Erin W Pukenas1, Gregory Dodson2, Edward R Deal2, Irwin Gratz2, Elaine Allen3, Amanda R Burden2. 1. Department of Anesthesiology, Cooper Medical School of Rowan University, One Cooper Plaza, Camden, NJ 08103, USA. Electronic address: pukenas@rowan.edu. 2. Department of Anesthesiology, Cooper Medical School of Rowan University, One Cooper Plaza, Camden, NJ 08103, USA. 3. Department of Epidemiology and Biostatistics, University of California, San Francisco, Box 0560 UCSF, San Francisco, CA, 94143-0560, USA.
Abstract
STUDY OBJECTIVE: To examine the results of simulation-based education with deliberate practice on the acquisition of handoff skills by studying resident intraoperative handoff communication performances. DESIGN: Preinvention and postintervention pilot study. SETTING: Simulated operating room of a university-affiliated hospital. MEASUREMENTS: Resident handoff performances during 27 encounters simulating elective surgery were studied. Ten residents (CA-1, CA-2, and CA-3) participated in a one-day simulation-based handoff course. Each resident repeated simulated handoffs to deliberately practice with an intraoperative handoff checklist. One year later, 7 of the 10 residents participated in simulated intraoperative handoffs. All handoffs were videotaped and later scored for accuracy by trained raters. A handoff assessment tool was used to characterize the type and frequency of communication failures. The percentage of handoff errors and omissions were compared before simulation and postsimulation-based education with deliberate practice and at one year following the course. MAIN RESULTS: Initially, the overall communication failure rate, defined as the percentage of handoff omissions plus errors, was 29.7%. After deliberate practice with the intraoperative handoff checklist, the communication failure rate decreased to 16.8%, and decreased further to 13.2% one year after the course. CONCLUSIONS: Simulation-based education using deliberate practice may result in improved intraoperative handoff communication and retention of skills at one year.
STUDY OBJECTIVE: To examine the results of simulation-based education with deliberate practice on the acquisition of handoff skills by studying resident intraoperative handoff communication performances. DESIGN: Preinvention and postintervention pilot study. SETTING: Simulated operating room of a university-affiliated hospital. MEASUREMENTS: Resident handoff performances during 27 encounters simulating elective surgery were studied. Ten residents (CA-1, CA-2, and CA-3) participated in a one-day simulation-based handoff course. Each resident repeated simulated handoffs to deliberately practice with an intraoperative handoff checklist. One year later, 7 of the 10 residents participated in simulated intraoperative handoffs. All handoffs were videotaped and later scored for accuracy by trained raters. A handoff assessment tool was used to characterize the type and frequency of communication failures. The percentage of handoff errors and omissions were compared before simulation and postsimulation-based education with deliberate practice and at one year following the course. MAIN RESULTS: Initially, the overall communication failure rate, defined as the percentage of handoff omissions plus errors, was 29.7%. After deliberate practice with the intraoperative handoff checklist, the communication failure rate decreased to 16.8%, and decreased further to 13.2% one year after the course. CONCLUSIONS: Simulation-based education using deliberate practice may result in improved intraoperative handoff communication and retention of skills at one year.
Authors: Eric G Bing; Groesbeck P Parham; Anthony Cuevas; Boris Fisher; Jonathan Skinner; Mulindi Mwanahamuntu; Richard Sullivan Journal: J Glob Oncol Date: 2019-05