Team Training/Simulation

Clark, Erin A.S.; Fisher, Janet; Arafeh, Julia; Druzin, Maurice L.

doi:10.1097/grf.0b013e3181cc4595

Cited by 27 publications

(13 citation statements)

References 20 publications

(10 reference statements)

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“…The best practice group received the PPH guideline before undergoing a three‐step training format, one of which was a training scenario. This format replicated the best PPH simulation training and was creating using articles identified in the literature. Seven experts (five from an educational background and two who had healthcare training) used a rating scale based on Merrill's First Principles of Instruction to analyze the articles from an instructional design perspective.…”

Section: Methodsmentioning

confidence: 99%

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The use of instructional design guidelines to increase effectiveness of postpartum hemorrhage simulation training

Melo

Falbo

Muijtjens

et al. 2017

Intl J Gynecology & Obste

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Objec ve:To compare learning outcomes of postpartum hemorrhage simula on training based on either instruc onal design guidelines or best prac ce. Methods:A pretest-post-test non-equivalent groups study was conducted among obstetrics and gynecology residents in Recife, Brazil, from June 8 to August 30, 2013.The instruc onal design group included 13 teams, whereas the best prac ce group included seven teams. A standardized task checklist was used for scenario analysis and the propor on of correctly executed tasks compared (post-test minus pretest). Results:The instruc onal design group scored higher than the best prac ce group for total number of tasks completed (median difference 0.46 vs 0.17; P< 0.001; effect size[ r ]=0.72). Similar results were observed for communica on (median difference 0.56 vs 0.22; P= 0.004; r= 0.58), laboratory evalua on (median difference 0.83 vs 0.00; P< 0.001; r= 0.76), and mechanical management (median difference 0.25 vs -0.15; P= 0.048; r= 0.39). Speed of learning was also increased. The median differences were 0.20 for the instruc onal design group compared with 0.05 for the best prac ce group at 60 seconds ( P= 0.015; r= 0.49), and 0.49 versus 0.26 ( P= 0.001; r= 0.65) at 360 seconds. Conclusion:The use of simula on training for postpartum hemorrhage that was based on instruc onal design guidelines yielded be er learning outcomes than did training based on best prac ce. K E Y W O R D S Educa on ; Instruc onal design ; Postpartum hemorrhage ; Simula on training ; Situa onal awareness ; Training 1 | INTRODUCTION Postpartum hemorrhage (PPH) is the leading cause of maternal mortality worldwide, par cularly among deaths that are considered avoidable. 1 Frequently reported assistance failures associated with preventable PPH include delay in diagnosis, poor communica on, insufficient teamwork, and lack of adequate educa on and training. 2,3 Simula on training has emerged as a widespread strategy to overcome such failures. Systema c reviews of simula on-based healthcare educa on debate the best way to deliver instruc onal features to ensure op mal effec veness of training. 4,5 Nonetheless, a growing body of evidence recommends that training formats should be based on reliable educa onal principles, par cularly instruc onal design guidelines. 6 The Four-Component Instruc onal Design model 7 and Merrill ' s First Principles of Instruc on 8 summarize the main guidelines. According to the guidelines, effec ve instruc on should contain authen c, relevant, and daily real-world problems, emphasize prac ce at 100 | DE MELO ET AL. different levels of complexity, and provide feedback and diminishing instruc onal support through training. 7When devising a PPH simula on training format based on instruconal design guidelines, the learning objec ves should be clearly idenfied and summarized in strategies that aim to overcome recurrent assistance failures. Such learning objec ves include situa onal awareness enhancement, 9 improvement of both communica on and teamwork skills and a tudes, 10 and reinforcem...

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Section: Methodsmentioning

confidence: 99%

“…They were offered immediately before and after the training scenarios, and presented an intermediate level of complexity. The third instructional design format training scenario (most complex scenario) was identical to the sole training scenario used in the best practice format and corresponded with a previous description …”

Section: Methodsmentioning

confidence: 99%

The use of instructional design guidelines to increase effectiveness of postpartum hemorrhage simulation training

Melo

Falbo

Muijtjens

et al. 2017

Intl J Gynecology & Obste

View full text Add to dashboard Cite

show abstract

“…Des méthodes comprenant une identification des facteurs facilitant ou limitant l'application des recommandations doivent être initiées, comme cela a été décrit en service d'urgence [24] mais jamais dans le contexte de l'obstétrique. Par ailleurs, d'autres méthodes doivent être proposées comme celles fondées d'une part sur l'analyse a posteriori de la qualité des soins [25,26] et d'autre part sur des séances de simulation [27][28][29] pour améliorer la réactivité des équipes lors d'évènements rares. La recherche actuelle tend à améliorer les compétences de l'équipe et non plus celle d'un seul individu [30].…”

Section: Discussionunclassified

Prise en charge des hémorragies graves du post-partum après un accouchement par voie basse : étude en population dans 106 maternités françaises

Dupont¹,

Deneux‐Tharaux²,

Cortet³

et al. 2012

Journal de Gynécologie Obstétrique et Biologie de la Reproducti

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“…Therefore, in addition to coordinating the technical aspects of care, “skills and drills” interventions, including realistic simulation exercises for obstetric and neonatal emergencies, have been used for several decades in a variety of clinical settings in high-income countries to improve the quality of providers' responses as they work as a team in stressful and time-sensitive situations 3 – 6 . Such simulation approaches focus on procedures for preparation and coordinated clinical response.…”

Section: Previous Related Workmentioning

confidence: 99%

Limits of “Skills And Drills” Interventions to Improving Obstetric and Newborn Emergency Response: What More Do We Need to Learn?

Ricca

2016

Glob Health Sci Pract

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A “skills and drills” intervention in 4 hospitals in Karnataka, India, produced modest improvement in provider knowledge and skills but not in actual response to obstetric and newborn emergencies. We explore possible explanations, which include (1) the need for a more intensive intervention; (2) other weaknesses in the health system; and (3) behavioral or organizational barriers related to hierarchical structures, roles, and team formation.

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Team Training/Simulation

Cited by 27 publications

References 20 publications

The use of instructional design guidelines to increase effectiveness of postpartum hemorrhage simulation training

The use of instructional design guidelines to increase effectiveness of postpartum hemorrhage simulation training

Prise en charge des hémorragies graves du post-partum après un accouchement par voie basse : étude en population dans 106 maternités françaises

Limits of “Skills And Drills” Interventions to Improving Obstetric and Newborn Emergency Response: What More Do We Need to Learn?

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