Remote Didactic Pediatric Cardiac Critical Care Education Addresses Theory-Practice Gap in Low-Resource Settings

Abstract

In order to bridge the theory-practice gap in pediatric cardiac critical care among clinicians in a low-resource setting, multidimensional training is crucial. In this study, we implemented a dual-methodology approach to cardiac critical care education in a low-resource setting, integrating both proactive didactic education and a subsequent peer mentor model into one comprehensive education curriculum ahead of a visiting team’s mission. We theorized that this process would significantly increase both theoretical knowledge attainment and acquisition of real-world competency. Ultimately, we found that ensuring the acquisition of competence prior to working with a visiting team enhanced both theoretical and practical understanding, leading to well-rounded knowledge acquisition and increased professional comfort by members of the local team.