Table 1. Post-course evaluation of learners: teamwork/communication, family-centered care, medical knowledge, and debrief.

Likert Scale: 1 - strongly disagree, 2 - disagree, 3 - neutral, 4 - agree, 5 - strongly agree
Statement	Participants Med students (n); residents (n)	Mean (standard deviation)	Median	Range
The exercise met the teamwork/communication learning objectives: verbally assemble the necessary staff, equipment, and resources to care for a neonate in shock.	Med students: 3; residents: 11	4.57 (0.65)	5	3 - 5
The exercise met the teamwork/communication learning objectives: demonstrate effective teamwork and communication (i.e.: sharing mental model, directed orders, closed-loop communication).	Med students: 3; residents: 11	4.71 (0.47)	5	4 - 5
The exercise met the family-centered care learning objectives: obtain an appropriate history from the family member (SAMPLE).	Med students: 3; residents: 11	4.50 (0.65)	5	3 - 5
The exercise met the family-centered care learning objectives: address family concerns, update on the care.	Med students: 3; residents: 11	4.57 (0.51)	5	4 - 5
The exercise met the medical knowledge learning objectives: verbalize the initial management of an acutely ill pediatric patient (ABCs).	Med students: 3; residents: 11	4.86 (0.36)	5	4 - 5
The exercise met the medical knowledge learning objectives: recognize a neonate in shock (a neonate with abnormal vital signs and concerning clinical exam).	Med students: 3; residents: 11	4.86 (0.36)	5	4 - 5
The exercise met the medical knowledge learning objectives: verbalize the first-line therapeutic interventions for shock (fluids, antibiotics, temperature, and glucose control).	Med students: 3; residents: 11	4.86 (0.36)	5	4 - 5
The debrief with a remote facilitator fostered reflective learning.	Med students: 3; residents: 11	5.0 (0)	5	5
The facilitator(s) prompts in the debrief were relevant and helped keep the conversation focused on the case learning objectives.	Med students: 3; residents: 11	5.0 (0)	5	5