An Event-Based Approach to Design a Teamwork Training Scenario and Assessment Tool in Surgery

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• 作者：Ngan Nguyen ; PhD^⁎ ; William D. Watson ; MD ; FACS^⁎ ; Edward Dominguez ; MD ; FACS^&dagger ; ; ^{e34dominguez@yahoo.com" class="auth_mail" title="E-mail the corresponding author}
• 关键词：simulation ; event based ; surgery ; residency training ; teamwork ; communication ; assessment
• 刊名：Journal of Surgical Education
• 出版年：2016
• 出版时间：March-April 2016
• 年：2016
• 卷：73
• 期：2
• 页码：197-207
• 全文大小：179 K

文摘

Simulation is a technique recommended for teaching and measuring teamwork, but few published methodologies are available on how best to design simulation for teamwork training in surgery and health care in general. The purpose of this article is to describe a general methodology, called event-based approach to training (EBAT), to guide the design of simulation for teamwork training and discuss its application to surgery.

Design

The EBAT methodology draws on the science of training by systematically introducing training exercise events that are linked to training requirements (i.e., competencies being trained and learning objectives) and performance assessment. The EBAT process involves:

1.

selecting a teamwork competency for training and assessment;

2.

defining a list of measureable learning objectives that are rooted in the teamwork competency;

3.

selecting a clinical context to frame the scenario development;

4.

defining a set of targeted knowledge, skills, and attitudes (KSAs) or behaviors that capture the predefined learning objectives;

5.

choosing clinical events to allow learners the opportunity to demonstrate the targeted KSAs or behaviors;

6.

identifying targeted responses to the events; and

7.

developing an evaluation tool to assess learners’ performance.

Results

Of the 4 teamwork competencies endorsed by the Agency for Healthcare Research Quality and Department of Defense, “communication” was chosen to be the focus of our training efforts. A total of 5 learning objectives were defined based on 5 validated teamwork and communication techniques. Diagnostic laparoscopy was chosen as the clinical context to frame the training scenario, and 29 KSAs were defined based on review of published literature on patient safety and input from subject matter experts. Critical events included those that correspond to a specific phase in the normal flow of a surgical procedure as well as clinical events that may occur when performing the operation. Similar to the targeted KSAs, targeted responses to the critical events were developed based on existing literature and gathering input from content experts. Finally, a 29-item EBAT-derived checklist was created to assess communication performance.

Conclusion

Like any instructional tool, simulation is only effective if it is designed and implemented appropriately. It is recognized that the effectiveness of simulation depends on whether (1) it is built upon a theoretical framework, (2) it uses preplanned structured exercises or events to allow learners the opportunity to exhibit the targeted KSAs, (3) it assesses performance, and (4) it provides formative and constructive feedback to bridge the gap between the learners’ KSAs and the targeted KSAs. The EBAT methodology guides the design of simulation that incorporates these 4 features and, thus, enhances training effectiveness with simulation.