The creation of a training model to support decision-making of emergency management practitioners: a design research study

McCarthy, Nora; Neville, Karen; Pope, A. L.; Gallagher, Anthony G.; Nussbaumer, Alexander; Steiner, Christina

doi:10.1080/12460125.2016.1187409

Cited by 8 publications

(5 citation statements)

References 33 publications

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“…However, previous research observing SCGs and TCGs also shows that redundant deliberation and repetition can arise from individual agencies interrupting decision processes with agency-specific situation updates (Waring et al, 2018). Strong authoritative leadership is vital in large diverse meetings for keeping discussions focused on the agenda (Asmub & Svennevig, 2009) rather than allowing continuous streams of agency-specific updates that can increase the cognitive load of members (McCarthy et al, 2016;Mosier & Fischer, 2010). It is also important for the chair to show strong leadership over discussions to avoid themselves becoming overwhelmed as this would hinder their ability to provide clear summaries and comprehensive commands needed for improving teamwork and avoiding ambiguity (Orasanu, 1994;Tallberg, 2010;Uitdewilligen, 2011;van der Haar et al, 2017).…”

Section: Sequence Of Decision Phasesmentioning

confidence: 99%

Decision‐making in multiagency multiteam systems operating in extreme environments

Waring

Moran

Page

2020

J Occupat & Organ Psyc

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Extreme environments such as disasters are often managed by several teams working towards a shared goal but with unique sub-goals at individual and team levels. Whilst these multiteam systems provide potential access to a wide pool of knowledge and resources, public inquiries repeatedly highlight coordination difficulties, leading to conflicting decisions and actions. However, limited research has focused on examining the interteam processes used to coordinate decisions in situ within extreme environments in order to cross-validate theory. Accordingly, the following study analyses naturalistic observations conducted during two large-scale live disaster response exercises in order to examine (1) what inter-team processes are used to coordinate decisions, and (2) the extent to which they correspond with a linear phase-based 'Joint Decision Model' (JDM) introduced to national UK disaster response guidance. Findings show responders frequently either revert to gathering information rather than progressing to take action, or take action without deliberately considering options, powers, and policies to form a plan. These non-linear decision processes remain largely similar across both exercises, indicating that the initial implementation of national JDM guidance has not yet led to substantial changes. Further focus is needed to identify mechanisms for improving coordination in practice, including the form and frequency of training required to maintain such complex skills.

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Section: Sequence Of Decision Phasesmentioning

confidence: 99%

Decision‐making in multiagency multiteam systems operating in extreme environments

Waring

Moran

Page

2020

J Occupat & Organ Psyc

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“…E-learning has become a prominent component of the educational landscape 26. The benefits of using technology for learning and instruction are widely noted 27 28. The attractiveness of virtual or e-learning methodologies in this technologically advancing age demanded an investigation of an e-learning PBP programme addressing training and assessment in ISBAR communication concerning a clinically deteriorating patient, using an e-learning weighted marking scheme of ‘steps’, ‘errors’ and ‘critical errors’.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a proficiency-based progression e-learning approach to training in communication in the context of clinically deteriorating patients: a multi-arm randomised controlled trial

McCarthy¹,

Neville²,

Pope³

et al. 2023

BMJ Open

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ObjectiveTo determine the effectiveness of proficiency-based progression (PBP) e-learning in training in communication concerning clinically deteriorating patients.DesignSingle-centre multi-arm randomised double-blind controlled trial with three parallel arms.Randomisation, setting and participantsA computer-generated program randomised and allocated 120 final year medical students in an Irish University into three trial groups.InterventionEach group completed the standard Identification, Situation, Background, Assessment, Recommendation communication e-learning; group 1 Heath Service Executive course group (HSE) performed this alone; group 2 (PBP) performed additional e-learning using PBP scenarios with expert-determined proficiency benchmarks composed of weighted marking schemes of steps, errors and critical errors cut-offs; group 3 (S) (self-directed, no PBP) performed additional e-learning with identical scenarios to (PBP) without PBP.Main outcome measuresPrimary analysis was based on 114 students, comparing ability to reach expert-determined predefined proficiency benchmark in standardised low-fidelity simulation assessment, before and after completion of each group’s e-learning requirements. Performance was recorded and scored by two independent blinded assessors.ResultsPost-intervention, proficiency in each group in the low-fidelity simulation environment improved with statistically significant difference in proficiency between groups (p<0.001). Proficiency was highest in (PBP) (81.1%, 30/37). Post hoc pairwise comparisons revealed statistically significant differences between (PBP) and self-directed (S) (p<0.001) and (HSE) (p<0.001). No statistically significant difference existed between (S) and (HSE) (p=0.479). Changes in proficiency from pre-intervention to post-intervention were significantly different between the three groups (p=0.001). Post-intervention, an extra 67.6% (25/37) in (PBP) achieved proficiency in the low-fidelity simulation. Post hoc pairwise comparisons revealed statistically significant differences between (PBP) and both (S) (p=0.020) and (HSE) (p<0.001). No statistically significant difference was found between (S) and (HSE) (p=0.156).ConclusionsPBP e-learning is a more effective way to train in communication concerning clinically deteriorating patients than standard e-learning or e-learning without PBP.Trial registration numberNCT02937597.

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“…the ability to make the best possible choice so as to achieve the best possible result [2]. The key role of these skills in PH is emphasized by, among others, Dobbins et al [3] and McCarthy et al [4]. It is thought that lack of skills in decision making in the healthcare setting may result in mistakes and possibly pose a risk to patient life or health [4].…”

Section: Introductionmentioning

confidence: 99%

The Role of Life Skills Training In Developing An Attitude of Authentic Leadership In Public Health Specialists: A Multicenter Cross-Sectional Study In Poland

Jaworski

Pańczyk

Cieślak

et al. 2022

Preprint

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Background: Effective healthcare decision making involves the use of decision-making skills (DMS). DMS are considered to be crucial life skills conditioning proper group social functioning (i.e. support authentic leadership skills - ALS) and increasing one's chances of success and wellbeing in life. Nonetheless, the number of scientific papers addressing the role of LS in developing ALS in PH specialists is limited. Aim of the study was to develop a theoretical model to determine the role of selected LS in developing authentic leadership skills in public health specialists.Methods: The study was conducted from January 16 through February 28, 2018. In total, 653 students undertaking in-service training in Master's degree programs were qualified for the study, and complete data sets were obtained from 329 students ( response rate 50.38% ). The error margin was 3.17% (95% confidence level). The data were collected by means of a paper questionnaire. Four research tools were used in the study: The Authentic Leadership Self-Assessment Questionnaire (ALSAQ), The Moral Foundations Questionnaire (MFQ), The General Self-Efficacy Scale (GSES), The Youth Leadership Life Skills Development (YLLSD).Results: Two subgroups were identified among the public health specialists in the study: 1) the extra social skills training group (N = 113), and 2) the no extra social skills training group (N = 216). Both groups of the study participants did not differ significantly in age (M [SD]: 25.0 [3.89] vs. 25.0 [3.66]; t = 0.068, P = 0.946). On the other hand, clear differences were observed in the case of the respondents' participation in voluntary service. The respondents from the extra SST group declared participation in voluntary activities less frequently than the respondents from the no extra SST group (48.7 vs. 31.9%). Both calculated measures (CMIN = 15.020, df = 8 and CMIN/DF = 1.88) point to the empirical confirmation of the model. Conclusions: A course aimed at strengthening authentic leadership competences should be modular, focus on self-improvement and critical reflection, as well as spread over time so as to enable and encourage each participant to grow and flourish at their own pace.

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The creation of a training model to support decision-making of emergency management practitioners: a design research study

Cited by 8 publications

References 33 publications

Decision‐making in multiagency multiteam systems operating in extreme environments

Decision‐making in multiagency multiteam systems operating in extreme environments

Effectiveness of a proficiency-based progression e-learning approach to training in communication in the context of clinically deteriorating patients: a multi-arm randomised controlled trial

The Role of Life Skills Training In Developing An Attitude of Authentic Leadership In Public Health Specialists: A Multicenter Cross-Sectional Study In Poland

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