ArticleAEM education and training2026
Mastering Pediatric Airway Skills: A Procedural Simulation Using Rapid Cycle Deliberate Practice for Emergency Medicine Residents.
Article in AEM education and training, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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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.
The trial behind it
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Who cites it
1 citing paper in PubMed.
- Mastering Pediatric Airway Skills: A Procedural Simulation Using Rapid Cycle Deliberate Practice for Emergency Medicine Residents.AEM education and training · 2026Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Pediatric emergency medicine (PEM) training within emergency medicine (EM) residency programs varies widely in preceptor expertise, critical care exposure, and procedural opportunities. Despite the importance of pediatric airway management, real-world exposure to critically ill children remains limited and inconsistent across training sites. Current ACGME guidelines provide minimal direction on pediatric-specific content or mandatory procedures, leaving gaps in emergent airway training. Objective of the Innovation: To address perceived deficiencies in pediatric airway skills among EM residents, we implemented a longitudinal, simulation-based pediatric airway curriculum. The primary goal was to improve pediatric airway knowledge, confidence, procedural competency in airway equipment setup, bag-valve-mask (BVM) ventilation, troubleshooting, intubation techniques using a flipped classroom model, and rapid cycle deliberate practice (RCDP). Development Process and Implementation: Guided by Kern's curriculum design framework and selected components of Sawyer's six-step procedural learning model, the curriculum incorporated asynchronous learning and eight interactive simulation sessions over a 12-month period. 40 residents in four postgraduate years participated in two individualized RCDP sessions annually, supported by faculty trained in pediatric airway management. A novel checklist was used for objective performance assessment. Outcomes: Thirty-one residents completed baseline and post-intervention procedural assessments. Significant improvements were observed in equipment setup and intubation steps ( Conclusion: A structured, simulation-based pediatric airway curriculum using RCDP effectively enhances EM residents' procedural performance and confidence. This model offers a scalable approach for addressing critical skill gaps in PEM training. Future directions include integrating advanced airway techniques and longitudinal retention assessments.
Identifiers
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Registered trials
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