ArticleCureus2025
Assessing the Impact of the Rapid Response Team Training Program on the Performance Outcomes of First-Year Post-Graduate Residents During Rapid Response Codes.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The transition to residency training in the United States presents distinct challenges for both American Medical Graduates (AMGs) and International Medical Graduates (IMGs), particularly in the context of the rapid response team (RRT) involvement. This study investigates the effect of a structured educational intervention entitled "Enhancing the Rapid Response Team's Understanding" on the performance of postgraduate year-one (PGY-1) Internal Medicine residents at the Ascension Saint Joseph Hospital, Chicago. The intervention aimed to enhance the theoretical knowledge and practical competencies related to RRT activation, fostering better integration into multidisciplinary teams during acute clinical deteriorations. A total of 29 PGY-1 residents participated. Five pre-intervention and four post-intervention responses were received, with both assessments evaluating knowledge acquisition, task performance, and confidence levels. The intervention involved didactic sessions on RRT protocols, followed by supervised inpatient floor rotations. The pre- and post-intervention results indicated a significant improvement in task performance, with a 45.83% increase in mean scores (from 48 to 70), though this change did not reach statistical significance (p=0.1096). Despite an increase in the number of tasks performed by participants (p=0.0397), no significant differences were observed in overall knowledge, awareness (p=0.119), or confidence (p=0.722) regarding the RRTs. Feedback from the participants highlighted the intervention's value, with 75% rating the sessions as important and of good quality. While the small sample size limited statistical power, the findings suggest that structured educational interventions for interns may positively impact their ability to perform critical tasks during RRT activations. Further research with larger cohorts is needed to comprehensively assess the long-term effects of such interventions on clinical preparedness and patient care outcomes.
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