Microlearning for patient safety: Crew resource management training in 15-minutes

Abstract

Objectives We sought to establish the feasibility of chunking crew resource management (CRM) training into micro-size interventions and to compare different training approaches in the context of micro-learning. Design We evaluated whether participants in micro-learning CRM activities achieved learning objectives following training. In a between-subjects design, groups were observed for behaviour during a simulation that was part of a 15-minute modular intervention and tested for recollection afterwards. Participants The 129 participants recruited for this study were medical students, who already had relevant experience treating patients. Interventions The experimental setting involved three 5-minute components: video, simulation, and debriefing. Different groups viewed videos involving different didactic concepts: one group observed a videotaped concrete example of a medical care team applying a CRM tool (example group), and one group observed a videotaped lecture on the same topic (lecture group). Main outcome measures All simulations were videotaped and coded in detail for the occurrence of and time spent engaging in team behaviour and medical care. Questionnaires were administered before, immediately after, and two weeks after the intervention. We compared the groups’ behaviour during the simulation (team cooperation and medical care), retention of knowledge from the training content, and results of the evaluation. Results Both groups exhibited most of the behaviours included in the content of the instructional videos during the simulations and recollected information 2 weeks later. The example group exhibited significantly more of the training content during the simulation and demonstrated better retention 2 weeks later. Although the example group spent more time on team coordination, there was no difference in the number of executed medical measures. Conclusion Delivering CRM training in chunks of relatively short and highly standardised interventions appears feasible. In this study, the form of didactical presentation caused a difference in learning success between groups: a traditional lecture was outperformed by an instructional video demonstrating a practical example.

Psychological capital development effectiveness of face-to-face, online, and Micro-learning interventions

“…Similarly, international property law students at Dresden University of Technology in Germany performed 20% better on assessment questions and 8 % better on computational questions after micro-learning (Kapp et al, 2015 ). Additionally, micro-learning has been successfully implemented in workplace learning initiatives (Werkle et al, 2015 ), including patient safety training (Gross et al, 2019 ). Given its cost-effective nature and potential, it is not surprising that 93% of organizations plan to increase the use of micro-learning (Cole & Torgerson, 2017 ).…”

Human Factors Considerations in Satellite Operations Human-Computer Interaction Technologies: A Review of Current Applications and Theory

“…However, only a fraction of the publications identified provide an "explanation sufficient for replication" when creating CRM training materials [37, p. 6] The findings of Gross et al [37]are consistent with that of Salas et al [74], who highlighted that CRM training has not been employed using consistently actionable or repeatable training methods that can be recreated throughout training. Gross et al [81]further analyzed constructs in CRM training to make a case for efficiency with 15-minute training sessions, versus 2-hours up to full day training sessions. They expanded upon the theme of CRM training inefficiency with 129 participants to understand if periodic micro-training sessions were more efficient in the longterm employment of CRM principles.…”

The efficacy of microlearning in improving self-care capability: a systematic review of the literature

“…Diverse microlearning modalities used both in class and as homework to stimulate students' learning enthusiasm include short video, audio and micro-assessment tools (35)(36)(37)(38). Microlearning is being used in the training of healthcare workers to realise professional competencies and patient-care standards (41,42). Medical students have reported being satisfied with this learning technique, describing that it improved teaching efficacy and understanding of learning content (30,39,40).…”