Correction: Simulation-based multiprofessional obstetric anaesthesia training conducted in situ versus off-site leads to similar individual and team outcomes: A randomised educational trial (BMJ Open (2015) 5 (e008344) DOI: 10.1136/bmjopen-2015-008344);Simulation-based multiprofessional obstetric anaesthesia training conducted in situ versus off-site leads to similar individual and team outcomes: A randomised educational trial

BMJ Open

Volumn 5, Issue 10, 2015, Pages

  Sørensen, Jette Led ^a   Van Der Vleuten, Cees ^b   Rosthøj, Susanne ^c   Østergaard, Doris ^a   LeBlanc, Vicki ^d   Johansen, Marianne ^a   Ekelund, Kim ^a   Starkopf, Liis ^c   Lindschou, Jane ^a   Gluud, Christian ^a   Weikop, Pia ^a   Ottesen, Bent ^a  

^a UNIVERSITY OF COPENHAGEN   (Denmark)

^b MAASTRICHT UNIVERSITY   (Netherlands)

^c UNIVERSITY OF COPENHAGEN   (Denmark)

^d UNIVERSITY OF OTTAWA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; AGED; ANESTHESIST; ARTICLE; CESAREAN SECTION; CONTROLLED STUDY; FEMALE; FOLLOW UP; HUMAN; KNOWLEDGE; MALE; MEDICAL EDUCATION; MEDICAL STUDENT; MIDWIFE; MOTIVATION; NURSE; OBSTETRIC ANESTHESIA; OPERATING ROOM PERSONNEL; OUTCOME ASSESSMENT; PATIENT SAFETY; PERCEPTION; PHYSICIAN; PHYSICIAN ATTITUDE; POSTPARTUM HEMORRHAGE; QUESTIONNAIRE; RANDOMIZED CONTROLLED TRIAL; SAFETY ATTITUDES QUESTIONNAIRE; SIMULATION; STATE TRAIT ANXIETY INVENTORY; STRESS; TASK PERFORMANCE; TEAMWORK; CLINICAL COMPETENCE; DENMARK; EDUCATION; EDUCATIONAL MODEL; INTERDISCIPLINARY COMMUNICATION; MIDDLE AGED; OBSTETRICS; PATIENT CARE; PREGNANCY;

ADULT; ANESTHESIA, OBSTETRICAL; CLINICAL COMPETENCE; DENMARK; EDUCATIONAL MEASUREMENT; FEMALE; HUMANS; INTERDISCIPLINARY COMMUNICATION; MALE; MIDDLE AGED; MIDWIFERY; MODELS, EDUCATIONAL; OBSTETRICS; PATIENT CARE TEAM; PREGNANCY; SURVEYS AND QUESTIONNAIRES;

EID: 84945542961     PISSN: None     EISSN: 20446055     Source Type: Journal    
DOI: 10.1136/bmjopen-2015-008344corr1     Document Type: Erratum

References (90)

1. Issenberg SB, McGaghie WC, Petrusa ER, et al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach 2005;27:10-28.
2. McGaghie WC, Issenberg SB, Petrusa ER, et al. A critical review of simulation-based medical education research: 2003-2009. Med Educ 2010;44:50-63.
3. Motola I, Devine LA, Chung HS, et al. Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Med Teach 2013;35:e1511-30.
4. Merien AE, Van der Ven J, Mol BW, et al. Multidisciplinary team training in a simulation setting for acute obstetric emergencies: a systematic review. Obstet Gynecol 2010;115:1021-31.
5. McGaghie WC, Issenberg SB, Barsuk JH, et al. A critical review of simulation-based mastery learning with translational outcomes. Med Educ 2014;48:375-85.
6. Norman G, Dore K, Grierson L. The minimal relationship between simulation fidelity and transfer of learning. Med Educ 2012;46:636-47.
7. Beaubien JM, Baker DP. The use of simulation for training teamwork skills in health care: how low can you go? Qual Saf Health Care 2004;13(Suppl 1):i51-6.
8. Rosen MA, Hunt EA, Pronovost PJ, et al. In situ simulation in continuing education for the health care professions: a systematic review. J Contin Educ Health Prof 2012;32:243-54.
9. Riley W, Davis S, Miller KM, et al. Detecting breaches in defensive barriers using in situ simulation for obstetric emergencies. Qual Saf Health Care 2010;19(Suppl 3):i53-6.
10. Guise JM, Lowe NK, Deering S, et al. Mobile in situ obstetric emergency simulation and teamwork training to improve maternal-fetal safety in hospitals. Jt Comm J Qual Patient Saf 2010;36:443-53.
11. Walker ST, Sevdalis N, McKay A, et al. Unannounced in situ simulations: integrating training and clinical practice. BMJ Qual Saf 2013;22:453-8.
12. Patterson MD, Geis GL, Falcone RA, et al. In situ simulation: detection of safety threats and teamwork training in a high risk emergency department. BMJ Qual Saf 2013;22:468-77.
13. Patterson MD, Geis GL, Lemaster T, et al. Impact of multidisciplinary simulation-based training on patient safety in a paediatric emergency department. BMJ Qual Saf 2013;22:383-93.
14. Stocker M, Burmester M, Allen M. Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework. BMC Med Educ 2014;14:69.
15. Sullivan NJ, Duval-Arnould J, Twilley M, et al. Simulation exercise to improve retention of cardiopulmonary resuscitation priorities for in-hospital cardiac arrests: a randomized controlled trial. Resuscitation 2014;86C:6-13.
16. Rubio-Gurung S, Putet G, Touzet S, et al. In situ simulation training for neonatal resuscitation: an RCT. Pediatrics 2014;134:e790-7.
17. Couto TB, Kerrey BT, Taylor RG, et al. Teamwork skills in actual, in situ, and in-center pediatric emergencies: performance levels across settings and perceptions of comparative educational impact. Simul Healthc 2015;10:76-84.
18. LeBlanc VR. The effects of acute stress on performance: implications for health professions education. Acad Med 2009;84: S25-33.
19. LeBlanc VR, Manser T, Weinger MB, et al. The study of factors affecting human and systems performance in healthcare using simulation. Simul Healthc 2011;6(Suppl):S24-9.
20. Arora S, Sevdalis N, Aggarwal R, et al. Stress impairs psychomotor performance in novice laparoscopic surgeons. Surg Endosc 2010;24:2588-93.
21. Harvey A, Nathens AB, Bandiera G, et al. Threat and challenge: cognitive appraisal and stress responses in simulated trauma resuscitations. Med Educ 2010;44:587-94.
22. Harvey A, Bandiera G, Nathens AB, et al. Impact of stress on resident performance in simulated trauma scenarios. J Trauma Acute Care Surg 2012;72:497-503.
23. Finan E, Bismilla Z, Whyte HE, et al. High-fidelity simulator technology may not be superior to traditional low-fidelity equipment for neonatal resuscitation training. J Perinatol 2012;32:287-92.
24. Kusurkar RA, Ten Cate TJ, van AM, et al. Motivation as an independent and a dependent variable in medical education: a review of the literature. Med Teach 2011;33:e242-62.
25. Ten Cate TJ, Kusurkar RA, Williams GC. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59. Med Teach 2011;33:961-73.
26. Ryan RM, Deci EL. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp Educ Psychol 2000;25:54-67.
27. Drife J. Reducing risk in obstetrics. Qual Health Care 1995;4:108-14.
28. Gold KJ, Kuznia AL, Hayward RA. How physicians cope with stillbirth or neonatal death: a national survey of obstetricians. Obstet Gynecol 2008;112:29-34.
29. Veltman LL. Getting to havarti: moving toward patient safety in obstetrics. Obstet Gynecol 2007;110:1146-50.
30. Pronovost PJ, Holzmueller CG, Ennen CS, et al. Overview of progress in patient safety. Am J Obstet Gynecol 2011;204:5-10.
31. Hove LD, Bock J, Christoffersen JK, et al. Analysis of 127 peripartum hypoxic brain injuries from closed claims registered by the Danish Patient Insurance Association. Acta Obstet Gynecol Scand 2008;87:72-5.
32. Berglund S, Grunewald C, Pettersson H, et al. Severe asphyxia due to delivery-related malpractice in Sweden 1990-2005. BJOG 2008;115:316-23.
33. Cantwell R, Clutton-Brock T, Cooper G, et al. Saving Mothers' Lives: Reviewing maternal deaths to make motherhood safer: 2006-2008. The Eighth Report of the Confidential Enquiries into Maternal Deaths in the United Kingdom. BJOG 2011;118(Suppl 1):1-203.
34. Bodker B, Hvidman L, Weber T, et al. Maternal deaths in Denmark 2002-2006. Acta Obstet Gynecol Scand 2009;88:556-62.
35. Johannsson H, Ayida G, Sadler C. Faking it? Simulation in the training of obstetricians and gynaecologists. Curr Opin Obstet Gynecol 2005;17:557-61.
36. Sørensen JL, Van der Vleuten C, Lindschou J, et al. 'In situ simulation' versus 'off site simulation' in obstetric emergencies and their effect on knowledge, safety attitudes, team performance, stress, and motivation: study protocol for a randomized controlled trial. Trials 2013;14:220.
37. Boet S, Bould MD, Layat BC, et al. Twelve tips for a successful interprofessional team-based high-fidelity simulation education session. Med Teach 2014;36:853-7.
38. SimMom Mannequin. 2014. http://www. laerdal. com/dk/SimMom.
39. Royal College of Obstetricans and Gynaecologists course: PROMPT, Train the trainers. 2015. https://www. rcog. org. uk/ globalassets/documents/courses-exams-and-events/ training-courses/prompt-2 - train-the-trainers-mar2015. pdf.
40. Rudolph JW, Simon R, Dufresne RL, et al. There's no such thing as "nonjudgmental" debriefing: a theory and method for debriefing with good judgment. Simul Healthc 2006;1:49-55.
41. Thistlethwaite JE, Davies D, Ekeocha S, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach 2012;34: e421-44.
42. Sørensen JL, Thellensen L, Strandbygaard J, et al. Development of a knowledge test for multi-disciplinary emergency training: a review and an example. Acta Anaesthesiol Scand 2015;59:123-33.
43. Remmen R, Scherpbier A, Denekens J, et al. Correlation of a written test of skills and a performance based test: a study in two traditional medical schools. Med Teach 2001;23:29-32.
44. Crofts JF, Ellis D, Draycott TJ, et al. Change in knowledge of midwives and obstetricians following obstetric emergency training: a randomised controlled trial of local hospital, simulation centre and teamwork training. BJOG 2007;114:1534-41.
45. Sørensen JL, Løkkegaard E, Johansen M, et al. The implementation and evaluation of a mandatory multi-professional obstetric skills training program. Acta Obstet Gynecol Scand 2009;88:1107-17.
46. Kristensen S, Sabroe S, Bartels P, et al. Adaption and validation of the Safety Attitudes Questionnaire for the Danish hospital setting. Clin Epidemiol 2015;7:149-60.
47. Sexton JB, Helmreich RL, Neilands TB, et al. The Safety Attitudes Questionnaire: psychometric properties, benchmarking data, and emerging research. BMC Health Serv Res 2006;6:44.
48. Deilkas ET, Hofoss D. Psychometric properties of the Norwegian version of the Safety Attitudes Questionnaire (SAQ), Generic version (Short Form 2006). BMC Health Serv Res 2008;8:191.
49. Spielberger CD, Gorsuch RL, Lushene RE. Manual for the state-trait anxiety inventory. Palo Alto, CA: Consulting Psychologists Press, 1970.
50. Bech P. [Klinisk psykometri]. 1. udgave, 2 oplag ed. Munksgaard Danmark, København, Danmark, 2011.
51. Self-Determination Theory (SDT). 2015. http://www. selfdeterminationtheory. org/intrinsic-motivation-inventory/.
52. Cooper S, Cant R, Porter J, et al. Rating medical emergency teamwork performance: development of the Team Emergency Assessment Measure (TEAM). Resuscitation 2010;81:446-52.
53. McKay A, Walker ST, Brett SJ, et al. Team performance in resuscitation teams: comparison and critique of two recently developed scoring tools. Resuscitation 2012;83:1478-83.
54. Ukoumunne OC, Gulliford MC, Chinn S, et al. Methods for evaluating area-wide and organisation-based interventions in health and health care: a systematic review. Health Technol Assess 1999;3:iii-92.
55. Campbell MK, Piaggio G, Elbourne DR, et al. Consort 2010 statement: extension to cluster randomised trials. BMJ 2012;345: e5661.
56. Liang KY, Zeger SL. Longitudinal data analysis using generalized linear models. Biometrika 1986;73:13-22.
57. Benjamini Y, Hochberg Y. Controlling the false discovery rate: a practical and powerful approach to multiple testing. J Roy Statist Soc Ser B (Methodological) 1995;57:289-300.
58. Carayon P, Schoofs HA, Karsh BT, et al. Work system design for patient safety: the SEIPS model. Qual Saf Health Care 2006;15 (Suppl 1):i50-8.
59. Sørensen JL, Lottrup P, Vleuten van der C, et al. Unannounced in situ simulation of obstetric emergencies: staff perceptions and organisational impact. Postgrad Med J 2014;90:622-9.
60. Kobayashi L, Parchuri R, Gardiner FG, et al. Use of in situ simulation and human factors engineering to assess and improve emergency department clinical systems for timely telemetry-based detection of life-threatening arrhythmias. BMJ Qual Saf 2013;22:72-83.
61. Wheeler DS, Geis G, Mack EH, et al. High-reliability emergency response teams in the hospital: improving quality and safety using in situ simulation training. BMJ Qual Saf 2013;22:507-14.
62. Durning SJ, Artino AR Jr, Pangaro LN, et al. Perspective: redefining context in the clinical encounter: implications for research and training in medical education. Acad Med 2010;85:894-901.
63. Durning SJ, Artino AR. Situativity theory: a perspective on how participants and the environment can interact: AMEE Guide no. 52. Med Teach 2011;33:188-99.
64. Koens F, Mann KV, Custers EJ, et al. Analysing the concept of context in medical education. Med Educ 2005;39:1243-9.
65. Teteris E, Fraser K, Wright B, et al. Does training learners on simulators benefit real patients? Adv Health Sci Educ Theory Pract 2012;17:137-44.
66. Grierson LE. Information processing, specificity of practice, and the transfer of learning: considerations for reconsidering fidelity. Adv Health Sci Educ Theory Pract 2014;19:281-9.
67. Ellis D, Crofts JF, Hunt LP, et al. Hospital, simulation center, and teamwork training for eclampsia management: a randomized controlled trial. Obstet Gynecol 2008;111:723-31.
68. Sharma S, Boet S, Kitto S, et al. Interprofessional simulated learning: the need for 'sociological fidelity'. J Interprof Care 2011;25:81-3.
69. Sørensen JL, Navne LE, Martin HM, et al. Clarifying the learning experiences of healthcare professionals with in situ versus off site simulation-based medical education: a qualitative study. BMJ Open 2015;5:e008345.
70. Roediger HL, Karpicke JD. Test-enhanced learning: taking memory tests improves long-term retention. Psychol Sci 2006;17:249-55.
71. Larsen DP, Butler AC, Roediger HL III. Test-enhanced learning in medical education. Med Educ 2008;42:959-66.
72. Schwendimann R, Zimmermann N, Kung K, et al. Variation in safety culture dimensions within and between US and Swiss Hospital Units: an exploratory study. BMJ Qual Saf 2013;22:32-41.
73. Sexton JB, Berenholtz SM, Goeschel CA, et al. Assessing and improving safety climate in a large cohort of intensive care units. Crit Care Med 2011;39:934-9.
74. Shoushtarian M, Barnett M, McMahon F, et al. Impact of introducing Practical Obstetric Multi-Professional Training (PROMPT) into maternity units in Victoria, Australia. BJOG 2014;121:1710-18.
75. Siassakos D, Fox R, Hunt L, et al. Attitudes toward safety and teamwork in a maternity unit with embedded team training. Am J Med Qual 2011;26:132-7.
76. Pottier P, Hardouin JB, Dejoie T, et al. Stress responses in medical students in ambulatory and in-hospital patient consultations. Med Educ 2011;45:678-87.
77. Piquette D, Tarshis J, Sinuff T, et al. Impact of acute stress on resident performance during simulated resuscitation episodes: a prospective randomized cross-over study. Teach Learn Med 2014;26:9-16.
78. Reeves S, Goldman J. Medical education in an interprofessional context. In: Dornan T, Mann K, Scherpbier A, et al., eds. Medical education: theory and practice. Edinburgh, London, New York, Oxford, Philadelphia, St Louis, Sydney, Toronto: Churchill Livingstone Elsevier, 2011:51-64.
79. Wood L, Egger M, Gluud LL, et al. Empirical evidence of bias in treatment effect estimates in controlled trials with different interventions and outcomes: meta-epidemiological study. BMJ 2008;336:601-5.
80. Savovic J, Jones HE, Altman DG, et al. Influence of reported study design characteristics on intervention effect estimates from randomized, controlled trials. Ann Intern Med 2012;157:429-38.
81. Lundh A, Sismondo S, Lexchin J, et al. Industry sponsorship and research outcome. Cochrane Database Syst Rev 2012;12: MR000033.
82. Lingard L. Rethinking Competence in the Context of teamwork. In: Hodges B, Lingard L, eds. The question of competence. Reconsidering medical education in the twenty-first century. 1st edn. NewYork: ILR Press an imprent of Cornell University Press, 2012:42-69.
83. van der Vleuten C, Van Luyk SJ, Beckers HJ. A written test as an alternative to performance testing. Med Educ 1989;23: 97-107.
84. Kramer AW, Jansen JJ, Zuithoff P, et al. Predictive validity of a written knowledge test of skills for an OSCE in postgraduate training for general practice. Med Educ 2002;36:812-19.
85. Ram P, van der Vleuten C, Rethans JJ, et al. Assessment in general practice: the predictive value of written-knowledge tests and a multiple-station examination for actual medical performance in daily practice. Med Educ 1999;33:197-203.
86. Arthur W, Bennett W, Stanush PL, et al. Factors that influence skill decay and retention: a quantitative review and analysis. Hum Perform 1998;11:57-101.
87. Hamilton R. Nurses' knowledge and skill retention following cardiopulmonary resuscitation training: a review of the literature. J Adv Nurs 2005;51:288-97.
88. Trevisanuto D, Ferrarese P, Cavicchioli P, et al. Knowledge gained by pediatric residents after neonatal resuscitation program courses. Paediatr Anaesth 2005;15:944-7.
89. Jakobsen JC, Gluud C, Winkel P, et al. The thresholds for statistical and clinical significance - a five-step procedure for evaluation of intervention effects in randomised clinical trials. BMC Med Res Methodol 2014;14:34.
90. Fraenkal JR, Wallen NE, Hyde A. Internal validity. In: Fraenkal JR, Wallen NE, Hyde A, eds. How to Design and Evaluate Research in Education. New York: McGraw-Hill, 2012:166-83.