Learners' Experiences During Rapid Cycle Deliberate Practice Simulations

Abstract

Introduction Rapid Cycle Deliberate Practice (RCDP) is a team-based simulation method, emphasizing repetitive practice over reflective debriefing, with progressively more challenging rounds, frequent starts and stops, and direct coaching. Although some studies have shown improved performance, no study has evaluated learners' perceptions. We aimed to explore learners' experiences during RCDP. Methods This was a qualitative study of participants' perceptions regarding RCDP during their pediatric emergency medicine rotation. Participants completed surveys about RCDP learning. A purposive sample of residents and nurses were interviewed. Two coders analyzed all interview transcripts to identify emerging themes. Constant comparison analysis was performed until thematic saturation was achieved. Results Forty-four participants completed surveys. Participants found RCDP interruptions beneficial and felt that they learned most during interruptions. Participants who were able to compare traditional and RCDP simulations felt that RCDP allowed more focused correction of mistakes, acquisition of new skills, and timely practice of team behaviors. Fourteen participants were interviewed. Three themes emerged. (1) The real-time corrections during RCDP allowed for learning and creation of new skills through repetition and practice. (2) The RCDP allowed learners to gain confidence, decrease anxiety, and learn in a safe environment. (3) By introducing new information in smaller chunks, participants maximized learning without cognitive overload. Conclusions Rapid Cycle Deliberate Practice is well received by learners. Because of frequent interruptions, learners noted early error correction, a safe learning environment, and skill improvement during RCDP. Learners recognized that the progressive advancement of RCDP helped prevent cognitive overload. Future studies should measure cognitive load and skills retention.

Rapid‐cycle deliberate practice: death notification

“…8 Rapid-cycle deliberate practice (RCDP), a facilitatorguided, within-event debriefing technique, has demonstrated an improvement in learners' skills in a safe learning environment. 9 Our goal was to apply the techniques used in RCDP to teach death notification using the GRIEV_ING mnemonic. The RCDP technique of micro debriefing (pause, debrief, rewind and try again) lends itself well to reviewing and practising the delicate communication skills required for death-telling scenarios (Figure 1).…”

“Hot Seat” Simulation to Teach Conflict Management Skills to Residents

“…The opportunity while in the hot seat to ''time out'' the conflict and seek advice from their peers or the facilitator, and to ''rewind'' and try again, is not a viable option when handling a real-life conflict so it is well suited for simulation. This method of deliberate practice of discrete elements with frequent interruptions has been well received in other simulation training, 14 but to our knowledge, it has not been studied in resident conflict management teaching. The opportunity to observe and reflect in a psychologically safe environment on a peer's conflict management attempts as well as their own is also unique to this model.…”

Recent Advances in Simulation for Pediatric Critical Care Medicine

“…1 Translational simulation framework and applications relevant to PCCM [58][59][60] interprofessional teams and improvement of their approach to critical situations, problem-solving, process improvement, and questioning of cultural norms [18,78]. Code-team simulations are a common focus of PCCM simulation, with several studies showing both technical skills improvement and improvement in team-dynamics [79][80][81][82][83][84][85].…”

“…Performance of in-hospital cardiopulmonary resuscitation has benefitted from using simulation to assess performance, refine processes, and improve team training in hopes of translating gains to real patient care [ 81 , 82 , 84 , 85 ]. Hunt et al [ 81 ] used simulation to develop, refine, and train with a “CPR Coach” role as part of a resuscitation quality bundle, which resulted in increased compliance with the American Heart Association’s CPR guidelines during in hospital cardiac arrest, a T2 level outcome.…”