Impact of crisis resource management simulation-based training for interprofessional and interdisciplinary teams: A systematic review

Abstract

Crisis resource management (CRM) abilities are important for different healthcare providers to effectively manage critical clinical events. This study aims to review the effectiveness of simulation-based CRM training for interprofessional and interdisciplinary teams compared to other instructional methods (e.g., didactics). Interprofessional teams are composed of several professions (e.g., nurse, physician, midwife) while interdisciplinary teams are composed of several disciplines from the same profession (e.g., cardiologist, anaesthesiologist, orthopaedist). Medline, EMBASE, CINAHL, Cochrane Central Register of Controlled Trials, and ERIC were searched using terms related to CRM, crisis management, crew resource management, teamwork, and simulation. Trials comparing simulation-based CRM team training versus any other methods of education were included. The educational interventions involved interprofessional or interdisciplinary healthcare teams. The initial search identified 7456 publications; 12 studies were included. Simulation-based CRM team training was associated with significant improvements in CRM skill acquisition in all but two studies when compared to didactic case-based CRM training or simulation without CRM training. Of the 12 included studies, one showed significant improvements in team behaviours in the workplace, while two studies demonstrated sustained reductions in adverse patient outcomes after a single simulation-based CRM team intervention. In conclusion, CRM simulation-based training for interprofessional and interdisciplinary teams show promise in teaching CRM in the simulator when compared to didactic case-based CRM education or simulation without CRM teaching. More research, however, is required to demonstrate transfer of learning to workplaces and potential impact on patient outcomes.

Crisis Resource Management in the Delivery Room. Development of Behavioral Markers for Team Performance in Emergency Simulation

“…Up to 10% of obstetric cases are characterized by injuries or even death of 32 the patient due to factors that could have been prevented or mitigated [1,2]. Among these 33 contributing factors, poor communication and ineffective teamwork account for the vast majority of It can reproduce critical situations upon which practitioners can have a proper debriefing aimed at 74 fostering metacognition on technical, cognitive, and interpersonal skills that are implicitly 75 performed during everyday activity but that need a clear and conscious focus in order to be trained 76 and promoted [5]. The real challenge in training CRM principles with HFS is to address specific and 77 observable behavior, setting clear criteria for what is considered a good or poor performance [15,16].…”

A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

“…IPE aims to enhance attitudes, knowledge, skills and behaviours for collaborative practice, which in turn can make improvements to clinical practice. In doing so, it is anticipated that IPE can improve the quality of care delivered to patients/clients (Brandt et al 2014;Fung et al 2015).…”

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

“…Healthcare, in particular, has adopted SBT for a range of settings including emergency medicine (Weaver et al 2010), resuscitation (Ornato and Peberdy 2014), anaesthesia (Gaba 2010), obstetric crisis team training (Robertson et al 2009) and interprofessional medical teams (Fung et al 2015), as discussed below.…”