The impact of clinical result acquisition and interpretation on task performance during a simulated pediatric cardiac arrest: a multicentre observational study.

PURPOSE: The acquisition and interpretation of clinical results during resuscitations is common; however, this can delay critical clinical tasks, resulting in increased morbidity and mortality. This study aims to determine the impact of clinical result acquisition and interpretation by the team leader on critical task completion during simulated pediatric cardiac arrest before and after team training. METHODS: This is a secondary data analysis of video-recorded simulated resuscitation scenarios conducted during Teams4Kids (T4K) study (June 2011-January 2015); scenarios included cardiac arrest before and after team training. The scenario included either a scripted paper or a phone call delivery of results concurrently with a clinical transition to pulseless ventricular tachycardia. Descriptive statistics and non-parametric tests were used to compare team performance before and after training. RESULTS: Performance from 40 teams was analyzed. Although the time taken to initiate CPR and defibrillation varied depending on the type of interruption and whether the scenario was before or after team training, these findings were not significantly associated with the leader's behaviour [Kruskal-Wallis test (p > 0.05)]. An exact McNemar's test determined no statistically significant difference in the proportion of leaders involved or not in interpreting results between and after the training (exact p value = 0.096). CONCLUSIONS: Team training was successful in reducing time to perform key clinical tasks. Although team training modified the way leaders behaved toward the results, this behaviour change did not impact the time taken to start CPR or defibrillate. Further understanding the elements that influence time to critical clinical tasks provides guidance in designing future simulated educational activities, subsequently improving clinical team performance and patient outcomes.

RéSUMé: BUT: L'acquisition et l'interprétation des résultats cliniques pendant les réanimations sont courantes; toutefois, cela peut retarder les tâches cliniques critiques, ce qui entraîne une augmentation de la morbidité et de la mortalité. Cette étude vise à déterminer l'impact de l'acquisition et de l'interprétation des résultats cliniques par le chef d'équipe sur la réalisation des tâches critiques lors d'un arrêt cardiaque pédiatrique simulé, avant et après la formation de l'équipe. MéTHODES: Il s'agit d'une analyse de données secondaires de scénarios de réanimation simulés enregistrés sur vidéo, réalisés au cours de l'étude Teams4Kids (T4K) (juin 2011-janvier 2015); les scénarios comprenaient un arrêt cardiaque avant et après la formation de l'équipe. Le scénario comprenait un document écrit ou un appel téléphonique donnant les résultats en même temps qu'une transition clinique vers la tachycardie ventriculaire sans pouls. Des statistiques descriptives et des tests non paramétriques ont été utilisés pour comparer le rendement de l'équipe avant et après la formation. RéSULTATS: Les performances de 40 équipes ont été analysées. Bien que le temps nécessaire au déclenchement de la RCP et de la défibrillation ait varié selon le type d'interruption et selon que le scénario se déroulait avant ou après la formation de l'équipe, ces résultats n'étaient pas significativement associés au comportement du leader [test de Kruskal-Wallis (p > 0,05)]. Un test exact de McNemar n'a déterminé aucune différence statistiquement significative dans la proportion de dirigeants impliqués ou non dans l'interprétation des résultats entre et après la formation (valeur p exacte = 0,096). CONCLUSIONS: La formation en équipe a permis de réduire le temps nécessaire pour effectuer les tâches cliniques clés. Bien que la formation de l'équipe ait modifié le comportement des dirigeants vis-à-vis des résultats, ce changement de comportement n'a pas eu d'incidence sur le temps nécessaire pour commencer la RCP ou la défibrillation. Une meilleure compréhension des éléments qui influencent le temps consacré aux tâches cliniques critiques fournit une orientation pour la conception des futures activités éducatives simulées, améliorant par la suite le rendement des équipes cliniques et les résultats pour les patients.

Improved Clinical Performance and Teamwork of Pediatric Interprofessional Resuscitation Teams With a Simulation-Based Educational Intervention.

OBJECTIVES: To measure the effect of a 1-day team training course for pediatric interprofessional resuscitation team members on adherence to Pediatric Advanced Life Support guidelines, team efficiency, and teamwork in a simulated clinical environment. DESIGN: Multicenter prospective interventional study. SETTING: Four tertiary-care children's hospitals in Canada from June 2011 to January 2015. SUBJECTS: Interprofessional pediatric resuscitation teams including resident physicians, ICU nurse practitioners, registered nurses, and registered respiratory therapists (n = 300; 51 teams). INTERVENTIONS: A 1-day simulation-based team training course was delivered, involving an interactive lecture, group discussions, and four simulated resuscitation scenarios, each followed by a debriefing. The first scenario of the day (PRE) was conducted prior to any team training. The final scenario of the day (POST) was the same scenario, with a slightly modified patient history. All scenarios included standardized distractors designed to elicit and challenge specific teamwork behaviors. MEASUREMENTS AND MAIN RESULTS: Primary outcome measure was change (before and after training) in adherence to Pediatric Advanced Life Support guidelines, as measured by the Clinical Performance Tool. Secondary outcome measures were as follows: 1) change in times to initiation of chest compressions and defibrillation and 2) teamwork performance, as measured by the Clinical Teamwork Scale. Correlation between Clinical Performance Tool and Clinical Teamwork Scale scores was also analyzed. Teams significantly improved Clinical Performance Tool scores (67.3-79.6%; p < 0.0001), time to initiation of chest compressions (60.8-27.1 s; p < 0.0001), time to defibrillation (164.8-122.0 s; p < 0.0001), and Clinical Teamwork Scale scores (56.0-71.8%; p < 0.0001). A positive correlation was found between Clinical Performance Tool and Clinical Teamwork Scale (R = 0.281; p < 0.0001). CONCLUSIONS: Participation in a simulation-based team training educational intervention significantly improved surrogate measures of clinical performance, time to initiation of key clinical tasks, and teamwork during simulated pediatric resuscitation. A positive correlation between clinical and teamwork performance suggests that effective teamwork improves clinical performance of resuscitation teams.