ISBARR Huddle: First-Year Medical Students Managing Critical Hypoglycemia as an Interprofessional Team.

Autor:	Rouse M; Assistant Professor, Department of Internal Medicine, University of Kansas School of Medicine., Comfort B; Assistant Professor, Department of Internal Medicine, University of Kansas School of Medicine., Brubacher M; Assistant Professor, Department of Internal Medicine, University of Kansas School of Medicine., Broski J; Assistant Director of Simulation Research, Zamierowski Institute for Experiential Learning, University of Kansas Medical Center., Lineberry M; Associate Professor, Population Health, University of Kansas School of Medicine., Sabus C; Associate Professor, Division of Physical Therapy, Tufts University School of Medicine., Chambers B; independent practice., Klenke-Borgmann L; Clinical Assistant Professor, University of Kansas School of Nursing., Crane T; Physician, Emergency Medicine, Sound Emergency Services., Herre R; Assistant Professor, Department of Internal Medicine, University of Kansas School of Medicine., Diederich E; Associate Professor, Director of Simulation, University of Kansas School of Medicine.
Jazyk:	angličtina
Zdroj:	MedEdPORTAL : the journal of teaching and learning resources [MedEdPORTAL] 2022 Dec 06; Vol. 18, pp. 11283. Date of Electronic Publication: 2022 Dec 06 (Print Publication: 2022).
DOI:	10.15766/mep_2374-8265.11283
Abstrakt:	Introduction: Recognizing a patient requiring urgent or emergent care and initiating evaluation and management must include elements that support teams working and thinking together. Although team communication strategies exist, a standardized approach for communicating about patients with urgent or emergent conditions is lacking. This simulation was designed to provide first-semester medical students with the opportunity to deliberately practice the foundational teamwork skills required to think as a team while caring for a patient with critical hypoglycemia. Methods: Students were introduced to a team huddle that was structured using ISBARR (identify, situation, background, assessment, recommend, recap) to assist in synthesizing gathered information and arriving at a diagnosis and associated care plan. Students practiced in small groups with faculty coaches and then applied the skills learned to two cases of a patient with critical hypoglycemia followed by debriefing. Results: Two hundred eight first-semester medical students participated in the simulation course across three campuses. We surveyed a single campus subset of 172 students. One hundred thirty-three students completed a postevent survey. The majority felt that the difficulty of the simulation was appropriate for their educational level (94%) and that the training would be applicable to real-life clinical events (76%) and would improve the quality and safety of care (100%). Survey comments highlighted teamwork and the use of the ISBARR huddle communication tool. Discussion: The course provided first-semester medical students with standardized practice of a team-based approach using huddle communication to advance patient care. (© 2022 Rouse et al.)
Databáze:	MEDLINE
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