PP16 Closing the loop to break the ice: improving communication through fun introductory activities. (10th November 2020)

• Record Type: Journal Article
• Authors: Holt, Ashley; Nahabedian, Lucine; Patel, Ashish; Copeman, Annabel
• Is Part Of: BMJ simulation & technology enhanced learning. Volume 6(2020)Supplement 1
• Page Start: A22
• Page End: A22
• Publication Date: 2020-11-10
• Subjects: Medicine -- Simulation methods -- Periodicals; Medical innovations -- Periodicals; 610.113
• DOI: 10.1136/bmjstel-2020-aspihconf.35
• Languages: English
• ISSNs: 2056-6697

Abstract

Abstract : Context: Simulation-based education encourages a safe environment to learn both clinical management and non-technical skills. Group contribution to the debrief can be critical to this learning. However, participants on these courses may not be known to each other, and may come from a range of health disciplines and experiences. We utilised a series of activities in our courses prior to the simulation scenarios to 'break the ice' between participants and encourage both positive interaction and communication skills. Description: Four of the icebreaker activities used in our simulation courses are listed below: 'Drawing Board' – participants form two teams; one having to describe an image on a hidden whiteboard to their colleagues, and the other having to draw an exact replica from the information given. The 'Helium Stick' – dividing into groups, the participants form two lines facing each other and support a stick between them before trying to lower it to the ground. The stick classically rises until the team devise a strategy and follow a single leader. 'Catch the ball' – the participants stand in a circle and throw an increasing number of balls between them without it falling to the floor. 'Mr Potato Head' – the team are briefly shown a slide of a 'Mr Potato Head' toy accessorised in a certain configuration, and asked to put the character back together to match the (now hidden) image. Observation/Evaluation: 182 participants have participated in 38 paediatric courses using these 'icebreaker' tools in our local simulation centre (SimWard) between 2016–2019. The participants were often advised on how to use closed-loop communication to see how it affected the activity, followed by a short debriefing discussion. All participants reported finding all aspects of the course relevant to their learning and free-text feedback has been overwhelmingly positive. Discussion: Much like resuscitation teams, simulation courses bring together a variety of participants who form an ad hoc team and must develop shared models of communication. 1 2 Communication 'icebreakers' serve not only as ideal introductions for new candidates to the environment and each other, but also to non-technical skills and as an educational session themselves. They are low-resource, and work well as brief teaching sessions in time-critical setting. Also, having multiple icebreaker activities available keeps the session novel for participants who attend multiple courses. References: Hargestam M, et al. Communication in interdisciplinary teams: exploring closed-loop communication during in-situ trauma team training. BMJ Open 2013;3:e003525 Sherman JM, et al. Communication and teamwork barriers during resuscitation in a pediatric emergency department. Pediatrics 2018;141:342