ArticleBMC pediatrics2026
The impact of structured training on the management of agitated pediatric patients in the emergency department: changes in knowledge and self-efficacy perceptions of physicians.
Article in BMC pediatrics, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundChildren and adolescents presenting with acute behavioral agitation are increasingly admitted to pediatric emergency departments. Agitation management requires a structured and multidisciplinary approach that integrates effective communication strategies with pharmacological and non-pharmacological interventions. However, evidence-based guidance in this field remains limited, and healthcare professionals' knowledge and training levels are heterogeneous.
objectiveThis study aimed to evaluate the impact of a structured training program on pediatric and child psychiatry residents' knowledge and perceived self-efficacy in the management of agitation.
methodsThis quasi-experimental educational study was conducted in a tertiary pediatric emergency department between January and August 2025. A total of 39 physicians, including pediatric residents, pediatric emergency medicine fellows, and child psychiatry residents, participated in a training program developed using the ADDIE instructional design model. The program combined theoretical instruction with case-based workshops focusing on verbal de-escalation, pharmacological management, and ethical application of physical restraint. Knowledge and self-efficacy were assessed before and after the intervention using structured questionnaires.
resultsThirty-nine physicians completed the study. Post-test knowledge scores were significantly higher than pre-test scores (Z = - 3.56; p < 0.001; r = 0.56), and score improvement was observed in 64.1% of participants. No significant association was found between professional experience and pre-test or post-test scores; however, a significant negative correlation was identified between professional experience and score difference (post-test - pre-test) (r = - 0.480; p = 0.002). This finding indicates that participants with lower baseline knowledge levels achieved greater gains from the training.
conclusionsStructured, case-based, and multidisciplinary training significantly enhances physicians' knowledge and self-efficacy in managing agitated pediatric patients in emergency settings. These findings demonstrate that systematically designed, institution-specific training programs can support physician competency in pediatric emergency departments.
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