Advancing Medical Students' Non-technical Skills in a Group-Based Setting. Issue 1 (2nd January 2021)

• Record Type: Journal Article
• Authors: Nicolaides, Marios; Theodorou, Efthymia; Hanrahan, John Gerrard; Theodoulou, Iakovos; Emin, Elif Iliria; Papalois, Apostolos; Sideris, Michail
• Is Part Of: Journal of investigative surgery. Volume 34:Issue 1(2021)
• Page Start: 39
• Page End: 43
• Publication Date: 2021-01-02
• Subjects: non-technical skills -- medical students -- group assessment -- simulation-based learning -- teamwork -- shared decision-making; Surgery -- Research -- Periodicals; Research; Surgery; Surgical Procedures, Operative; 617.075
• DOI: 10.1080/08941939.2019.1602691
• Languages: English
• ISSNs: 0894-1939

Abstract

Abstract: Aim of the study: Introduction of non-technical skill (NTS) modules in undergraduate medical curricula is essential to prevent errors that occur due to inadequate communication and malfunctioning teams. We primarily aimed to observe medical students' NTS performance improvement in a group-based setting and compare it across participants of different countries of study. Secondarily, we aimed to assess students' views on such initiatives. Material and Methods: We designed a pilot module for assessing and improving a group's NTS performance. This was based on three main pillars: simulation-based learning, constructive feedback and objective assessment. Senior medical students from EU universities were invited to apply online. Delegates were divided according to their country of study and participated in two surgical scenarios. Groups had two attempts at each scenario and feedback was given in between. Performance was assessed using a modified version of the Individual Teamwork Observation and Feedback Tool (iTOFT). Participant feedback was collected at the end of the module. Results: Eighty delegates were recruited and finished the study. A mean increase performance of 0.81 out of 3 was noted between attempts in trauma-case scenarios and 0.88 out of 3 in ward round scenarios. Overall performance improvement was similar across all groups ( p > 0.05). Feedback of delegates was encouragingly positive. Conclusions: The reported improvement and positive feedback received highlight that such an intervention can be implemented in medical school curricula of all countries. Our module design, along with the use of iTOFT, should act as the basis for future development of group-based learning and assessment in undergraduate medical education.