Number
418
Name
Acute Caffeine Overdose: A Toxicology Simulation Case for Fourth-Year Medical Students
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Akhila Kunuthuru, Virginia Commonwealth University School of Medicine
Taneesha Sardana, Virginia Commonwealth University School of Medicine
Bradley Sheffield, Virginia Commonwealth University School of Medicine
Zainab Siddiqui, Virginia Commonwealth University School of Medicine
Michelle Troendle, Department of Emergency Medicine, Virginia Commonwealth University Health
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Caffeine is a widely used stimulant, and its overuse has contributed to
increased cases of toxicity. However, caffeine toxicity is rarely addressed
in preclinical pharmacology, and toxicology content is often underrepresented
in undergraduate medical curricula. Simulation-based education provides a
controlled environment for learners to engage with clinical scenarios and
apply appropriate care. We developed a simulation case of caffeine overdose
for fourth-year medical students and evaluated impact on knowledge and
performance of key clinical actions.
METHODS
Fourth-year medical students participated in an educational intervention
consisting of a pretest, a pre-recorded lecture on adenosine and methylxanthines,
and a simulation case involving a 20-month-old female who ingested caffeine
in a pediatric exploratory manner. Working in small groups, learners obtained
a focused history, recognized clinical signs and symptoms of severe caffeine
toxicity, and prioritized emergency stabilization. Critical actions during
the simulation included obtaining focused toxicologic history and physical
exam; administering IV fluids, benzodiazepines, and muldi-dose activated
charcoal; and admitting the patient. Immediately following the simulation and
a debriefing session, students completed a posttest identical to the pretest.
Outcome measurements included posttest performance and completion of critical
actions.
RESULTS
Sixty-one students participated. Mean knowledge scores increased from 44.5%
on the pretest to 90.1% on the posttest. Wilcoxon signed-rank analysis
demonstrated a statistically significant improvement in scores (test
statistic 0.0, p < 0.0001). All groups completed the targeted critical
actions.
CONCLUSION
This simulation-based caffeine overdose case gave learners a structured
opportunity to practice management of a high-risk toxicology scenario that is
infrequently encountered during medical school. Simulation cases serve as
great pedagogical tools in allowing students to practice care for rare
clinical scenarios in a controlled setting while building on skills
applicable across multiple specialties.
Caffeine is a widely used stimulant, and its overuse has contributed to
increased cases of toxicity. However, caffeine toxicity is rarely addressed
in preclinical pharmacology, and toxicology content is often underrepresented
in undergraduate medical curricula. Simulation-based education provides a
controlled environment for learners to engage with clinical scenarios and
apply appropriate care. We developed a simulation case of caffeine overdose
for fourth-year medical students and evaluated impact on knowledge and
performance of key clinical actions.
METHODS
Fourth-year medical students participated in an educational intervention
consisting of a pretest, a pre-recorded lecture on adenosine and methylxanthines,
and a simulation case involving a 20-month-old female who ingested caffeine
in a pediatric exploratory manner. Working in small groups, learners obtained
a focused history, recognized clinical signs and symptoms of severe caffeine
toxicity, and prioritized emergency stabilization. Critical actions during
the simulation included obtaining focused toxicologic history and physical
exam; administering IV fluids, benzodiazepines, and muldi-dose activated
charcoal; and admitting the patient. Immediately following the simulation and
a debriefing session, students completed a posttest identical to the pretest.
Outcome measurements included posttest performance and completion of critical
actions.
RESULTS
Sixty-one students participated. Mean knowledge scores increased from 44.5%
on the pretest to 90.1% on the posttest. Wilcoxon signed-rank analysis
demonstrated a statistically significant improvement in scores (test
statistic 0.0, p < 0.0001). All groups completed the targeted critical
actions.
CONCLUSION
This simulation-based caffeine overdose case gave learners a structured
opportunity to practice management of a high-risk toxicology scenario that is
infrequently encountered during medical school. Simulation cases serve as
great pedagogical tools in allowing students to practice care for rare
clinical scenarios in a controlled setting while building on skills
applicable across multiple specialties.
Presentation Tag(s)
Student Presentation