team training
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MedEdPORTAL ◽  
2022 ◽  
Author(s):  
Alexandra C. Collis ◽  
Andrew P. Wescott ◽  
Sheryl Greco ◽  
Nicole Solvang ◽  
Joshua Lee ◽  
...  

Children ◽  
2021 ◽  
Vol 8 (12) ◽  
pp. 1145
Author(s):  
Björn Liebers ◽  
Chinedu Ulrich Ebenebe ◽  
Monika Wolf ◽  
Martin Ernst Blohm ◽  
Eik Vettorazzi ◽  
...  

Less invasive surfactant administration (LISA) has been introduced at our tertiary Level IV perinatal center since 2016 with an unsatisfactory success rate, which we attributed to an inconsistent, non-standardized approach and ambiguous patient inclusion criteria. This study aimed to improve the LISA success rate to at least 75% within 12 months by implementing a highly standardized LISA approach combined with team training. The Plan Do Study Act method of quality improvement was used for this initiative. Baseline assessment included a review of patient medical records 12 months before the intervention regarding patient characteristics, method success rate, respiratory, and adverse outcomes. A multi-professional team developed a standardized LISA approach and a training program including an educational film, checklists, pocket cards, and team briefings. Twenty-one preterm infants received LISA before and 24 after the intervention. The mean LISA success rate improved from 62% before the intervention to 92% (p = 0.029) after the intervention. Implementing a highly standardized LISA approach and multi-professional team training significantly improved the methods’ success rate.


2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 1-1
Author(s):  
Jennifer Drost ◽  
Susan Fosnight

Abstract Delivery of effective healthcare for the geriatric population is often complex due to the interplay between physical, social, and emotional variables. It is well established that it is the interplay between chronic medical conditions, social determinants of health, function and geriatric syndromes that drives outcomes. This complexity makes it especially important for the healthcare team to take an interprofessional team approach to avoid fragmented care which can lead to patient dissatisfaction, an ineffective plan of care, and low-quality outcomes. However, effective teamwork is not innate to healthcare; it must be learned and developed over time through purposeful education. The literature on team training supports active learning pedagogies such as simulation-based education that has emerged as an effective way to translate teamwork education into practice. Participation in active learning such as simulation, provides learners with authentic experiences that become cognitive frames that can transition into real practice. Education of adult learners should be a scaffolding of experiences that build on one another. This approach can lead the learner from the acquisition of basic knowledge, skills, and attitudes, to higher levels of competency and clinical judgement. Simulation simultaneously engages cognitive, perceptual-motor, and affective learning, and when combined with effective debriefing can lead to higher levels of learning. Effective models with scaffolding of experiences using simulations for geriatric team training are lacking in the literature. We describe here the theoretical framework for such training, adaptions of in-person and virtual training models due to COVID-19 restrictions through rapid cycle quality improvement.


2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Hanna Augustsson ◽  
Veronica-Aurelia Costea ◽  
Leif Eriksson ◽  
Henna Hasson ◽  
Annika Bäck ◽  
...  

Abstract Background To ensure the provision of high-quality safety and cost-effective health and welfare services, managers and professionals are required to introduce and ensure the routine use of clinical guidelines and other evidence-based interventions. Despite this, they often lack training and support in implementation. This project aims to investigate how a team training intervention, with the goal to build implementation capacity, influences participants’ implementation knowledge and skills, as well as how it influences implementation activities and implementation capacity within participating health and welfare organizations. Furthermore, the aim is to investigate how the organizations’ contexts influence the intervention outcomes. Methods The building implementation capacity (BIC) intervention builds on the behavior change wheel, which considers implementation as a matter of behavior change. The intervention will be provided to teams of managers and professionals working in health and welfare organizations and seeking support to implement a guideline- or evidence-based intervention. The intervention consists of a series of interactive workshops that provides the participating teams with the knowledge and skills to apply a systematic implementation model. A longitudinal mixed-methods evaluation, including interviews, surveys, and document analysis, will be applied over 24 months. The normalization process theory measure will be used to assess how the intervention influences implementation activities in practice and implementation capacity in the teams and the wider organizations. Discussion This project has an ambition to add to the knowledge concerning how to promote the uptake of research findings into health care by building implementation capacity through team training in implementation. The project’s uniqueness is that it is designed to move beyond individual-level outcomes and evaluate implementation activities and implementation capacity in participating organizations. Further, the intervention will be evaluated over 24 months to investigate long-term outcomes of implementation training.


Author(s):  
Sarah Hammond ◽  
April A. Kedrowicz

This article explores the impact of experiential team communication training on student team effectiveness. First-year veterinary students were concurrently enrolled in the Group Communication in Veterinary Medicine course and applied their knowledge to their authentic team experiences in the Veterinary Anatomy and Introduction to Clinical Problem Solving courses. All students completed a modified team effectiveness instrument and a team self-reflection at the end of the semester. Results show that students experienced a high level of team effectiveness. Although students experienced challenges with respect to staying on task and distributing roles and responsibilities, team coordination and communication improved over time, due in part to the team activities associated with the team training intervention. This research provides support for the impact of experiential team training to the development of team process skills and team effectiveness.


Author(s):  
Xueyan Huang ◽  
Rui Wang ◽  
Jianao Chen ◽  
Caixiang Gao ◽  
Baoyu Wang ◽  
...  

2021 ◽  
Vol 64 (6) ◽  
pp. E609-E612
Author(s):  
Garrett G.R.J. Johnson ◽  
Jacqueline Beaumont ◽  
John Damian Paton-Gay ◽  
Sandy Widder ◽  
Lawrence M. Gillman
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