Acquisition of Teamwork and Communication Skills Using High-Technology Simulation for Preclerkship Medical Students
| Autor: | Matthew Kosemund, Deborah C. Hogg, Joan Reisch, Vidya Menon, Aditee P. Ambardekar, Ravi Bhoja |
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| Rok vydání: | 2020 |
| Předmět: |
Patient Care Team
Medical education Teamwork Students Medical Descriptive statistics Epidemiology Communication media_common.quotation_subject Debriefing Medicine (miscellaneous) Manikins Session (web analytics) Education Dreyfus model of skill acquisition Formative assessment Modeling and Simulation Humans Observational study Clinical Competence Curriculum Prospective Studies Psychology media_common |
| Zdroj: | Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare. 16:e181-e187 |
| ISSN: | 1559-713X 1559-2332 |
| DOI: | 10.1097/sih.0000000000000539 |
| Popis: | Introduction Teamwork failures are a major source of preventable error in medicine. Acquisition of skills early in training seems beneficial for impacting system-level change. Simulation-based curricula provide a psychologically safe and formative environment to learn and practice team skills. This project aims to assess teamwork and communication skill acquisition in preclerkship medical students during a longitudinal simulation-based curriculum. Methods This is a prospective, observational study of medical students participating in a high-technology simulation curriculum on team principles. Students, in groups of 5 to 7, participated in 6 mannequin-based simulation sessions over 10 months coordinated with an organ system-based preclerkship course. Each scenario was executed by a simulation technologist and guided by a simulation educator who functioned as a bedside nurse and led a postsimulation debrief. Likert-based, self- and global assessments completed by students and facilitators, respectively, were used to evaluate the teams. Descriptive statistics and Mann-Whitney U test were used to analyze data using a P value of less than 0.05 for statistical significance and a null hypothesis stating that there would be no change in behavior. The primary outcome measure was improvement in the teamwork and communication domains of both assessments. Results Students (N = 231) were divided into the same 32 groups during every session. At the end of every session, each student completed a self-assessment and each educator completed the team's global assessment for teamwork. Median scores for teamwork and communication domains increased between the first and sixth sessions on both assessments. Mann-Whitney U analysis of self-assessment scores showed Z values between -5.30 and -8.83 and P values of less than 0.00001. Mann-Whitney U analysis of global assessment scores showed Z values ranging from -3.43 to -5.24 and P values between 0.0031 and less than 0.00001. Conclusions There was meaningful improvement in scores in the domains of teamwork and communication over the 10-month, simulation-based curriculum designed to teach and hone teamwork skills. |
| Databáze: | OpenAIRE |
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