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Background <p>Children and adolescents presenting with acute behavioral agitation are increasingly admitted to pediatric emergency departments. Agitation management requires a structured and multidisciplinary approach that integrates effective communication strategies with pharmacological and non-pharmacological interventions. However, evidence-based guidance in this field remains limited, and healthcare professionals’ knowledge and training levels are heterogeneous.</p> Objective <p>This study aimed to evaluate the impact of a structured training program on pediatric and child psychiatry residents’ knowledge and perceived self-efficacy in the management of agitation.</p> Methods <p>This quasi-experimental educational study was conducted in a tertiary pediatric emergency department between January and August 2025. A total of 39 physicians, including pediatric residents, pediatric emergency medicine fellows, and child psychiatry residents, participated in a training program developed using the ADDIE instructional design model. The program combined theoretical instruction with case-based workshops focusing on verbal de-escalation, pharmacological management, and ethical application of physical restraint. Knowledge and self-efficacy were assessed before and after the intervention using structured questionnaires.</p> Results <p>Thirty-nine physicians completed the study. Post-test knowledge scores were significantly higher than pre-test scores (Z = − 3.56; <i>p</i> &lt; 0.001; <i>r</i> = 0.56), and score improvement was observed in 64.1% of participants. No significant association was found between professional experience and pre-test or post-test scores; however, a significant negative correlation was identified between professional experience and score difference (post-test – pre-test) (<i>r</i> = − 0.480; <i>p</i> = 0.002). This finding indicates that participants with lower baseline knowledge levels achieved greater gains from the training.</p> Conclusions <p>Structured, case-based, and multidisciplinary training significantly enhances physicians’ knowledge and&#xa0;self-efficacy in managing agitated pediatric patients in emergency settings. These findings demonstrate that systematically designed, institution-specific training programs can support physician competency in pediatric emergency departments.</p>

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The impact of structured training on the management of agitated pediatric patients in the emergency department: changes in knowledge and self-efficacy perceptions of physicians

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月9日

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  • Tugce Nalbant,
  • Yüksel Bıcılıoglu,
  • Gamze Gokalp,
  • Gonca Özyurt,
  • Yeşim Ece Ünsal,
  • Gizem Buket Yayla Coşgun,
  • Esin Ergonul

摘要

Background

Children and adolescents presenting with acute behavioral agitation are increasingly admitted to pediatric emergency departments. Agitation management requires a structured and multidisciplinary approach that integrates effective communication strategies with pharmacological and non-pharmacological interventions. However, evidence-based guidance in this field remains limited, and healthcare professionals’ knowledge and training levels are heterogeneous.

Objective

This study aimed to evaluate the impact of a structured training program on pediatric and child psychiatry residents’ knowledge and perceived self-efficacy in the management of agitation.

Methods

This quasi-experimental educational study was conducted in a tertiary pediatric emergency department between January and August 2025. A total of 39 physicians, including pediatric residents, pediatric emergency medicine fellows, and child psychiatry residents, participated in a training program developed using the ADDIE instructional design model. The program combined theoretical instruction with case-based workshops focusing on verbal de-escalation, pharmacological management, and ethical application of physical restraint. Knowledge and self-efficacy were assessed before and after the intervention using structured questionnaires.

Results

Thirty-nine physicians completed the study. Post-test knowledge scores were significantly higher than pre-test scores (Z = − 3.56; p < 0.001; r = 0.56), and score improvement was observed in 64.1% of participants. No significant association was found between professional experience and pre-test or post-test scores; however, a significant negative correlation was identified between professional experience and score difference (post-test – pre-test) (r = − 0.480; p = 0.002). This finding indicates that participants with lower baseline knowledge levels achieved greater gains from the training.

Conclusions

Structured, case-based, and multidisciplinary training significantly enhances physicians’ knowledge and self-efficacy in managing agitated pediatric patients in emergency settings. These findings demonstrate that systematically designed, institution-specific training programs can support physician competency in pediatric emergency departments.