Experience informed procedural skills training

Abstract

AbstractBackgroundPaediatric critical care (PCC) physicians must perform several emergent procedures independently and competently—requiring transition from novice to competent over a 3‐year fellowship. However, skill acquisition is not uniform. Individualised training, adapted to the unique experiences and requirements of each trainee, may enhance competency.ApproachAn individualised, longitudinal critical procedure course was initiated at a large academic paediatric medical centre in July 2022 for PCC fellows (n = 5). The course, informed by procedural performance profiles (P3) generated through real‐time clinical assessments in the paediatric intensive care unit (PICU), was split into three phases: (1) an Initial Simulation Bootcamp—a 2‐day introductory session; (2) Quarterly Structured Booster Sessions (QSBS)—spaced repetition of deliberate practice training individualised to each fellow; and (3) an Annual Refresher Training—a core skills and advanced technique training day.EvaluationFellows began with minimal experience, which formed their initial P3s. Ninety‐two percent (166/180) of bedside procedures received real‐time feedback, enabling longitudinal P3 modification, which identified focus areas for the QSBS. The sessions were well attended and received. Eighty‐nine percent (QSBS #1 5/5, QSBS #2 3/4) of respondents reflected positively on the course's impact on procedural understanding. The course was perceived as more effective than traditional modalities, except bedside training.ImplicationImplementation of a spaced repetition, deliberate practice course informed by longitudinally tracked real‐life performance data is feasible for educators and preferred by trainees. This educational construct can be applied to other clinical skills, bringing precision medicine approach to training.