PT  - JOURNAL ARTICLE
AU  - Roberts, Karsten J
AU  - Zumstein, Karen K
AU  - Lamphere, Thomas R
AU  - Williams, Maria
AU  - Powell, Susan A
AU  - Moran, Alexa
AU  - Kellar, Brian
AU  - Solly, William R
AU  - Pierce, Margarete
TI  - Improving Students' Knowledge and Skills Through a Tele-ICU Clinical Rotation
AID  - 10.4187/respcare.09896
DP  - 2022 Jul 01
TA  - Respiratory Care
PG  - 789--794
VI  - 67
IP  - 7
4099  - http://rc.rcjournal.com/content/67/7/789.short
4100  - http://rc.rcjournal.com/content/67/7/789.full
AB  - BACKGROUND: In the course of their education, respiratory therapy students participate in clinical rotations, which are essential to their education. Recently, the number of clinical sites has decreased as some have been eliminated. During the COVID-19 pandemic, schools were challenged to find hospitals to accommodate students due to the risk of infection. Tele-ICU has emerged as a means for staff therapists to assess and monitor patients via remote monitoring systems. We hypothesized that a clinical rotation at a tele-ICU would strengthen students' knowledge of mechanical ventilation, telemedicine, and COVID-19.METHODS: In this study, students completed clinical rotations in a tele-ICU. Students spent two 4-h clinical rotations rounding on 320 ICU beds at 5 hospitals. Under the supervision of experienced therapists, students performed remote patient-ventilator assessments, including review and interpretation of ventilator waveforms, patient-ventilator interaction, arterial blood gases, and chest x-rays. Students completed pre- and post-rotation surveys assessing their confidence managing mechanical ventilation, experience with telemedicine, ARDS, and patients with COVID-19.RESULTS: Mean self-confidence in mechanical ventilation (P = .001), assessing waveforms (P = .001), and knowledge of ARDS increased after the clinical rotation (P = .001). Similarly, reported knowledge related to spontaneous breathing trial protocols (P = .009), lung-protective ventilation (P = .002), patient care planning (P = .001), and use of Excel spreadsheets (P = .002) increased from the beginning to the end of the clinical rotation. Student confidence in interprofessional communication increased from 85 [69–98] to 95 [78–100]; P = .03). Overall, the largest change was students' ability to assess patients with COVID-19 (pre-rotation 50.0 [11.5–65.7], post-rotation 80.0 [58.5–100]; P = .001). Qualitative results revealed overwhelmingly positive results for both students and preceptors.CONCLUSIONS: Students' confidence in assessing patients via remote monitoring increased in a tele-ICU clinical rotation. Self-assessed knowledge related to COVID-19 also increased to statistical significance.