A Surgical Simulation Curriculum for Senior Medical Students Based on TeamSTEPPS

Abstract

Setting and Intervention: We integrated a TeamSTEPPS module into our existing resident readiness elective. The curriculum included interactive didactic sessions, discussion groups, role-plays, and videotaped immersive simulation scenarios. Main Outcome Measures: Improvement of selfassessment scores, multiple-choice examination scores, and performance ratings of videotaped simulation scenarios before and after intervention. The videos were rated by masked reviewers on the basis of a global rating instrument (TeamSTEPPS) and a more detailed nontechnical skills evaluation tool (NOTECHS). Participants: Seventeen students participated and completed the study. Results: The self-evaluation scores improved from 12.76 to 16.06 (P Ͻ.001). The increase was significant for all of the TeamSTEPPS competencies and highest for leadership skills (from 2.2 to 3.2; PϽ .001). The multiplechoice score rose from 84.9% to 94.1% (PϽ.01). The postintervention video ratings were significantly higher for both instruments (TeamSTEPPS, from 2.99 to 3.56; P Ͻ.01; and NOTECHS, from 4.07 to 4.59; PϽ.001). Conclusions: The curriculum led to improved selfevaluation and multiple-choice scores as well as improved team skills during simulated immersive patient encounters. The TeamSTEPPS framework may be suitable for teaching medical students teamwork concepts and improving their competencies. Larger studies using this framework should be considered to further evaluate the generalizability of our results and the effectiveness of TeamSTEPPS for medical students.

The Evolving Role of Simulation in Teaching Surgery in Undergraduate Medical Education

“…21,25 A recent adaptation to the classic SP is the incorporation of actors (ie, confederates, embedded educators) for teaching interprofessional and patient communication, teamwork and safety scenarios. 26,27 Abstract Partial Task Trainers Abstract partial task trainers have great utility for teaching medical students key KSAs. 1 At this earlier phase of their medical education, they can be overwhelmed with information, impeding learning.…”

Non-technical skills assessments in undergraduate medical education: A focused BEME systematic review: BEME Guide No. 54

“…Of the 19 articles undergoing independent full-text assessment for inclusion, ten were excluded on the grounds of not meeting the full inclusion criteria (Anderson et al, 2009;Dudas et al, 2011;Hall et al, 2010;Kiesewetter and Fischer, 2015;Leung and Patil, 2010;Martinou et al, 2015;Meier et al, 2012;Myung et al, 2012;Robertson et al, 2010;Stahl et al, 2011). The reasons for all of the exclusions at this stage were related to not describing a non-technical skills assessment, but instead a limited outcome measure focussed on verifying the education delivered within these primary studies.…”

Tools for structured team communication in pre-registration health professions education: a Best Evidence Medical Education (BEME) review: BEME Guide No. 41

“…The clarity and content of telephone referrals made by final year medical students significantly improved following training in the use of ISBAR (identify, Situation, Background, Assessment, Request) compared with a control group and much of this improvement was still apparent six months later (Marshall et al, 2009;Marshall et al, 2012); and medical students attending surgical morbidity and mortality conferences demonstrated significantly improved understanding of patient safety issues when presenters were required to use an adapted SBAR format to structure their presentations (Mitchell et al, 2013). Whole intervention evaluations reported similar benefits: medical students' communication skills were significantly improved following a surgical simulation curriculum based on the 'TeamSTEPPS® Essentials' course, which included the use of SBAR and the 'two-challenge' rule (Meier et al, 2012); and the use of ISOBAR in an interprofessional training ward facilitated communication at handover (Brewer & Stewart-Wynne, 2013).…”