The Effect of Teaching Nontechnical Skills in Advanced Life Support: A Systematic Review.
Journal
AEM education and training
ISSN: 2472-5390
Titre abrégé: AEM Educ Train
Pays: United States
ID NLM: 101722142
Informations de publication
Date de publication:
Jul 2021
Jul 2021
Historique:
received:
06
03
2020
revised:
14
08
2020
accepted:
17
08
2020
entrez:
27
5
2021
pubmed:
28
5
2021
medline:
28
5
2021
Statut:
epublish
Résumé
The objective of this study was to evaluate the effect of nontechnical skills (NTS) training on performance in advanced life support (ALS) simulation. Furthermore, we aimed to determine the ideal frequency of training sessions for an optimal retention and the value of debriefing. A systematic search was performed using PubMed, EMBASE, WoS, ERIC, CINAHL, and the Cochrane Library conducted through August 1, 2018. All primary studies mentioning NTS in ALS education were included. Three reviewers independently extracted data on study design and outcome. The MERSQI approach was used to evaluate the overall quality of evidence. Of the 10,723 identified articles, 40 studies were included with a combined total of 3,041 participants, ranging from students to experts. Depending on the focus of the study, articles were categorized in NTS ( Team simulation training resulted in improved NTS and a reduction in the time required to complete a simulated cardiac arrest. Therefore, a formal NTS program should be introduced into ALS courses. Feedback and repetitive practice are key factors to train NTS. The impact of training on team behaviors can persist for at least 3 to 6 months. In conclusion, understanding and improving NTS may help to create more effective teams. The effect on patient outcome requires further investigation.
Identifiants
pubmed: 34041431
doi: 10.1002/aet2.10522
pii: AET210522
pmc: PMC8138104
doi:
Types de publication
Journal Article
Langues
eng
Pagination
e10522Informations de copyright
© 2020 by the Society for Academic Emergency Medicine.
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