Inside the Debriefing Room: Multidisciplinary Rapid Response Team Training Findings Revealed

Abstract

BackgroundResearch indicates that, despite the intent to save lives through rapid response teams (RRTs), mortality and morbidity outcome data are variable. A reason for that may be a lack of proficient and consistent training and education. ObjectivesTo determine whether high-fidelity simulation is an effective instructional method for interdisciplinary RRT training. MethodsMultidisciplinary health care team members participated in high-fidelity simulation scenarios, were evaluated by the instructors during the simulation, and then were given the opportunity to give informal and formal feedback. ResultsThe results of an anonymous survey sent to all participants showed that a majority who completed the online survey (91.4%) found this instructional method to be either very effective or somewhat effective for teaching in the hospital setting. The majority of participants (63.6%) indicated that high-fidelity simulation was their preferred method of learning when compared with case studies, online learning modules, or classroom/lecture. Major themes and opportunities identified for additional training were communication, assessment skills, teamwork, critical thinking, cardiopulmonary resuscitation skill retention, and timely initiation of RRT calls. ConclusionsThis pilot study supports the current literature detailing the effectiveness of high-fidelity simulation and perceived learner outcomes. During crisis situations, there are significant communication barriers that can derail care providers from providing the most optimal care to the patient. As a result of debriefing, it was found that derogatory comments made by the RRT members during previous rapid response calls significantly impacted how early subsequent rapid responses were called by some participants.