Identifying Nontechnical Skill Deficits in Trainees Through Interdisciplinary Trauma Simulation.
J Surg Educ
; 75(4): 978-983, 2018.
Article
en En
| MEDLINE
| ID: mdl-29100919
ABSTRACT
OBJECTIVE:
The goal of this study was to investigate nontechnical skills in a simulated trauma setting both before and after a debriefing session in order to better understand areas to target for the development of educational interventions.DESIGN:
Wilcoxon signed rank tests were used to compare scores on the 5 domains of the T-NOTECHS pre- and postdebriefings. A qualitative analysis using the PEARLS debriefing framework was performed to provide a rich description of the strategies used by the debriefing facilitators.SETTING:
The Joint Trauma Simulation Program is an interdisciplinary project designed to improve the quality of trauma care through simulation exercises emphasizing nontechnical skills development.PARTICIPANTS:
Thirteen teams of 5 trauma trainees participated in trauma resuscitation simulations a surgical chief resident, a surgical junior resident, an emergency medicine resident, and 2 emergency medicine nurses.RESULTS:
Teams significantly improved on communication and interaction skills in the simulation scenarios from pre- to postdebriefing. The debrief facilitators spent most of their time engaged in Directive Performance Feedback (56.13%).CONCLUSIONS:
Interprofessional team simulation in trauma resuscitation scenarios followed by debriefing differently affected individual nontechnical skills domains. Additional facilitation strategies, such as focused facilitation and encouraging learner self-assessment, may target other nontechnical skills in different ways.Palabras clave
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Grupo de Atención al Paciente
/
Competencia Profesional
/
Resucitación
/
Traumatología
/
Evaluación Educacional
/
Entrenamiento Simulado
Tipo de estudio:
Prognostic_studies
/
Qualitative_research
Límite:
Humans
País/Región como asunto:
America do norte
Idioma:
En
Revista:
J Surg Educ
Año:
2018
Tipo del documento:
Article