Impact of a simulation-based ventilation training course for respiratory intensive care residents

Simulation-based medical education (SBME) has become an essential component of critical care training, particularly in the domain of respiratory support. Pulmonology residents routinely encounter cases of acute respiratory failure (ARF) in respiratory intensive care units, but opportunities for practical, structured training in ventilation remain limited. The objective of this study was to evaluate whether a structured training course, combining theory-based classes and practice-based simulation, could improve pulmonology residents’ skills in the ventilatory management of ARF. Residents filled a questionnaire first at baseline and second after an intervention. The intervention consisted of either theory-based classes only (group A) or theory-based classes and practice-based simulation (group B). The practice-based simulation comprised four scenarios involving the use of high flow nasal oxygenation (HFNO), non-invasive ventilation (NIV), and mechanical ventilation (MV) in the management of acute exacerbations of chronic lung disease. A total of 17 residents were assigned in two groups including junior residents and senior residents and their skills were assessed using a standardized 15-item multiple-choice examination. The study outcomes were the differences between skill assessment scores filled at baseline and after the intervention, and residents’ satisfaction. At baseline, higher skill assessment scores were observed in senior residents. After the intervention, higher skill assessment scores were observed in both senior residents and junior residents in group B, but in senior residents only in group A. No difference was observed in skill assessment scores between HFNO, NIV and MV, either at baseline or after the intervention. After the intervention, skill assessment scores increased in all respiratory modalities in group B, but only in HFNO and NIV in group A. Overall satisfaction with the course was high, and both junior and senior residents reported gains in confidence and competence. A structured training course combining theory-based classes and practice-based simulation significantly improved knowledge, skills, and satisfaction among pulmonology residents. These results support the integration of SBME into pulmonology training as a critical tool for developing clinical competency. Future work should assess long-term retention, transfer to clinical practice, and inter-professional applications.