Teamwork and Communication in Acute Care: A Teaching Resource for Health Practitioners

Cowie, Neil; Premkumar, Kalyani; Bowen, Angela; Kuling, Susan; Kawchuk, Joann; Rooney, Michael E.; Morris, Gary; Burbridge, Mark A; Martel, Jocelyne; Sivertson, Joanne; Campbell, David; Coupal, Cyril; Boechler, Kelvin

doi:10.15766/mep_2374-8265.9109

Cited by 4 publications

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“…For students who have had no simulation experience, these videos are valuable as "trigger" videos to encourage discussion of human factors prior to attending their first simulation experience. A disk containing the training module is published at MedEdPortal of the American Association of Medical Colleges so that other training institutions will have an opportunity to use it and make suggestions on how to improve it (Cowie et al, 2012).…”

Section: Applications Of the Learning Resourcementioning

confidence: 99%

Health Quality Improvement Using Instructional Communication and Teamwork Videos: An Outcome Study

Cowie¹,

Bowen²,

Kuling³

et al. 2014

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Many factors contribute to errors that occur during emergency Cesarean birth under general anesthesia. The Joint Commission of Accreditation of Health Care Organizations (JACO) reports that 70% of sentinel events in obstetric practice are attributable to errors in communication and teamwork. Our objective was to develop a video training module to address these deficiencies, and measure its effectiveness. A webbased learning resource was created using professionally made videos that depicted effective and non-effective communication/teamwork techniques in an obstetrical event. This resource could be accessed by a facilitator of small group sessions or by self directed learners. Obstetrical nurses watched this learning resource and were then debriefed by a facilitator to highlight examples of how human factors contribute to the evolution of adverse events. The knowledge and skills, as well as, perceptions of their own behaviors and of other health professionals in the team, were evaluated pre-and post intervention. The performance of a subgroup of participants in a high-fidelity simulation of an emergency Cesarean birth was assessed to measure the outcome of intervention. Ninety-five obstetrical nurses were given the pre-intervention questionnaires, and 52 completed the post-intervention questionnaires one year later. Participants had significantly higher scores post-intervention (M = 0.78, SD = 0.09) as compared to pre-intervention (M = 0.73, SD = 0.12; t(53) = −3.07, p <0.003, d = .47). Following intervention, participants were more conscious of the behaviors of those they worked with (t(51) = −4.99, p < 0.001, d = −0.66). Ten months after intervention, nurses indicated that they were able to identify challenges in teamwork and communication in their practice, and were more willing to speak up and be more assertive, and use strategies of conflict resolution and communication that they had learned. There was an improvement in performance of a sub-group of participant when assessed using a simulation scenario. The video web-based learning resource used in small group sessions effectively improved performance of obstetrical nurses as evaluated using questionnaires and high fidelity simulation. Future work will determine if the web-based version will be as effective in orienting new staff to the challenges of working in acute care obstetrical practice.

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Section: Applications Of the Learning Resourcementioning

confidence: 99%

Health Quality Improvement Using Instructional Communication and Teamwork Videos: An Outcome Study

Cowie¹,

Bowen²,

Kuling³

et al. 2014

Self Cite

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“…In medicine, videos with annotations are used to help students learn communication skills (Daetwyler et al, 2010;Cowie et al, 2012), improve diagnostic skills (Cook et al, 2010;Chu et al, 2010), among others. With annotations, the video becomes non-linear, enabling the teacher to assist the student's interpretation of video.…”

Section: Interactive Videosmentioning

confidence: 99%

“…The prototype of this software has been showcased to local and international educators and the software has been improved based on their feedback. This software has already been used to create an educational resource on teamwork and communication skills (Cowie et al, 2012). We have embarked upon two projects using the AVP as a proof of concept, with the assistance of two summer students.…”

Section: Operation Of Softwarementioning

confidence: 99%

Software for Annotating Videos—A Resource to Facilitate Active Learning in the Digital Age

Premkumar¹,

Cowie²,

Coupal³

et al. 2013

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In many areas of study-especially health professions, visual demonstration of concepts, processes and procedures form an important strategy for teaching and learning. Video recordings can be invaluable in capturing visual components. Annotations add another all-important dimension to the learning value of the video. Our Annotated Video Software is an innovative e-learning tool in support of experiential and self-directed learning. Annotations are independent of the video and the separation of annotation and video provides a robust learning environment that supports content. The tool is user-friendly and instructors can add annotations, without the need for intervention by programmers. Annotations can consist of notes of explanation, complementary videos, links to additional information and questions to engage critical thinking. Students' answers to questions may also be collected and collated. Upon submission of answers feedback can be displayed, thus transforming evaluation into an immediate learning opportunity. We have already created educational resources for health professionals. Next steps include dissemination of the software to educators, provision of software access by mobile devices and better strategies to incorporate the annotated videos into existing learning management systems.

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“…The need for formal training in conflict management in healthcare is highlighted in studies from both the emergency department and operating rooms, where continued negative conflicts can lead to high staff turnover, and thus, loss of experiential knowledge that could affect patient outcomes [15,16]. While many health professions' curricula focus on interprofessional communication, there are few that address conflict resolution specifically [17][18][19][20].…”

Section: Introductionmentioning

confidence: 99%

Conflict resolution styles and skills and variation among medical students

et al. 2023

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Background Conflict is inevitable on healthcare teams, yet few professional school curricula teach or assess conflict resolution skills. Little is known about the variation in conflict resolution styles across medical students and how these styles might impact conflict resolution skills. Methods This is a prospective, single blinded, group randomized quasi experimental trial to assess the impact of knowing one’s own conflict resolution style on conflict resolution skills in a simulated encounter. Graduating medical students completed a mandatory conflict resolution session with standardized patients acting as nurses during a transition to residency course. Coaches reviewed videotapes of the simulation, focusing on students’ skills with negotiation and emotional intelligence. Retrospectively, we assessed the impact of the students knowing their conflict resolution style prior to simulation, student gender, race, and intended field of practice on conflict resolution skills as judged by coaches. Results One hundred and eight students completed the simulated conflict session. Sixty-seven students completed the TKI before the simulated patient (SP) encounter and 41 after. The most common conflict resolution style was accommodating (n = 40). Knowing one’s conflict resolution style in advance of the simulation and one’s identified race/ethnicity did not impact skill as assessed by faculty coaches. Students pursuing diagnosis-based specialties had higher negotiation (p = 0.04) and emotional quotient (p = 0.006) scores than those pursuing procedural specialties. Females had higher emotional quotient scores (p = 0.02). Conclusions Conflict resolution styles vary among medical students. Male gender and future practice in a procedural specialty impacted conflict resolution skills but knowing conflict resolution style did not.

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Teamwork and Communication in Acute Care: A Teaching Resource for Health Practitioners

Cited by 4 publications

References 0 publications

Health Quality Improvement Using Instructional Communication and Teamwork Videos: An Outcome Study

Health Quality Improvement Using Instructional Communication and Teamwork Videos: An Outcome Study

Software for Annotating Videos—A Resource to Facilitate Active Learning in the Digital Age

Conflict resolution styles and skills and variation among medical students

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