oru.sePublications
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Method matters: impact of in-scenario instruction on simulation-based teamwork training
CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden; CAMST-Center for Advanced Medical Simulation and Training, Karolinska University Hospital, Stockholm, Sweden.
Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.
CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden; CAMST-Center for Advanced Medical Simulation and Training, Karolinska University Hospital, Stockholm, Sweden.
CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden; CAMST-Center for Advanced Medical Simulation and Training, Karolinska University Hospital, Stockholm, Sweden.
Show others and affiliations
2017 (English)In: Advances in Science and Technology Research Journal, ISSN 2364-3277, E-ISSN 2059-0628, Vol. 2, article id 25Article in journal (Refereed) Published
Abstract [en]

Background: The rationale for introducing full-scale patient simulators in training to improve patient safety is to recreate clinical situations in a realistic setting. Although high-fidelity simulators mimic a wide range of human features, simulators differ from the body of a sick patient. The gap between the simulator and the human body implies a need for facilitators to provide information to help participants understand scenarios. The authors aimed at describing different methods that facilitators in our dataset used to provide such extra scenario information and how the different methods to convey information affected how scenarios played out.

Methods:  A descriptive qualitative study was conducted to examine the variation of methods to deliver extra scenario information to participants. A multistage approach was employed. The authors selected film clips from a shared database of 31 scenarios from three participating simulation centers. A multidisciplinary research team performed a collaborative analysis of representative film clips focusing on the interplay between participants, facilitators, and the physical environment. After that, the entire material was revisited to further examine and elaborate the initial findings.

Results: The material displayed four distinct methods for facilitators to convey information to participants in simulation-based teamwork training. The choice of method had impact on the participating teams regarding flow of work, pace, and team communication. Facilitators’ close access to the teams’ activities when present in the simulation suite, either embodied or disembodied in the simulation, facilitated the timing for providing information, which was critical for maintaining the flow of activities in the scenario. The mediation of information by a loudspeaker or an earpiece from the adjacent operator room could be disturbing for team communication.

Conclusions:  In-scenario instruction is an essential component of simulation-based teamwork training that has been largely overlooked in previous research. The ways in which facilitators convey information about the simulated patient have the potential to shape the simulation activities and thereby serve different learning goals. Although immediate timing to maintain an adequate pace is necessary for professionals to engage in training of medical emergencies, novices may gain from a slower tempo to train complex clinical team tasks systematically.

Place, publisher, year, edition, pages
BioMed Central, 2017. Vol. 2, article id 25
Keywords [en]
Crew resource management; Cueing; Facilitator; Fidelity; Healthcare; Instructor; Interprofessional education; Simulation; Teamwork; Video analysis
National Category
Interaction Technologies
Identifiers
URN: urn:nbn:se:oru:diva-69821DOI: 10.1186/s41077-017-0059-9PubMedID: 29450026OAI: oai:DiVA.org:oru-69821DiVA, id: diva2:1258502
Available from: 2018-10-24 Created: 2018-10-24 Last updated: 2018-11-07Bibliographically approved

Open Access in DiVA

Method matters: impact of in-scenario instruction on simulation-based teamwork training(1089 kB)5 downloads
File information
File name FULLTEXT01.pdfFile size 1089 kBChecksum SHA-512
aece4d76d3ed22c6e1fc4974e7c731788f44979a59669a97fa716578a13bbb92904e258c0aa35e522631e8a3971dab313b88ca491accd17b7d9ed1028c769fad
Type fulltextMimetype application/pdf

Other links

Publisher's full textPubMed

Authority records BETA

Nyström, SofiaDahlberg, JohannaEdelbring, SamuelAbrandt Dahlgren, Madeleine

Search in DiVA

By author/editor
Nyström, SofiaDahlberg, JohannaEdelbring, SamuelAbrandt Dahlgren, Madeleine
In the same journal
Advances in Science and Technology Research Journal
Interaction Technologies

Search outside of DiVA

GoogleGoogle Scholar
Total: 5 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
pubmed
urn-nbn

Altmetric score

doi
pubmed
urn-nbn
Total: 11 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf