John T Paige1, Deborah D Garbee2, Valeriy Kozmenko3, Qingzhao Yu4, Lyubov Kozmenko2, Tong Yang5, Laura Bonanno2, William Swartz6. 1. Department of Surgery, LSU Health New Orleans Health Sciences Center, New Orleans, LA. Electronic address: jpaige@lsuhsc.edu. 2. School of Nursing, LSU Health New Orleans Health Sciences Center, New Orleans, LA. 3. Department of Anesthesia, LSU Health New Orleans Health Sciences Center, New Orleans, LA. 4. School of Public Health, LSU Health New Orleans Health Sciences Center, New Orleans, LA. 5. Department of Pathology, LSU Health New Orleans Health Sciences Center, New Orleans, LA. 6. Department of Cell Biology and Anatomy, LSU Health New Orleans Health Sciences Center, New Orleans, LA.
Abstract
BACKGROUND: Effective teamwork in the operating room (OR) is often undermined by the "silo mentality" of the differing professions. Such thinking is formed early in one's professional experience and is fostered by undergraduate medical and nursing curricula lacking interprofessional education. We investigated the immediate impact of conducting interprofessional student OR team training using high-fidelity simulation (HFS) on students' team-related attitudes and behaviors. STUDY DESIGN: Ten HFS OR interprofessional student team training sessions were conducted involving 2 standardized HFS scenarios, each of which was followed by a structured debriefing that targeted team-based competencies. Pre- and post-session mean scores were calculated and analyzed for 15 Likert-type items measuring self-efficacy in teamwork competencies using the t-test. Additionally, mean scores of observer ratings of team performance after each scenario and participant ratings after the second scenario for an 11-item Likert-type teamwork scale were calculated and analyzed using one-way ANOVA and t-test. RESULTS: Eighteen nursing students, 20 nurse anesthetist students, and 28 medical students participated in the training. Statistically significant gains from mean pre- to post-training scores occurred on 11 of the 15 self-efficacy items. Statistically significant gains in mean observer performance scores were present on all 3 subscales of the teamwork scale from the first scenario to the second. A statistically significant difference was found in comparisons of mean observer scores with mean participant scores for the team-based behaviors subscale. CONCLUSIONS: High-fidelity simulation OR interprofessional student team training improves students' team-based attitudes and behaviors. Students tend to overestimate their team-based behaviors.
BACKGROUND: Effective teamwork in the operating room (OR) is often undermined by the "silo mentality" of the differing professions. Such thinking is formed early in one's professional experience and is fostered by undergraduate medical and nursing curricula lacking interprofessional education. We investigated the immediate impact of conducting interprofessional student OR team training using high-fidelity simulation (HFS) on students' team-related attitudes and behaviors. STUDY DESIGN: Ten HFS OR interprofessional student team training sessions were conducted involving 2 standardized HFS scenarios, each of which was followed by a structured debriefing that targeted team-based competencies. Pre- and post-session mean scores were calculated and analyzed for 15 Likert-type items measuring self-efficacy in teamwork competencies using the t-test. Additionally, mean scores of observer ratings of team performance after each scenario and participant ratings after the second scenario for an 11-item Likert-type teamwork scale were calculated and analyzed using one-way ANOVA and t-test. RESULTS: Eighteen nursing students, 20 nurse anesthetist students, and 28 medical students participated in the training. Statistically significant gains from mean pre- to post-training scores occurred on 11 of the 15 self-efficacy items. Statistically significant gains in mean observer performance scores were present on all 3 subscales of the teamwork scale from the first scenario to the second. A statistically significant difference was found in comparisons of mean observer scores with mean participant scores for the team-based behaviors subscale. CONCLUSIONS: High-fidelity simulation OR interprofessional student team training improves students' team-based attitudes and behaviors. Students tend to overestimate their team-based behaviors.
Authors: John T Paige; Deborah D Garbee; Qingzhao Yu; John Zahmjahn; Raquel Baroni de Carvalho; Lin Zhu; Vadym Rusnak; Vladimir J Kiselov Journal: BMJ Simul Technol Enhanc Learn Date: 2021-01-27
Authors: John B Zamjahn; Raquel Baroni de Carvalho; Megan H Bronson; Deborah D Garbee; John T Paige Journal: J Am Med Inform Assoc Date: 2018-10-01 Impact factor: 4.497