- Email: [email protected]
Advanced medical simulation as a tool to assess the leadership and teamwork in emergencies
S72
Abstracts / Resuscitation 85S (2014) S15–S121
AP131 Advanced medical simulation as a tool to assess the leadership and teamwork in emergencies ˜ Pereira 2 , Antonio Casal Sanchez 1,∗ , Laura Calvino Jose Flores Arias 1 , Luis Sanchez Santos 1 , Antonio Iglesias Vazquez 1 1
Emergencies Medical System, Galicia, Spain Montecelo Hospital, Pontevedra Public Hospital Group, Galicia, Spain 2
Introduction: High fidelity simulation (HFS) is a useful tool to train and strengthen the patient safety in Urgencies and Emergencies. Optimal leadership and teamwork (TW) ensure best practices and patient safety, avoiding adverse events. Our objective was to assess the leadership and TW by means of HFS. Methods: A simulated clinical scenario of a cardiac arrest was designed and developed by 42 emergencies teams in a HFS system. Each scenario was recorded and assessed. The leadership was assessed with the “Behaviors of Team Leader for Effective ACLS” and “leader behavior description questionnaire” – including the assessment of 12 items, scored between 0 (not done), and 2 (done consistently). The TW performance was assessed with the “Mayo high performance teamwork scale”. The score was from 0 (never or rarely) to 2 (consistently). Results: The results scored under one, or the most relevant problems detected are detailed. Leadership: Identifies and respond to errors: (0–2): 0.9. Used closed-loop communication: 29.6%. Motivate: 29%. Effectively summarizes and reevaluate: 26%. TW: Verbalize their activities: 0.8. Team Member (TM) repeats the order: 0.57. TM acknowledges their lack of understanding and look for clarifications: 0.82. TM persists in seeking a response when the order is not clear, or may contain an error: 0.77. Conclusions: We detected weaknesses in the communication, both in leadership and teamwork areas. The leadership was not enough assertive, and showed lacks in motivation the team, as well as in the use of closed-loop communication. TW weaknesses were also focused in the field of communication, including deficiencies to verbalize and secure their activities, and as well as to communicate the misunderstanding of the orders. HFS was useful to detect the improvement areas in this professional population; next training programs must be addressed to strengthen both the abilities of communication of the leader and between TM. http://dx.doi.org/10.1016/j.resuscitation.2014.03.180 AP132 Cardiopulmonary resuscitation knowledge of future teachers: Should be taught basic life support during the educational system? Cristian Abelairas-Gomez Faculty of Education and Sport Sciences, University of Vigo, Pontevedra, Spain Purpose of the study: Analyze the knowledge of cardiopulmonary resuscitation (CPR) of future teachers of pre-school, primary and secondary education, as well as their inclination to acquire their knowledge. Materials and methods: A questionnaire on the CPR was distributed by 5 University faculties of Galicia (Spain). The criterion for inclusion was to study infant, primary or secondary education. The questionnaire was answered by 300 students.
Results: The 50% of the sample consider that their knowledge of CPR is enough, but there are pointed out low rates of correct answers in terms of depth and compression rate (com min−1 ) both in adults and children (adult CPR depth: 10%; adult CPR rate: 18%; children CPR depth: 8%; children CPR rate: 19%). The 69% had been trained in first aid, but of those who were trained, the 75% less than 20 h in their whole lives. The 97% consider that the first aid is very important for their training. The 94% believe that throughout the educational system, there should be a specific subject in first aid and lifesaving, and the 82% of them that it should be mandatory. Conclusions: The theoretical knowledge of the students surveyed is not very satisfactory. This is a barrier against the strong existing current that training in CPR is necessary to school1 and therefore, teachers should possess relevant training. Not receiving training in basic life support at school or university education is at odds with the beliefs of future teachers, who consider that it is of vital importance throughout the education and training system to acquire it. A percentage of 86% of students surveyed by Kanstad et al.,2 and 40% of the teachers surveyed by Mpotos et al.3 think in the exact same way. References 1. Colquhoun M. Learning CPR at schools – everyone should do it. Resuscitation 2012;83:543–4. 2. Kanstad BK, Nilsen SAA, Frediksen K. CPR knowledge and attitude to performing bystander CPR among secondary school students in Norway. Resuscitation 2011;82:1053–9. 3. Mpotos N, Vekeman E, Monsieurs K, et al. Knowledge and willingness to teach cardiopulmonary resuscitation: a survey amongst 4273 teachers. Resuscitation 2013;84:496–500.
http://dx.doi.org/10.1016/j.resuscitation.2014.03.181 AP133 LISSA a serious game to teach CPR and use of AED Voravika Wattanasoontorn ∗ , Imma Boada, Mateu Sbert, Josep Olivet, Dolors Juvinyà University of Girona, Girona, Spain Purpose of the study: LISSA is a serious game designed to teach and learn CPR and the DEA use. The present study describes the use of LISSA as a complement to CPR training plans. Methods: LISSA exploits video game technology to link in a single framework computer-based case simulations with e-learning functionalities. LISSA actions turn around a CPR scenario that reproduces with 3D realism an emergency situation which requires CPR procedures. Instructors, using a set of pre-defined elements stored in a main database, define the emergency situation. To solve the emergency situation, the learner has to apply CPR procedures in a game mode. LISSA provides on-line feedback to the learner and a final report when time expires or game is over. The instructor can follow-up the learner work and give advice. We tested LISSA in a sample course of 30 students. They were instructed in a 3 h course, with LISSA and also with a Laerdal qcpr manikin. A CPR test was prepared to assess their CPR knowledge after using LISSA and at the end of the session. Students also responded a usability test. Results: From the tests we detected that LISSA is a good complement to learn and refresh CPR and use of DEA. Conclusions: LISSA is a functional and easy of use game that satisfies CPR instructor and learner needs. It is a good complement to manikin-based learning and suitable for refreshing CPR knowledge and use of DEA. http://dx.doi.org/10.1016/j.resuscitation.2014.03.182
Abstracts / Resuscitation 85S (2014) S15–S121
AP131 Advanced medical simulation as a tool to assess the leadership and teamwork in emergencies ˜ Pereira 2 , Antonio Casal Sanchez 1,∗ , Laura Calvino Jose Flores Arias 1 , Luis Sanchez Santos 1 , Antonio Iglesias Vazquez 1 1
Emergencies Medical System, Galicia, Spain Montecelo Hospital, Pontevedra Public Hospital Group, Galicia, Spain 2
Introduction: High fidelity simulation (HFS) is a useful tool to train and strengthen the patient safety in Urgencies and Emergencies. Optimal leadership and teamwork (TW) ensure best practices and patient safety, avoiding adverse events. Our objective was to assess the leadership and TW by means of HFS. Methods: A simulated clinical scenario of a cardiac arrest was designed and developed by 42 emergencies teams in a HFS system. Each scenario was recorded and assessed. The leadership was assessed with the “Behaviors of Team Leader for Effective ACLS” and “leader behavior description questionnaire” – including the assessment of 12 items, scored between 0 (not done), and 2 (done consistently). The TW performance was assessed with the “Mayo high performance teamwork scale”. The score was from 0 (never or rarely) to 2 (consistently). Results: The results scored under one, or the most relevant problems detected are detailed. Leadership: Identifies and respond to errors: (0–2): 0.9. Used closed-loop communication: 29.6%. Motivate: 29%. Effectively summarizes and reevaluate: 26%. TW: Verbalize their activities: 0.8. Team Member (TM) repeats the order: 0.57. TM acknowledges their lack of understanding and look for clarifications: 0.82. TM persists in seeking a response when the order is not clear, or may contain an error: 0.77. Conclusions: We detected weaknesses in the communication, both in leadership and teamwork areas. The leadership was not enough assertive, and showed lacks in motivation the team, as well as in the use of closed-loop communication. TW weaknesses were also focused in the field of communication, including deficiencies to verbalize and secure their activities, and as well as to communicate the misunderstanding of the orders. HFS was useful to detect the improvement areas in this professional population; next training programs must be addressed to strengthen both the abilities of communication of the leader and between TM. http://dx.doi.org/10.1016/j.resuscitation.2014.03.180 AP132 Cardiopulmonary resuscitation knowledge of future teachers: Should be taught basic life support during the educational system? Cristian Abelairas-Gomez Faculty of Education and Sport Sciences, University of Vigo, Pontevedra, Spain Purpose of the study: Analyze the knowledge of cardiopulmonary resuscitation (CPR) of future teachers of pre-school, primary and secondary education, as well as their inclination to acquire their knowledge. Materials and methods: A questionnaire on the CPR was distributed by 5 University faculties of Galicia (Spain). The criterion for inclusion was to study infant, primary or secondary education. The questionnaire was answered by 300 students.
Results: The 50% of the sample consider that their knowledge of CPR is enough, but there are pointed out low rates of correct answers in terms of depth and compression rate (com min−1 ) both in adults and children (adult CPR depth: 10%; adult CPR rate: 18%; children CPR depth: 8%; children CPR rate: 19%). The 69% had been trained in first aid, but of those who were trained, the 75% less than 20 h in their whole lives. The 97% consider that the first aid is very important for their training. The 94% believe that throughout the educational system, there should be a specific subject in first aid and lifesaving, and the 82% of them that it should be mandatory. Conclusions: The theoretical knowledge of the students surveyed is not very satisfactory. This is a barrier against the strong existing current that training in CPR is necessary to school1 and therefore, teachers should possess relevant training. Not receiving training in basic life support at school or university education is at odds with the beliefs of future teachers, who consider that it is of vital importance throughout the education and training system to acquire it. A percentage of 86% of students surveyed by Kanstad et al.,2 and 40% of the teachers surveyed by Mpotos et al.3 think in the exact same way. References 1. Colquhoun M. Learning CPR at schools – everyone should do it. Resuscitation 2012;83:543–4. 2. Kanstad BK, Nilsen SAA, Frediksen K. CPR knowledge and attitude to performing bystander CPR among secondary school students in Norway. Resuscitation 2011;82:1053–9. 3. Mpotos N, Vekeman E, Monsieurs K, et al. Knowledge and willingness to teach cardiopulmonary resuscitation: a survey amongst 4273 teachers. Resuscitation 2013;84:496–500.
http://dx.doi.org/10.1016/j.resuscitation.2014.03.181 AP133 LISSA a serious game to teach CPR and use of AED Voravika Wattanasoontorn ∗ , Imma Boada, Mateu Sbert, Josep Olivet, Dolors Juvinyà University of Girona, Girona, Spain Purpose of the study: LISSA is a serious game designed to teach and learn CPR and the DEA use. The present study describes the use of LISSA as a complement to CPR training plans. Methods: LISSA exploits video game technology to link in a single framework computer-based case simulations with e-learning functionalities. LISSA actions turn around a CPR scenario that reproduces with 3D realism an emergency situation which requires CPR procedures. Instructors, using a set of pre-defined elements stored in a main database, define the emergency situation. To solve the emergency situation, the learner has to apply CPR procedures in a game mode. LISSA provides on-line feedback to the learner and a final report when time expires or game is over. The instructor can follow-up the learner work and give advice. We tested LISSA in a sample course of 30 students. They were instructed in a 3 h course, with LISSA and also with a Laerdal qcpr manikin. A CPR test was prepared to assess their CPR knowledge after using LISSA and at the end of the session. Students also responded a usability test. Results: From the tests we detected that LISSA is a good complement to learn and refresh CPR and use of DEA. Conclusions: LISSA is a functional and easy of use game that satisfies CPR instructor and learner needs. It is a good complement to manikin-based learning and suitable for refreshing CPR knowledge and use of DEA. http://dx.doi.org/10.1016/j.resuscitation.2014.03.182