Teamwork Training Improves the Clinical Care of Trauma Patients

Capella, Jeannette; Smith, S. K.; Philp, Allan; Putnam, Tyler; Gilbert, Carol; Fry, William R.; Harvey, Ellen M.; Wright, Andi; Henderson, Krista; Baker, David; Ranson, Sonya L.; ReMine, Stephen G.

doi:10.1016/j.jsurg.2010.06.006

Cited by 373 publications

(305 citation statements)

References 5 publications

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“…47 As a result, we have seen an expansion of intervention studies to design, implement, and evaluate either an interprofessional checklist or clinical guidelines or protocols or some other collaborative activity (eg, handovers, team huddle) usually linked to a specific clinical issue. 4,48 A key limitation of these outcome-based, often retrospective, quantitative studies is that we know little about the processes whereby interventions work or fail, and little about the way culture or context shapes practices, constraining or facilitating interprofessional collaboration.…”

Section: Discussionmentioning

confidence: 99%

Delivering Interprofessional Care in Intensive Care: A Scoping Review of Ethnographic Studies

Paradis¹,

Leslie²,

Puntillo³

et al. 2014

American Journal of Critical Care

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BackgroundThe sustained clinical and policy interest in the United States and worldwide in quality and safety activities initiated by the release of To Err Is Human has resulted in some high-profile successes and much disappointment. Despite the energy and good intentions poured into developing new protocols and redesigning technical systems, successes have been few and far between, leading some to argue that more attention should be given to the context of care. Objective To examine the insights provided by qualitative studies of interprofessional care delivery in intensive care. Methods A total of 532 article abstracts were reviewed. Of these, 24 met the inclusion criteria. Results Articles focused on the nurse-physician relationship, patient safety, patients' families and end-of-life care, and learning and cognition. The findings indicated the complexities and nuances of interprofessional life in intensive care and also that much needs to be learned about team processes. Conclusion The fundamental insight that interprofessional interactions in intensive care do not happen in a historical, social, and technological vacuum must be brought to bear on future research in intensive care if patient safety and quality of care are to be improved.

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Section: Discussionmentioning

confidence: 99%

Delivering Interprofessional Care in Intensive Care: A Scoping Review of Ethnographic Studies

Paradis¹,

Leslie²,

Puntillo³

et al. 2014

American Journal of Critical Care

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“…34 Then, for each feature we conducted a separate meta-analysis pooling the results of studies in which that feature varied between study arms (i.e., if a given feature were present equally in both arms, then that study would 50 Pneumothorax (thoracentesis) 54 Perforation (colonoscopy) 46 Patient discomfort during event (7) Patient discomfort (colonoscopy) 39 Survival (6) Survival to discharge (cardiac resuscitation) 48 Stillbirth (obstetric delivery with umbilical cord prolapse) 57 Duration of stay (2) Duration of hospitalization (cardiac resuscitation) 48 Patient satisfaction (2) Patient satisfaction (intrauterine device insertion) 73 Patient symptoms / quality of life (0) † (none found in this sample) Laboratory test results (0) † (none found in this sample) Patient compliance (0) † (none found in this sample) Patient motivation (0) † (none found in this sample) To-patient outcomes: conditions or events that happen to the patient Procedural success (31) Successful endotracheal intubation 72 Reach cecum (colonoscopy) 44 Successful venous cannulation 83 Evaluation of final product (2) Tissue removed during transurethral resection of prostate 67 Accuracy of diagnosis (1) Major pathology identified (upper gastrointestinal endoscopy) 66 Delay in diagnosis (1) Time to computed tomography (CT) scan (major trauma) 65 Delay in critical action (1) Time to operating room (major trauma) 65 *Number of studies reporting one or more outcomes of this type (many studies reported >1 outcome) † Identified in advance as potential outcomes; none identified in this sample, but included here for completeness of the model not be included in the meta-analysis for that feature). This approach has been described in detail previously.…”

Section: Data Synthesismentioning

confidence: 99%

Patient Outcomes in Simulation-Based Medical Education: A Systematic Review

et al. 2013

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OBJECTIVES:Evaluating the patient impact of health professions education is a societal priority with many challenges. Researchers would benefit from a summary of topics studied and potential methodological problems. We sought to summarize key information on patient outcomes identified in a comprehensive systematic review of simulation-based instruction. DATA SOURCES: Systematic search of MEDLINE, EMBASE, CINAHL, PsychINFO, Scopus, key journals, and bibliographies of previous reviews through May 2011. STUDY ELIGIBILITY: Original research in any language measuring the direct effects on patients of simulationbased instruction for health professionals, in comparison with no intervention or other instruction. APPRAISAL AND SYNTHESIS: Two reviewers independently abstracted information on learners, topics, study quality including unit of analysis, and validity evidence. We pooled outcomes using random effects. RESULTS: From 10,903 articles screened, we identified 50 studies reporting patient outcomes for at least 3,221 trainees and 16,742 patients. Clinical topics included airway management (14 studies), gastrointestinal endoscopy (12), and central venous catheter insertion (8). There were 31 studies involving postgraduate physicians and seven studies each involving practicing physicians, nurses, and emergency medicine technicians. Fourteen studies (28 %) used an appropriate unit of analysis. Measurement validity was supported in seven studies reporting content evidence, three reporting internal structure, and three reporting relations with other variables. The pooled Hedges' g effect size for 33 comparisons with no intervention was 0.47 (95 % confidence interval [CI], 0.31-0.63); and for nine comparisons with non-simulation instruction, it was 0.36 (95 % CI, −0.06 to 0.78). LIMITATIONS: Focused field in education; high inconsistency (I 2 >50 % in most analyses). CONCLUSIONS: Simulation-based education was associated with small-moderate patient benefits in comparison with no intervention and non-simulation instruction, although the latter did not reach statistical significance. Unit of analysis errors were common, and validity evidence was infrequently reported.

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“…15 In a pre/post-training intervention study, 15 all surgical residents and trauma attending physicians participated in a didactic course. The didactic teaching focused on communication skills and a leadership tool called ''the briefing'' where team members are identified, roles are explained, and preliminary care plans are made before the patient arrives.…”

Section: Simulation Training May Enhance the Implementation Of Checklmentioning

confidence: 99%

Salvaging catastrophe in transcatheter aortic valve implantation: rehearsal, preassigned roles, and emergency preparedness

Tam

Jones

Kiaii

et al. 2015

Can J Anesth/J Can Anesth

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Teamwork Training Improves the Clinical Care of Trauma Patients

Cited by 373 publications

References 5 publications

Delivering Interprofessional Care in Intensive Care: A Scoping Review of Ethnographic Studies

Delivering Interprofessional Care in Intensive Care: A Scoping Review of Ethnographic Studies

Patient Outcomes in Simulation-Based Medical Education: A Systematic Review

Salvaging catastrophe in transcatheter aortic valve implantation: rehearsal, preassigned roles, and emergency preparedness

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