Learning crisis resource management: Practicing versus an observational role in simulation training – a randomized controlled Trial.

Statistical analysis using SPSS

Randomized controlled

Un événement pour évaluer de manière systématique les solutions à des besoins actuels et émergents de manière à ce que les intervenants puissent le faire à travers une approche pragmatique et systématique.

read more

and simulation

Performance of participants of the two groups in the post-testChange in performance between pre and post-tests of active participants vs. observer groups

All emergency medicine residents in postgraduate years 1–5 in both the Royal College of Physicians and Surgeons and College of Family Physician programs at the University of Ottawa were invited to participate in the study. Each scenario was video recorded with multi-screen video, including the  simulated patient’s vital signs Debriefing session + QuestionnaireSample size was calculated based on our primary outcome of the post-test performance comparison using the G*Power software

Compare the effectiveness of learning CRM principles when being an active participant in simulation-based education versus being an observer participant.

Research question itself prevented from assessing the pre-test performance of the observer group.The sample size was calculated based on a large effect size.

Learning CRM principles was not largely superior when learners were active participants in a simulated scenario compared to being observers followed by debriefing. These findings challenge the experiential learning theory claiming that learning non-technical CRM skills requires active practice.

The Ottawa Hospital Research Ethics Board granted approval to this study

The SimMan 3G (Norway, Laerdal) was used for the entire study. The participants were expected to properly and effectively manage the crises by utilizing CRM principles.