Nicolaides M, Theodorou E, Emin EI, Theodoulou I, Andersen N, Lymperopoulos N, Odejinmi F, Kitapcioglu D, Aksoy ME, Papalois A, Sideris M. Team performance training for medical students: Low vs high fidelity simulation.
Ann Med Surg (Lond) 2020;
55:308-315. [PMID:
32551104 PMCID:
PMC7292889 DOI:
10.1016/j.amsu.2020.05.042]
[Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Revised: 05/19/2020] [Accepted: 05/19/2020] [Indexed: 11/24/2022] Open
Abstract
Objectives
The aim of this study is to evaluate a simulation-based team performance course for medical students and compare its low- and high-fidelity components.
Study design
This is a prospective crossover observational study. Groups participated in one low- and one high-fidelity session twice. Low-fidelity scenarios included management of an emergency case on a simulated-patient, whereas high-fidelity scenarios constituted of multiple-trauma cases where simulated-patients wore a hyper-realistic suit. Team performance was assessed objectively, using the TEAM™ tool, and subjectively using questionnaires. Questionnaires were also used to assess presence levels, stress levels and evaluate the course.
Results
Participants’ team performance was higher in the low-fidelity intervention as assessed by the TEAM™ tool. An overall mean increase in self-assessed confidence towards non-technical skills attitudes was noted after the course, however there was no difference in self-assessed performance between the two interventions. Both reported mean stress and presence levels were higher for the high-fidelity module. Evaluation scores for all individual items of the questionnaire were ≥4.60 in both NTS modules. Students have assessed the high-fidelity module higher (4.88 out of 5, SD = 0.29) compared to low-fidelity module (4.74 out of 5, SD = 0.67).
Conclusions
Both the low- and high-fidelity interventions demonstrated an improvement in team performance of the attending medical students. The high-fidelity intervention was more realistic, yet more stressful. Furthermore, it proved to be superior in harvesting leadership, teamwork and task management skills. Both modules were evaluated highly by the students, however, future research should address retention of the taught skills and adaptability of such interventions.
The high-fidelity intervention was superior in harvesting leadership, teamwork and task management skills, yet more stressful.
We set the group to develop a novel group of team-based OSCE performance.
The next step is to adapt such taught skills to different specialties and implement initiatives in the medical school curricula.
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