Pediatric Seizure Team-based Learning

AUDIENCE: The target audiences for this team-based learning are emergency medicine and emergency medicine-pediatric resident physicians. INTRODUCTION/BACKGROUND: Pediatric seizure is a common presenting complaint in the emergency department. It is said that over 470,000 children have a diagnosed seizure disorder1 and 2%–5% of children aged 6 months to five years will have a febrile seizure at some point during childhood.2 While there are many published educational materials related to pediatric seizure, they are simulation-based, and/or isolated to management of one underlying diagnosis.3,4,5,6 Therefore, this team-based learning uses four cases to provide an understanding of the possible causes of seizure in children, as well as the management, workup, and disposition for emergency medicine residents in training. EDUCATIONAL OBJECTIVES: By the end of this TBL session, learners should be able to: 1. Define features of simple versus complex febrile seizure. 2. Discuss which patients with seizure may require further diagnostic workup. 3. Summarize a discharge discussion for a patient with simple febrile seizures. 4. Identify a differential diagnosis for pediatric patients presenting with seizure. 5. Define features of status epilepticus. 6. Review an algorithm for the pharmacologic management of status epilepticus. 7. Indicate medication dosing and routes of various benzodiazepine treatments. 8. Obtain a thorough history in an infant patient with seizures to recognize hyponatremia due to improperly prepared formula. 9. Choose the appropriate treatment for a patient with a hyponatremic seizure. 10. Describe the anatomy of a ventriculoperitoneal (VP) shunt. 11. Relate a differential diagnosis of VP shunt malfunction. 12. Compare and contrast the neuroimaging options for a patient with a VP shunt. EDUCATIONAL METHODS: This team-based learning is a classic TBL because it contains learner responsible content (LRC), an individual readiness assessment test (iRAT), a multiple-choice group RAT (gRAT) with immediate feedback assessment technique (IF/AT), and a group application exercise (GAE). RESEARCH METHODS: We received formative feedback through conversations with learners afterwards, who stated they enjoyed the activity and felt it was highly useful for their learning; in addition, instructors discussed after the session and made changes accordingly. RESULTS: We collected verbal feedback from instructors and learners after the session. Learners and instructors felt that it was very successful with limited modifications, in particular, the need for more time to complete the activity. Therefore, we suggest a 90 minute rather than 60-minute timeframe to adequately cover all material. DISCUSSION: Pediatric seizure is a common complaint in the emergency department. It can be a difficult subject for the emergency medicine resident to master based on the variety of presentations. Indeed, the cause, management, and disposition may vary greatly; the etiology may range from benign to life-threatening, sometimes requiring minimal and at other times an extensive workup, with an ultimate disposition of either discharge home or admission to a pediatric intensive care unit. Therefore, team-based learning is well-suited to work through some of the complexities of such cases, and we found this educational session to be highly effective. TOPICS: Pediatric seizure, simple febrile seizure, complex febrile seizure, status epilepticus, hyponatremic seizure, ventriculoperitoneal (VP) shunt, team-based learning.