{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,5]],"date-time":"2026-01-05T15:06:51Z","timestamp":1767625611245,"version":"3.40.5"},"reference-count":18,"publisher":"Wiley","issue":"12","license":[{"start":{"date-parts":[[2019,3,26]],"date-time":"2019-03-26T00:00:00Z","timestamp":1553558400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["PM&amp;R"],"published-print":{"date-parts":[[2019,12]]},"abstract":"<jats:sec><jats:title>Background<\/jats:title><jats:p>Simulation technology is being increasingly adopted into medical education and is consistently associated with positive effects on knowledge, skills, and patient\u2010related outcomes. There is little evidence on the use of simulation technology for the instruction of urgent medical complications to physical medicine and rehabilitation (PM&amp;R) residents.<\/jats:p><\/jats:sec><jats:sec><jats:title>Objective<\/jats:title><jats:p>To examine whether a simulation\u2010based educational program can improve PM&amp;R resident confidence and knowledge in the assessment and management of urgent medical complications.<\/jats:p><\/jats:sec><jats:sec><jats:title>Design<\/jats:title><jats:p>Pretest\u2010posttest design.<\/jats:p><\/jats:sec><jats:sec><jats:title>Setting<\/jats:title><jats:p>Academic freestanding acute inpatient rehabilitation hospital.<\/jats:p><\/jats:sec><jats:sec><jats:title>Participants<\/jats:title><jats:p>Twelve Post\u2010Graduate Year (PGY)\u20102 PM&amp;R residents at the start of the academic year.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>Residents completed an integrated didactic and simulation\u2010based curriculum on the assessment and management of five urgent medical complications: seizures, agitation, ventricular assist device (VAD)\u2010associated complications, sympathetic storming, and autonomic dysreflexia. Simulations were conducted using a high\u2010fidelity manikin.<\/jats:p><\/jats:sec><jats:sec><jats:title>Main Outcome Measurements<\/jats:title><jats:p>Surveys and knowledge assessments were completed at baseline and immediately following training. Survey responses were recorded on a Likert scale ranging from 1\u2009=\u2009strongly disagree to 5\u2009=\u2009strongly agree. Multiple\u2010choice knowledge assessments were scored out of 100%. Within\u2010group differences from baseline to postintervention were analyzed.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>There was a positive correlation between baseline experience and baseline confidence scores (r\u2009=\u20090.877). Improved confidence was demonstrated in the assessment and management of all five topics (<jats:italic>P<\/jats:italic> &lt; .05). Knowledge assessment scores significantly improved from 57.8% (95% confidence interval [CI] 50.6% to 65.4%) at baseline to 85.0% (95% CI 81.6% to 88.4%) following the course (<jats:italic>P<\/jats:italic> &lt; .001). The education program was rated highly by both learners (mean satisfaction score, Likert score [LS]\u2009=\u20094.6) and instructors (mean satisfaction score, LS\u2009=\u20094.5).<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>Application of a simulation\u2010based educational model to the instruction of urgent medical complications to PM&amp;R residents resulted in increased knowledge with added benefits of confidence building and high levels of enjoyment.<\/jats:p><\/jats:sec><jats:sec><jats:title>Level of Evidence<\/jats:title><jats:p>II<\/jats:p><\/jats:sec>","DOI":"10.1002\/pmrj.12148","type":"journal-article","created":{"date-parts":[[2019,2,19]],"date-time":"2019-02-19T02:03:16Z","timestamp":1550541796000},"page":"1272-1277","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":9,"title":["Simulation\u2010Based Education for Urgent Medical Complications Common to the Rehabilitation Setting: An Educational Program for Physical Medicine and Rehabilitation Residents"],"prefix":"10.1002","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1122-845X","authenticated-orcid":false,"given":"Laura","family":"Malmut","sequence":"first","affiliation":[{"name":"Shirley Ryan AbilityLab, Northwestern University\/Feinberg School of Medicine  Chicago IL"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Monica E.","family":"Rho","sequence":"additional","affiliation":[{"name":"Shirley Ryan AbilityLab, Northwestern University\/Feinberg School of Medicine  Chicago IL"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2019,3,26]]},"reference":[{"key":"e_1_2_7_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0003-9993(96)90067-2"},{"key":"e_1_2_7_3_1","unstructured":"ACGME program requirements for graduate medical education in physical medicine and rehabilitation. February 6 2017;https:\/\/www.acgme.org\/Portals\/0\/PFAssets\/ProgramRequirements\/340_physical_medicine_rehabilitation_2017-07-01.pdf?ver=2017-05-25-083554-417. Accessed November 26 2018."},{"key":"e_1_2_7_4_1","unstructured":"A step\u2010by\u2010step guide to applying for a PM&R residency.https:\/\/www.aapmr.org\/career-center\/medical-students\/a-step-by-step-guide-to-applyingfor-a-pm-r-residency. Accessed November 26 2018."},{"key":"e_1_2_7_5_1","unstructured":"Committee T.Y.R. ACGME Specialties Requiring a Preliminary Year. 2017;http:\/\/www.acgme.org\/Portals\/0\/PFAssets\/ProgramResources\/PGY1Requirements.pdf?ver=2017\u201009\u201008\u2010114529\u2010173. 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