Pediatric Advanced Life Support (PALS)

This study aims to compare the effectiveness of large language model (LLM)-based refresher education and video-based refresher education for maintaining knowledge and performance after simulation-based Pediatric Advanced Life Support (PALS) training. Healthcare professionals will be randomly assigned to either an LLM-based refresher education group or a video-based refresher education group. After randomization, all participants will receive simulation-based PALS training. Three months after the initial training, participants will receive refresher education according to their assigned group. The LLM-based group will use a generative AI and virtual reality-based educational platform that allows interactive practice of pediatric emergency scenarios, while the video-based group will receive video-based refresher education. At six months after the initial training, knowledge retention, simulation-based PALS performance, and self-efficacy will be assessed. The primary objective is to compare simulation-based performance between the two groups at six months. Secondary outcomes include knowledge test scores, self-efficacy, and measures related to completion of the refresher education.