Evidence map›Paper›PMID 39394595›Full record

ArticleAdvances in simulation (London, England)2024

Changing the conversation: impact of guidelines designed to optimize interprofessional facilitation of simulation-based team training.

Mindy Ju, Naike Bochatay, Alexander Werne, Jenna Essakow, Lisa Tsang, Mary Nottingham, Deborah Franzon, Audrey Lyndon, Sandrijn van Schaik

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Advances in simulation (London, England), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Mindy JuDivision of Pediatric Critical Care Medicine, Department of Pediatrics, University of California, San Francisco, 550 16th St., Floor 5, San Francisco, CA, 94143, USA. Mindy.Ju@ucsf.edu.ORCID http://orcid.org/0000-0002-8306-1241
Naike BochatayKarger Publishers, Basel, Switzerland.
Alexander WerneDepartment of Pediatrics, Palo, Alto Medical Foundation, Sutter Health, Palo Alto, CA, USA.
Jenna EssakowClinical Pediatrics, Department of Pediatrics, Vanderbilt University, Nashville, TN, USA.
Lisa TsangPediatric Clinical Nurse Specialist, UC Davis Children's Hospital, Sacramento, CA, USA.
Mary NottinghamPediatric Clinical Nurse Specialist, Benioff Children's Hospital San Francisco, San Francisco, CA, USA.
Deborah FranzonDivision of Pediatric Critical Care Medicine, Department of Pediatrics, University of California, San Francisco, 550 16th St., Floor 5, San Francisco, CA, 94143, USA.
Audrey LyndonRory Meyers College of Nursing, New York University, New York, NY, USA.
Sandrijn van SchaikDivision of Pediatric Critical Care Medicine, Department of Pediatrics, University of California, San Francisco, 550 16th St., Floor 5, San Francisco, CA, 94143, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundInterprofessional simulation-based team training (ISBTT) is commonly used to optimize interprofessional teamwork in healthcare. The literature documents the benefits of ISBTT, yet effective interprofessional collaboration continues to be challenged by complex hierarchies and power dynamics. Explicitly addressing these issues during ISBTT may help participants acquire skills to navigate such challenges, but guidelines on how to do this are limited.

methodsWe applied an educational design research approach to develop and pilot structured facilitator guidelines that explicitly address power and hierarchy with interprofessional teams. We conducted this work in a previously established ISBTT program at our institution, between September 2020 and December 2021. We first reviewed the literature to identify relevant educational theories and developed design principles. We subsequently designed, revised, and tested guidelines. We used qualitative thematic and content analysis of facilitator interviews and video-recording of IBSTT sessions to evaluate the effects of the guidelines on the pre- and debriefs.

resultsQualitative content analysis showed that structured guidelines shifted debriefing participation and content. Debriefings changed from physician-led discussions with a strong focus on medical content to conversations with more equal participation by nurses and physicians and more emphasis on teamwork and communication. The thematic analysis further showed how the conversation during debriefing changed and how interprofessional learning improved after the implementation of the guidelines. While power and hierarchy were more frequently discussed, for many facilitators these topics remained challenging to address.

conclusionWe successfully created and implemented guidelines for ISBTT facilitators to explicitly address hierarchy and power. Future work will explore how this approach to ISBTT impacts interprofessional collaboration in clinical practice.

Indexed as

Co-debriefingCo-facilitationCollaborationCommunicationInterprofessionalSimulationTeamwork

Identifiers

PMID39394595
PMCPMC11476600

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.