Beyond The ABCs: Design, Implementation, and Evaluation of an Advanced Resuscitation Curriculum for PGY-2 Emergency Medicine Residents

Abstract

Background: Resuscitation skills are fundamental to the practice of Emergency Medicine, yet there is a lack of structured, formalized hands-on learning sessions for emergency medicine trainees. To address this need, we developed and implemented a novel, multimodal advanced resuscitation curriculum for PGY-2 Emergency Medicine residents. This study aims to assess the impact of this dedicated advanced resuscitation curriculum on residents’ medical knowledge, clinical skills, and attitudes. Methods: This mixed-methods study used explanatory sequential design. Quantitative data were first collected through resident pre- and post- curriculum self-assessment surveys, knowledge assessments, and faculty evaluations of residents’ clinical performance. Following quantitative data analysis, qualitative semi-structured interviews were conducted with participants to explore their experiences with the curriculum and its role in shaping their learning, clinical skills, and attitudes. Interview transcripts were analyzed thematically using a deductive-inductive hybrid coding approach. Results: Resident surveys indicated highly positive reactions to the curriculum (Kirkpatrick 1) and statistically significant improvements in confidence across key domains, including resuscitation leadership, airway management, and procedural skills (Kirkpatrick 2). Additionally, residents’ post-course assessment scores improved significantly compared to pre-course assessment scores, and follow-up assessment scores outperformed the national average (Kirkpatrick 2). Faculty surveys reflected observable on-shift behavior change, with residents demonstrating improved resuscitation leadership, procedural skills, and application of evidence-based medicine (Kirkpatrick 3). Qualitative analysis provided deeper insights as to how the curriculum was impactful. Residents emphasized the effectiveness of the curriculum’s individualized structure and alignment with adult learning principles. They also noted that the curriculum improved their confidence in resuscitation leadership, clinical decision-making, and ability to apply evidence-based medicine to practice. Participants also expressed a stronger appreciation for reflective practice and reported more receptiveness to feedback after taking this course. Conclusion: Implementation of a structured resuscitation curriculum significantly improved EM residents’ confidence, knowledge, and clinical decision-making skills. The mixed-methods approach provided a comprehensive evaluation of curriculum impact, suggesting that structured resuscitation training grounded in adult learning principles is effective strategy to prepare EM residents for high-stakes clinical care.