ArticleThe western journal of emergency medicine2018
Interprofessional Emergency Training Leads to Changes in the Workplace.
Article in The western journal of emergency medicine, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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Who cites it
14 citing papers in PubMed.
- Implementation of a PEWS-integrated electronic SBAR handover model for pediatric inpatients: A nonconcurrent controlled study.Medicine · 2026Article
- Teaching/learning formats and cross-cutting issues for the design of interprofessional education for healthcare professions - literature review and analysis of training and examination regulations.GMS journal for medical education · 2025Review
- A novel blended and interprofessional approach to pediatric emergency training: self-assessment, perception, and perceived long-term effects.BMC medical education · 2024Article
- "Let's Chat!" Improving Emergency Department Staff Satisfaction with the Medication Reconciliation Process.The western journal of emergency medicine · 2024Article
- How do former medical and nursing undergraduates describe their learning on an interprofessional training Ward 12-18 months later? - A retrospective qualitative analysis.BMC medical education · 2023Article
- [Teambuilding interventions in clinical acute and emergency medicine].Medizinische Klinik, Intensivmedizin und Notfallmedizin · 2023Article
- A Literature Study of Medical Simulations for Non-Technical Skills Training in Emergency Medicine: Twenty Years of Progress, an Integrated Research Framework, and Future Research Avenues.International journal of environmental research and public health · 2023Article
- Interprofessional On-floor Education on Oxygen Therapy in COVID-19 Patients, Cardiac Arrest, and Procedural Sedation: Perception of Health-care Workers in Emergency Setting.Open access emergency medicine : OAEM · 2022Article
- 3Journal of preventive medicine and hygiene · 2022Article
- Hospital Climate and Peer Report Intention on Adverse Medical Events: Role of Attribution and Rewards.International journal of environmental research and public health · 2021Article
- Interprofessional education program for medical and nursing students: interprofessional versus uniprofessional.Korean journal of medical education · 2021Article
- Effects of using a cognitive aid on content and feasibility of debriefings of simulated emergencies.GMS journal for medical education · 2021Article
- Non-Medical Radiography Staff Experiences in Inter-Professional Communication: A Swedish Qualitative Focus Group Interview Study.Journal of multidisciplinary healthcare · 2020Article
- A comparative study on the frequency of simulation-based training and assessment of non-technical skills in the Norwegian ground ambulance services and helicopter emergency medical services.BMC health services research · 2018Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionPreventable mistakes occur frequently and can lead to patient harm and death. The emergency department (ED) is notoriously prone to such errors, and evidence suggests that improving teamwork is a key aspect to reduce the rate of error in acute care settings. Only a few strategies are in place to train team skills and communication in interprofessional situations. Our goal was to conceptualize, implement, and evaluate a training module for students of three professions involved in emergency care. The objective was to sensitize participants to barriers for their team skills and communication across professional borders.
methodsWe developed a longitudinal simulation-enhanced training format for interprofessional teams, consisting of final-year medical students, advanced trainees of emergency nursing and student paramedics. The training format consisted of several one-day training modules, which took place twice in 2016 and 2017. Each training module started with an introduction to share one's roles, professional self-concepts, common misconceptions, and communication barriers. Next, we conducted different simulated cases. Each case consisted of a prehospital section (for paramedics and medical students), a handover (everyone), and an ED section (medical students and emergency nurses). After each training module, we assessed participants' "Commitment to Change." In this questionnaire, students were anonymously asked to state up to three changes that they wished to implement as a result of the course, as well as the strength of their commitment to these changes.
resultsIn total, 64 of 80 participants (80.0%) made at least one commitment to change after participating in the training modules. The total of 123 commitments was evenly distributed over four emerging categories:
conclusionA structured simulation-enhanced intervention was successful in promoting change to the practice of emergency care, while training teamwork and communication skills jointly.
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