Implementation of a North American pediatric emergency medicine simulation curriculum using the virtual resuscitation room

BACKGROUND: Simulation provides consistent opportunities for residents to practice high‐stakes, low‐frequency events such as pediatric resuscitations. To increase standardization across North American residency programs, the Emergency Medicine Resident Simulation Curriculum for Pediatrics (EM ReSCu Peds) was developed. However, access to high‐quality simulation/pediatric expertise is not uniform. As the concurrent COVID‐19 pandemic necessitated new virtual simulation methods, we adapted the Virtual Resus Room (VRR) to teach EM ReSCu Peds. VRR is an award‐winning, low‐resource, open‐access distance telesimulation platform we hypothesize will be effective and scalable for teaching this curriculum. METHODS: EM residents completed six VRR EM ReSCu Peds simulation cases and received immediate facilitator‐led teledebriefing. Learners completed retrospective pre–post surveys after each case. Learners and facilitators completed end‐of‐day surveys. Primary outcomes were learning effectiveness measured by a composite of the Simulation Effectiveness in Teaching Modified (SET‐M) tool and self‐reported changes in learner comfort with case objectives. Secondary outcome was VRR scalability to teach EM ReSCu Peds using a composite outcome of net promoter scores (NPS), resource utilization, open‐text feedback, and technical issues. RESULTS: Learners reported significantly increased comfort with 95% (54/57) of EM ReSCu Peds–defined case objectives (91% cognitive, 9% psychomotor), with moderate (Cohen's d 0.71, 95% CI 0.67–0.76) overall effect size. SET‐M responses indicated simulation effectiveness, particularly with debriefing. Ninety EM residents from three North American residency programs were taught by 59 pediatric faculty from six programs over 4 days—more than possible if simulations were conducted in person. Learners (39) and faculty (68) NPS were above software industry benchmarks (13). Minor, quickly resolved, technical issues were reported by 18% and 29% of learners and facilitators, respectively. CONCLUSIONS: Learners and facilitators report that the VRR is an effective and scalable platform to teach EM ReSCu Peds. This low‐cost, accessible distance simulation intervention could increase equitable, global access to high‐quality pediatric emergency education.