The Learning Outcome of Resuscitation Teamwork Training in Postgraduate Year Doctors and Nurses

NCT05302414 | Completed Results

• 1 other identifier: N202201126
• Study Type: interventional
• Target: 124
• Locations: 1 country
• Sites: 1

Brief Summary

It is challenging for healthcare team to manage emergency patient effectively. Most of these critical patients have medical conditions and need complex medical managements. Research findings have shown that poor healthcare teamwork would result in poor communication, missing information, and insufficient situation monitoring and thus compromise patient safety. Simulation has been proved as an effective method to develop teamwork competency. However, comparing to traditional training model, simulation requires more resources such as funding, spaces, time, administration staffs, schedule, facilitators, and equipment. It would not be easy to delivery in various professional departments. Game-based learning was a known effective and learner-centered learning model which required less resources. Researchers have shown that game-based learning has higher acceptance for the learners and can improve learners' knowledge, attitude, motivation, and performance. Therefore, the aim of this study was to explore the learning effectiveness of resuscitation teamwork training of board game-based learning, simulation-based learning and lecture-based learning in PGY doctors and nurses.

Conditions

Patient Care Team

Keywords

Teamwork; Resuscitation; Team training

Outcome Measures

Primary Outcomes (2)

• Team Performance Observation Tool

  The assessment of the medical team's teamwork performance was conducted using the Team Performance Observation Tool, which includes a 23-item rating checklist. This checklist is divided into five categories: team structure (four items), leadership (six items), communication (four items), situation monitoring (five items), and mutual support (four items). Scores for each item range from 1 (Very Poor) to 5 (Excellent), resulting in a cumulative score between 23 and 115. A higher score indicates better teamwork performance.

  Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.

• Knowledge of Teamwork Assessment

  The "Knowledge of Teamwork" assessment, aimed at evaluating healthcare professionals' understanding of teamwork knowledge, consists of 23 multiple-choice items based on the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) Learning Benchmarks provided by the Agency for Healthcare Research and Quality. Each item is formulated as a statement that participants must evaluate as true or false, choosing from five available answer options, of which only one is correct. Participants earn one point for each correct response, with no points awarded for incorrect answers, resulting in a total possible score of 0 to 23. A higher score signifies a more comprehensive understanding of the principles of teamwork knowledge.

  Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.

Secondary Outcomes (4)

• Interprofessional Collaboration Scale

  Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.

• Resuscitation Knowledge Scale

  Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.

• Medical Task Performance

  Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.

• Learning Cognitive Load

  The posttest right after intervention at the 4 weeks.

Study Arms (3)

Board game-based learning (experience group-I)

EXPERIMENTAL

The team of PGY doctors and nurses receive training in resuscitation teamwork skills through a board game-based teaching approach.

Behavioral: Board game-based learning

Simulation-based learning (experience group-II)

EXPERIMENTAL

The team of PGY doctors and nurses receive training in resuscitation teamwork skills through a simulation-based teaching approach.

Behavioral: Simulation-based learning

Lecture-based learning (control group)

OTHER

The team of PGY doctors and nurses receive training in resuscitation teamwork skills through an interactive lecture-based learning approach.

Behavioral: Lecture-based learning

Interventions

Board game-based learning BEHAVIORAL

The team of PGY doctors and nurses received 3 hours training intervention in resuscitation teamwork skills through a board game-based teaching approach.

Also known as: experience group-I

Board game-based learning (experience group-I)

Simulation-based learning BEHAVIORAL

The team of PGY doctors and nurses received 3 hours training intervention in resuscitation teamwork skills through a simulation-based teaching approach.

Also known as: experience group-II

Simulation-based learning (experience group-II)

Lecture-based learning BEHAVIORAL

The team of PGY doctors and nurses received 3 hours training intervention in resuscitation teamwork skills through an interactive lecture-based approach.

Also known as: control group

Lecture-based learning (control group)

Eligibility Criteria

• Age: 20 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Postgraduate Year doctors who is 20 years old and work in primary care.
• Postgraduate Year nurses who is 20 years old and work in primary care

You may not qualify if:

• Participant do not work in primary care provide.
• Healthcare provider do not delivery in relative adult care department, such as pediatric department, obstetrics department, and psychiatry department so on.

Sponsors & Collaborators

• Taipei Medical University Hospital: lead

Study Sites (1)

Jen-Chieh Wu

New Taipei City, 23442, Taiwan

Location

Related Publications (14)

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  PMID: 32873285 BACKGROUND

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  PMID: 21156305 BACKGROUND

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  PMID: 18828831 BACKGROUND

• Eddy K, Jordan Z, Stephenson M. Health professionals' experience of teamwork education in acute hospital settings: a systematic review of qualitative literature. JBI Database System Rev Implement Rep. 2016 Apr;14(4):96-137. doi: 10.11124/JBISRIR-2016-1843.

  PMID: 27532314 BACKGROUND

• Cutumisu M, Patel SD, Brown MRG, Fray C, von Hauff P, Jeffery T, Schmolzer GM. RETAIN: A Board Game That Improves Neonatal Resuscitation Knowledge Retention. Front Pediatr. 2019 Jan 31;7:13. doi: 10.3389/fped.2019.00013. eCollection 2019.

  PMID: 30766862 BACKGROUND

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  PMID: 30095658 BACKGROUND

MeSH Terms

Interventions

Control Groups

Intervention Hierarchy (Ancestors)

Epidemiologic Research Design; Epidemiologic Methods; Investigative Techniques; Research Design; Methods

Results Point of Contact

• Title: Hui-Wen Chen Phd candidate
• Organization: National Yang Ming Chiao Tung University, Department of Nursing

m513102001@gmail.com

+886939947807

Study Officials

• Jen-Chieh Wu

  Taipei Medical University Hospital

  STUDY CHAIR

Publication Agreements

• PI is Sponsor Employee: No
• Restrictive Agreement: No

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: two assessors using video to evaluate outcomes.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: three arms

Study Record Dates

• First Submitted: March 9, 2022
• First Posted: March 31, 2022
• Study Start: August 7, 2022
• Primary Completion: December 13, 2022
• Study Completion: December 13, 2022
• Last Updated: November 22, 2024
• Results First Posted: November 22, 2024

Record last verified: 2022-08

Data Sharing

• IPD Sharing: Will not share

Locations

TW (1)