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A tele-simulation remote learning module was developed to emphasize when pediatric clinicians should adopt adult-focused approaches, using Advanced Cardiac Life Support (ACLS) algorithms alongside Pediatric Advanced Life Support (PALS) pathways. The simulation curriculum presented in 2020 and 2022 used online video delivery with visual aids and multimodal assessments, measuring comfort, recall, and knowledge 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This is an open access article distributed under the terms of the Creative Commons Attribution License CC-BY 4.0. , which permits unrestricted use , distribution , and reproduction in any medium , provided the original author and source are credited.  \nDOI: 10.7759/cureus.74974  \nOpen Access Original Article  \nThe Use of Remote Learning Techniques for Pediatric Cardiopulmonary Resuscitation Simulation Highlighting the Intersection Between Pediatric Advanced Life Support (PALS) and Advanced Cardiac Life Support (ACLS) Pathways  \nStacey T. Stokes 1 , Lana Ismail 1, Kevin M. Creamer 1  \n1. Department of Pediatrics/Division of Hospital Medicine, Children 's National Hospital, Washington, DC, USA Corresponding author: Stacey T. Stokes, [stacey.stokes@childrensnational.org](stacey.stokes@childrensnational.org)  \nAbstract  \nIntroduction: Medical simulation education has expanded in the remote learning sphere, providing educational opportunities to under-resourced areas and the ability to engage learners limited by time or geographic location. Pediatric resuscitation training has historically been in-person relying on Pediatric Advanced Life Support (PALS) algorithms, yet many pediatric providers are often faced with treating adult or adult-sized patients. Our goal was to develop a tele-simulation remote learning module highlighting possible diagnoses and scenarios that require adult treatment-minded approaches for the pediatric clinician, including the use of Advanced Cardiac Life Support (ACLS) algorithms.  \nMethods: This simulation curriculum was offered in 2020 and 2022 . The sessions were created for pediatric hospitalists and presented over an online video platform with visual aids to simulate being in a patient room. All three cases had the same base stem scenario and focused on a narcotic overdose, massive pulmonary embolism (PE), and torsades de pointes from polypharmacy-induced QTc prolongation. Amultimodal assessment approach captured post-simulation comfort level with case content, information recall up to two years later, and pre-and post-test assessments of clinical knowledge improvement.  \nResults: Eighty-one simulation slots were filled by 56 clinicians over two years. Fifty-one completed course evaluations averaged a score of 4 .95 on a 5-point Likert scale survey. Increased comfort level was statistically significant across all learning objectives. The most significant improvements were in the domains ofACLS algorithm use and understanding when to terminate unsuccessful resuscitation efforts. Pre-and post-test results demonstrated statistically significant (p\u003C0 .001) evidence of knowledge transfer in ACLS and PALS content.  \nConclusion: Tele-simulation using an online video platform and well-defined visual aids is a useful option when in-person resuscitation simulation is not available. Practice and reinforcement of ACLS algorithms in pediatrics was found to be meaningful to clinicians who take care of patients of varying ages and sizes.  \nCategories: Pediatrics, Medical Education, Medical Simulation  \nKeywords: pals, pediatric education, pediatric hospital medicine, simulation in medical education, tele-education  \nIntroduction  \nThe case for medical simulation as an educational tool has previously been made by several studies that look at overall outcomes, necessary skill practice, and physician skill recall [1-14]. Much of this research and associated recommendations has been in the setting of in-person, hands-on simulation, through uninterrupted case simulation, rapid cycle deliberate practice, or a combination of the two [1-4]. During the COVID-19 pandemic, remote learning intensified and extended into prior underutilized areas, including simulation education. Historically, rural and under-resourced programs documented successful implementation of remote simulation [5-7]. More recently, there has been incr","cbCaiv2G97K4pw1Y","https://ap.wps.com/l/cbCaiv2G97K4pw1Y","pdf",495815,"English","# Introduction\n# Methods\n# Results\n# Conclusion","[{\"question\":\"What was the purpose of the tele-simulation module?\",\"answer\":\"To present three remote simulation cases and highlight diagnoses and scenarios in which pediatric clinicians should use adult treatment-minded approaches, including ACLS algorithms alongside PALS pathways.\"},{\"question\":\"What were the main cases used in the simulation?\",\"answer\":\"A shared base stem scenario featuring an obese adolescent female, focusing on narcotic overdose, massive pulmonary embolism (PE), and torsades de pointes related to polypharmacy-induced QTc prolongation.\"},{\"question\":\"What outcomes did the study evaluate?\",\"answer\":\"Post-simulation comfort levels, information recall up to two years later, and pre- and post-test assessments of clinical knowledge improvement.\"}]","The Use of Remote Learning Techniques for Pediatric Cardiopulmonary Resuscitation Simulation Highlighting the Intersection Between Pediatric Advanced Life Support (PALS) and Advanced Cardiac Life Support (ACLS) Pathways | PDF",1790185937,25]