Insights into Medical Student Pediatric Intensive Care Unit Rotations in Developing Essential Skills for Pediatric Residency.

Rachel R Johnson, Veronika Shabanova, Melissa L Langhan

Abstract read

In one paragraph

Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Rachel R JohnsonDepartment of Pediatrics, Section of Critical Care, Yale School of Medicine, 333 Cedar Street, New Haven, CT 06520 USA.ORCID 0000-0002-8546-7456

Veronika ShabanovaDepartment of Pediatrics, Section of General Pediatrics, Department of Biostatistics, Yale School of Public Health, Yale School of Medicine, New Haven, CT USA.

Melissa L LanghanDepartments of Pediatrics and Emergency Medicine, Section of Pediatric Emergency Medicine, Yale School of Medicine, New Haven, CT USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Undergraduate (UME) intensive care is considered valuable for residency preparation, but it is not standardized. We evaluated pediatric interns' perceived preparedness for core entrustable professional activities (EPAs) after UME pediatric intensive care (PICU) rotations versus other rotations as well as their experience with PICU rotations. Methods: In this mixed-methods study, pediatric interns reported self-perceived EPA preparedness after PICU and non-PICU rotations and described their PICU experiences via anonymous electronic survey. Results and Discussion: Trainees perceived that PICU rotations uniquely prepared them for eight EPAs. While PICU rotations were described as skill-enhancing, they also posed a challenging learning environment. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02338-3.

Indexed as

Critical care rotationEntrustable professional activityMedical studentPediatric intensive care unitTransition to residency

Identifiers

PMID40625929

DOI10.1007/s40670-025-02338-3

PMCPMC12228617

What OpenQuestion holds

Textmetadata

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.