Medical emergency team training: needs assessment, feedback and learning objectives

Abstract

Background There are no published studies assessing learning needs and attitudes prior to attending a medical emergency team (MET) education programme. Aims To conduct a learning needs assessment of MET education programme participants to assess what technical and non‐technical skills should be incorporated. Methods All participants in a MET education programme over a 12‐month period were invited to complete a self‐administered electronic survey. Participants were ICU team members (intensive care registrars and nurses) and medical registrars. Responses were captured through a 5‐point Likert scale. Results There were 62 responses out of 112 participants (55% response rate). Most participants either agreed or strongly agreed that MET training was valuable (59 respondents) and should be multidisciplinary (61 respondents). ICU team members were more likely to select ‘Management of End‐of‐Life Care’ (72% compared with only 16% of medical registrars, P < 0.05) as an important learning objective. Non‐technical skills such as ‘Task Management’ (67% compared with 37%, P < 0.05) and ‘Team Communication’ (79% compared with 32%, P < 0.05) were also more likely to be selected by ICU team members. Nursing team members were more likely to select ‘Approach to Common MET Calls’ (100% compared with 50% of medical team members, P < 0.05). Conclusions MET education programme participants overwhelmingly feel that training should be multidisciplinary. However, there are disparities between the perceived learning needs of medical and nursing personnel, and between intensive care team members and medical registrars, which may impact on the design and implementation of a multidisciplinary education programme.

Application of symptom-based mind mapping combined with PBL teaching method in emergency trauma standardized resident training in MDT model

“…[ 20 ] As a basic treatment model for modern diseases, MDT is conducive to the development of a multidisciplinary mindset, and trainees can integrate theoretical medical knowledge and clinical specialty practice by participating in the treatment process of emergency trauma patients. [ 21 , 22 ] In our teaching study, we found that both groups of trainees had significantly improved their assessment scores after participating in the MDT model of emergency trauma teaching, suggesting that this method is practical and feasible to be applied to the training teaching. The trainees in the observation group introduced PBL teaching on the basis of MDT through discovering, analyzing, and solving problems in typical cases, which prompted standardized clinical residents to deepen their understanding of theoretical knowledge in teaching practice.…”

Identifying teamwork‐related needs of the medical emergency team: Nurses' perspectives

“…Moreover, advancing MET, members' knowledge, technical and non‐technical skills, and leadership skills have been emphasized in a current MET's recommendation for improving MET performance 24 . According to recent studies, the educational needs of ICU nurses working in the MET include learning clinical deterioration theory and skills, MET's governance, and non‐technical skills such as task management, communication, professionalism, and teamwork 25,26 . We recommend hospital managers and educators to focus more on the training and education received by MET members, especially those to improve teamwork within the MET.…”

Intensive Care Unit Critical Incident Analysis as an Objective Tool to Select Content for a Simulation Curriculum

“…7 Person analysis, the exploration of specific learner goals by means of interviews or surveys, is well reported in the literature. [1][2][3][4] Less described are the methods of objective task analysis and organizational analysis, which could include direct observation of clinical work or the review of institutional data surrounding patient safety events and quality improvement activities. 8 The intensive care unit (ICU) offers a unique environment where emergency events are frequent, high-stakes, and carefully documented, which makes it an ideal setting to research the specific technical skills, which are deployed during such events.…”

“…Expert recommendations expand needs analysis into 3 main components: organizational analysis, task analysis, and person analysis 7 . Person analysis, the exploration of specific learner goals by means of interviews or surveys, is well reported in the literature 1–4 . Less described are the methods of objective task analysis and organizational analysis, which could include direct observation of clinical work or the review of institutional data surrounding patient safety events and quality improvement activities 8 …”

“…Historically, a learning needs analysis for simulation-based curriculum design has involved a variety of subjective methods, including participant self-assessment questionnaires, 1 analysis of debrief recordings, 2 interviews with participants, 3 or simply expert opinion 4 . Often enough, health team training is not informed by any specific learning needs analysis 5 …”