Abstract
Aim of the study: To assess performance in a simulated resuscitation after participating in either an interprofessional-learning (IPL) or uni professional learning (UPL) Immediate Life Support= training course (ILS).
Introduction: The Team Emergency Assessment Measure (TEAM) is routinely used in Resuscitation Council (UK) Advanced Life Support courses. This study used the psychometrically validated tool to assess if the delivery of an IPL ILS to final year medical and nursing students could improve overall behavioural performance and global TEAM score.
Methods: A randomised study of medical (n=48) and nursing (n=48) students, assessing performance in a simulated resuscitation following the IPL or UPL ILS courses. Post-course completion participants were invited back to undertake a video-recorded simulated-resuscitation scenario. Each of these were reviewed using the TEAM tool, at the time by an experienced ALS instructor and subsequently by a clinician, independent to the study and blinded as to which cohort they were reviewing.
Results: Inter-rater reliability was tested using a Bland-Altman plot indicating non-proportional bias between raters. Parametric testing and analysis showed statistically significant higher global overall mean TEAM scores for those who had attended the IPL ILS courses (independent reviewer p=0.03, ALS-instructor p=0.005).
Conclusion: Our results demonstrate that an IPL approach in ILS produced an increased effect on TEAM scores with raters recording a significantly more collaborative team performance. Additionally, through this type of study methodology other outcomes in regards resuscitation team performance may be measured in regards to potential benefit to patients at level four of Kirkpatrick’s hierarchy.
Introduction: The Team Emergency Assessment Measure (TEAM) is routinely used in Resuscitation Council (UK) Advanced Life Support courses. This study used the psychometrically validated tool to assess if the delivery of an IPL ILS to final year medical and nursing students could improve overall behavioural performance and global TEAM score.
Methods: A randomised study of medical (n=48) and nursing (n=48) students, assessing performance in a simulated resuscitation following the IPL or UPL ILS courses. Post-course completion participants were invited back to undertake a video-recorded simulated-resuscitation scenario. Each of these were reviewed using the TEAM tool, at the time by an experienced ALS instructor and subsequently by a clinician, independent to the study and blinded as to which cohort they were reviewing.
Results: Inter-rater reliability was tested using a Bland-Altman plot indicating non-proportional bias between raters. Parametric testing and analysis showed statistically significant higher global overall mean TEAM scores for those who had attended the IPL ILS courses (independent reviewer p=0.03, ALS-instructor p=0.005).
Conclusion: Our results demonstrate that an IPL approach in ILS produced an increased effect on TEAM scores with raters recording a significantly more collaborative team performance. Additionally, through this type of study methodology other outcomes in regards resuscitation team performance may be measured in regards to potential benefit to patients at level four of Kirkpatrick’s hierarchy.
| Original language | English |
|---|---|
| Publication status | Published - 14 Sept 2021 |
| Event | Academy of Medical Educators: Learning together for patient care - Virtual, United Kingdom Duration: 14 Sept 2021 → 16 Sept 2021 https://www.medicaleducators.org/write/MediaManager/Conference/Programme_AoME_2021.pdf |
Conference
| Conference | Academy of Medical Educators |
|---|---|
| Country/Territory | United Kingdom |
| Period | 14/09/21 → 16/09/21 |
| Internet address |