Teamwork in Pediatric Resuscitation: Training Medical Students on High-Fidelity Simulation

Gonçalves BAR, Melo MCB, Ferri Liu PM, Valente BCHG, Ribeiro VP, Vilaça e Silva PH
2022 Advances in Medical Education and Practice  
Beatriz Adriane Rodrigues Gonçalves,1 Maria do Carmo Barros de Melo,2 Priscila Menezes Ferri Liu,2 Beatriz Cristina Heitmann Gomes Valente,3 Vívian Paiva Ribeiro,4 Pedro Henrique Vilaça e Silva4 1Department of Pediatrics, Faculdade de Ciências Médicas de Minas Gerais, Belo Horizonte, Minas Gerais, Brazil; 2Department of Pediatrics, Medicine School, Federal University of Minas Gerais, Belo Horizonte, Minas Gerais, Brazil; 3Department of Pediatrics, Faculdade de Minas-BH, Belo Horizonte, Minas
more » ... ais, Brazil; 4Faculdade de Minas-Belo Horizonte, Belo Horizonte, Minas Gerais, BrazilCorrespondence: Maria do Carmo Barros de Melo, Department of Pediatrics, Medicine School, Federal University of Minas Gerais, Avenida Professor Alfredo Balena, 190. Bairro Santa Efigênia, Belo Horizonte, Minas Gerais, CEP: 30.130-100, Brazil, Tel +55-31-9847-09444, Fax +55-31-3409-9745, Email mcbmelo@gmail.comBackground: Simulation training and teamwork for medical students are essential to improve performance in pediatric cardiopulmonary resuscitation.Purpose: To evaluate if a specific approach to teamwork improves technical and nontechnical performance.Methods: We performed quasiexperimental, prospective, pre- and postinterventional, and nonrandomized research with 65 students in the fourth year of their medicine course. This was a case–control study in which teams used a customized TeamSTEPPS protocol (n=34) or not (n=31) for cardiopulmonary arrest training in children using high-fidelity simulation. All participants answered a sociodemographic and satisfaction questionnaire and underwent theory and practice pre- and posttesting. The survey data were collected in 2019 and analyzed using ?2, Mann–Whitney, ?, and Wilcoxon tests. p< 0.05 was considered significant.Results: Intervention and control groups achieved better scores in theory posttesting (p< 0.001 and p=0.049), but there was no difference between them in pre- (p=0.291) and posttesting (p=0.397). In the checklist of the practice test, all groups obtained their best outcomes in po [...]
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