Abstract
BackgroundMany efforts of the past years aimed to build a safer health care system and hereby, non-technical skills (NTS) have been recognised to be responsible for over 70 % of preventable medical mishaps. In order to counteract those mishaps, several simulation-based trainings have been implemented in health care education to convey NTS. Still, the best and effective way to foster NTS in simulation-based training is not known. Due to the importance of NTS, this gap in knowledge needs to be filled. A possible approach to convey NTS effectively during simulation-based medical education (SBME), might be the use of the flipped learning approach. The benefits of flipped learning regarding the improvement of human factors (NTS), have not been investigated yet. Therefore, the authors introduced flipped learning as an experimental intervention into their SBME emergency trainings and aimed to analyse, whether flipped learning improved students´ NTS performance compared to lecture-based learning (LBL).MethodsIn a randomized controlled trial, 3rd year medical students participated in a SBME training and then received either a further SBME training with integrated flipped learning on NTS (intervention), or a further SBME training and an accompanying lecture on NTS (control). NTS performance was assessed on three skill dimensions with a validated behavioural marker system.ResultsThe authors analysed NTS performance of 102 students, prior and after their allocation to each teaching method. The baseline NTS performance of both groups did not differ, whereas the intervention group enhanced significantly on all three skill dimensions (t (44) = 5.63, p < .001; t (44) = 4.47, p < .001; t (44) = 4.94, p < .001).ConclusionThe integration of flipped learning into SBME yields a significant improvement of NTS performance and therefore medical educators should consider the application of flipped learning to convey complex human factors and skills.
Highlights
Since “The Institute of Medicine” published over 20 years ago the landmark report “To err is human”, many efforts have been done to make healthcare safer and reduce preventable mishaps [1]
We explored whether the flipped learning approach had an effect on the affectional dimension of learning and analysed students' motivation of both study groups, towards participating in the simulation-based medical education (SBME) teaching approaches
The students were given the task to prepare themselves in the best possible way on non-technical skills (NTS) and Anaesthesiology Students NTS (AS-NTS) and its benchmarks, in order to carry out the debriefing in the upcoming training
Summary
Since “The Institute of Medicine” published over 20 years ago the landmark report “To err is human”, many efforts have been done to make healthcare safer and reduce preventable mishaps [1] In this context, human factors (nontechnical skills) have been recognised to be responsible for over 70 % of medical mishaps [2, 3]. Many efforts of the past years aimed to build a safer health care system and hereby, non-technical skills (NTS) have been recognised to be responsible for over 70 % of preventable medical mishaps. In order to counteract those mishaps, several simulation-based trainings have been implemented in health care education to convey NTS. A possible approach to convey NTS effectively during simulation-based medical education (SBME), might be the use of the flipped learning approach. The authors introduced flipped learning as an experimental intervention into their SBME emergency trainings and aimed to analyse, whether flipped learning improved students NTS performance compared to lecture-based learning (LBL)
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