Patient Care TeamNCT05302414
The Learning Outcome of Resuscitation Teamwork Training in Postgraduate Year Doctors and Nurses
A study testing Board game-based learning, Simulation-based learning and Lecture-based learning in people with Patient Care Team, run by Taipei Medical University Hospital at 1 site in Taiwan.
Trial summary
It is challenging for healthcare team to manage emergency patient effectively. Most of these critical patients have medical conditions and need complex medical managements. Research findings have shown that poor healthcare teamwork would result in poor communication, missing information, and insufficient situation… Read more about this study
- Who is it for?
- Ages 20 years and olderHealthy volunteers can take part
- Conditions the study is for
- Patient Care Team
- What is being tested?
- Board game-based learning, Simulation-based learning and Lecture-based learning
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 124 participants
- Where
- 1 siteTaiwan
- Study dates
- 7 Aug 2022to 13 Dec 2022
- Phase
- Interventional
- Are there results?
- Yes, posted in the registrySummary in the doctors' view
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 20 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Postgraduate Year doctors who is 20 years old and work in primary care.
- Postgraduate Year nurses who is 20 years old and work in primary care
Who cannot join
- Participant do not work in primary care provide.
- Healthcare provider do not delivery in relative adult care department, such as pediatric department, obstetrics department, and psychiatry department so on.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Learning Outcome of Resuscitation Teamwork Training on Developing Teamwork Performance in Postgraduate Year Doctors and Nurses - Comparison of Board Game-based Learning, Simulation-based Learning and Lecture-based Learning.
It is challenging for healthcare team to manage emergency patient effectively. Most of these critical patients have medical conditions and need complex medical managements. Research findings have shown that poor healthcare teamwork would result in poor communication, missing information, and insufficient situation monitoring and thus compromise patient safety. Simulation has been proved as an effective method to develop teamwork competency. However, comparing to traditional training model, simulation requires more resources such as funding, spaces, time, administration staffs, schedule, facilitators, and equipment. It would not be easy to delivery in various professional departments. Game-based learning was a known effective and learner-centered learning model which required less resources. Researchers have shown that game-based learning has higher acceptance for the learners and can improve learners' knowledge, attitude, motivation, and performance. Therefore, the aim of this study was to explore the learning effectiveness of resuscitation teamwork training of board game-based learning, simulation-based learning and lecture-based learning in PGY doctors and nurses.
Read the detailed description
This will be a prospective, longitudinal, and randomized controlled trial design. A total number of 180 PGY doctors and nurses will be enrolled from a teaching hospital in northern Taipei City. They will be randomized into board game-based learning group, simulation-based learning group, and lecture-based learning group. Three groups will receive "Emergency Medical Response Teamwork" training and all of these contents were developed according to America Heart Association Guidelines for Cardiopulmonary Resuscitation and ECC and TeamSTEPPS curriculum from Agency for Healthcare Research and Quality. We will collect the professional demography, the professional medical knowledge for medical management, the concept of knowledge for teamwork, team performance, team attitude, medical management, course survey, and cognitive load scales. We will compare the learning effectiveness between three groups in pretest, posttest, and three-months follow up. Statistical methods used included descriptive and inferential statistics, χ2 chi-square tests, Kruskal-Wallis H test, Friedman test, Wilcoxon test, generalized estimating equations, and text mining.
- Conditions
- Patient Care Team
- Being tested
- Board game-based learning, Simulation-based learning, Lecture-based learning
- Keywords
- Teamwork, Resuscitation, Team training
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Board game-based learningBehavioural
Also called experience group-I
The team of PGY doctors and nurses received 3 hours training intervention in resuscitation teamwork skills through a board game-based teaching approach.
Simulation-based learningBehavioural
Also called experience group-II
The team of PGY doctors and nurses received 3 hours training intervention in resuscitation teamwork skills through a simulation-based teaching approach.
Lecture-based learningBehavioural
Also called control group
The team of PGY doctors and nurses received 3 hours training intervention in resuscitation teamwork skills through an interactive lecture-based approach.
| Study group | Role | What they receive |
|---|---|---|
| Board game-based learning (experience group-I) | Experimental | The team of PGY doctors and nurses receive training in resuscitation teamwork skills through a board game-based teaching approach. Receives: Behavioral: Board game-based learning |
| Simulation-based learning (experience group-II) | Experimental | The team of PGY doctors and nurses receive training in resuscitation teamwork skills through a simulation-based teaching approach. Receives: Behavioral: Simulation-based learning |
| Lecture-based learning (control group) | Other | The team of PGY doctors and nurses receive training in resuscitation teamwork skills through an interactive lecture-based learning approach. Receives: Behavioral: Lecture-based learning |
What is being measured
The primary outcome is the main question the study is designed to answer.
Team Performance Observation Tool
The assessment of the medical team's teamwork performance was conducted using the Team Performance Observation Tool, which includes a 23-item rating checklist. This checklist is divided into five categories: team structure (four items), leadership (six items), communication (four items), situation monitoring (five items), and mutual support (four items). Scores for each item range from 1 (Very Poor) to 5 (Excellent), resulting in a cumulative score between 23 and 115. A higher score indicates better teamwork performance.
Measured: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Knowledge of Teamwork Assessment
The "Knowledge of Teamwork" assessment, aimed at evaluating healthcare professionals' understanding of teamwork knowledge, consists of 23 multiple-choice items based on the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) Learning Benchmarks provided by the Agency for Healthcare Research and Quality. Each item is formulated as a statement that participants must evaluate as true or false, choosing from five available answer options, of which only one is correct. Participants earn one point for each correct response, with no points awarded for incorrect answers, resulting in a total possible score of 0 to 23. A higher score signifies a more comprehensive understanding of the principles of teamwork knowledge.
Measured: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Secondary outcomes (4)
Interprofessional Collaboration Scale
The attitudes of healthcare professionals toward interprofessional collaboration were assessed using the 'Interprofessional Collaboration Scale' (IPC), which consists of 26 items. The Interprofessional Collaboration Scale covers three main aspects: communication, accommodation, and isolation. We adopted the first 13 items because they are relevant to medical and nursing professional backgrounds. The scale ranges from 1 (strongly disagree) to 4 (strongly agree), with total scores ranging from 13 to 52. A higher score indicates a more positive attitude toward interprofessional collaboration.
Measured: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Resuscitation Knowledge Scale
The healthcare professionals' resuscitation medical knowledge was assessed using the 'Adavance Cardiac Life Support Precourse Self-Assessment,' which consisted of 60 items. The assessment covered three main aspects: rhythm identification, pharmacology, and practical application. We selected 20 items related to resuscitation medical management (ventricular tachycardia, ventricular fibrilation, asystole, pulseless electrical activity). The total score ranged from 0 (minimum) to 20 (maximum), with higher scores indicating a better understanding of resuscitation medical knowledge.
Measured: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Medical Task Performance
The medical team's resuscitation management performance was assessed using the "Medical Task Performance" checklist. The checklist items were referenced from the 2020 American Heart Association Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. Twenty items were identified by an expert panel based on the resuscitation guidelines, including applying adequate oxygen according to the patient's dynamic condition, timely identification of cardiac arrest and provision of high-quality cardiopulmonary resuscitation, identification of shockable rhythms and delivery of timely and correct shocks, and correct administration of resuscitation medication. The checklist was rated on a dichotomous scale with scores of 2 (complete), 1 (partial), and 0 (incomplete). The total score ranged from 0 (minimum) to 40 (maximum), with higher scores indicating better resuscitation management performance by the medical team.
Measured: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Learning Cognitive Load
The learning cognitive load of healthcare professionals was assessed using the 'Chinese Version of the Learning Cognitive Load Questionnaire,' which consists of 8 items. The questionnaire encompasses two main aspects: mental load and mental effort. The scale ranges from 1 (Strongly Disagree) to 6 (Strongly Agree), with a total score from 6 (minimun) to 48 (maximun). A higher score indicates a higher learning cognitive load.
Measured: The posttest right after intervention at the 4 weeks.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted31 Mar 2022
- Study start7 Aug 2022
- Primary completion13 Dec 2022
- Study completion13 Dec 2022
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Posted resultsParticipant flow, outcome measures and adverse events reported by the sponsor.
- Publications (15)Papers the sponsor has linked to this study.
- Other trials for Patient Care TeamStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- three arms
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 124 participants (actual)
Sponsor and investigators
- Lead sponsor
- Taipei Medical University Hospital
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Jen-Chieh Wu, Study chair, Taipei Medical University Hospital
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05302414
- Sponsor's protocol ID
- N202201126
- Status last verified
- Aug 2022
- First submitted
- 9 Mar 2022
- Last updated
- 22 Nov 2024
- Results posted
- Yes, on ClinicalTrials.gov
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Aboalshamat K, Khayat A, Halwani R, Bitan A, Alansari R. The effects of gamification on antimicrobial resistance knowledge and its relationship to dentistry in Saudi Arabia: a randomized controlled trial. BMC Public Health. 2020 May 13;20(1):680. doi: 10.1186/s12889-020-08806-2.
PubMed 32404076Al-Ghareeb AZ, Cooper SJ. Barriers and enablers to the use of high-fidelity patient simulation manikins in nurse education: an integrative review. Nurse Educ Today. 2016 Jan;36:281-6. doi: 10.1016/j.nedt.2015.08.005. Epub 2015 Aug 19.
PubMed 26323885Buijs-Spanjers KR, Harmsen A, Hegge HH, Spook JE, de Rooij SE, Jaarsma DADC. The influence of a serious game's narrative on students' attitudes and learning experiences regarding delirium: an interview study. BMC Med Educ. 2020 Sep 1;20(1):289. doi: 10.1186/s12909-020-02210-5.
PubMed 32873285Capella J, Smith S, Philp A, Putnam T, Gilbert C, Fry W, Harvey E, Wright A, Henderson K, Baker D, Ranson S, Remine S. Teamwork training improves the clinical care of trauma patients. J Surg Educ. 2010 Nov-Dec;67(6):439-43. doi: 10.1016/j.jsurg.2010.06.006. Epub 2010 Nov 5.
PubMed 21156305Fernandez R, Kozlowski SW, Shapiro MJ, Salas E. Toward a definition of teamwork in emergency medicine. Acad Emerg Med. 2008 Nov;15(11):1104-12. doi: 10.1111/j.1553-2712.2008.00250.x. Epub 2008 Oct 1.
PubMed 18828831Eddy K, Jordan Z, Stephenson M. Health professionals' experience of teamwork education in acute hospital settings: a systematic review of qualitative literature. JBI Database System Rev Implement Rep. 2016 Apr;14(4):96-137. doi: 10.11124/JBISRIR-2016-1843.
PubMed 27532314Cutumisu M, Patel SD, Brown MRG, Fray C, von Hauff P, Jeffery T, Schmolzer GM. RETAIN: A Board Game That Improves Neonatal Resuscitation Knowledge Retention. Front Pediatr. 2019 Jan 31;7:13. doi: 10.3389/fped.2019.00013. eCollection 2019.
PubMed 30766862Malmstrom B, Nohlert E, Ewald U, Widarsson M. Simulation-based team training improved the self-assessed ability of physicians, nurses and midwives to perform neonatal resuscitation. Acta Paediatr. 2017 Aug;106(8):1273-1279. doi: 10.1111/apa.13861. Epub 2017 May 3.
PubMed 28370414McEwan D, Ruissen GR, Eys MA, Zumbo BD, Beauchamp MR. The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions. PLoS One. 2017 Jan 13;12(1):e0169604. doi: 10.1371/journal.pone.0169604. eCollection 2017.
PubMed 28085922Finer NN, Rich W. Neonatal resuscitation: toward improved performance. Resuscitation. 2002 Apr;53(1):47-51. doi: 10.1016/s0300-9572(01)00494-4.
PubMed 11947979Monsieurs KG, Nolan JP, Bossaert LL, Greif R, Maconochie IK, Nikolaou NI, Perkins GD, Soar J, Truhlar A, Wyllie J, Zideman DA; ERC Guidelines 2015 Writing Group. European Resuscitation Council Guidelines for Resuscitation 2015: Section 1. Executive summary. Resuscitation. 2015 Oct;95:1-80. doi: 10.1016/j.resuscitation.2015.07.038. Epub 2015 Oct 15. No abstract available.
PubMed 26477410Rosqvist E, Lauritsalo S, Paloneva J. Short 2-H in Situ Trauma Team Simulation Training Effectively Improves Non-Technical Skills of Hospital Trauma Teams. Scand J Surg. 2019 Jun;108(2):117-123. doi: 10.1177/1457496918789006. Epub 2018 Jul 20.
PubMed 30027817Sawyer T, Laubach VA, Hudak J, Yamamura K, Pocrnich A. Improvements in teamwork during neonatal resuscitation after interprofessional TeamSTEPPS training. Neonatal Netw. 2013 Jan-Feb;32(1):26-33. doi: 10.1891/0730-0832.32.1.26.
PubMed 23318204Truta TS, Boeriu CM, Copotoiu SM, Petrisor M, Turucz E, Vatau D, Lazarovici M. Improving nontechnical skills of an interprofessional emergency medical team through a one day crisis resource management training. Medicine (Baltimore). 2018 Aug;97(32):e11828. doi: 10.1097/MD.0000000000011828.
PubMed 30095658Chen HW, Guo SL, Chen CY, Kang EY, Liu PC, Huang CC, Hu SH, Wu JC, O'Donnell JM. Comparing teaching methods on novice nurses' and medical residents' resuscitation teamwork knowledge and team performance: A longitudinal randomized controlled trial. Nurse Educ Pract. 2026 May;93:104827. doi: 10.1016/j.nepr.2026.104827. Epub 2026 Apr 5.
PubMed 41966605
Study at a glance
From the registry record, last updated by the sponsor on 22 Nov 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Learning Outcome of Resuscitation Teamwork Training on Developing Teamwork Performance in Postgraduate Year Doctors and Nurses - Comparison of Board Game-based Learning, Simulation-based Learning and Lecture-based Learning.
- ClinicalTrials.gov ID
- NCT05302414
- Acronym / sponsor ID
- N202201126
- Conditions
- Patient Care Team
- Keywords
- Teamwork, Resuscitation, Team training
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 124 participants (actual)
- Lead sponsor
- Taipei Medical University HospitalUniversity, hospital or other
- Study start
- 7 Aug 2022 (actual)
- Primary completion
- 13 Dec 2022 (actual)
- Study completion
- 13 Dec 2022 (actual)
- First posted
- 31 Mar 2022 (actual)
- Results
- Posted 22 Nov 2024
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
It is challenging for healthcare team to manage emergency patient effectively. Most of these critical patients have medical conditions and need complex medical managements. Research findings have shown that poor healthcare teamwork would result in poor communication, missing information, and insufficient situation monitoring and thus compromise patient safety. Simulation has been proved as an effective method to develop teamwork competency. However, comparing to traditional training model, simulation requires more resources such as funding, spaces, time, administration staffs, schedule, facilitators, and equipment. It would not be easy to delivery in various professional departments. Game-based learning was a known effective and learner-centered learning model which required less resources. Researchers have shown that game-based learning has higher acceptance for the learners and can improve learners' knowledge, attitude, motivation, and performance. Therefore, the aim of this study was to explore the learning effectiveness of resuscitation teamwork training of board game-based learning, simulation-based learning and lecture-based learning in PGY doctors and nurses.
Detailed description
This will be a prospective, longitudinal, and randomized controlled trial design. A total number of 180 PGY doctors and nurses will be enrolled from a teaching hospital in northern Taipei City. They will be randomized into board game-based learning group, simulation-based learning group, and lecture-based learning group. Three groups will receive "Emergency Medical Response Teamwork" training and all of these contents were developed according to America Heart Association Guidelines for Cardiopulmonary Resuscitation and ECC and TeamSTEPPS curriculum from Agency for Healthcare Research and Quality. We will collect the professional demography, the professional medical knowledge for medical management, the concept of knowledge for teamwork, team performance, team attitude, medical management, course survey, and cognitive load scales. We will compare the learning effectiveness between three groups in pretest, posttest, and three-months follow up. Statistical methods used included descriptive and inferential statistics, χ2 chi-square tests, Kruskal-Wallis H test, Friedman test, Wilcoxon test, generalized estimating equations, and text mining.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 3
- Model description
- three arms
| Arm | Type | Receives |
|---|---|---|
| Board game-based learning (experience group-I) | Experimental | Behavioral: Board game-based learningThe team of PGY doctors and nurses receive training in resuscitation teamwork skills through a board game-based teaching approach. |
| Simulation-based learning (experience group-II) | Experimental | Behavioral: Simulation-based learningThe team of PGY doctors and nurses receive training in resuscitation teamwork skills through a simulation-based teaching approach. |
| Lecture-based learning (control group) | Other | Behavioral: Lecture-based learningThe team of PGY doctors and nurses receive training in resuscitation teamwork skills through an interactive lecture-based learning approach. |
Who may qualify
- Ages
- 20 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (2 listed)
- Postgraduate Year doctors who is 20 years old and work in primary care.
- Postgraduate Year nurses who is 20 years old and work in primary care
Key exclusion criteria (2 listed)
- Participant do not work in primary care provide.
- Healthcare provider do not delivery in relative adult care department, such as pediatric department, obstetrics department, and psychiatry department so on.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Board game-based learningAlso: experience group-IThe team of PGY doctors and nurses received 3 hours training intervention in resuscitation teamwork skills through a board game-based teaching approach. | Behavioural | Board game-based learning (experience group-I) |
| Simulation-based learningAlso: experience group-IIThe team of PGY doctors and nurses received 3 hours training intervention in resuscitation teamwork skills through a simulation-based teaching approach. | Behavioural | Simulation-based learning (experience group-II) |
| Lecture-based learningAlso: control groupThe team of PGY doctors and nurses received 3 hours training intervention in resuscitation teamwork skills through an interactive lecture-based approach. | Behavioural | Lecture-based learning (control group) |
Primary outcome
Team Performance Observation Tool
Time frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
The assessment of the medical team's teamwork performance was conducted using the Team Performance Observation Tool, which includes a 23-item rating checklist. This checklist is divided into five categories: team structure (four items), leadership (six items), communication (four items), situation monitoring (five items), and mutual support (four items). Scores for each item range from 1 (Very Poor) to 5 (Excellent), resulting in a cumulative score between 23 and 115. A higher score indicates better teamwork performance.
Knowledge of Teamwork Assessment
Time frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
The "Knowledge of Teamwork" assessment, aimed at evaluating healthcare professionals' understanding of teamwork knowledge, consists of 23 multiple-choice items based on the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) Learning Benchmarks provided by the Agency for Healthcare Research and Quality. Each item is formulated as a statement that participants must evaluate as true or false, choosing from five available answer options, of which only one is correct. Participants earn one point for each correct response, with no points awarded for incorrect answers, resulting in a total possible score of 0 to 23. A higher score signifies a more comprehensive understanding of the principles of teamwork knowledge.
4 secondary outcomes
Interprofessional Collaboration Scale
Time frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Resuscitation Knowledge Scale
Time frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Medical Task Performance
Time frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.
Learning Cognitive Load
Time frame: The posttest right after intervention at the 4 weeks.
Results and safety
Loading the posted results from ClinicalTrials.gov…
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 22 Nov 2024.
- Posted resultsParticipant flow, baseline, all outcome measures and adverse events.
- Background: PubMed 32404076Aboalshamat K, Khayat A, Halwani R, Bitan A, Alansari R. The effects of gamification on antimicrobial resistance knowledge and its relationship to dentistry in Saudi Arabia: a randomized controlled trial. BMC Public Health. 2020 May 13;20(1):680. doi: 10.1186/s12889-020-08806-2.
- Background: PubMed 26323885Al-Ghareeb AZ, Cooper SJ. Barriers and enablers to the use of high-fidelity patient simulation manikins in nurse education: an integrative review. Nurse Educ Today. 2016 Jan;36:281-6. doi: 10.1016/j.nedt.2015.08.005. Epub 2015 Aug 19.
- Background: PubMed 32873285Buijs-Spanjers KR, Harmsen A, Hegge HH, Spook JE, de Rooij SE, Jaarsma DADC. The influence of a serious game's narrative on students' attitudes and learning experiences regarding delirium: an interview study. BMC Med Educ. 2020 Sep 1;20(1):289. doi: 10.1186/s12909-020-02210-5.
- Background: PubMed 21156305Capella J, Smith S, Philp A, Putnam T, Gilbert C, Fry W, Harvey E, Wright A, Henderson K, Baker D, Ranson S, Remine S. Teamwork training improves the clinical care of trauma patients. J Surg Educ. 2010 Nov-Dec;67(6):439-43. doi: 10.1016/j.jsurg.2010.06.006. Epub 2010 Nov 5.
- Background: PubMed 18828831Fernandez R, Kozlowski SW, Shapiro MJ, Salas E. Toward a definition of teamwork in emergency medicine. Acad Emerg Med. 2008 Nov;15(11):1104-12. doi: 10.1111/j.1553-2712.2008.00250.x. Epub 2008 Oct 1.
- Background: PubMed 27532314Eddy K, Jordan Z, Stephenson M. Health professionals' experience of teamwork education in acute hospital settings: a systematic review of qualitative literature. JBI Database System Rev Implement Rep. 2016 Apr;14(4):96-137. doi: 10.11124/JBISRIR-2016-1843.
- Background: PubMed 30766862Cutumisu M, Patel SD, Brown MRG, Fray C, von Hauff P, Jeffery T, Schmolzer GM. RETAIN: A Board Game That Improves Neonatal Resuscitation Knowledge Retention. Front Pediatr. 2019 Jan 31;7:13. doi: 10.3389/fped.2019.00013. eCollection 2019.
- Background: PubMed 28370414Malmstrom B, Nohlert E, Ewald U, Widarsson M. Simulation-based team training improved the self-assessed ability of physicians, nurses and midwives to perform neonatal resuscitation. Acta Paediatr. 2017 Aug;106(8):1273-1279. doi: 10.1111/apa.13861. Epub 2017 May 3.
- Background: PubMed 28085922McEwan D, Ruissen GR, Eys MA, Zumbo BD, Beauchamp MR. The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions. PLoS One. 2017 Jan 13;12(1):e0169604. doi: 10.1371/journal.pone.0169604. eCollection 2017.
- Background: PubMed 11947979Finer NN, Rich W. Neonatal resuscitation: toward improved performance. Resuscitation. 2002 Apr;53(1):47-51. doi: 10.1016/s0300-9572(01)00494-4.
- Background: PubMed 26477410Monsieurs KG, Nolan JP, Bossaert LL, Greif R, Maconochie IK, Nikolaou NI, Perkins GD, Soar J, Truhlar A, Wyllie J, Zideman DA; ERC Guidelines 2015 Writing Group. European Resuscitation Council Guidelines for Resuscitation 2015: Section 1. Executive summary. Resuscitation. 2015 Oct;95:1-80. doi: 10.1016/j.resuscitation.2015.07.038. Epub 2015 Oct 15. No abstract available.
- Background: PubMed 30027817Rosqvist E, Lauritsalo S, Paloneva J. Short 2-H in Situ Trauma Team Simulation Training Effectively Improves Non-Technical Skills of Hospital Trauma Teams. Scand J Surg. 2019 Jun;108(2):117-123. doi: 10.1177/1457496918789006. Epub 2018 Jul 20.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Jen-Chieh Wu study chair
Taipei Medical University Hospital
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Board game-based learning, Simulation-based learning and Lecture-based learning in people with Patient Care Team, run by Taipei Medical University Hospital at 1 site in Taiwan.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 22 Nov 2024. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Taiwan. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
Yes. Results are posted in the registry (first posted 22 Nov 2024). A summary is in the For doctors view, and the full results are on ClinicalTrials.gov.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Team Performance Observation Tool (time frame: Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT05302414, which also lists 15 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 22 Nov 2024.