Validity Evidence of Non-Technical Skills Assessment Instruments in Simulated Anaesthesia Crisis Management

Jirativanont, Tachawan; Raksamani, Kasana; Aroonpruksakul, Naiyana; Apidechakul, Parichad; Suraseranivongse, Suwannee

doi:10.1177/0310057x1704500410

Cited by 30 publications

(32 citation statements)

References 25 publications

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“…However, this tool is considered to be easier to use, more practical and more reliable than a similar instrument i.e. Anesthetists' Non-Technical Skills (ANTS) behavioral marker system [10]. Our project also lacks self-assessment of students' activities, and it would be extremely interesting to compare it with the assessment of instructors.…”

Section: Discussionmentioning

confidence: 99%

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Non-technical skills of medical students in the course of pediatric emergency simulations are associated with their mindfulness: an observational cohort study

Chmielewski¹,

Łuczyński

Dobroch

et al. 2019

Preprint

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BackgroundHigh fidelity medical simulations allow for teaching medical skills in safe and realistic conditions. Pediatric teams of emergency departments work under extreme stress, which affects high-level cognitive functions, specifically attention and memory, and increases the already high stakes for young doctors. Lapses in attention increase the risk of serious consequences such as medical errors, failure to recognize life-threatening signs and symptoms, and other essential patient safety issues.Mindfulness as a process of intentionally paying attention to each moment with curiosity, openness and acceptance of each experience without judgment can potentially contribute to improving the performance of medical teams in conditions of pediatric emergency. The aim of the study was to determine whether the actions of medical students in the course of pediatric high fidelity simulations are related to their mindfulness. Participants and methodsA total of 166 standardized simulations were conducted among students of medicine in three simulation centers of medical universities, assessing: stress sensation, technical skills (checklists), non-technical skills (Ottawa Crisis Resource Management Global Rating Scale) and mindfulness using Five Facet Mindfulness Questionnaire. ResultsThe perception of stress among students was lower and more motivating if they were more mindful.Mindfulness of students correlated positively with avoiding fixation error, but negatively with listening to and managing the team. The lowest scores among non-technical skills were noted in the area of situational awareness (fixation error). In subsequent simulations of the same team, students' nontechnical skills improved, although no change was noted in their technical skills. ConclusionsThe results of our research indicate the relationship between the mindfulness of medical students and their non-technical skills and the perception of stress in pediatric emergency simulations. Further research is needed to show whether mindfulness training leads to any changes in this field.

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Section: Discussionmentioning

confidence: 99%

“…Non-technical skills were assessed by the Ottawa Crisis Resource Management Global Rating Scale (Ottawa GRS) and checklist [9,10]. The Ottawa GRS, an instrument developed for crisis resource management skill assessment, was designed for acute care physicians.…”

Section: Technical and Non-technical Skillsmentioning

confidence: 99%

Non-technical skills of medical students in the course of pediatric emergency simulations are associated with their mindfulness: an observational cohort study

Chmielewski¹,

Łuczyński

Dobroch

et al. 2019

Preprint

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“…Non-technical skills were assessed using the Ottawa Crisis Resource Management Global Rating Scale (Ottawa GRS) and checklist [12,13]. This tool has well-defined rating scales for each of its categories: leadership skills, situational awareness, communication skills, problem-solving, and resource utilization [12].…”

Section: Procedural and Non-technical Skillsmentioning

confidence: 99%

Relationship between Executive Functions, Mindfulness, Stress, and Performance in Pediatric Emergency Simulations

Łoś

Chmielewski

Łuczyński

2020

IJERPH

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Over the past decade, high-fidelity medical simulation has become an accepted and widely used teaching method in pediatrics. Both simulation and work in the real conditions of emergency departments are accompanied by stress that affects the executive functions of participants. One of the methods for reducing stress among medical students and healthcare professionals is the practice of mindfulness. The aim of this study was to examine whether executive functions, mindfulness, and stress are related to the technical and non-technical skills of medical students participating in medical simulations in pediatrics. The study included 153 final-year medical students. A total of 306 high-fidelity simulations of life-threatening situations involving children were conducted. Results: Stress and the coping mechanism of the participants were correlated to their skills during pediatric simulations. Some components of mindfulness, such as non-judgment and conscious action, were positively related to the skills of medical team leaders. Executive functions correlated with the non-technical skills and mindfulness of the medical students. Conclusions: Stress, mindfulness, and executive functions modeled the behavior and skills of medical students during pediatric simulations of life-threatening events. Further research in this area may prove whether mindfulness training will improve learning outcomes in pediatric emergency medicine.

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“…As with other studies, most (10/19) involved two observers. [59][60][61][64][65][66][67][69][70][71] Fifteen studies involved observers with a clinical background, 9,46,50,59,61,62,[64][65][66][68][69][70][72][73][74] and five of the studies involved nonclinical observers. 50,60,67,70,71 Sixteen studies provided a description of the training completed by the observers.…”

Section: Observers and Trainingmentioning

confidence: 99%

“…50,60,67,70,71 Sixteen studies provided a description of the training completed by the observers. 9,46,50,59,[61][62][63][64][65][66][67][68][69][72][73][74] Validity and reliability. Validity for ANTS was established in 14 studies (11 in a simulation environment).…”

Section: Observers and Trainingmentioning

confidence: 99%

Observational Tools That Quantify Nontechnical Skills in the Operating Room: A Systematic Review

McMullan

Urwin

Sunderland

et al. 2020

Journal of Surgical Research

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a b s t r a c tBackground: Errors and adverse events in the operating room (OR) are associated with not only poor technical performance but also deficits in nontechnical skills (NTSs). Numerous tools have been developed to assess NTS in the OR. Our aim was to conduct a systematic review of observational tools and report on their implementation and psychometric properties to guide healthcare professionals, educators, and researchers in tool selection and use.Methods: A systematic literature search (January 1, 1990eMay 28, 2019) was conducted across databases (MEDLINE, Embase, CINAHL, and PsycINFO) and reference lists of included studies. Reviewers independently screened articles for inclusion, assessed study quality, and extracted data.Results: Thirty-one tools were identified across 88 studies, most commonly conducted in a real-world OR (n ¼ 50), involving two observers (n ¼ 50). The NTS of individuals (n ¼ 62)were assessed more often than that of subteams (n ¼ 21) or entire teams (n ¼ 20). The NOn-Technical Skills for Surgeons demonstrated content validity, concurrent validity, predictive validity, and face validity across a range of studies. Oxford NOn-TECHnical Skills demonstrated content validity, concurrent validity, and predictive validity with good inter-rater reliability and test-retest validity. Conclusions:The NOn-Technical Skills for Surgeons has the strongest evidence of validity and reliability for assessing individuals, whereas the most robust tool for evaluating teams was Oxford NOn-TECHnical Skills. We recommend continued investigation of these observational tools regarding their feasibility and reproducibility of methods. Further research is needed to determine the training requirements for observers and the potential of video and audio recordings in the OR. CrownThe operating room (OR) is a complex, high-risk environment in which many factors influence team performance and patient safety. The complexity that is manifested within and across the patient, procedure, equipment, team, and culture increases the likelihood of adverse events. 1 It has been estimated that approximately 40% to 65% of all in-hospital ScienceDirect jo urnal homepage: www.J ou rn alofS urgicalR esearch.com j o u r n a l o f s u r g i c a l r e s e a r c h m a r c h 2 0 2 0 ( 2 4 7 ) 3 0 6 e3 2 2

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Validity Evidence of Non-Technical Skills Assessment Instruments in Simulated Anaesthesia Crisis Management

Cited by 30 publications

References 25 publications

Non-technical skills of medical students in the course of pediatric emergency simulations are associated with their mindfulness: an observational cohort study

Non-technical skills of medical students in the course of pediatric emergency simulations are associated with their mindfulness: an observational cohort study

Relationship between Executive Functions, Mindfulness, Stress, and Performance in Pediatric Emergency Simulations

Observational Tools That Quantify Nontechnical Skills in the Operating Room: A Systematic Review

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