Bican R1, De Jonckheere J2, Debarge V2, Hassens S2, Jed F2, Heathcock J1
1The Ohio State University, Columbus, United States, 2Lille University Hospital, Lille, France
Background: Healthcare simulations in education provide students with hands-on training of technical skills, such as skill acquisition and competency, and non-technical skills, such as communication and collaboration, without risking patient safety. Simulations in education are critical to provide feedback to the student participants and identify latent safety threats. Video recording of participants in simulations has been shown to be used as an effective tool for student feedback to improve performance and could also be used as an evaluative tool in multidisciplinary healthcare simulations. Although video recording is often completed, it is not always utilized as an adjunct method to improve feedback.
Purpose: The purpose of this study was to (1)describe the use of video coding for a multidisciplinary, student team, (2)describe the movement of the participants within the team, and (3)compare movement between groups.
Methods: N=10 simulations, 40 students (10 midwife (MW), 10 midwife assistant (MW A), 10 intern obstetricians (OB I), 10 obstetricians (OB)). Students participated in a post-partum hemorrhage simulation. Video and audio recording of the simulation was completed using 2 video cameras at different angles to capture the entire simulation environment. These videos were coded utilizing Datavyu, a behavioral coding software. The specific movements that were coded included walking, time spent at bedside, number of arm movements, fidgeting, and time spent looking at the chart and/or vitals. Variable onset and offset times were described in a coding manual. Intra- and inter-rater reliability was established at >.85.
Results: None of the 40 participants mentioned video recording as a barrier during the simulation debriefing. Total time spent coding was estimated to take 40 working hours, or 1 hour of coding for each participant. Individual movement for each of the five specific movement variables was captured for both frequency and total percentage of time. Movement in percentages of total time: MW- walking: 13.6±3.8; looking: 9.4±7.7; bedside: 45.9±15.6; MW A- walking: 17.6±4.0; looking: 16.8±7.5; bedside: 34.9±18.0; OB I- walking: 5.6±1.9; looking: 1.4±1.4; bedside: 71.3±14.6; OB- walking: 8.9±5.7; looking: 3.4±5.1; bedside: 61.6±21.1. The total number of movements by MW/I group: 102.9±46.1 movements; and OB/I group: 28.4±15.7 movements. There were significant differences found between the MW/A group and OB/I group for all movement variables. MW/A had significantly more starts/stops (p= .001, F=73.6), spent more time looking at charts/vitals (p= .001, F=24.0), had more fidgets - or movement without purpose (p=.001, F= 12.6), spent less time at bedside (p= .001, F=94.5), and had overall significantly more total movement (p= .001, F=36.8) when compared to the OB/I group.
Conclusion(s): Video coding of multidisciplinary simulations can be a powerful adjunct tool to improve individualized feedback. Understanding how movement may vary between disciplines can help to improve student feedback and clinical care. Excessive movement may lead to safety threats to the participant, team members, or patient within the environment.
Implications: Video coding can aide in feedback and improve student performance, identify poor body mechanics, and improve environmental efficiency to reduce safety threats to patients and participants.
Keywords: Simulation, education, multidisciplinary
Funding acknowledgements: This work was supported in full/part a Florence P. Kendall Doctoral Scholarship from the Foundation for Physical Therapy and Fulbright
Purpose: The purpose of this study was to (1)describe the use of video coding for a multidisciplinary, student team, (2)describe the movement of the participants within the team, and (3)compare movement between groups.
Methods: N=10 simulations, 40 students (10 midwife (MW), 10 midwife assistant (MW A), 10 intern obstetricians (OB I), 10 obstetricians (OB)). Students participated in a post-partum hemorrhage simulation. Video and audio recording of the simulation was completed using 2 video cameras at different angles to capture the entire simulation environment. These videos were coded utilizing Datavyu, a behavioral coding software. The specific movements that were coded included walking, time spent at bedside, number of arm movements, fidgeting, and time spent looking at the chart and/or vitals. Variable onset and offset times were described in a coding manual. Intra- and inter-rater reliability was established at >.85.
Results: None of the 40 participants mentioned video recording as a barrier during the simulation debriefing. Total time spent coding was estimated to take 40 working hours, or 1 hour of coding for each participant. Individual movement for each of the five specific movement variables was captured for both frequency and total percentage of time. Movement in percentages of total time: MW- walking: 13.6±3.8; looking: 9.4±7.7; bedside: 45.9±15.6; MW A- walking: 17.6±4.0; looking: 16.8±7.5; bedside: 34.9±18.0; OB I- walking: 5.6±1.9; looking: 1.4±1.4; bedside: 71.3±14.6; OB- walking: 8.9±5.7; looking: 3.4±5.1; bedside: 61.6±21.1. The total number of movements by MW/I group: 102.9±46.1 movements; and OB/I group: 28.4±15.7 movements. There were significant differences found between the MW/A group and OB/I group for all movement variables. MW/A had significantly more starts/stops (p= .001, F=73.6), spent more time looking at charts/vitals (p= .001, F=24.0), had more fidgets - or movement without purpose (p=.001, F= 12.6), spent less time at bedside (p= .001, F=94.5), and had overall significantly more total movement (p= .001, F=36.8) when compared to the OB/I group.
Conclusion(s): Video coding of multidisciplinary simulations can be a powerful adjunct tool to improve individualized feedback. Understanding how movement may vary between disciplines can help to improve student feedback and clinical care. Excessive movement may lead to safety threats to the participant, team members, or patient within the environment.
Implications: Video coding can aide in feedback and improve student performance, identify poor body mechanics, and improve environmental efficiency to reduce safety threats to patients and participants.
Keywords: Simulation, education, multidisciplinary
Funding acknowledgements: This work was supported in full/part a Florence P. Kendall Doctoral Scholarship from the Foundation for Physical Therapy and Fulbright
Topic: Education: methods of teaching & learning
Ethics approval required: Yes
Institution: The Ohio State University
Ethics committee: Buck Institutional Review Board
Ethics number: 2.018E+99
All authors, affiliations and abstracts have been published as submitted.
