Fig 1.
The intervention was designed to run through one ELT cycle in a 15-minute period.
The figure demonstrates how the three parts of the intervention (1. Video, 2. Simulation, 3. Debriefing) touched all four bases of the ELT cycle.
Table 1.
Team check protocol.
Table 2.
The 10-for-10 principle.
Fig 2.
Sequence and timings for the simulated scenario.
The Flowchart demonstrates the scenarios’ standardised course of events. Patient conditions and external events followed a predefined schedule, participants entered the scenario with staggered timings. The effective timings as surveyed during the simulations (n = 41) are reported as mean (M) and standard deviation (SD).
Table 3.
Study design and data collection.
Table 4.
Coding scheme for video analysis.
Table 5.
Demographics of study participants.
Table 6.
Group comparison regarding time allocation during the simulation, perception, and learning.
Table 7.
Absolute occurrence of team cooperation behaviour and medical care during the simulations.
Fig 3.
Comparison of cumulative time coded for medical care and team coordination.
The example group spent almost twice as much time coordinating the team compared with the lecture group. The example group also cumulated more time intervals of actions and team behaviours.