High-fidelity, simulation-based, interdisciplinary operating room team training at the point of care

Paige, John T.; Kozmenko, Valeriy; Yang, Tong; Gururaja, Ramnarayan Paragi; Hilton, Charles; Cohn, Isidore; Chauvin, Sheila W.

doi:10.1016/j.surg.2008.09.010

Cited by 128 publications

(80 citation statements)

References 27 publications

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“…94 It appears that simulators can take on a well-defined assessment role that complements the assessment of real-time operating theatre performance. However, practice and assessment on simulators are no substitute for real operating experience, although they offer trainees the opportunity to progress their surgical skills before training in the complex operating theatre environment.…”

mentioning

confidence: 99%

Assessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology

Beard

Marriott²,

Purdie³

et al. 2011

Health Technol Assess

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How to obtain copies of this and other HTA programme reports An electronic version of this title, in Adobe Acrobat format, is available for downloading free of charge for personal use from the HTA website (www.hta.ac.uk). A fully searchable DVD is also available (see below).Printed copies of HTA journal series issues cost £20 each (post and packing free in the UK) to both public and private sector purchasers from our despatch agents.Non-UK purchasers will have to pay a small fee for post and packing. For European countries the cost is £2 per issue and for the rest of the world £3 per issue. How to order:-fax (with credit card details) -post (with credit card details or cheque) -phone during office hours (credit card only).Additionally the HTA website allows you to either print out your order or download a blank order form. Contact details are as follows:Synergie UK (HTA Department) Digital House, The Loddon Centre Wade Road Basingstoke Hants RG24 8QW Email: orders@hta.ac.uk Tel: 0845 812 4000 -ask for 'HTA Payment Services' (out-of-hours answer-phone service) Fax: 0845 812 4001 -put 'HTA Order' on the fax header Payment methods Paying by chequeIf you pay by cheque, the cheque must be in pounds sterling, made payable to University of Southampton and drawn on a bank with a UK address.Paying by credit card You can order using your credit card by phone, fax or post. SubscriptionsNHS libraries can subscribe free of charge. Public libraries can subscribe at a reduced cost of £100 for each volume (normally comprising 40-50 titles). The commercial subscription rate is £400 per volume (addresses within the UK) and £600 per volume (addresses outside the UK). Please see our website for details. Subscriptions can be purchased only for the current or forthcoming volume.How do I get a copy of HTA on DVD?Please use the form on the HTA website (www.hta.ac.uk/htacd/index.shtml). HTA on DVD is currently free of charge worldwide.The website also provides information about the HTA programme and lists the membership of the various committees. HTAAssessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology NIHR Health Technology Assessment programmeThe Health Technology Assessment (HTA) programme, part of the National Institute for Health Research (NIHR), was set up in 1993. It produces high-quality research information on the effectiveness, costs and broader impact of health technologies for those who use, manage and provide care in the NHS. 'Health technologies' are broadly defined as all interventions used to promote health, prevent and treat disease, and improve rehabilitation and long-term care. The research findings from the HTA programme directly influence decision-making bodies such as the National Institute for Health and Clinical Excellence (NICE) and the National Screening Committee (NSC). HTA findings also help to improve the quality of clinical practice in the NHS indirectly in that they form a key component of the 'National Knowledge Service' . The HTA program...

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mentioning

confidence: 99%

Assessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology

Beard

Marriott²,

Purdie³

et al. 2011

Health Technol Assess

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“…Kneebone (2010) comments that, in healthcare, the relationship between clinical and simulator-based practice is a mutually dependent, two-way process, and that the simulation should mirror the essentials of a clinical setting but only needs to be 'good enough' to engage participants and achieve learning goals. Paige et al (2008) found significant improvements in team competencies, such as role clarity, anticipatory response, cross-monitoring, and team cohesion and interaction, based on the use of a portable simulator.…”

Section: Healthcarementioning

confidence: 95%

“…It is worth noting that, similar to aviation, SBT in healthcare can be implemented on simulators with low physical fidelity (Weaver et al 2010), or even on portable simulators (Paige et al 2008), i.e. a transportable simulator that can be taken to different locations for training purposes.…”

Section: Healthcarementioning

confidence: 99%

From cockpit to operating theatre to drilling rig floor: five principles for improving safety using simulator-based exercises to enhance team cognition

Crichton¹

2016

Cogn Tech Work

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For over 30 years, aviation has conducted training courses to enhance team performance and improve safety involving simulation with observation and directed feedback. Participants' performance is observed by trained and experienced observers who then provide feedback using behaviour-based evidence noted during the simulator exercise. More recently, in healthcare, operating theatre personnel have adopted simulator-based training (SBT), observation and feedback for learning and practice to reduce the potential for human errors and improve safety. Maritime and nuclear power also incorporate high-fidelity simulators and feedback in team training interventions including technical and non-technical skills. The design and development of drilling rig simulators means that drill crews can now practise and test out their decision-making and receive feedback from observers, with the aim of improving team non-technical skills and consequently reducing the potential for errors. This paper presents five principles gleaned from research and the experiences of both aviation and healthcare to be applied to the development of simulator-based exercising for drilling teams. The principles include: (a) developing learning objectives and expected performance standards; (b) training the team as a whole; (c) using a structured observation tool; (d) providing feedback during a structured debrief; (e) repeat the SBT regularly to enhance expertise and retain performance standards. It is anticipated that these principles can be generalised for simulator-based exercising to benefit team social and cognitive competences in other high-hazard or process industries.

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“…20 A simulation training exercise exposed participants to the health care team's responsibilities in the operating room, promoted effective interaction among team members, and maximized the strengths of each member. 21 When simulation was applied to the operating room, significant improvements in role clarity ( p 5 0.02), cross monitoring ( p , 0 .01), anticipatory response ( p 5 0 .01), and team cohesion and interaction ( p , 0.01) took place. 30 Using simulation to teach interdisciplinary skills in a high-risk environment provides a safe situation for errors to occur and an effective means of teaching skills that can be transferred and applied in clinical practice.…”

Section: -22mentioning

confidence: 99%

Transitioning Knowledge Gained From Simulation to Pharmacy Practice

Kane‐Gill

Smithburger

2011

American Journal of Pharmaceutical Education

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Using simulation to teach pharmacy practice skills may result in knowledge that is transferable to patient care. Key areas in which simulation is being used in pharmacy education include therapeutics, communication, physical assessment, patient safety, and populations to which students may have infrequent exposure. Enhancing interprofessional healthcare team dynamics and the skills of practicing healthcare professionals are other practical applications for simulation education. Educators should continue to be creative in the incorporation of simulation into pharmacy education and conduct more studies on the impact of simulation education on patient care to demonstrate the efficacy of this teaching modality.

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High-fidelity, simulation-based, interdisciplinary operating room team training at the point of care

Cited by 128 publications

References 27 publications

Assessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology

Assessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology

From cockpit to operating theatre to drilling rig floor: five principles for improving safety using simulator-based exercises to enhance team cognition

Transitioning Knowledge Gained From Simulation to Pharmacy Practice

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