Improving Pediatric Rapid Response Team Performance Through Crew Resource Management Training of Team Leaders

Siems, Ashley; Cartron, Alexander M; Watson, Anne; McCarter, Robert; Levin, Amanda

doi:10.1542/hpeds.2016-0111

Cited by 16 publications

(26 citation statements)

References 49 publications

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“…In the airline industry, standardized communication protocols have almost eliminated adverse events as a result of human error [13]. Attempts to implement some of these strategies in the medical field were previously attempted [21,22]. Leading healthcare authorities, including the Agency for Healthcare Research and Quality and the Department of Defence, recognized the importance of team training and communication and have invested significant resources in developing 'Team Strategies and Tools to Enhance Performance and Patient Safety' (TeamSTEPPS).…”

Section: Discussionmentioning

confidence: 99%

Variability and interpretation of communication taxonomy during robot‐assisted surgery: do we all speak the same language?

et al. 2018

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Section: Discussionmentioning

confidence: 99%

Variability and interpretation of communication taxonomy during robot‐assisted surgery: do we all speak the same language?

et al. 2018

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“…There was a particular focus on leadership skills training which improved overall NTS ratings, consistent with the required role of the team leader to orchestrate the team's activities. 11,30 This clearly indicates that leadership and teamwork skills can be developed and perhaps debunks the argument that leaders are born rather than made. 37 Training impact was demonstrated at Levels 1-3 on Kirkpatrick's hierarchy but with no outcomes at Level 4.…”

Section: Discussionmentioning

confidence: 97%

“…Mahramus et al 26 found that interprofessional emergency teams' global scores improved significantly after simulation training (P < 0.001), and we computed a large effect of training (Cohen's d = 1.10). Similarly, Siems et al 30 who assessed paediatric rapid response teams after team leader crew resource management training, found global scores improved from M = 6.0 to M = 9.0 (M = 90%, P = <0.001) but final TEAM total mean scores of 79.5% in intervention and control groups did not differ. Interprofessional training of student medical/nursing teams reported by Morse et al 27 These comparisons verify that NTS teamwork performance can be enhanced by practice.…”

Section: Validity Evidence Of Training Outcomesmentioning

confidence: 90%

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Review article: Use of the Team Emergency Assessment Measure in the rating of emergency teams' non‐technical skills: A mapping review

Cooper

Connell

Cant

2023

Emerg Medicine Australasia

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The present study aims to explore the utility of the Team Emergency Assessment Measure (TEAM) in relation to the enhancement of emergency team non‐technical skills based on research conducted over the last decade. In this mapping review, a citation mining process identified 22 primary studies for inclusion, published between 2012 and 2022. It provides outcome data on emergency teams' non‐technical skills following team training and/or real‐life patient emergencies. Emergency team studies related to resuscitation teams (adult, paediatric, newborn and obstetric cases) and medical emergency team (MET) management of patient deterioration. Team performance ratings varied, ranging from approximately 90% for experienced clinical teams down to 38% for students. Statistically significant improvements in performance were notable following training and/or repeated practice. Validity evidence, across 11 studies that provided change data described positive learning outcomes and moderate intervention effects. However, according to Kirkpatrick's model of educational evaluation the studies were limited to professional development phases of learning and immediate post‐training assessments rather than care quality improvement. The review highlights a lack of studies evidencing quality improvement or clinical impact such as change of patient care practice or health service performance. There is a need to conduct well‐designed studies that explore both technical and non‐technical skills of resuscitation teams and METs. Currently, non‐technical skills training and repeated performance evaluations using the TEAM contribute immensely to the proficiency of emergency teams.

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“…Most research that has applied teamwork training in pediatric patients also evaluated the fulfillment and awareness of participants after instructions, recording positive feedback, mainly on reliance, knowledge, and skills to proceed with CPR. 8,[16][17][18][19][20]22,25,39,40 A controlled and randomized study assessed the effect of teamwork training on cooperation and coordination among professionals using the TeamSTEPPS Essentials model in the PALS course of AHA. 41 This methodology is almost identical to ours and obtained significantly higher awareness of teamwork, cooperation, knowledge of the situation, and abilities to assist in teams' decision-making.…”

Section: Found An Increase Inmentioning

confidence: 99%

Teamwork in Pediatric Resuscitation: Training Medical Students on High-Fidelity Simulation

Gonçalves¹,

Melo²,

Liu³

et al. 2022

AMEP

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Background: Simulation training and teamwork for medical students are essential to improve performance in pediatric cardiopulmonary resuscitation. Purpose: To evaluate if a specific approach to teamwork improves technical and nontechnical performance. Methods: We performed quasiexperimental, prospective, pre-and postinterventional, and nonrandomized research with 65 students in the fourth year of their medicine course. This was a case-control study in which teams used a customized TeamSTEPPS protocol (n=34) or not (n=31) for cardiopulmonary arrest training in children using high-fidelity simulation. All participants answered a sociodemographic and satisfaction questionnaire and underwent theory and practice pre-and posttesting. The survey data were collected in 2019 and analyzed using ? 2 , Mann-Whitney, ?, and Wilcoxon tests. p<0.05 was considered significant. Results: Intervention and control groups achieved better scores in theory posttesting (p<0.001 and p=0.049), but there was no difference between them in pre-(p=0.291) and posttesting (p=0.397). In the checklist of the practice test, all groups obtained their best outcomes in posttesting and the intervention group achieved higher scores (p<0.001). All groups increased the number of teamwork events and reduced the time span to perform resuscitation first steps (p<0.001) in posttesting. Conclusion:The use of teamwork training based on a customized TeamSTEPPS protocol improved performance in team behavior and group technical achievement. The evaluation of the students about the training was positive.

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Improving Pediatric Rapid Response Team Performance Through Crew Resource Management Training of Team Leaders

Abstract: Targeted crew resource management training of the team leader resulted in improved team performance and dynamics for patients requiring transfer to the ICU. The intervention demonstrated that training the team leader improved behavior in RRT members who were not trained.

Cited by 16 publications

References 49 publications

Variability and interpretation of communication taxonomy during robot‐assisted surgery: do we all speak the same language?

Variability and interpretation of communication taxonomy during robot‐assisted surgery: do we all speak the same language?

Review article: Use of the Team Emergency Assessment Measure in the rating of emergency teams' non‐technical skills: A mapping review

Teamwork in Pediatric Resuscitation: Training Medical Students on High-Fidelity Simulation

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