Rhode Island medical journal (2013) · 2025
Assessing Anaphylaxis: Improving Residents' Identification of a Life-Threatening Condition via a Focused Didactic and Case-Based Discussion.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
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Mistry Hetal D, Sharkey Katherine M, Andrea Sarah B, Settipane Russell, Kimberly Judy, Banerjee Debasree
Аннотация
INTRODUCTION: Anaphylaxis is a life-threatening condition encountered by all physicians and healthcare providers. Data indicate that physicians often fail to recognize this syndrome, leading to misdiagnosis, mismanagement, and adverse outcomes. This educational program aimed to assess knowledge about anaphylaxis in a cohort of internal medicine residents and develop and test the efficacy of an educational intervention in addressing gaps in understanding of this critical condition.
METHODS: An in-person educational intervention, including a lecture and case-based open discussion, was delivered to 44 internal medicine residents at an academic medical center with pre- and post-intervention self- assessments. Our primary outcome was the change in the rate of residents being able to correctly identify critical features of anaphylaxis and appropriate treatment. Longer-term follow-up was completed in a subset of residents to assess knowledge retention.
RESULTS: Immediately following the educational intervention, there was increased likelihood of diagnosing anaphylaxis in a written case scenario from 69% to 91% (RR: 1.30; 95% CI 1.09,1.56) and reporting the correct dose and route of administration of epinephrine from 19% to 95% (RR:4.96; 95% CI: 2.26, 10.88). Residents also demonstrated increased identification of cardiovascular compromise in anaphylaxis, as well as often underrecognized gastrointestinal and neurological symptoms after the intervention. In an assessment evaluating longitudinal retention up to 15 months after the intervention, approximately 50% of those who responded to the longitudinal survey correctly recalled the dosing and route of administration of epinephrine for treating anaphylaxis.
DISCUSSION: A brief educational session on anaphylaxis was successful in improving residents' short-term knowledge about diagnosis and treatment of anaphylaxis and may also impact long-term retention.
METHODS: An in-person educational intervention, including a lecture and case-based open discussion, was delivered to 44 internal medicine residents at an academic medical center with pre- and post-intervention self- assessments. Our primary outcome was the change in the rate of residents being able to correctly identify critical features of anaphylaxis and appropriate treatment. Longer-term follow-up was completed in a subset of residents to assess knowledge retention.
RESULTS: Immediately following the educational intervention, there was increased likelihood of diagnosing anaphylaxis in a written case scenario from 69% to 91% (RR: 1.30; 95% CI 1.09,1.56) and reporting the correct dose and route of administration of epinephrine from 19% to 95% (RR:4.96; 95% CI: 2.26, 10.88). Residents also demonstrated increased identification of cardiovascular compromise in anaphylaxis, as well as often underrecognized gastrointestinal and neurological symptoms after the intervention. In an assessment evaluating longitudinal retention up to 15 months after the intervention, approximately 50% of those who responded to the longitudinal survey correctly recalled the dosing and route of administration of epinephrine for treating anaphylaxis.
DISCUSSION: A brief educational session on anaphylaxis was successful in improving residents' short-term knowledge about diagnosis and treatment of anaphylaxis and may also impact long-term retention.