Davis Leah, Johnson Lynne, Allen Steven R, Kim Patrick K, Sims Carrie A, Pascual Jose L, Holena Daniel N
Department of Nursing, Hospital of the University of Pennsylvania, Philadelphia, USA.
J Trauma Nurs. 2013 Jul-Sep;20(3):150-4. doi: 10.1097/JTN.0b013e3182a172b6.
Multidisciplinary trauma team education through trauma video review (TVR) is a useful performance improvement tool, but video recording resuscitations may cause providers anxiety. We examined perceptions of educational value and anxiety associated with being reviewed in TVR.
Trauma team members were asked to complete an anonymous online survey. Educational scores (E scores) and anxiety scores (A score) were calculated from survey responses. Respondents were divided into groups by roles: trainees (T; medical students, residents, and fellows), attending surgeons (A), and nurses (N). Kruskal-Wallis test was used for statistical testing.
A total of 39 subjects completed the survey (T = 17, 43%; A = 8, 23%; N = 14, 35%). TVR scored high in educational value (median E score 90; IQR = 78-96) but provoked moderate anxiety (median A score 27; IQR = 20-36). No significant differences in E scores were seen between groups. A scores were not significantly different between groups N and T (20 vs 33; P = .11) or groups T and A (33 vs. 35; P = 1.0) but were significantly higher in group A than in group N (36 vs 20; P = .04).
Despite perceptions of educational value, TVR is associated with anxiety among providers, which is different between groups. Continued assessment of perceptions regarding TVR may allow for modifications to maintain educational value while decreasing anxiety.
通过创伤视频回顾（TVR）进行多学科创伤团队教育是一种有用的绩效改进工具，但对复苏过程进行视频记录可能会使医疗人员感到焦虑。我们研究了与在TVR中接受审查相关的教育价值认知和焦虑情况。
要求创伤团队成员完成一项匿名在线调查。根据调查回复计算教育得分（E得分）和焦虑得分（A得分）。受访者按角色分为几组：实习生（T；医学生、住院医师和研究员）、主治外科医生（A）和护士（N）。使用Kruskal-Wallis检验进行统计分析。
共有39名受试者完成了调查（T = 17，43%；A = 8，23%；N = 14，35%）。TVR在教育价值方面得分较高（E得分中位数为90；四分位间距 = 78 - 96），但引发了中度焦虑（A得分中位数为27；四分位间距 = 20 - 36）。各组之间E得分无显著差异。N组和T组之间（20对33；P = 0.11）或T组和A组之间（33对35；P = 1.0）的A得分无显著差异，但A组的A得分显著高于N组（36对20；P = 0.04）。
尽管认识到TVR具有教育价值，但它与医疗人员的焦虑相关，且不同组之间存在差异。持续评估对TVR的认知可能有助于进行调整，以在降低焦虑的同时保持教育价值。
