Experimental Biology 2010: Long-Term Effects Of A Mock Code Curriculum On Pediatric Resident Education

Purpose of Study: To assess the impact of a three year mock code curriculum on pediatric residents' 1) attendance at actual and mock codes, 2) anxiety level, capability in running and comfort with knowledge in codes, and 3) taking an active or leadership role in codes.

Methods Used: Pediatric residents at a large, urban tertiary care children’s hospital were anonymously surveyed about their experiences in and self-perceptions regarding codes before initiating a monthly mock code curriculum (Year 0) and three years after its onset (Year 3). Residents rated the curriculum’s effectiveness in improving their education and participation in codes. A Likert Scale was used to report: anxiety level and capability in running codes, changes in comfort with code knowledge, and participation in actual codes due to the curriculum. Responses from Years 0 and 3 were compared.

Summary of Results: 61 (66%) residents in Year 0 and 76 (92%) in Year 3 completed the survey. Residents in Year 3 observed and participated in more mock codes (p<0.001), but not in more actual resuscitations (p=0.209). Year 3 residents had lower odds of feeling anxious in a code and higher odds of feeling capable of running a code and comfortable with code knowledge. There was no difference in active or leadership roles (see Table). 96% of residents felt that the curriculum increased their comfort and knowledge in codes, 78% felt that mock codes increased their participation in actual codes, and 99% felt the curriculum was useful in overall residency training.

Conclusions: A three year mock code curriculum helps residents feel more comfortable with knowledge, less anxious, and more capable of running a code. The curriculum increased residents’ participation in mock codes. Residents believed the curriculum was a useful part of their training.