Using Artificial Team Members for Team Training in Virtual Environments

2010 ◽  
pp. 28-34 ◽  
Author(s):  
Jurriaan van Diggelen ◽  
Tijmen Muller ◽  
Karel van den Bosch
Keyword(s):  
Virtual Environments ◽  
Team Training ◽  
Team Members

Abstract 15595: Improved Clinical Performance and Teamwork of Pediatric Interprofessional Resuscitation Teams With a Simulation-Based Educational Intervention

Circulation ◽  
2015 ◽  
Vol 132 (suppl_3) ◽  
Author(s):  
Elaine Gilfoyle ◽  
Deanna Koot ◽  
John Annear ◽  
Farhan Bhanji ◽  
Adam Cheng ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Strong Correlation ◽  
Clinical Performance ◽  
Team Training ◽  
Chest Compressions ◽  
Team Members ◽  
Pediatric Resuscitation ◽  
Time To Initiation ◽  
Simulation Based ◽  
Resuscitation Team

Introduction: Human errors occur during resuscitation despite individual knowledge of resuscitation guidelines. Poor teamwork has been implicated as a major source of such error; therefore interprofessional resuscitation teamwork training is essential. Hypothesis: A one-day team training course for pediatric interprofessional resuscitation team members improves adherence to PALS guidelines, team efficiency and teamwork in a simulated clinical environment. Methods: A prospective interventional study was conducted at 4 children’s hospitals in Canada with pediatric resuscitation team members (n=300, 51 teams). Educational intervention was a one-day simulation-based team training course involving interactive lecture, group discussions and 4 simulated resuscitation scenarios followed by debriefing. First scenario of the day was conducted prior to any training. Final scenario of the day was the same scenario, with modified patient history. Scenarios included standardized distractors designed to elicit and challenge specific teamwork behaviors. Primary outcome measure was change (before and after training) in adherence to PALS guidelines, as measured by the Clinical Performance Tool (CPT). Secondary outcome measures: change in times to initiation of chest compressions and defibrillation; and teamwork performance, as measured by the Clinical Teamwork Scale (CTS). Correlation between CPT and CTS scores was analyzed. Results: Teams significantly improved CPT scores (67.3% to 79.6%, P< 0.0001), time to initiation of chest compressions (60.8 sec to 27.1 sec, P<0.0001), time to defibrillation (164.8 sec to 122.0 sec, P<0.0001) and CTS scores (56.0% to 71.8%, P<0.0001). Significantly more teams defibrillated under AHA target of 2 minutes (10 vs. 27, P<0.01). A strong correlation was found between CPT and CTS (r=0.530, P<0.0001). Conclusions: Participation in a simulation-based team training educational intervention significantly improved surrogate measures of clinical performance, time to initiation of key clinical tasks, and teamwork during simulated pediatric resuscitation. A strong correlation between clinical and teamwork performance suggests that effective teamwork optimizes clinical performance of resuscitation teams.

Media and Familiarity Effects on Assessing Trustworthiness

2011 ◽  
pp. 56-74 ◽  
Author(s):  
Mark A. Fuller ◽  
Roger C. Mayer
Keyword(s):  
Virtual Environments ◽  
Media Effects ◽  
Team Member ◽  
Virtual Team ◽  
Media Synchronicity ◽  
Team Members ◽  
Team Interactions

This chapter explores the role media effects and familiarity play in the development of trust in CMC environments. As team members interact with one another via technology, each team member assesses information and makes assessments about the trustworthiness of their teammates. Such trustworthiness assessments are known to influence trust, a factor which has been established to have significant effects on the functioning of teams. This research uses media synchronicity theory and the concept of interpersonal familiarity to examine virtual team interactions and the formation of trust. Implications are drawn for researchers and managers as they seek to understand how teams operate in virtual environments.

Implementation of team training in outpatient breast oncology.

2012 ◽  
Vol 30 (34_suppl) ◽  
pp. 83-83
Author(s):  
Craig A. Bunnell ◽  
Anne Gross ◽  
Michael Kalfin ◽  
Ann H. Partridge ◽  
Sharon Lane ◽  
...  
Keyword(s):  
Care Coordination ◽  
Team Training ◽  
Adverse Event Reporting ◽  
Change Orders ◽  
Team Members ◽  
Train The Trainer ◽  
Task Coordination ◽  
Communication Task ◽  
Significant Difference ◽  
Clinical Breast

83 Background: Team Training (TT) principles, used in high-risk industries to reduce errors and improve communication and task coordination, have been applied in several areas of medicine, but not in outpatient oncology. We piloted a TT program in a large, academic, clinical breast cancer program. Methods: Observations, interviews, and anonymous adverse event reporting systems were used to identify areas of vulnerability for intervention: Communication of changes in same-day chemotherapy orders (“change orders”); Missing treatment orders on days patients were not also scheduled with physician (“unlinked” visits); Follow-up and communication to other team members on important patient issues (e.g., pending test results or changes in patient status); Conflict resolution between providers and staff. Agreements about roles, responsibilities, and behaviors were made to address vulnerabilities. Using a train-the-trainer model, clinical leaders trained all providers and staff in TT principles, behavioral agreements, and the tools to support them. Results: The program was assessed six months after implementation. There was insufficient power to detect a significant difference in communication of change orders because of infrequency of events (< 2% pre- and post-training). However, 100% of providers reported it was easier to communicate change orders and 87% of infusion nurses reported a decrease in non-communicated changes. The incidence of missing orders for unlinked visits decreased from 38%to 2%. Press-Ganey patient satisfaction scores highlighted improvements in perception of care coordination. Providers, infusion nurses, and support staff all reported strongly positive perceptions of improvement in the efficiency (75%, 86%, 90%), quality (82%, 93%, 93%) and safety (92%, 92%, 90%) of patient care. Similarly, all groups reported improved relationships and more respectful behavior among team members (91%, 85%, 93%). Conclusions: Team Training improved communication, task coordination and perceptions of efficiency, quality, safety, and interactions among team members and patients’ perceptions of care coordination. Widespread implementation of TT across the entire Adult Service is ongoing at our institution.

Media and Familiarity Effects on Assessing Trustworthiness

2009 ◽  
pp. 1474-1492 ◽  
Author(s):  
Mark A. Fuller ◽  
Roger C. Mayer ◽  
Ronald E Pike
Keyword(s):  
Virtual Environments ◽  
Media Effects ◽  
Team Member ◽  
Virtual Team ◽  
Media Synchronicity ◽  
Team Members ◽  
Team Interactions

This chapter explores the role media effects and familiarity play in the development of trust in CMC environments. As team members interact with one another via technology, each team member assesses information and makes assessments about the trustworthiness of their teammates. Such trustworthiness assessments are known to influence trust, a factor which has been established to have significant effects on the functioning of teams. This research uses media synchronicity theory and the concept of interpersonal familiarity to examine virtual team interactions and the formation of trust. Implications are drawn for researchers and managers as they seek to understand how teams operate in virtual environments.

Conceptual Modeling of Virtual Environments Using Hypermedia Design Techniques

2008 ◽  
pp. 285-303
Author(s):  
Paloma Diaz ◽  
Susana Montero ◽  
Ignacio Aedo ◽  
Juan Manuel Dodero
Keyword(s):  
Virtual Environments ◽  
Software Reuse ◽  
Conceptual Modeling ◽  
Interactive Systems ◽  
Team Members ◽  
Implementation Phase ◽  
Complementary Design ◽  
Authoring Systems ◽  
Design Alternatives ◽  
Hypermedia Design

Traditionally, the development of virtual environments has been tightly dependent on the programmer’s skills to manage the available toolkits and authoring systems. In such a scenario, the discussion of different design alternatives, future changes and maintenance, interoperability, and software reuse are all of them costly and quite difficult. In order to overcome this unsystematic and technology-driven process, conceptual modeling has to be included just before the implementation phase to provide a shared representation language that facilitates the communication among the different team members, including stakeholders, as well as the reuse and redesign for future requirements since conceptual models hide implementation details and constraints, and are cheaper and easier to produce than prototypes. As a first attempt to attain these aims, this chapter presents the basis of a constructional approach for the VE conceptual modeling through a set of complementary design views related to the VE components and functions. Moreover, we explore how these design issues might be addressed by hypermedia modeling techniques, given the similarities between these two kinds of interactive systems and the maturity reached in hypermedia development.

A Confident Measure of Teamwork: The Efficacy of Confidence Assessment and Feedback Enhancement for Collective Training

1993 ◽  
Vol 37 (17) ◽  
pp. 1181-1185
Author(s):  
Kenneth J. McKeever ◽  
Richard E. Christ
Keyword(s):  
Team Member ◽  
Team Training ◽  
Team Members ◽  
Confidence Assessment ◽  
Feedback Enhancement ◽  
And Performance

The perceptions that team members have of each other's capabilities and the accuracy of those perceptions are very important in determining how well a team will perform. This paper describes a method for assessing, and the consequences of, team members' confidence in the capabilities of their peers. The mutual judgments of confidence are derived from knowledge each team member has of the capabilities of others to perform their respective tasks and to coordinate their actions with those of other team members. Implications of the accuracy of this knowledge and its impact on collective team training and performance are discussed.

Feedback and Team Training: Exploring the Issues

1994 ◽  
Vol 38 (18) ◽  
pp. 1195-1199
Author(s):  
Elizabeth L. Blickensderfer ◽  
Janis A. Cannon-Bowers ◽  
Eduardo Salas
Keyword(s):  
Team Performance ◽  
Team Training ◽  
Team Process ◽  
Team Members ◽  
New Approaches ◽  
Team Environment ◽  
Task Team

As team researchers have endeavored to understand team performance and team training, feedback in the team environment has been a neglected topic. A number of issues are involved in the design and provision of feedback to teams. These include team process/outcome issues in addition to characteristics of the task, team as a whole, and the team members as individuals. The inherent problems in team feedback provide the impetus for considering new approaches to team feedback. One such approach, team self-correction, may be valuable in clarifying anticipations and explanations among team members.

Team Members’ Interaction Anxiety and Team-Training Effectiveness

2014 ◽  
Vol 57 (1) ◽  
pp. 163-176 ◽  
Author(s):  
Andrew M. Naber ◽  
Jennifer N. McDonald ◽  
Olabisi A. Asenuga ◽  
Winfred Arthur
Keyword(s):  
Team Training ◽  
Training Effectiveness ◽  
Team Members ◽  
Interaction Anxiety

Process Evaluation of Nebraska's Team Training Project

1994 ◽  
Vol 24 (3) ◽  
pp. 269-279 ◽  
Author(s):  
David M. Scott ◽  
Pamela A. Merkel ◽  
Thomas W. Barlow
Keyword(s):  
Process Evaluation ◽  
Planning Process ◽  
Team Training ◽  
Training Experience ◽  
Strategic Action ◽  
Team Members ◽  
Training Project ◽  
Positive Growth ◽  
Drug Free ◽  
Destructive Behaviors

Background. A process evaluation of the Nebraska Drug Free School/ Community Residential Team Training Project is described. This training project utilizes a “system approach” in the formation and implementation of localized strategic (action) plans targeting alcohol and other drug (AOD) abuse prevention. Methods. In June of 1990, training participants completed a pre-post survey in conjunction with the four-day training. The majority of the participants (51.2%) were teachers, 19.2 percent were parents, 13.6 percent administrators, and 9.6 percent were counselors. Results. Although the overall attitudes of the participants ( N = 125) were positive initially, they became even more so by the end of the training ( N = 121). Prior to training participants felt they could have a significant impact on their local AOD abuse problem, and this attitude became more positive by the completion of training ( p < 0.05). Conclusions. The Nebraska team training process immerses team members in an active planning process allowing teams to develop a plan of action for their school and community. During this process, participants experience a positive growth in attitudes reflecting not only the training experience itself, but even more importantly their ability to meaningfully affect AOD abuse and related destructive behaviors in their homes, schools, and community.

Digital Mastery

2012 ◽  
Vol 8 (3) ◽  
pp. 56-66 ◽  
Author(s):  
Shelly R. Roy
Keyword(s):  
Virtual Environments ◽  
Virtual Teams ◽  
Virtual Worlds ◽  
Instant Messaging ◽  
Leadership Skills ◽  
Research Literature ◽  
Relationship Building ◽  
Team Members ◽  
Supportive Environment ◽  
E Mail

With support from the research literature, this paper argues that to lead effectively in a virtual environment, the leaders of virtual teams need relationship building, technical, and leadership skills, as well as the ability to defuse the frustrations of virtual team members. Relationship building skills include the ability to establish trust, embrace diversity, skill in fostering a team spirit, and motivating team members. Technical skills include the ability to use video conferencing software, instant messaging, e-mail, virtual worlds, avatars, and communication skills. Leadership skills needed by leaders in virtual environments include emotional intelligence, the ability to create an open and supportive environment, and to lead by example.

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