ArticleCureus2026
Redesigning a Pediatric Resuscitation Course Using a Hybrid Model: A Program Evaluation.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
0 citing papers in PubMed.
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionTraditional advanced pediatric life support (APLS) courses require two full days of in-person instruction, creating challenges related to time, cost, and faculty resources. Flipped-classroom models may improve efficiency while maintaining educational outcomes. This study evaluated a hybrid APLS course combining interactive asynchronous learning with a simulation-focused in-person day.
methodsWe conducted a mixed-methods program evaluation at a pediatric emergency department. Participants completed five interactive asynchronous modules followed by a one-day, simulation-based course. Outcomes included performance on the standardized APLS examination and post-course evaluations using Likert-scale items and open-ended questions. Results from the hybrid course were descriptively compared with aggregated data from the traditional two-day format.
resultsThirty-eight clinicians participated. All completed the course and passed the APLS examination (100% pass rate), with scores descriptively similar to institutional benchmarks from the traditional format. Learner satisfaction was high, with mean ratings ranging from 4.92 to 5.00 (five-point scale). Asynchronous modules and simulation activities received the highest ratings. Descriptive comparisons showed similar learner evaluation scores across domains. Qualitative analysis identified themes of improved preparedness, high engagement, and strong preference for the hybrid model. Course duration was reduced by 50%, and participant cost decreased by 25%. DISCUSSION: A hybrid, flipped-classroom APLS model incorporating interactive asynchronous learning and simulation-based training was feasible and well-received. Educational outcomes were descriptively consistent with those observed in the traditional format while improving efficiency and reducing resource requirements. This approach may support scalable delivery of pediatric resuscitation training.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.