TY - JOUR
T1 - The Mystery Dinner RCA
T2 - Using Gamification and Simulation to Teach Root Cause Analysis
AU - Smeraglio, Andrea
AU - DiVeronica, Matthew
AU - Terndrup, Christopher
AU - Luty, Jacob
AU - Waagmeester, Garrett
AU - Hunsaker, Shona
N1 - Publisher Copyright:
© 2021 Smeraglio et al.
PY - 2021/6/21
Y1 - 2021/6/21
N2 - Introduction: Root cause analysis (RCA) is a widely utilized tool for investigating systems issues that lead to patient safety events and near misses, yet only 38% of learners participate in an interdisciplinary patient safety investigation during training. Common barriers to RCA education and participation include faculty time and materials, trainee time constraints, and learner engagement. Methods: We developed a simulated RCA workshop to be taught to a mix of medical and surgical specialties from over 11 GME programs and to third-year medical students. The workshop was a single 90-minute session formatted as a gamified mystery dinner including characters and sequentially revealed clues to promote engagement. Participant satisfaction and subjective knowledge, skills, and attitudes were assessed with a pre/post survey. Results: The workshop was completed by 134 learners between October 2018 and October 2019. The short workshop duration and premade simulation allowed a small number of faculty to train a wide variety of learners in various educational settings. Participants' presurvey (124 out of 134, 92%) versus postsurvey (113 out of 134, 84%) responses showed that attitudes about RCA were statistically improved across all domains queried, with an average effect size of 0.6 (moderate effect); 91% of participants would recommend this course to a colleague. Discussion: A 90-minute, gamified, simulated RCA workshop was taught to medical students and multiple GME specialties with subjective improvements in patient safety attitudes and knowledge while alleviating faculty time constraints in case development.
AB - Introduction: Root cause analysis (RCA) is a widely utilized tool for investigating systems issues that lead to patient safety events and near misses, yet only 38% of learners participate in an interdisciplinary patient safety investigation during training. Common barriers to RCA education and participation include faculty time and materials, trainee time constraints, and learner engagement. Methods: We developed a simulated RCA workshop to be taught to a mix of medical and surgical specialties from over 11 GME programs and to third-year medical students. The workshop was a single 90-minute session formatted as a gamified mystery dinner including characters and sequentially revealed clues to promote engagement. Participant satisfaction and subjective knowledge, skills, and attitudes were assessed with a pre/post survey. Results: The workshop was completed by 134 learners between October 2018 and October 2019. The short workshop duration and premade simulation allowed a small number of faculty to train a wide variety of learners in various educational settings. Participants' presurvey (124 out of 134, 92%) versus postsurvey (113 out of 134, 84%) responses showed that attitudes about RCA were statistically improved across all domains queried, with an average effect size of 0.6 (moderate effect); 91% of participants would recommend this course to a colleague. Discussion: A 90-minute, gamified, simulated RCA workshop was taught to medical students and multiple GME specialties with subjective improvements in patient safety attitudes and knowledge while alleviating faculty time constraints in case development.
KW - Games
KW - Gamification
KW - Health Systems
KW - Interdisciplinary Medicine
KW - Interprofessional Education
KW - Quality Improvement/Patient Safety
KW - Root Cause Analysis
KW - Simulation
UR - http://www.scopus.com/inward/record.url?scp=85110874129&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85110874129&partnerID=8YFLogxK
U2 - 10.15766/mep_2374-8265.11165
DO - 10.15766/mep_2374-8265.11165
M3 - Article
C2 - 34222649
AN - SCOPUS:85110874129
SN - 2374-8265
VL - 17
SP - 11165
JO - MedEdPORTAL : the journal of teaching and learning resources
JF - MedEdPORTAL : the journal of teaching and learning resources
ER -