A simulation-based curriculum to introduce key teamwork principles to entering medical students

BMC Medical Education

Research Article

Daniel J. France¹  Jason M. Slagle¹  Anne Miller²  Arna Banerjee³  Nathaniel D. Mercaldo⁴  Ray Booker⁵  Matthew B. Weinger⁶  Lisa Rawn⁷ 

[1] Center for Research and Innovation in Systems Safety (CRISS), Institute for Medicine and Public Health, Vanderbilt University Medical Center, Nashville, TN, USA;Department of Anesthesiology, Vanderbilt University Medical Center, Nashville, TN, USA;Center for Research and Innovation in Systems Safety (CRISS), Institute for Medicine and Public Health, Vanderbilt University Medical Center, Nashville, TN, USA;School of Nursing, Vanderbilt University Medical Center, Nashville, TN, USA;Present Address: Clinical and Rehabilitation Sciences Research Group, Faculty of Health Sciences, University of Sydney, Sydney, Australia;Department of Anesthesiology, Vanderbilt University Medical Center, 1211 21st Avenue S, 526 MAB, 37212, Nashville, TN, USA;Department of Medical Education, Center for Experiential Learning and Assessment, Vanderbilt University Medical Center, Nashville, TN, USA;Department of Biostatistics, Vanderbilt University Medical Center, Nashville, TN, USA;Department of Medical Education, Center for Experiential Learning and Assessment, Vanderbilt University Medical Center, Nashville, TN, USA;Department of Medical Education, Center for Experiential Learning and Assessment, Vanderbilt University Medical Center, Nashville, TN, USA;Center for Research and Innovation in Systems Safety (CRISS), Institute for Medicine and Public Health, Vanderbilt University Medical Center, Nashville, TN, USA;Department of Anesthesiology, Vanderbilt University Medical Center, Nashville, TN, USA;Health Services Research Division and the Geriatrics Research Education and Clinical Center, Veterans Affairs (VA) Tennessee Valley Healthcare System – Nashville Campus, Nashville, TN, USA;Department of Medical Education, Center for Experiential Learning and Assessment, Vanderbilt University Medical Center, Nashville, TN, USA;Present Address: Baptist Health Neurosurgery Arkansas, Little Rock, AR, USA;

关键词: Teamwork;    Communication;    Simulation;    Interpersonal skills;    Curriculum development;    Iterative curriculum design;    Course evaluation;    Standardized patients;    Undergraduate medical education;    Geriatrics education;   

DOI  :  10.1186/s12909-016-0808-9

 received in 2016-07-30, accepted in 2016-10-27,  发布年份 2016

来源: Springer

【 摘 要 】

BackgroundFailures of teamwork and interpersonal communication have been cited as a major patient safety issue. Although healthcare is increasingly being provided in interdisciplinary teams, medical school curricula have traditionally not explicitly included the specific knowledge, skills, attitudes, and behaviors required to function effectively as part of such teams.MethodsAs part of a new “Foundations” core course for beginning medical students that provided a two-week introduction to the most important themes in modern healthcare, a multidisciplinary team, in collaboration with the Center for Experiential Learning and Assessment, was asked to create an experiential introduction to teamwork and interpersonal communication. We designed and implemented a novel, all-day course to teach second-week medical students basic teamwork and interpersonal principles and skills using immersive simulation methods. Students’ anonymous comprehensive course evaluations were collected at the end of the day. Through four years of iterative refinement based on students’ course evaluations, faculty reflection, and debriefing, the course changed and matured.ResultsFour hundred twenty evaluations were collected. Course evaluations were positive with almost all questions having means and medians greater than 5 out of 7 across all 4 years. Sequential year comparisons were of greatest interest for examining the effects of year-to-year curricular improvements. Differences were not detected among any of the course evaluation questions between 2007 and 2008 except that more students in 2008 felt that the course further developed their “Decision Making Abilities” (OR 1.69, 95% CI 1.07–2.67). With extensive changes to the syllabus and debriefer selection/assignment, concomitant improvements were observed in these aspects between 2008 and 2009 (OR = 2.11, 95% CI: 1.28–3.50). Substantive improvements in specific exercises also yielded significant improvements in the evaluations of those exercises.ConclusionsThis curriculum could be valuable to other medical schools seeking to inculcate teamwork foundations in their medical school’s preclinical curricula. Moreover, this curriculum can be used to facilitate teamwork principles important to inter-disciplinary, as well as uni-disciplinary, collaboration.

【 授权许可】

CC BY   
© The Author(s). 2016