Evaluation of validity and reliability of video analysis and live observations to assess trauma team performance

Maarseveen, Oscar E. C. van; Ham, Wietske H. W.; Cruchten, Stijn van; Duhoky, Rauand; Leenen, Luke P. H.

doi:10.1007/s00068-022-02004-y

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…Using video recording enabled the observers to be physically and chronologically removed from scenario, and this has been considered more reliable than live observations to assess trauma scenarios. 27 Finally, the T-TAQ is a self-reported questionnaire, making the results subjective. In addition, it is not known how consistent this self-reported change in behavior is, particularly when the participants start their clinical practice.…”

Section: Discussionmentioning

confidence: 99%

Observational Study About the Impact of Simulation Training of Non-Technical Skills on Teamwork: Towards a Paradigm Shift in Undergraduate Medical Training

et al. 2023

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Introduction: Recently, simulation as an educational method has gained increasing importance in Medicine. However, medical education has favored the acquisition of individual knowledge and skills, while overlooking the development of teamwork skills. Since most errors in clinical practice are due to human factors, i.e., non-technical skills, the aim of this study was to assess the impact that training in a simulation environment has on teamwork in an undergraduate setting.Material and Methods: This study took place in a simulation center, with a study population of 23 participants, fifth year undergraduate students, randomly divided into teams of four elements. Twenty simulated scenarios of teamwork in the initial assessment and resuscitation of critically ill trauma patients were recorded. Video recordings were made at three distinct learning moments (before training, end of the semester, and six months after the last training), and a blinded evaluation was performed by two independent observers, who applied the Trauma Team Performance Observation Tool (TPOT). Additionally, the Team STEPPS Teamwork Attitudes Questionnaire (T-TAQ) was applied to the study population before and after the training to assess any change in individual attitudes towards non-technical skills. A 5% (or 0.05) significance level was considered for statistical analysis.Results: With a moderate level of inter-observer agreement (Kappa = 0.52, p = 0.002), there was a statistically significant improvement in the team's overall approach, evidenced by the TPOT scores (median of 4.23, 4.35 and 4.50, in the three time-points assessed, respectively, p = 0.003). In the T-TAQ, there was an improvement in non-technical skills, that was statistically significant for "Mutual Support” (median from 2.50 to 3.00, p = 0.010).Conclusion: In this study, incorporating non-technical skills education and training in undergraduate medical education was associated with sustained improvement in team performance in the approach to the simulated trauma patient. Consideration should be given to introducing non-technical skills training and teamwork in the emergency setting during undergraduate training.

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Section: Discussionmentioning

confidence: 99%

Observational Study About the Impact of Simulation Training of Non-Technical Skills on Teamwork: Towards a Paradigm Shift in Undergraduate Medical Training

et al. 2023

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Enhancing patient safety in trauma: Understanding adverse events, assessment tools, and the role of trauma video review

Nazir,

Shore,

Keown-Stoneman

et al. 2024

The American Journal of Surgery

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Live vs. Video Skill Assessments in Healthcare: Are the formats comparable?

Pacailler,

Ashdown,

Powers

et al. 2023

Proceedings of the Human Factors and Ergonomics Society Annual

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The recent pandemic created a major transition of healthcare services and education from live to virtual platforms; however, there is little guidance on potential differences between live and virtual formats for assessing technical skills. We conducted a systematic literature review searching PubMed, OVID, CINAHL, APA PsychInfo, and Web of Science to identify articles published between 1995 and 2022 focused on comparisons between live and video formats for assessing technical skills in healthcare. Initially, 2,040 articles were identified; after screening, 14 articles remained for data extraction. Four articles demonstrated higher agreement among raters for live format, one demonstrated higher agreement for video format, one article had mixed results, and eight reported no differences. We present the overall findings along with some human factors considerations including standardization of technical requirements to bridge the gap between live and video assessments found in the literature.

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Evaluation of validity and reliability of video analysis and live observations to assess trauma team performance

Cited by 3 publications

References 26 publications

Observational Study About the Impact of Simulation Training of Non-Technical Skills on Teamwork: Towards a Paradigm Shift in Undergraduate Medical Training

Observational Study About the Impact of Simulation Training of Non-Technical Skills on Teamwork: Towards a Paradigm Shift in Undergraduate Medical Training

Enhancing patient safety in trauma: Understanding adverse events, assessment tools, and the role of trauma video review

Live vs. Video Skill Assessments in Healthcare: Are the formats comparable?

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