The Learning Outcome of Resuscitation Teamwork Training on Developing Teamwork Performance in Postgraduate Year Doctors and Nurses - Comparison of Board Game-based Learning, Simulation-based Learning and Lecture-based Learning.
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Enrollment
- 124
- Locations
- 2
- Primary Endpoint
- Team Performance Observation Tool
Study Overview
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.
Detailed Description
This will be a prospective, longitudinal, and randomized controlled trial design. A total number of 180 PGY doctors and nurses will be enrolled from a teaching hospital in northern Taipei City. They will be randomized into board game-based learning group, simulation-based learning group, and lecture-based learning group. Three groups will receive "Emergency Medical Response Teamwork" training and all of these contents were developed according to America Heart Association Guidelines for Cardiopulmonary Resuscitation and ECC and TeamSTEPPS curriculum from Agency for Healthcare Research and Quality. We will collect the professional demography, the professional medical knowledge for medical management, the concept of knowledge for teamwork, team performance, team attitude, medical management, course survey, and cognitive load scales. We will compare the learning effectiveness between three groups in pretest, posttest, and three-months follow up. Statistical methods used included descriptive and inferential statistics, χ2 chi-square tests, Kruskal-Wallis H test, Friedman test, Wilcoxon test, generalized estimating equations, and text mining.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Other
- Masking
- Single (Outcomes Assessor)
Masking Description
two assessors using video to evaluate outcomes.
Eligibility Criteria
- Ages
- 20 Years to — (Adult, Older Adult)
- Sex
- All
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- •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
Exclusion Criteria
- •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.
Outcomes
Primary Outcomes
Team Performance Observation Tool
Time Frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
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.
Knowledge of Teamwork Assessment
Time Frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
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.
Secondary Outcomes
- 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.)