicine
George Washington University
Washington, District of Columbia
LL

Lia Losonczy, MD

Associate Professor of Emergency Medicine and Anesthesia Critical Care Medicine
George Washington University, United States
Jordan Feltes, MD (he/him/his)

George Washington Unversity
Washington, District of Columbia
MK

Massoud Kazzi, MD

Attending Physician
Washington Hospital Center, United States
Ayal Z. Pierce, MD

Fellow
University of Maryland School of Medicine
Washington, District of Columbia, United States
NS

Natalie Sullivan, MD

Assistant Professor of Emergency Medicine
George Washington University, United States
LG

Leah Gustafson, MD, MSPH

Attending Physician
Altru Hospital, United States
KJ

Katherine Januszewicz, MD

Attending Physician
Sunrise Hospital and Medical Center, United States
MA

Mustafa Al Mashat, MD

Assistant Professor
George Washington University, United States
KH

Katrina Hawkins, MD

Assistant Professor
George Washington University, District of Columbia, United States

Introduction: Rotations in the ICU are valuable for emergency medicine (EM) residents to care for critically ill patients longitudinally after admission from the emergency department. Interns present with a heterogeneity of critical care experience and knowledge. It is difficult for faculty to ensure residents are prepared for the complex patient care in the ICU. We identified the need for a comprehensive ICU curriculum for EM interns. This consists of an intensive two-day curriculum run by a multidisciplinary faculty with distinct didactic and simulation sessions ranging from patient simulations to procedure-based skill laboratories. The two-day curriculum covers common and high-risk clinical scenarios including shock, circulatory support, ventilator support, sedation, respiratory failure, neuro critical care, bedside presentation of an ICU patient, as well as procedural skills, including line placement. We sought to evaluate the participants' value of the two-day intensive critical care course.

Methods: We conducted an observational survey over a four year period from 2020 through 2023 measuring course satisfaction with a 5-point Likert scale survey which was completed by the interns, as well as qualitative short answer feedback.

Results: A total of 39 EM interns responded. Regarding overall satisfaction with the course, 100% of respondents reported positive satisfaction with a score of 4 or 5. Similarly, we found 100% of respondents reported positive satisfaction when reviewing the hemodynamic monitoring and neurocritical care lectures. We found 97% reported positive satisfaction when reviewing the shock lecture and the placement of an arterial line procedural lab. While 100% of respondents reported high satisfaction with a score of 5 out 5 with the shock simulated cases. We found 96% of 28 respondents reported positive satisfaction when reviewing the hands-on ventilator simulation, sedation lecture, and roles and expectations lecture in the ICU.

Conclusions: Most residents reported having been highly satisfied with the ICU orientation curriculum and subjective data revealed increased preparedness for their new duties. Program directors should consider ICU orientation for EM interns to improve understanding of the critically ill patient and performance in the ICU.