Does Every Code Need a “Reader?” Improvement of Rare Event Management With a Cognitive Aid “Reader” During a Simulated Emergency

Abstract

Reader introduction resulted in execution of all critical actions. During the debriefing of the simulated scenarios, subjects acknowledged the benefit of the Reader.

The effects of a displayed cognitive aid on non-technical skills in a simulated ‘can't intubate, can't oxygenate’ crisis

“…These changes in coordination patterns are correlated with improved technical performance [10]. A recent paper by Burden et al [25] demonstrated that the technical performance with a cognitive aid is improved if the team designates someone to be the 'reader' of the cognitive aid to help its content be implemented. Future research should examine how clinical teams modify their coordination patterns to become more effective when cognitive aids are present.…”

High-tech adjuncts to emergency weight estimation: Point-of-care ultrasound and point-of-care bioelectrical impedance measurements can increase the accuracy of length-based weight estimation in children

“…During the stress of paediatric emergencies, the ability of healthcare providers to remember and perform critical actions is seriously impaired [28][29][30]. Nonetheless, the emergency nature of any presentation must not excuse the delivery of a sub-optimal level of care.…”

Who should read cognitive aid prompts?

“…Before we introduced our own prompt cards, we were concerned that there are recognised hurdles to checklist and cognitive aid use [2]. Furthermore, Burden's group found that clinicians demonstrated difficulty reading a cognitive aid whilst simultaneously gathering clinical information and communicating to the team [3]. They, along with others, have described employing a designated 'reader', who enabled the leader to manage an emergency appropriately through improved team working where all team members were aware of the evolving situation, management plan, and ultimately singing from the same hymn sheet [4].…”