Interprofessional simulation-based team-training and self-efficacy in emergency medicine situations

Figures & data

Figure 1. Flow chart of the intervention process and related time-points for data collection.

Table 1. Intended learning outcomes for the simulation-based team training in handling of acute emergency medicine situations.

Intended learning outcome	Comment
To assess and stabilize a patient in the emergency room using the A-B-C-D-E strategy	The A-B-C-D-E strategy denotes to assess and stabilize a patient’s airways, breathing, circulation, disability, and exposure using a structured and systematic protocol (Thim et al., 2012)
To communicate professionally in a team using closed loop-communication	Closed loop-communication denotes to use verbal feedback and to ensure that the team members correctly understand the message (Salik & Ashurst, 2019)

Figure 2. Self-assessed global confidence in acute care situations before and after simulation-based team training (SBTT). 1. Questionnaire 1: Before refers to their self-assessed knowledge and competence state prior to the SBTT; After refers to their self-assessed knowledge and competence state immediately after the SBTT 2. Questionnaire 2: Follow-up refers to the self-assessed knowledge and competence state 4–6 months after the SBTT and a prediction of own future gain. Student denotes medical and nursing students. Professionals denotes newly graduated doctors, nurses and auxiliary nurses. All answers in the questionnaire were graded on a ten-point scale with verbal anchors: 1 = Almost always insecure and 10 = Almost always secure. Means and 95% confidence intervals are indicated. P-values refers to the change over time in a three factor repeated measurements analysis of variance (ANOVA). .

Figure 3. Self-assessed confidence in acute interprofessional communication before and after simulation-based team training (SBTT). 1. Questionnaire 1: Before refers to their self-assessed knowledge and competence state prior to the SBTT; After refers to their self-assessed knowledge and competence state immediately after the SBTT 2. Questionnaire 2: Follow-up refers to the self-assessed knowledge and competence state 4–6 months after the SBTT and a prediction of own future gain. Student denotes medical and nursing students. Professionals denotes newly graduated doctors, nurses and auxiliary nurses. All answers in the questionnaire were graded on a ten-point scale with verbal anchors: 1 = Almost always insecure and 10 = Almost always secure. Means and 95% confidence intervals are indicated. P-values refers to the change over time in a three factor repeated measurements analysis of variance (ANOVA) .

Figure 4. Self-assessed professional handling of acute medical care in accordance with the A-B-C-D-E strategy before and after simulation-based team training (SBTT). 1. Questionnaire 1: Before refers to their self-assessed knowledge and competence state prior to the SBTT; After refers to their self-assessed knowledge and competence state immediately after the SBTT Questionnaire 2: Follow-up refers to the self-assessed knowledge and competence state 4–6 months after the SBTT and a prediction of own future gain. Student denotes medical and nursing students. Professionals denotes newly graduated doctors, nurses and auxiliary nurses. All answers in the questionnaire were graded on a ten-point scale with verbal anchors: 1 = Almost always insecure and 10 = Almost always secure. Means and 95% confidence intervals are indicated. P-values refers to the change over time in a three factor repeated measurements analysis of variance (ANOVA).

Thim, T., Krarup, N. H. V., Grove, E. L., Rohde, C. V., & Løfgren, B. (2012). Initial assessment and treatment with the Airway, Breathing, Circulation, Disability, Exposure (ABCDE) approach. International Journal of General Medicine, 5, 117–121. https://doi.org/10.2147/IJGM.S28478

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Salik, I., & Ashurst, J. V. (2019). Closed loop communication training in medical simulation.

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