Symposium Using Synthetic Teammates to Train Teamwork Skills: Perspectives and Issues

2002 ◽  
Vol 46 (25) ◽  
pp. 2025-2025
Author(s):  
Jean MacMillan ◽  
Denise Lyons
Keyword(s):  
Team Training ◽  
Learning Opportunities ◽  
Learning Objectives ◽  
Simulation Environment ◽  
Modeling Tools ◽  
Simulation Based ◽  
Competency Based ◽  
Teamwork Skills ◽  
Potential Opportunity

This symposium considers both the challenges and the opportunities for the training of teamwork skills with synthetic teammates. Synthetic entities offer a potential opportunity to deliver simulation-based team training in a less expensive, more convenient, more easily deployed form. They may also increase the quality and quantity of training by creating learning opportunities for the team that might never be encountered in less controlled training with live players. The focus of the symposium is on how synthetic teammates can best be designed and used to train teamwork, guided by learning objectives. The papers in the symposium consider what is needed to create and employ synthetic teammates and synthetic instructors, and cover several application areas, a range of levels of fidelity for the simulation environment and the synthetic teammates, a variety of modeling tools, and several evaluation and measurement approaches. Their common focus is how best to exploit synthetic entities for competency-based teamwork training.

scholarly journals Can Simulation Based-Team Training Impact Bedside Teamwork in a Pediatric Intensive Care Unit?

2019 ◽  
Vol 08 (04) ◽  
pp. 195-203
Author(s):  
Nora Colman ◽  
Janet Figueroa ◽  
Courtney McCracken ◽  
Kiran B. Hebbar
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Pediatric Intensive Care Unit ◽  
Situational Awareness ◽  
Pediatric Intensive Care ◽  
Team Training ◽  
Safe Patient Care ◽  
Study Results ◽  
Simulation Based ◽  
Teamwork Skills

AbstractEffective teamwork performance is essential to the delivery of high-quality and safe patient care. In this mixed methodological observational cohort study, we evaluated team performance immediately following a real medical crisis in a pediatric intensive care unit (PICU) following implementation of a simulation-based team training (SBTT) program. Comparison of teamwork skills when rated by study observers demonstrated a statistically significant improvement in 12 out of 15 composite teamwork skills during real emergency events following SBTT (p < 0.05). Pre- and post-SBTT intervention survey data demonstrated an improvement in the perception of teamwork, most notable in the area of shared mental model and situational awareness following SBTT. Study results suggest that teamwork behaviors and skills acquired during SBTT can translate into improved bedside performance in the PICU.

Competency on Call: Resident Driven Learning Objectives for Competency-Based Medical Education

2020 ◽  
Vol 44 (6) ◽  
pp. 812-813 ◽  
Author(s):  
Bruce Fage ◽  
Tracy Alldred ◽  
Sarah Levitt ◽  
Amanda Abate ◽  
Mark Fefergrad
Keyword(s):  
Medical Education ◽  
Learning Objectives ◽  
Competency Based Medical Education ◽  
Competency Based

scholarly journals Endoscopic Sphenopalatine Artery Ligation: General Applicability in a Teaching Unit

2019 ◽  
Vol 98 (2) ◽  
pp. 85-88 ◽  
Author(s):  
Shi Ying Hey ◽  
Nigel K. F. Koo Ng ◽  
Gerald W. McGarry
Keyword(s):  
Grade Level ◽  
Teaching Hospitals ◽  
Artery Ligation ◽  
General Applicability ◽  
Sphenopalatine Artery ◽  
The United Kingdom ◽  
Simulation Based ◽  
Teaching Unit ◽  
Competency Based ◽  
Nose And Throat

Background: Endoscopic sphenopalatine artery ligation (ESPAL) is the intervention of choice for refractory epistaxis in specialist ear, nose and throat (ENT)units and should be within the repertoire of competencies for all ENT trainees. Following its recent incorporation within the United Kingdom competency–based training syllabus as an explicit outcome standard, the ESPAL is not uncommonly being delivered by trainees under appropriate supervision. We assessed the efficacy and outcome of ESPAL in epistaxis management within our teaching hospitals. Methods: Retrospective, structured review of all ESPAL procedures performed for epistaxis between December 2005 and December 2013. The techniques of ligation, operator grade, and outcome were studied. Results: Sixty-five patients (41 male:24 female; average age of 58.2 years) were identified in whom 67 artery ligations were performed (63 unilateral; 2 bilateral). Overall, success rate of ESPAL was 92.3% (60/65), with 5 rebleed cases recorded within 30 days of the primary procedure. Sixteen (24.6%) underwent “clipping,” 26 (40.0%) had diathermy ligation, 18 (27.7%) had both clipping and diathermy, and in 5 (7.7%) patients, the ligation technique was not recorded. In 31 (47.7%) of 65 cases, a consultant was the principal surgeon. The remaining 34 (52.3%) of 65 cases were performed by trainees with (24, 70.6%) or without (10, 29.4%) supervision. There was no correlation between rebleed and operators’ grade, level of supervision, or ligation technique. Conclusion: With appropriate training, ESPAL can achieve hemostasis in teams of varying grades of operators without significant reduction in outcome. To further enhance the technical learning curve, the utility of simulation-based training could offer continuous and longitudinal development of skills.

Virtual Education in Pediatric Surgery during the COVID-19 Era: Facing and Overcoming Current Challenges

2021 ◽  
Author(s):  
Ophelia Aubert ◽  
Richard Wagner ◽  
Rodrigo Gerardo ◽  
Gaia Tamaro ◽  
Augusto Zani ◽  
...  
Keyword(s):  
Learning Opportunities ◽  
Virtual Education ◽  
The Novel ◽  
Learning Modalities ◽  
Surgical Services ◽  
Surgical Residents ◽  
Simulation Based ◽  
Continued Learning ◽  
Novel Coronavirus ◽  
Access To Knowledge

AbstractThe novel coronavirus disease 2019 (COVID-19) pandemic has impacted our way of living in an unprecedented manner. Medical professionals at all levels have been forced to adapt to the novel virus. The delivery of surgical services and the subsequent learning opportunities for surgical residents have especially been disrupted and the pediatric surgical community has not been exempted by this. This article highlights the challenges imposed by the pandemic and outlines the various learning modalities that can be implemented to ensure continued learning opportunities throughout the pandemic and beyond. Furthermore, it aims to show how the utilization and expansion of technologies maintain and further increase the communication, as well as the exchange of and access to knowledge among peers. Virtual education-, application-, and simulation-based learning and social media, as well as telemedicine and online conferences, will play a considerable role in the future of surgical specialties and surgical education.

Simulation-based team training in paediatric units

2017 ◽  
pp. e-61032
Author(s):  
Irene Rød ◽  
Ellen Irene Westby Moen ◽  
Solveig Struksnes
Keyword(s):  
Team Training ◽  
Simulation Based

812 Competency Based Goals for Sleep Medicine Curriculum in Undergraduate Medical Education in India: A Survey

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A317-A317
Author(s):  
Puneet Nagendra ◽  
Lingadevi Thanasekaran
Keyword(s):  
Medical Education ◽  
Sleep Disturbances ◽  
Clinical Teaching ◽  
Sleep Medicine ◽  
Learning Objectives ◽  
Medical Education Program ◽  
Consensus Statements ◽  
Education In India ◽  
Competency Based ◽  
Medical Faculties

Abstract Introduction Sleep is recognized the world over as very important in health and disease. But there is no articulated curriculum in undergraduate (UG) medical education in India. Whence incorporated, these learning objectives serve as an important bridge across multiple medical faculties like pulmonary medicine, neurology, ENT, psychiatry, and basic sciences. Methods After obtaining informed consent, a questionnaire-based electronic survey was circulated to clinical/non-clinical teaching medical faculties in December 2020. They were asked to prioritize the objectives of the sleep medicine curriculum for the UG medical education program. The objectives were listed under knowledge and skill-based competencies each having 9 and 10 questions respectively, scale rated 1–5. Objectives were enlisted from the previous studies, consensus statements and modified according to the local needs after face to face meetings with faculties involved in UG curriculum development. Results Out of 400 faculty members from different medical schools all over India, 127 had responded. None of the Indian institutions had sleep medicine in their UG curriculum. 112 (88%) members showed their interest to begin a UG program. The suggested sleep medicine curriculum proposes a vertical integration of competency-based goals into the core curriculum with a clinical angle which will require skill and knowledge-oriented modules. Amongst the knowledge-based competency, sleep loss and its health effects (77%) was more preferred than distinguishing sleep in newborns and adults (36%). Whereas in the skill-based competency providing advice on sleep hygiene (71%) was more preferred than sleep disturbances during pregnancy and menopause (33%). When our curriculum gets implemented, it is possible to provide exposure to sleep-related disorders early on for the UG’s. This will invoke their interest and thus serve to bridge the lacunae caused by the shortage of trained sleep specialists in India. Conclusion From our study, the learning objectives of the sleep medicine curriculum have been prioritized and are ready for implementation. The survey has also created awareness and interest amongst the Indian medical teaching faculty. Support (if any):

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.

Brick in the wall? Linking quality of debriefing to participant learning in team training of interprofessional students

2021 ◽  
pp. bmjstel-2020-000685
Author(s):  
John T Paige ◽  
Deborah D Garbee ◽  
Qingzhao Yu ◽  
John Zahmjahn ◽  
Raquel Baroni de Carvalho ◽  
...  
Keyword(s):  
Nursing Students ◽  
Linear Regression ◽  
Interprofessional Education ◽  
Linear Regression Analysis ◽  
Univariate Analysis ◽  
Team Training ◽  
Adaptive Communication ◽  
Undergraduate Nursing ◽  
Simulation Based

BackgroundThe evidence for the conventional wisdom that debriefing quality determines the effectiveness of learning in simulation-based training is lacking. We investigated whether the quality of debriefing in using simulation-based training in team training correlated with the degree of learning of participants.MethodsForty-two teams of medical and undergraduate nursing students participated in simulation-based training sessions using a two-scenario format with after-action debriefing. Observers rated team performance with an 11-item Teamwork Assessment Scales (TAS) instrument (three subscales, team-based behaviours (5-items), shared mental model (3-items), adaptive communication and response (3-items)). Two independent, blinded raters evaluated video-recorded facilitator team prebriefs and debriefs using the Objective Structured Assessment of Debriefing (OSAD) 8-item tool. Descriptive statistics were calculated, t-test comparisons made and multiple linear regression and univariate analysis used to compare OSAD item scores and changes in TAS scores.ResultsStatistically significant improvements in all three TAS subscales occurred from scenario 1 to 2. Seven faculty teams taught learners with all scores ≥3.0 (except two) for prebriefs and all scores ≥3.5 (except one) for debriefs (OSAD rating 1=done poorly to 5=done well). Linear regression analysis revealed a single statistically significant correlation between debrief engagement and adaptive communication and response score without significance on univariate analysis.ConclusionsQuality of debriefing does not seem to increase the degree of learning in interprofessional education using simulation-based training of prelicensure student teams. Such a finding may be due to the relatively high quality of the prebrief and debrief of the faculty teams involved in the training.

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