Exploring the feasibility and acceptability of using tactical decision games to develop final year medical students' non-technical skills
Introduction: Clinical decision-making, situation awareness, task management, and teamwork are key non-technical skills (NTS) required by junior doctors. Tactical decision games (TDGs) are low-fidelity classroom-based activities designed to develop proficiency in NTS. This study aimed to explore the...
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| Veröffentlicht in: | Medical teacher 2016-05, Vol.38 (5), p.510-514 |
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| creator | Drummond, Iain Sheikh, Gauhar Skinner, Janet Wood, Morwenna |
| description | Introduction: Clinical decision-making, situation awareness, task management, and teamwork are key non-technical skills (NTS) required by junior doctors. Tactical decision games (TDGs) are low-fidelity classroom-based activities designed to develop proficiency in NTS. This study aimed to explore the feasibility and acceptability of using TDGs as a novel teaching method for final year medical students.
Methods: Final year medical students at the University of Edinburgh participated in a single TDG session. Focus groups were then used to explore students' perceptions of participating in the TDG session and transcribed data from the focus groups was thematically analyzed.
Results: Six key themes emerged from the data: "the value of non-medical games"; "giving and receiving feedback"; "observing and reflecting"; "recognizing and understanding NTS"; "dealing with uncertainty and ambiguity", and "introducing TDGs into the curriculum".
Conclusions: TDGs are an easy-to-use, low-fidelity method of teaching medical students about the importance of NTS. Medical students view TDGs as a valuable learning activity that appears to increase awareness and understanding of the importance of NTS. |
| doi_str_mv | 10.3109/0142159X.2016.1150979 |
| format | Article |
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Methods: Final year medical students at the University of Edinburgh participated in a single TDG session. Focus groups were then used to explore students' perceptions of participating in the TDG session and transcribed data from the focus groups was thematically analyzed.
Results: Six key themes emerged from the data: "the value of non-medical games"; "giving and receiving feedback"; "observing and reflecting"; "recognizing and understanding NTS"; "dealing with uncertainty and ambiguity", and "introducing TDGs into the curriculum".
Conclusions: TDGs are an easy-to-use, low-fidelity method of teaching medical students about the importance of NTS. Medical students view TDGs as a valuable learning activity that appears to increase awareness and understanding of the importance of NTS.</description><identifier>ISSN: 0142-159X</identifier><identifier>EISSN: 1466-187X</identifier><identifier>DOI: 10.3109/0142159X.2016.1150979</identifier><identifier>PMID: 27008190</identifier><language>eng</language><publisher>England: Taylor & Francis</publisher><subject>Ambiguity ; Classrooms ; Clinical decision making ; Clinical skills ; College students ; Competence ; Curricula ; Decision Making ; Feasibility ; Feasibility Studies ; Feedback ; Fidelity ; Focus Groups ; Games ; Health education ; Humans ; Learning ; Learning Activities ; Medical students ; Medicine ; Physicians ; Professional Competence ; Resident physicians ; Student Attitudes ; Students, Medical - psychology ; Teaching ; Teaching methods ; Teamwork ; Technical skills ; Uncertainty ; Undergraduate students</subject><ispartof>Medical teacher, 2016-05, Vol.38 (5), p.510-514</ispartof><rights>2016 Informa UK Limited, trading as Taylor & Francis Group 2016</rights><rights>Copyright Taylor & Francis Ltd. 2016</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c394t-457232c119582d429acde104bdec23c66b44cbff69b92be4553184adbb4425353</citedby><cites>FETCH-LOGICAL-c394t-457232c119582d429acde104bdec23c66b44cbff69b92be4553184adbb4425353</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902,30976</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27008190$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Drummond, Iain</creatorcontrib><creatorcontrib>Sheikh, Gauhar</creatorcontrib><creatorcontrib>Skinner, Janet</creatorcontrib><creatorcontrib>Wood, Morwenna</creatorcontrib><title>Exploring the feasibility and acceptability of using tactical decision games to develop final year medical students' non-technical skills</title><title>Medical teacher</title><addtitle>Med Teach</addtitle><description>Introduction: Clinical decision-making, situation awareness, task management, and teamwork are key non-technical skills (NTS) required by junior doctors. Tactical decision games (TDGs) are low-fidelity classroom-based activities designed to develop proficiency in NTS. This study aimed to explore the feasibility and acceptability of using TDGs as a novel teaching method for final year medical students.
Methods: Final year medical students at the University of Edinburgh participated in a single TDG session. Focus groups were then used to explore students' perceptions of participating in the TDG session and transcribed data from the focus groups was thematically analyzed.
Results: Six key themes emerged from the data: "the value of non-medical games"; "giving and receiving feedback"; "observing and reflecting"; "recognizing and understanding NTS"; "dealing with uncertainty and ambiguity", and "introducing TDGs into the curriculum".
Conclusions: TDGs are an easy-to-use, low-fidelity method of teaching medical students about the importance of NTS. Medical students view TDGs as a valuable learning activity that appears to increase awareness and understanding of the importance of NTS.</description><subject>Ambiguity</subject><subject>Classrooms</subject><subject>Clinical decision making</subject><subject>Clinical skills</subject><subject>College students</subject><subject>Competence</subject><subject>Curricula</subject><subject>Decision Making</subject><subject>Feasibility</subject><subject>Feasibility Studies</subject><subject>Feedback</subject><subject>Fidelity</subject><subject>Focus Groups</subject><subject>Games</subject><subject>Health education</subject><subject>Humans</subject><subject>Learning</subject><subject>Learning Activities</subject><subject>Medical students</subject><subject>Medicine</subject><subject>Physicians</subject><subject>Professional Competence</subject><subject>Resident physicians</subject><subject>Student Attitudes</subject><subject>Students, Medical - psychology</subject><subject>Teaching</subject><subject>Teaching methods</subject><subject>Teamwork</subject><subject>Technical skills</subject><subject>Uncertainty</subject><subject>Undergraduate students</subject><issn>0142-159X</issn><issn>1466-187X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kc9OHSEUh0nTpl5tH8GGxIVu5hYYmBl2NsY_TUzc2MQdYRhQlIEpMNX7CH3rMt5rF110RfLjO4fD-QA4xGhdY8S_IkwJZvxuTRBu1hgzxFv-DqwwbZoKd-3de7BamGqB9sB-So8IIcY5-wj2SItQhzlagd_nL5ML0fp7mB80NFom21tn8wZKP0CplJ6y3CXBwDm9olJlq6SDg1Y22eDhvRx1gjmU5Jd2YYLG-nK_0TLCUQ-vcMrzoH1Ox9AHX2WtHvw2f7LOpU_gg5Eu6c-78wD8uDi_Pbuqrm8uv599u65UzWmuKGtJTRTGnHVkoIRLNWiMaF9GIbVqmp5S1RvT8J6TXlPGatxROfQlJ6xm9QE42fadYvg565TFaJPSzkmvw5wEbruWtpx0C3r0D_oY5lj-tVActZQRjgrFtpSKIaWojZiiHWXcCIzE4kq8uRKLK7FzVeq-7LrPfVnR36o3OQU43QLWmxBH-RyiG0SWmyLMROnL6pf-_3vjD9BVpV0</recordid><startdate>20160501</startdate><enddate>20160501</enddate><creator>Drummond, Iain</creator><creator>Sheikh, Gauhar</creator><creator>Skinner, Janet</creator><creator>Wood, Morwenna</creator><general>Taylor & Francis</general><general>Taylor & Francis Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K9.</scope><scope>7X8</scope></search><sort><creationdate>20160501</creationdate><title>Exploring the feasibility and acceptability of using tactical decision games to develop final year medical students' non-technical skills</title><author>Drummond, Iain ; Sheikh, Gauhar ; Skinner, Janet ; Wood, Morwenna</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c394t-457232c119582d429acde104bdec23c66b44cbff69b92be4553184adbb4425353</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Ambiguity</topic><topic>Classrooms</topic><topic>Clinical decision making</topic><topic>Clinical skills</topic><topic>College students</topic><topic>Competence</topic><topic>Curricula</topic><topic>Decision Making</topic><topic>Feasibility</topic><topic>Feasibility Studies</topic><topic>Feedback</topic><topic>Fidelity</topic><topic>Focus Groups</topic><topic>Games</topic><topic>Health education</topic><topic>Humans</topic><topic>Learning</topic><topic>Learning Activities</topic><topic>Medical students</topic><topic>Medicine</topic><topic>Physicians</topic><topic>Professional Competence</topic><topic>Resident physicians</topic><topic>Student Attitudes</topic><topic>Students, Medical - psychology</topic><topic>Teaching</topic><topic>Teaching methods</topic><topic>Teamwork</topic><topic>Technical skills</topic><topic>Uncertainty</topic><topic>Undergraduate students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Drummond, Iain</creatorcontrib><creatorcontrib>Sheikh, Gauhar</creatorcontrib><creatorcontrib>Skinner, Janet</creatorcontrib><creatorcontrib>Wood, Morwenna</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>Medical teacher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Drummond, Iain</au><au>Sheikh, Gauhar</au><au>Skinner, Janet</au><au>Wood, Morwenna</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Exploring the feasibility and acceptability of using tactical decision games to develop final year medical students' non-technical skills</atitle><jtitle>Medical teacher</jtitle><addtitle>Med Teach</addtitle><date>2016-05-01</date><risdate>2016</risdate><volume>38</volume><issue>5</issue><spage>510</spage><epage>514</epage><pages>510-514</pages><issn>0142-159X</issn><eissn>1466-187X</eissn><abstract>Introduction: Clinical decision-making, situation awareness, task management, and teamwork are key non-technical skills (NTS) required by junior doctors. Tactical decision games (TDGs) are low-fidelity classroom-based activities designed to develop proficiency in NTS. This study aimed to explore the feasibility and acceptability of using TDGs as a novel teaching method for final year medical students.
Methods: Final year medical students at the University of Edinburgh participated in a single TDG session. Focus groups were then used to explore students' perceptions of participating in the TDG session and transcribed data from the focus groups was thematically analyzed.
Results: Six key themes emerged from the data: "the value of non-medical games"; "giving and receiving feedback"; "observing and reflecting"; "recognizing and understanding NTS"; "dealing with uncertainty and ambiguity", and "introducing TDGs into the curriculum".
Conclusions: TDGs are an easy-to-use, low-fidelity method of teaching medical students about the importance of NTS. Medical students view TDGs as a valuable learning activity that appears to increase awareness and understanding of the importance of NTS.</abstract><cop>England</cop><pub>Taylor & Francis</pub><pmid>27008190</pmid><doi>10.3109/0142159X.2016.1150979</doi><tpages>5</tpages></addata></record> |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; Education Source |
| subjects | Ambiguity Classrooms Clinical decision making Clinical skills College students Competence Curricula Decision Making Feasibility Feasibility Studies Feedback Fidelity Focus Groups Games Health education Humans Learning Learning Activities Medical students Medicine Physicians Professional Competence Resident physicians Student Attitudes Students, Medical - psychology Teaching Teaching methods Teamwork Technical skills Uncertainty Undergraduate students |
| title | Exploring the feasibility and acceptability of using tactical decision games to develop final year medical students' non-technical skills |
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