Article
Teamwork-related debriefings in undergraduate emergency-medicine simulations: Evaluation of the "TeamTAG" using a prospective-randomized pilot-study design
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Authors
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Julia Freytag
- Charité-Universitätsmedizin Berlin, Simulated Patients Program, Berlin, Germany
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Fabian Stroben
- Charité-Universitätsmedizin Berlin, Lernzentrum (skills lab), Berlin, Germany
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Juliane E. Kämmer
- Max Planck Institute for Human Development, Center for Adaptive Rationality, Berlin, Germany; Charité-Universitätsmedizin Berlin, Progress Test Medizin, Berlin, Germany
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Wolf E. Hautz
- Inselspital University Hospital Bern, Department of Emergency Medicine, Bern, Switzerland
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Dorothea Eisenmann
- Charité-Universitätsmedizin Berlin, Lernzentrum (skills lab), Berlin, Germany; Charité-Universitätsmedizin Berlin, Department of Anesthesiology and Operative Intensive Care Medicine CCM & CVK, Berlin, Germany
| Published: | March 7, 2017 |
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| Published with erratum: | April 10, 2017 |
Outline
Text
Medical errors have an incidence of 9% and may lead to worse patient outcome. Training teamwork or non-technical skills has the capacity to significantly reduce medical errors and therefore improve patient-outcome. One common framework for training non-technical skills are the "crisis resource management" principles, adapted from the aviation industry. These principles can be trained using simulation based education and debriefings. There are several methods for debriefing, but which of those is the most effective under what conditions remains unknown. By today there are no studies in undergraduate medical education investigating the process of the acquisition of non-technical skills and how debriefing can support this process the best.
For this reason, a prospective-experimental study was designed at Charité Berlin. This study compares the standard-debriefing method used at our skills lab (GAS-model) after simulation based learning to a new "feedback-focused" debriefing method, which is based on a guideline which includes six key principles of teamwork, behavioral anchors and space for taking notes. As outcome variables we examine both subjective and objective measures (e.g. helpfulness, performance). The study will be conducted during an 8-hour emergency room simulation for 35 last-year medical students at the local skills lab "Lernzentrum" in January 2017. If the approach proves to be effective, further investigation will extend evidence to in-center simulations at the workplace and may e.g. foster feedback conversations between students and teachers during electives.
