It is challenging for healthcare team to manage emergency patient effectively. Most of these critical patients have medical conditions and need complex medical managements. Research findings have shown that poor healthcare teamwork would result in poor communication, missing information, and insufficient situation monitoring and thus compromise patient safety. Simulation has been proved as an effective method to develop teamwork competency. However, comparing to traditional training model, simulation requires more resources such as funding, spaces, time, administration staffs, schedule, facilitators, and equipment. It would not be easy to delivery in various professional departments. Game-based learning was a known effective and learner-centered learning model which required less resources. Researchers have shown that game-based learning has higher acceptance for the learners and can improve learners' knowledge, attitude, motivation, and performance. Therefore, the aim of this study was to explore the learning effectiveness of resuscitation teamwork training of board game-based learning, simulation-based learning and lecture-based learning in PGY doctors and nurses.
This will be a prospective, longitudinal, and randomized controlled trial design. A total number of 180 PGY doctors and nurses will be enrolled from a teaching hospital in northern Taipei City. They will be randomized into board game-based learning group, simulation-based learning group, and lecture-based learning group. Three groups will receive "Emergency Medical Response Teamwork" training and all of these contents were developed according to America Heart Association Guidelines for Cardiopulmonary Resuscitation and ECC and TeamSTEPPS curriculum from Agency for Healthcare Research and Quality. We will collect the professional demography, the professional medical knowledge for medical management, the concept of knowledge for teamwork, team performance, team attitude, medical management, course survey, and cognitive load scales. We will compare the learning effectiveness between three groups in pretest, posttest, and three-months follow up. Statistical methods used included descriptive and inferential statistics, χ2 chi-square tests, Kruskal-Wallis H test, Friedman test, Wilcoxon test, generalized estimating equations, and text mining.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
SINGLE
Enrollment
124
The team of PGY doctors and nurses received 3 hours training intervention in resuscitation teamwork skills through a board game-based teaching approach.
The team of PGY doctors and nurses received 3 hours training intervention in resuscitation teamwork skills through a simulation-based teaching approach.
The team of PGY doctors and nurses received 3 hours training intervention in resuscitation teamwork skills through an interactive lecture-based approach.
Jen-Chieh Wu
New Taipei City, Taiwan
Team Performance Observation Tool
The assessment of the medical team's teamwork performance was conducted using the Team Performance Observation Tool, which includes a 23-item rating checklist. This checklist is divided into five categories: team structure (four items), leadership (six items), communication (four items), situation monitoring (five items), and mutual support (four items). Scores for each item range from 1 (Very Poor) to 5 (Excellent), resulting in a cumulative score between 23 and 115. A higher score indicates better teamwork performance.
Time frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Knowledge of Teamwork Assessment
The "Knowledge of Teamwork" assessment, aimed at evaluating healthcare professionals' understanding of teamwork knowledge, consists of 23 multiple-choice items based on the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) Learning Benchmarks provided by the Agency for Healthcare Research and Quality. Each item is formulated as a statement that participants must evaluate as true or false, choosing from five available answer options, of which only one is correct. Participants earn one point for each correct response, with no points awarded for incorrect answers, resulting in a total possible score of 0 to 23. A higher score signifies a more comprehensive understanding of the principles of teamwork knowledge.
Time frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Interprofessional Collaboration Scale
The attitudes of healthcare professionals toward interprofessional collaboration were assessed using the 'Interprofessional Collaboration Scale' (IPC), which consists of 26 items. The Interprofessional Collaboration Scale covers three main aspects: communication, accommodation, and isolation. We adopted the first 13 items because they are relevant to medical and nursing professional backgrounds. The scale ranges from 1 (strongly disagree) to 4 (strongly agree), with total scores ranging from 13 to 52. A higher score indicates a more positive attitude toward interprofessional collaboration.
Time frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Resuscitation Knowledge Scale
The healthcare professionals' resuscitation medical knowledge was assessed using the 'Adavance Cardiac Life Support Precourse Self-Assessment,' which consisted of 60 items. The assessment covered three main aspects: rhythm identification, pharmacology, and practical application. We selected 20 items related to resuscitation medical management (ventricular tachycardia, ventricular fibrilation, asystole, pulseless electrical activity). The total score ranged from 0 (minimum) to 20 (maximum), with higher scores indicating a better understanding of resuscitation medical knowledge.
Time frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Medical Task Performance
The medical team's resuscitation management performance was assessed using the "Medical Task Performance" checklist. The checklist items were referenced from the 2020 American Heart Association Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. Twenty items were identified by an expert panel based on the resuscitation guidelines, including applying adequate oxygen according to the patient's dynamic condition, timely identification of cardiac arrest and provision of high-quality cardiopulmonary resuscitation, identification of shockable rhythms and delivery of timely and correct shocks, and correct administration of resuscitation medication. The checklist was rated on a dichotomous scale with scores of 2 (complete), 1 (partial), and 0 (incomplete). The total score ranged from 0 (minimum) to 40 (maximum), with higher scores indicating better resuscitation management performance by the medical team.
Time frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Learning Cognitive Load
The learning cognitive load of healthcare professionals was assessed using the 'Chinese Version of the Learning Cognitive Load Questionnaire,' which consists of 8 items. The questionnaire encompasses two main aspects: mental load and mental effort. The scale ranges from 1 (Strongly Disagree) to 6 (Strongly Agree), with a total score from 6 (minimun) to 48 (maximun). A higher score indicates a higher learning cognitive load.
Time frame: The posttest right after intervention at the 4 weeks.
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.