Institute for Emergency Medicine and Management in Medicine, University Hospital LMU Munich, Munich, Germany.
Institute for Medical Education, University Hospital LMU Munich, Munich, Germany.
PLoS One. 2019 Mar 7;14(3):e0213178. doi: 10.1371/journal.pone.0213178. eCollection 2019.
We sought to establish the feasibility of chunking crew resource management (CRM) training into micro-size interventions and to compare different training approaches in the context of micro-learning.
We evaluated whether participants in micro-learning CRM activities achieved learning objectives following training. In a between-subjects design, groups were observed for behaviour during a simulation that was part of a 15-minute modular intervention and tested for recollection afterwards.
The 129 participants recruited for this study were medical students, who already had relevant experience treating patients.
The experimental setting involved three 5-minute components: video, simulation, and debriefing. Different groups viewed videos involving different didactic concepts: one group observed a videotaped concrete example of a medical care team applying a CRM tool (example group), and one group observed a videotaped lecture on the same topic (lecture group).
All simulations were videotaped and coded in detail for the occurrence of and time spent engaging in team behaviour and medical care. Questionnaires were administered before, immediately after, and two weeks after the intervention. We compared the groups' behaviour during the simulation (team cooperation and medical care), retention of knowledge from the training content, and results of the evaluation.
Both groups exhibited most of the behaviours included in the content of the instructional videos during the simulations and recollected information 2 weeks later. The example group exhibited significantly more of the training content during the simulation and demonstrated better retention 2 weeks later. Although the example group spent more time on team coordination, there was no difference in the number of executed medical measures.
Delivering CRM training in chunks of relatively short and highly standardised interventions appears feasible. In this study, the form of didactical presentation caused a difference in learning success between groups: a traditional lecture was outperformed by an instructional video demonstrating a practical example.
我们旨在确定将机组资源管理（CRM）培训分解为微单元干预的可行性，并在微学习背景下比较不同的培训方法。
我们评估了在微学习 CRM 活动后，参与者是否达到了培训目标。在一项被试间设计中，观察了参与者在模拟期间的行为，该模拟是 15 分钟模块化干预的一部分，之后对其进行回忆测试。
这项研究招募了 129 名有相关患者治疗经验的医学生。
实验环境涉及三个 5 分钟的组成部分：视频、模拟和讨论。不同组观看了不同教学概念的视频：一组观察了一个医疗保健团队应用 CRM 工具的具体示例（示例组），另一组观看了关于同一主题的视频讲座（讲座组）。
所有模拟都进行了录像，并详细记录了团队行为和医疗护理的发生情况和时间。在干预之前、之后立即和两周后进行问卷调查。我们比较了两组在模拟期间的行为（团队合作和医疗护理）、对培训内容的知识保留以及评估结果。
两组在模拟过程中都表现出了教学视频内容中的大多数行为，并在两周后回忆起了信息。示例组在模拟过程中表现出了更多的培训内容，两周后保留效果更好。尽管示例组在团队协调上花费的时间更多，但执行的医疗措施数量没有差异。
将 CRM 培训分解为相对较短且高度标准化的干预措施是可行的。在这项研究中，教学演示的形式导致了组间学习效果的差异：传统讲座不如演示实际示例的教学视频。
