Ohlenburg Hendrik, Arnemann Philip-Helge, Hessler Michael, Görlich Dennis, Zarbock Alexander, Friederichs Hendrik
Institute of Education and Student Affairs, Studienhospital Münster, University of Münster, 48149, Münster, Germany.
Department of Anaesthesiology, Intensive Care and Pain Medicine, Münster University Hospital, Münster, Germany.
BMC Med Educ. 2024 Apr 26;24(1):459. doi: 10.1186/s12909-024-05438-7.
Resuscitation is a team effort, and it is increasingly acknowledged that team cooperation requires training. Staff shortages in many healthcare systems worldwide, as well as recent pandemic restrictions, limit opportunities for collaborative team training. To address this challenge, a learner-centred approach known as flipped learning has been successfully implemented. This model comprises self-directed, asynchronous pre-course learning, followed by knowledge application and skill training during in-class sessions. The existing evidence supports the effectiveness of this approach for the acquisition of cognitive skills, but it is uncertain whether the flipped classroom model is suitable for the acquisition of team skills. The objective of this study was to determine if a flipped classroom approach, with an online workshop prior to an instructor-led course could improve team performance and key resuscitation variables during classroom training.
A single-centre, cluster-randomised, rater-blinded study was conducted on 114 final year medical students at a University Hospital in Germany. The study randomly assigned students to either the intervention or control group using a computer script. Each team, regardless of group, performed two advanced life support (ALS) scenarios on a simulator. The two groups differed in the order in which they completed the flipped e-learning curriculum. The intervention group started with the e-learning component, and the control group started with an ALS scenario. Simulators were used for recording and analysing resuscitation performance indicators, while professionals assessed team performance as a primary outcome.
The analysis was conducted on the data of 96 participants in 21 teams, comprising of 11 intervention groups and 10 control groups. The intervention teams achieved higher team performance ratings during the first scenario compared to the control teams (Estimated marginal mean of global rating: 7.5 vs 5.6, p < 0.01; performance score: 4.4 vs 3.8, p < 0.05; global score: 4.4 vs 3.7, p < 0.001). However, these differences were not observed in the second scenario, where both study groups had used the e-learning tool.
Flipped classroom approaches using learner-paced e-learning prior to hands-on training can improve team performance.
German Clinical Trials Register ( https://drks.de/search/de/trial/DRKS00013096 ).
复苏是一项团队工作，并且人们越来越认识到团队合作需要培训。全球许多医疗系统存在人员短缺问题，以及近期的疫情限制，限制了团队协作培训的机会。为应对这一挑战，一种以学习者为中心的方法——翻转课堂学习已成功实施。该模式包括自主、异步的课前学习，随后是课堂上的知识应用和技能培训。现有证据支持这种方法在获取认知技能方面的有效性，但翻转课堂模式是否适用于获取团队技能尚不确定。本研究的目的是确定在教师主导课程之前先进行在线工作坊的翻转课堂方法是否能在课堂培训期间提高团队表现和关键复苏变量。
在德国一家大学医院对114名医学专业最后一年的学生进行了一项单中心、整群随机、评分者盲法研究。该研究使用计算机脚本将学生随机分配到干预组或对照组。每个团队，无论所属组，都在模拟器上进行两个高级生命支持（ALS）场景模拟。两组在完成翻转式电子学习课程的顺序上有所不同。干预组从电子学习部分开始，对照组从ALS场景模拟开始。使用模拟器记录和分析复苏表现指标，同时由专业人员评估团队表现作为主要结果。
对21个团队中96名参与者的数据进行了分析，其中包括11个干预组和10个对照组。与对照组相比，干预组在第一个场景模拟中获得了更高的团队表现评分（总体评分的估计边际均值：7.5对5.6，p < 0.01；表现得分：4.4对3.8，p < 0.05；总体得分：4.4对3.7，p < 0.001）。然而，在第二个场景模拟中未观察到这些差异，此时两个研究组都已使用了电子学习工具。
在实践培训之前采用以学习者进度为导向的电子学习的翻转课堂方法可以提高团队表现。
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