Video review using a reliable evaluation metric improves team function in high-fidelity simulated trauma resuscitation

Nicholas Hamilton, Alicia N. Kieninger, Julie Woodhouse, Bradley D. Freeman, David Murray, Mary E. Klingensmith

Research output: Contribution to journalArticle

34 Citations (Scopus)

Abstract

Objective: To demonstrate that instruction of proper team function can occur using high-fidelity simulated trauma resuscitation with video-assisted debriefing and that this process can be integrated rapidly into a standard general surgery curriculum. Design: The rater reliability of our team metric was assessed by having physicians and nonphysicians rate the same video-recorded trauma simulations at intervals in time. To assess the effectiveness of video debriefing, subjects participated in a 3-week trauma team training course that consisted of 2 video-recorded simulation sessions, each approximately 2 hours in length separated by a 90-minute debriefing session. To assess the impact of the debriefing session, video recordings of participants performing resuscitations before and after the debriefing were reviewed by a panel of blinded traumatologists and graded using our team evaluation instrument. Setting: The study took place at the high-fidelity simulation center at a large, urban academic training hospital. Participants: All 11 PGY-2 general surgery and combined general surgery and plastic surgery residents at our institution. Results: Our instrument was found to have high interrater correlation (interclass correlation coefficient [ICC], 0.926; 95% confidence interval, 0.8930.953). Initially, residents were either unsure as to their competency to serve as team leader (70%) or felt they were not competent to serve as team leader (30%). Ninety percent of residents found the video debriefing very to extremely helpful in improving team function and clinical competency. All participants felt more competent as both team leaders and team members because of the video debriefing. The mean team function score improved significantly after video debriefing (4.39 [±0.3] vs 5.45 [±0.4] prevideo vs postvideo review, p <0.05). Conclusions: Video review with debriefing is an effective means of teaching team competencies and improving team function in simulated trauma resuscitation. This strategy can be integrated readily into the surgical curriculum analogous to other applications of simulation technology.

Original languageEnglish (US)
Pages (from-to)428-431
Number of pages4
JournalJournal of Surgical Education
Volume69
Issue number3
DOIs
StatePublished - May 2012
Externally publishedYes

Fingerprint

Resuscitation
trauma
video
Wounds and Injuries
evaluation
Curriculum
Teaching
surgery
Video Recording
Clinical Competence
Plastic Surgery
simulation
leader
resident
Confidence Intervals
Technology
Physicians
team teaching
curriculum
video recording

Keywords

  • educational assessment
  • evaluation
  • patient care team
  • training

ASJC Scopus subject areas

  • Surgery
  • Education

Cite this

Video review using a reliable evaluation metric improves team function in high-fidelity simulated trauma resuscitation. / Hamilton, Nicholas; Kieninger, Alicia N.; Woodhouse, Julie; Freeman, Bradley D.; Murray, David; Klingensmith, Mary E.

In: Journal of Surgical Education, Vol. 69, No. 3, 05.2012, p. 428-431.

Research output: Contribution to journalArticle

Hamilton, Nicholas ; Kieninger, Alicia N. ; Woodhouse, Julie ; Freeman, Bradley D. ; Murray, David ; Klingensmith, Mary E. / Video review using a reliable evaluation metric improves team function in high-fidelity simulated trauma resuscitation. In: Journal of Surgical Education. 2012 ; Vol. 69, No. 3. pp. 428-431.
@article{c67baf0c848a40c08067870843cbc18c,
title = "Video review using a reliable evaluation metric improves team function in high-fidelity simulated trauma resuscitation",
abstract = "Objective: To demonstrate that instruction of proper team function can occur using high-fidelity simulated trauma resuscitation with video-assisted debriefing and that this process can be integrated rapidly into a standard general surgery curriculum. Design: The rater reliability of our team metric was assessed by having physicians and nonphysicians rate the same video-recorded trauma simulations at intervals in time. To assess the effectiveness of video debriefing, subjects participated in a 3-week trauma team training course that consisted of 2 video-recorded simulation sessions, each approximately 2 hours in length separated by a 90-minute debriefing session. To assess the impact of the debriefing session, video recordings of participants performing resuscitations before and after the debriefing were reviewed by a panel of blinded traumatologists and graded using our team evaluation instrument. Setting: The study took place at the high-fidelity simulation center at a large, urban academic training hospital. Participants: All 11 PGY-2 general surgery and combined general surgery and plastic surgery residents at our institution. Results: Our instrument was found to have high interrater correlation (interclass correlation coefficient [ICC], 0.926; 95{\%} confidence interval, 0.8930.953). Initially, residents were either unsure as to their competency to serve as team leader (70{\%}) or felt they were not competent to serve as team leader (30{\%}). Ninety percent of residents found the video debriefing very to extremely helpful in improving team function and clinical competency. All participants felt more competent as both team leaders and team members because of the video debriefing. The mean team function score improved significantly after video debriefing (4.39 [±0.3] vs 5.45 [±0.4] prevideo vs postvideo review, p <0.05). Conclusions: Video review with debriefing is an effective means of teaching team competencies and improving team function in simulated trauma resuscitation. This strategy can be integrated readily into the surgical curriculum analogous to other applications of simulation technology.",
keywords = "educational assessment, evaluation, patient care team, training",
author = "Nicholas Hamilton and Kieninger, {Alicia N.} and Julie Woodhouse and Freeman, {Bradley D.} and David Murray and Klingensmith, {Mary E.}",
year = "2012",
month = "5",
doi = "10.1016/j.jsurg.2011.09.009",
language = "English (US)",
volume = "69",
pages = "428--431",
journal = "Journal of Surgical Education",
issn = "1931-7204",
publisher = "Elsevier Inc.",
number = "3",

}

TY - JOUR

T1 - Video review using a reliable evaluation metric improves team function in high-fidelity simulated trauma resuscitation

AU - Hamilton, Nicholas

AU - Kieninger, Alicia N.

AU - Woodhouse, Julie

AU - Freeman, Bradley D.

AU - Murray, David

AU - Klingensmith, Mary E.

PY - 2012/5

Y1 - 2012/5

N2 - Objective: To demonstrate that instruction of proper team function can occur using high-fidelity simulated trauma resuscitation with video-assisted debriefing and that this process can be integrated rapidly into a standard general surgery curriculum. Design: The rater reliability of our team metric was assessed by having physicians and nonphysicians rate the same video-recorded trauma simulations at intervals in time. To assess the effectiveness of video debriefing, subjects participated in a 3-week trauma team training course that consisted of 2 video-recorded simulation sessions, each approximately 2 hours in length separated by a 90-minute debriefing session. To assess the impact of the debriefing session, video recordings of participants performing resuscitations before and after the debriefing were reviewed by a panel of blinded traumatologists and graded using our team evaluation instrument. Setting: The study took place at the high-fidelity simulation center at a large, urban academic training hospital. Participants: All 11 PGY-2 general surgery and combined general surgery and plastic surgery residents at our institution. Results: Our instrument was found to have high interrater correlation (interclass correlation coefficient [ICC], 0.926; 95% confidence interval, 0.8930.953). Initially, residents were either unsure as to their competency to serve as team leader (70%) or felt they were not competent to serve as team leader (30%). Ninety percent of residents found the video debriefing very to extremely helpful in improving team function and clinical competency. All participants felt more competent as both team leaders and team members because of the video debriefing. The mean team function score improved significantly after video debriefing (4.39 [±0.3] vs 5.45 [±0.4] prevideo vs postvideo review, p <0.05). Conclusions: Video review with debriefing is an effective means of teaching team competencies and improving team function in simulated trauma resuscitation. This strategy can be integrated readily into the surgical curriculum analogous to other applications of simulation technology.

AB - Objective: To demonstrate that instruction of proper team function can occur using high-fidelity simulated trauma resuscitation with video-assisted debriefing and that this process can be integrated rapidly into a standard general surgery curriculum. Design: The rater reliability of our team metric was assessed by having physicians and nonphysicians rate the same video-recorded trauma simulations at intervals in time. To assess the effectiveness of video debriefing, subjects participated in a 3-week trauma team training course that consisted of 2 video-recorded simulation sessions, each approximately 2 hours in length separated by a 90-minute debriefing session. To assess the impact of the debriefing session, video recordings of participants performing resuscitations before and after the debriefing were reviewed by a panel of blinded traumatologists and graded using our team evaluation instrument. Setting: The study took place at the high-fidelity simulation center at a large, urban academic training hospital. Participants: All 11 PGY-2 general surgery and combined general surgery and plastic surgery residents at our institution. Results: Our instrument was found to have high interrater correlation (interclass correlation coefficient [ICC], 0.926; 95% confidence interval, 0.8930.953). Initially, residents were either unsure as to their competency to serve as team leader (70%) or felt they were not competent to serve as team leader (30%). Ninety percent of residents found the video debriefing very to extremely helpful in improving team function and clinical competency. All participants felt more competent as both team leaders and team members because of the video debriefing. The mean team function score improved significantly after video debriefing (4.39 [±0.3] vs 5.45 [±0.4] prevideo vs postvideo review, p <0.05). Conclusions: Video review with debriefing is an effective means of teaching team competencies and improving team function in simulated trauma resuscitation. This strategy can be integrated readily into the surgical curriculum analogous to other applications of simulation technology.

KW - educational assessment

KW - evaluation

KW - patient care team

KW - training

UR - http://www.scopus.com/inward/record.url?scp=84859338519&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84859338519&partnerID=8YFLogxK

U2 - 10.1016/j.jsurg.2011.09.009

DO - 10.1016/j.jsurg.2011.09.009

M3 - Article

C2 - 22483149

AN - SCOPUS:84859338519

VL - 69

SP - 428

EP - 431

JO - Journal of Surgical Education

JF - Journal of Surgical Education

SN - 1931-7204

IS - 3

ER -