A Brain-Based Instruction Simulation Approach to Improve Code Team Response in an Internal Medicine Unit
Background and Objectives. The code team course is a 3-hour, interactive course that follows a 4-phase brain-based lesson plan for simulation. Interprofessional teams receive instruction and practice in evidence-based teamwork, communication, and individual skills. Methods. This quantitative researc...
Gespeichert in:
| Veröffentlicht in: | Simulation & gaming 2018-10, Vol.49 (5), p.479-496 |
|---|---|
| Hauptverfasser: | , , , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 496 |
|---|---|
| container_issue | 5 |
| container_start_page | 479 |
| container_title | Simulation & gaming |
| container_volume | 49 |
| creator | Clapper, Timothy C. Rajwani, Kapil Mauer, Elizabeth Gerber, Linda M. Lee, Joanna Ching, Kevin Miller, Stephanie Gudi, Kirana |
| description | Background and Objectives. The code team course is a 3-hour, interactive course that follows a 4-phase brain-based lesson plan for simulation. Interprofessional teams receive instruction and practice in evidence-based teamwork, communication, and individual skills.
Methods. This quantitative research included a pre-test and post-test design in an urban Department of Medicine. Sixteen groups (n=109) participated in the course over a period of eight weeks. Classroom metrics included pre- and post-course High-Quality cardiopulmonary resuscitation (CPR) and code team didactic knowledge assessed by Wilcoxon rank-sum tests. In addition, four in-situ mock code simulations were conducted to provide the researchers with baseline and post-intervention data. Code team performance assessment scores were tallied and compared between baseline and post-intervention by Fisher’s Exact Test.
Results. The classroom metrics produced significant results. High-Quality CPR scores were higher post-training than pre-training (median score 4 vs. 3, respectively; p=0.006). Didactic knowledge test scores were also significantly higher (median score 90 vs. 70, respectively; p |
| doi_str_mv | 10.1177/1046878118794992 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2122198463</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sage_id>10.1177_1046878118794992</sage_id><sourcerecordid>2122198463</sourcerecordid><originalsourceid>FETCH-LOGICAL-c309t-9ca72afdb989b6c01c8e3ced1d4c3c261d66115726a3e6e46d17325a4f954f883</originalsourceid><addsrcrecordid>eNp1UM1LwzAcDaLgnN49BjxX80vTNDluw4_BRNANvJUs-dVlrGltWsH_3s4JguDpPXgfPB4hl8CuAfL8BpiQKlcAKtdCa35ERpBlPFFcvh4PfJCTvX5KzmLcMgZcajEimwmdtsaHZGoiOjoPsWt72_k60Bdf9TvzTSdN09bGbmhX03k18A-ks9ohXaKp6DPGpg4RqQ_UhKGjwzaYHX1E560PSFfBd-fkpDS7iBc_OCaru9vl7CFZPN3PZ5NFYlOmu0Rbk3NTurVWei0tA6swtejACZtaLsFJCZDlXJoUJQrpIE95ZkSpM1EqlY7J1aF3WPneY-yKbd3v58SCA-eglZDp4GIHl23rGFssi6b1lWk_C2DF_s_i759DJDlEonnD39J__V91cXSd</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2122198463</pqid></control><display><type>article</type><title>A Brain-Based Instruction Simulation Approach to Improve Code Team Response in an Internal Medicine Unit</title><source>SAGE Complete A-Z List</source><source>Alma/SFX Local Collection</source><creator>Clapper, Timothy C. ; Rajwani, Kapil ; Mauer, Elizabeth ; Gerber, Linda M. ; Lee, Joanna ; Ching, Kevin ; Miller, Stephanie ; Gudi, Kirana</creator><creatorcontrib>Clapper, Timothy C. ; Rajwani, Kapil ; Mauer, Elizabeth ; Gerber, Linda M. ; Lee, Joanna ; Ching, Kevin ; Miller, Stephanie ; Gudi, Kirana</creatorcontrib><description>Background and Objectives. The code team course is a 3-hour, interactive course that follows a 4-phase brain-based lesson plan for simulation. Interprofessional teams receive instruction and practice in evidence-based teamwork, communication, and individual skills.
Methods. This quantitative research included a pre-test and post-test design in an urban Department of Medicine. Sixteen groups (n=109) participated in the course over a period of eight weeks. Classroom metrics included pre- and post-course High-Quality cardiopulmonary resuscitation (CPR) and code team didactic knowledge assessed by Wilcoxon rank-sum tests. In addition, four in-situ mock code simulations were conducted to provide the researchers with baseline and post-intervention data. Code team performance assessment scores were tallied and compared between baseline and post-intervention by Fisher’s Exact Test.
Results. The classroom metrics produced significant results. High-Quality CPR scores were higher post-training than pre-training (median score 4 vs. 3, respectively; p=0.006). Didactic knowledge test scores were also significantly higher (median score 90 vs. 70, respectively; p <0.001). In-situ team performance improved in several areas. There was a significant improvement in the area of cardiac code management in the day shift group. The percent “done well” improved from 25% (5/20) to 100% (20/20) (p= <0.001).
Conclusion. The results of this pilot study suggest that code team training using the 4-phase BBL plan for simulation is associated with improvements in interprofessional team knowledge and performance during cardiac emergencies. It is equally important that the training is conducted over a short period in order to ensure that all team members are properly prepared.</description><identifier>ISSN: 1046-8781</identifier><identifier>EISSN: 1552-826X</identifier><identifier>DOI: 10.1177/1046878118794992</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Brain ; Cardiopulmonary resuscitation ; Classrooms ; CPR ; Didacticism ; Educational Facilities Improvement ; Evidence based research ; First Aid ; Group performance ; Interdisciplinary aspects ; Internal Medicine ; Intervention ; Lesson Plans ; Medicine ; Performance assessment ; Performance Based Assessment ; Pilot training ; Quantitative analysis ; Resuscitation ; Simulation ; Statistical Analysis ; Teaching methods ; Teamwork ; Test Construction ; Test scores</subject><ispartof>Simulation & gaming, 2018-10, Vol.49 (5), p.479-496</ispartof><rights>The Author(s) 2018</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c309t-9ca72afdb989b6c01c8e3ced1d4c3c261d66115726a3e6e46d17325a4f954f883</citedby><cites>FETCH-LOGICAL-c309t-9ca72afdb989b6c01c8e3ced1d4c3c261d66115726a3e6e46d17325a4f954f883</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/1046878118794992$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/1046878118794992$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21798,27901,27902,43597,43598</link.rule.ids></links><search><creatorcontrib>Clapper, Timothy C.</creatorcontrib><creatorcontrib>Rajwani, Kapil</creatorcontrib><creatorcontrib>Mauer, Elizabeth</creatorcontrib><creatorcontrib>Gerber, Linda M.</creatorcontrib><creatorcontrib>Lee, Joanna</creatorcontrib><creatorcontrib>Ching, Kevin</creatorcontrib><creatorcontrib>Miller, Stephanie</creatorcontrib><creatorcontrib>Gudi, Kirana</creatorcontrib><title>A Brain-Based Instruction Simulation Approach to Improve Code Team Response in an Internal Medicine Unit</title><title>Simulation & gaming</title><description>Background and Objectives. The code team course is a 3-hour, interactive course that follows a 4-phase brain-based lesson plan for simulation. Interprofessional teams receive instruction and practice in evidence-based teamwork, communication, and individual skills.
Methods. This quantitative research included a pre-test and post-test design in an urban Department of Medicine. Sixteen groups (n=109) participated in the course over a period of eight weeks. Classroom metrics included pre- and post-course High-Quality cardiopulmonary resuscitation (CPR) and code team didactic knowledge assessed by Wilcoxon rank-sum tests. In addition, four in-situ mock code simulations were conducted to provide the researchers with baseline and post-intervention data. Code team performance assessment scores were tallied and compared between baseline and post-intervention by Fisher’s Exact Test.
Results. The classroom metrics produced significant results. High-Quality CPR scores were higher post-training than pre-training (median score 4 vs. 3, respectively; p=0.006). Didactic knowledge test scores were also significantly higher (median score 90 vs. 70, respectively; p <0.001). In-situ team performance improved in several areas. There was a significant improvement in the area of cardiac code management in the day shift group. The percent “done well” improved from 25% (5/20) to 100% (20/20) (p= <0.001).
Conclusion. The results of this pilot study suggest that code team training using the 4-phase BBL plan for simulation is associated with improvements in interprofessional team knowledge and performance during cardiac emergencies. It is equally important that the training is conducted over a short period in order to ensure that all team members are properly prepared.</description><subject>Brain</subject><subject>Cardiopulmonary resuscitation</subject><subject>Classrooms</subject><subject>CPR</subject><subject>Didacticism</subject><subject>Educational Facilities Improvement</subject><subject>Evidence based research</subject><subject>First Aid</subject><subject>Group performance</subject><subject>Interdisciplinary aspects</subject><subject>Internal Medicine</subject><subject>Intervention</subject><subject>Lesson Plans</subject><subject>Medicine</subject><subject>Performance assessment</subject><subject>Performance Based Assessment</subject><subject>Pilot training</subject><subject>Quantitative analysis</subject><subject>Resuscitation</subject><subject>Simulation</subject><subject>Statistical Analysis</subject><subject>Teaching methods</subject><subject>Teamwork</subject><subject>Test Construction</subject><subject>Test scores</subject><issn>1046-8781</issn><issn>1552-826X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNp1UM1LwzAcDaLgnN49BjxX80vTNDluw4_BRNANvJUs-dVlrGltWsH_3s4JguDpPXgfPB4hl8CuAfL8BpiQKlcAKtdCa35ERpBlPFFcvh4PfJCTvX5KzmLcMgZcajEimwmdtsaHZGoiOjoPsWt72_k60Bdf9TvzTSdN09bGbmhX03k18A-ks9ohXaKp6DPGpg4RqQ_UhKGjwzaYHX1E560PSFfBd-fkpDS7iBc_OCaru9vl7CFZPN3PZ5NFYlOmu0Rbk3NTurVWei0tA6swtejACZtaLsFJCZDlXJoUJQrpIE95ZkSpM1EqlY7J1aF3WPneY-yKbd3v58SCA-eglZDp4GIHl23rGFssi6b1lWk_C2DF_s_i759DJDlEonnD39J__V91cXSd</recordid><startdate>201810</startdate><enddate>201810</enddate><creator>Clapper, Timothy C.</creator><creator>Rajwani, Kapil</creator><creator>Mauer, Elizabeth</creator><creator>Gerber, Linda M.</creator><creator>Lee, Joanna</creator><creator>Ching, Kevin</creator><creator>Miller, Stephanie</creator><creator>Gudi, Kirana</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7SC</scope><scope>7TA</scope><scope>8BJ</scope><scope>8FD</scope><scope>FQK</scope><scope>JBE</scope><scope>JG9</scope><scope>JQ2</scope><scope>L7M</scope><scope>L~C</scope><scope>L~D</scope></search><sort><creationdate>201810</creationdate><title>A Brain-Based Instruction Simulation Approach to Improve Code Team Response in an Internal Medicine Unit</title><author>Clapper, Timothy C. ; Rajwani, Kapil ; Mauer, Elizabeth ; Gerber, Linda M. ; Lee, Joanna ; Ching, Kevin ; Miller, Stephanie ; Gudi, Kirana</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c309t-9ca72afdb989b6c01c8e3ced1d4c3c261d66115726a3e6e46d17325a4f954f883</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Brain</topic><topic>Cardiopulmonary resuscitation</topic><topic>Classrooms</topic><topic>CPR</topic><topic>Didacticism</topic><topic>Educational Facilities Improvement</topic><topic>Evidence based research</topic><topic>First Aid</topic><topic>Group performance</topic><topic>Interdisciplinary aspects</topic><topic>Internal Medicine</topic><topic>Intervention</topic><topic>Lesson Plans</topic><topic>Medicine</topic><topic>Performance assessment</topic><topic>Performance Based Assessment</topic><topic>Pilot training</topic><topic>Quantitative analysis</topic><topic>Resuscitation</topic><topic>Simulation</topic><topic>Statistical Analysis</topic><topic>Teaching methods</topic><topic>Teamwork</topic><topic>Test Construction</topic><topic>Test scores</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Clapper, Timothy C.</creatorcontrib><creatorcontrib>Rajwani, Kapil</creatorcontrib><creatorcontrib>Mauer, Elizabeth</creatorcontrib><creatorcontrib>Gerber, Linda M.</creatorcontrib><creatorcontrib>Lee, Joanna</creatorcontrib><creatorcontrib>Ching, Kevin</creatorcontrib><creatorcontrib>Miller, Stephanie</creatorcontrib><creatorcontrib>Gudi, Kirana</creatorcontrib><collection>CrossRef</collection><collection>Computer and Information Systems Abstracts</collection><collection>Materials Business File</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>Technology Research Database</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>Materials Research Database</collection><collection>ProQuest Computer Science Collection</collection><collection>Advanced Technologies Database with Aerospace</collection><collection>Computer and Information Systems Abstracts Academic</collection><collection>Computer and Information Systems Abstracts Professional</collection><jtitle>Simulation & gaming</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Clapper, Timothy C.</au><au>Rajwani, Kapil</au><au>Mauer, Elizabeth</au><au>Gerber, Linda M.</au><au>Lee, Joanna</au><au>Ching, Kevin</au><au>Miller, Stephanie</au><au>Gudi, Kirana</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A Brain-Based Instruction Simulation Approach to Improve Code Team Response in an Internal Medicine Unit</atitle><jtitle>Simulation & gaming</jtitle><date>2018-10</date><risdate>2018</risdate><volume>49</volume><issue>5</issue><spage>479</spage><epage>496</epage><pages>479-496</pages><issn>1046-8781</issn><eissn>1552-826X</eissn><abstract>Background and Objectives. The code team course is a 3-hour, interactive course that follows a 4-phase brain-based lesson plan for simulation. Interprofessional teams receive instruction and practice in evidence-based teamwork, communication, and individual skills.
Methods. This quantitative research included a pre-test and post-test design in an urban Department of Medicine. Sixteen groups (n=109) participated in the course over a period of eight weeks. Classroom metrics included pre- and post-course High-Quality cardiopulmonary resuscitation (CPR) and code team didactic knowledge assessed by Wilcoxon rank-sum tests. In addition, four in-situ mock code simulations were conducted to provide the researchers with baseline and post-intervention data. Code team performance assessment scores were tallied and compared between baseline and post-intervention by Fisher’s Exact Test.
Results. The classroom metrics produced significant results. High-Quality CPR scores were higher post-training than pre-training (median score 4 vs. 3, respectively; p=0.006). Didactic knowledge test scores were also significantly higher (median score 90 vs. 70, respectively; p <0.001). In-situ team performance improved in several areas. There was a significant improvement in the area of cardiac code management in the day shift group. The percent “done well” improved from 25% (5/20) to 100% (20/20) (p= <0.001).
Conclusion. The results of this pilot study suggest that code team training using the 4-phase BBL plan for simulation is associated with improvements in interprofessional team knowledge and performance during cardiac emergencies. It is equally important that the training is conducted over a short period in order to ensure that all team members are properly prepared.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/1046878118794992</doi><tpages>18</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1046-8781 |
| ispartof | Simulation & gaming, 2018-10, Vol.49 (5), p.479-496 |
| issn | 1046-8781 1552-826X |
| language | eng |
| recordid | cdi_proquest_journals_2122198463 |
| source | SAGE Complete A-Z List; Alma/SFX Local Collection |
| subjects | Brain Cardiopulmonary resuscitation Classrooms CPR Didacticism Educational Facilities Improvement Evidence based research First Aid Group performance Interdisciplinary aspects Internal Medicine Intervention Lesson Plans Medicine Performance assessment Performance Based Assessment Pilot training Quantitative analysis Resuscitation Simulation Statistical Analysis Teaching methods Teamwork Test Construction Test scores |
| title | A Brain-Based Instruction Simulation Approach to Improve Code Team Response in an Internal Medicine Unit |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-08T23%3A10%3A08IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=A%20Brain-Based%20Instruction%20Simulation%20Approach%20to%20Improve%20Code%20Team%20Response%20in%20an%20Internal%20Medicine%20Unit&rft.jtitle=Simulation%20&%20gaming&rft.au=Clapper,%20Timothy%20C.&rft.date=2018-10&rft.volume=49&rft.issue=5&rft.spage=479&rft.epage=496&rft.pages=479-496&rft.issn=1046-8781&rft.eissn=1552-826X&rft_id=info:doi/10.1177/1046878118794992&rft_dat=%3Cproquest_cross%3E2122198463%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2122198463&rft_id=info:pmid/&rft_sage_id=10.1177_1046878118794992&rfr_iscdi=true |