Getting a Head Start: High-Fidelity, Simulation-Based Operating Room Team Training of Interprofessional Students
Here is a link to an article from Journal of the American College of Surgeons, Volume 218, Issue 1 , Pages 140-149, January 2014 titled "Getting a Head Start: High-Fidelity, Simulation-Based Operating Room Team Training of Interprofessional Students."
It's not difficult to agree that simulation based tream training, when done properly, can result in better attitudes and behaviors in a team environment. This is a good thing, expecially when one considers that this type of team training doesn't occur regularly within either the educational (schoolhouse) or training (clinical) environments today.
In the schoolhouse, an obvious limitation to interprofessional team training stems from the fact that nursing, medical, and other healthcare practitioner students are not usually educated within the same schools, at the same pace, or on the same schedules. Convergence upon a team trainiin event, by students within their varied curricula, is a challenge.
Where there are challenges, there are opportunities. There are ample opportunities for healthcare and modeling and simulation professionals to combine to create these types of useful training capabilities.
Link to the PDF.
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.
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.
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.
High-fidelity simulation OR interprofessional student team training improves students’ team-based attitudes and behaviors. Students tend to overestimate their team-based behaviors.
(JAmColl Surg 2014;218:140e149.2014 by the American College of Surgeons)