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PEDIATRICS Vol. 103 No. 6 June 1999, p. e82

ELECTRONIC ARTICLE:
Can Pediatricians Define and Apply the Concept of Brain Death?

Received Nov 16, 1998; accepted Jan 14, 1999.

A. Marc Harrison* and Jeffrey R. BotkinDagger

From the * Department of Pediatrics, Division of Critical Care, SUNY Health Science Center at Syracuse, Syracuse, New York; and the Dagger  Department of Pediatrics, University of Utah School of Medicine, Primary Children's Medical Center, Salt Lake City, Utah.

Objective.  We sought to determine pediatric residents' and attending physicians' ability to define brain death, their ability to apply this standard of death to a clinical scenario, and their knowledge regarding the legal necessity of confirmatory testing when determining death by brain criteria. We compared resident and attending self-confidence at discussing brain death with their ability to define brain death and apply this concept to a clinical scenario.

Methodology.  A questionnaire was sent to 136 residents, postgraduate years 1 through 3, at four accredited pediatric training programs in the United States. Participation was tracked by return address. One follow-up request for participation was made. A similar procedure was followed for 140 faculty pediatricians at two of the institutions. Demographic information including level of training, subspecialty training, training program, and formal ethics training was collected. Respondents defined brain death, interpreted a clinical scenario, and stated whether confirmatory testing is legally required to determine death by brain criteria. Respondents rated their confidence at explaining brain death to a patient's family on a scale from 1 to 5.

Results.  Eighty-seven percent (118/136) of resident surveys were returned. Thirty-six percent (42/118) of the residents correctly defined brain death. Forty-three percent (51/118) of residents correctly interpreted the clinical scenario. Fifty-five percent (65/118) of the residents correctly recognized that brain death could be determined without a confirmatory test. Residents who correctly defined brain death were as confident as those who did not (2.8 ± 1 vs 1.5 ± 1). Residents who correctly interpreted the clinical scenario were as confident as those who did not (2.6 ± 1 vs 1.9 ± 0.9).Eighty percent (112/140) of attending physician surveys were returned. Thirty-nine percent (44/112) of attending physicians correctly defined brain death. Fifty-three percent (59/112) correctly interpreted the clinical scenario. Fifty-eight percent (65/112) recognized that brain death can be diagnosed without confirmatory testing. All pediatric intensivists (n = 12) correctly answered all three questions. Their performance was significantly better than other pediatricians. Attendings who correctly defined brain death were more confident than those who did not (4.2 ± 1 vs 1.1 ± 0.9). Attendings who correctly interpreted the clinical scenario were more confident than those who did not (3.8 ± 1.2 vs 2.2 ± 1.2).

Conclusions.  Pediatric residents and attendings have difficulty defining and applying the concept of brain death. This concept is difficult to grasp and internalize for many pediatricians. To ensure that critical decisions are made by knowledgeable physicians and well-informed families, more effective educational strategies need to be identified.  Key words:  infants, children, pediatric intensive care unit, brain death, medical education, residents, medical ethics.




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