Assessing the Impact of the Trauma Team Training Program in Tanzania

2008 ◽  
Vol 65 (4) ◽  
pp. 879-883 ◽  
Author(s):  
Simon Bergman ◽  
Dan Deckelbaum ◽  
Ronald Lett ◽  
Barbara Haas ◽  
Sebastian Demyttenaere ◽  
...  
Keyword(s):  
Training Program ◽  
Trauma Team ◽  
Team Training ◽  
The Impact

The impact of simulated multidisciplinary Trauma Team Training on team performance: A qualitative study

2019 ◽  
Vol 22 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Margaret Murphy ◽  
Andrea McCloughen ◽  
Kate Curtis
Keyword(s):  
Qualitative Study ◽  
Team Performance ◽  
Trauma Team ◽  
Team Training ◽  
The Impact

The Alfred Trauma Team Training Program in India and Sri Lanka

2011 ◽  
Vol 23 (5) ◽  
pp. 632-639 ◽  
Author(s):  
Gerard M O'Reilly ◽  
Mark Fitzgerald ◽  
Yashbir Dewan ◽  
Kylie Chou ◽  
Joseph Mathew ◽  
...  
Keyword(s):  
Sri Lanka ◽  
Training Program ◽  
Trauma Team ◽  
Team Training

The Impact of Trauma Team Training on Team Leaders’ Non-Technical Skills during Simulated Trauma Scenarios

2014 ◽  
Vol 186 (2) ◽  
pp. 671-672
Author(s):  
A. Briggs ◽  
A.S. Raja ◽  
M.F. Joyce ◽  
S.J. Yule ◽  
W. Jiang ◽  
...  
Keyword(s):  
Trauma Team ◽  
Technical Skills ◽  
Team Training ◽  
Team Leaders ◽  
The Impact

scholarly journals MP036: Trauma Resuscitation Using in-situ Simulation Team Training (TRUST): a novel approach to latent safety threat identification in trauma care

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S78-S79 ◽  
Author(s):  
A. Petrosoniak ◽  
A. Gray ◽  
M. Fan ◽  
K. White ◽  
M. McGowan ◽  
...  
Keyword(s):  
Patient Safety ◽  
Human Factors ◽  
Trauma Care ◽  
Trauma Team ◽  
Team Training ◽  
Framework Analysis ◽  
In Situ Simulation ◽  
Workflow System ◽  
The Impact

Introduction: Resuscitation of a trauma patient requires a multidisciplinary team to perform in a dynamic, high-stakes environment. Error is ubiquitous in trauma care, often related to latent safety threats (LSTs) - previously unrecognized threats that can materialize at any time. In-situ simulation (ISS) allows a team to practice in their authentic environment while providing an opportunistic milieu to explore critical events and uncover LSTs that impact patient safety. Methods: At a Canadian Level 1 trauma centre, regular, unannounced trauma ISSs were conducted and video-recorded. A retrospective chart review of adverse events or unexpected deaths informed ISS scenario design. Each session began with a trauma team activation. The on-duty trauma team arrived in the trauma bay and provided care as they would for a real patient. Semi-structured debriefing with participant-driven LST identification and ethnographic observation occurred in real time. A framework analysis using video review was conducted by human factors experts to identify and evaluate LSTs. Feasibility was measured by the impact on ED workflow, interruptions of clinical care and participant feedback. Results: Six multidisciplinary, high-fidelity, ISS sessions were conducted and 70 multidisciplinary staff and trainees participated in at least one session. Using a framework analysis, LSTs were identified and categorized into seven themes that relate to clinical tasks, equipment, team communication, and participant workflow. LSTs were quantified and prioritized using a hazard scoring matrix. ISS was effectively implemented during both low and high patient volume situations. No critical interruptions in patient care were identified during ISS sessions and overall participant feedback was positive. Conclusion: This novel, multidisciplinary ISS trauma training program integrated risk-informed simulation cases with human factors analysis to identify LSTs. ISS offers an opportunity for an iterative review process of high-risk situations beyond the traditional morbidity and mortality rounds; rather than waiting for an actual case to generate discussion and review, we prophylactically examined critical situations and processes. Findings form a framework for recommendations about improvements in equipment, environment layout, workflow, system processes, effective team training, and ultimately patient safety.

Combating IPV With Community Leaders in Honduras: An Evaluation of an IPV Training Program Among Teachers and Health Professionals

2021 ◽  
pp. 107780122110089
Author(s):  
Chunrye Kim ◽  
Joel A. Capellan ◽  
Hung-En Sung ◽  
Eduardo Rafael Orellana
Keyword(s):  
Training Program ◽  
Health Care Professionals ◽  
Partner Violence ◽  
Intimate Partner ◽  
Educational Opportunities ◽  
Safety Planning ◽  
Community Members ◽  
Community Based ◽  
Confidence Levels ◽  
The Impact

Intimate partner violence (IPV) among women in Latin America, including Honduras, is serious. To help IPV victims, a community-based educational program has been implemented. This study aims to examine the impact of IPV training among teachers and health care professionals ( n = 160) on increases in IPV knowledge, attitudes, and self-efficacy when dealing with IPV victims using a pretest and posttest design. We found that the treatment group who received IPV training showed significantly lower justification for IPV, higher gender equality attitudes, and higher IPV knowledge as well as higher confidence levels in identifying IPV victims and safety planning for victims. We concluded that the IPV training program using the community-based approaches has the potential to help IPV victims in Honduras. More efforts should be made to increase the educational opportunities the community members can receive.

scholarly journals An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Despoina Schina ◽  
Cristina Valls-Bautista ◽  
Anna Borrull-Riera ◽  
Mireia Usart ◽  
Vanessa Esteve-González
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Self Efficacy ◽  
Group Intervention ◽  
Preschool Teachers ◽  
Ease Of Use ◽  
Educational Robotics ◽  
Perceived Ease Of Use ◽  
Significant Difference ◽  
The Impact

Abstract Purpose This study explores pre-service preschool teachers’ acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course. Methodology This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers’ acceptance and self-efficacy towards ER, and participants’ training journals. Findings The results show that pre-service teachers’ acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers’ acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation. Value Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers’ education.

Transfer of Training After an Organizational Intervention in Swedish Sports Clubs: A Self-Determination Theory Perspective

2016 ◽  
Vol 38 (5) ◽  
pp. 493-504 ◽  
Author(s):  
Andreas Stenling ◽  
Susanne Tafvelin
Keyword(s):  
Leadership Development ◽  
Training Program ◽  
Transfer Of Training ◽  
Development Program ◽  
Training Model ◽  
Training Transfer ◽  
Self Determination Theory ◽  
Self Determination ◽  
Sports Clubs ◽  
The Impact

Leadership development programs are common in sports, but seldom evaluated; hence, we have limited knowledge about what the participants actually learn and the impact these programs have on sports clubs’ daily operations. The purpose of the current study was to integrate a transfer of training model with self-determination theory to understand predictors of learning and training transfer, following a leadership development program among organizational leaders in Swedish sports clubs. Bayesian multilevel path analysis showed that autonomous motivation and an autonomy-supportive implementation of the program positively predicted near transfer (i.e., immediately after the training program) and that perceiving an autonomy-supportive climate in the sports club positively predicted far transfer (i.e., 1 year after the training program). This study extends previous research by integrating a transfer of training model with self-determination theory and identified important motivational factors that predict near and far training transfer.

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