Durability of Non-Technical Skills Following Crisis Resource Management Training.
Bibliographic record
Abstract
BACKGROUND: Non-technical skills, such as task management, team working, situation awareness and decision making, are vital to anesthesia crisis resource management.(1) These skills are often taught using a high fidelity patient simulator. Previous studies have demonstrated improvement in non-technical skills following a debriefing of a simulated crisis, and sustained skills two months after the training session. This same study showed these skills are not learned through clinical duties exclusively.(2) We conducted this study to examine the durability of teaching non-technical skills over time. METHODS: After institutional ethics approval, 8 junior anesthesia residents were recruited as subjects. Each had one individual debriefing of their management of a crisis prior to a pre-test. The pre-test was the management of a simulated intraoperative cardiopulmonary arrest, followed by a videotape-assisted debriefing focused on their non-technical skills. No subjects participated in a simulator session for eight months. Eight months after their pre-test, each subject returned to manage a post-test, consisting of the management of a similar intraoperative cardiopulmonary arrest. Videotaped performances were reviewed by two expert blinded independent assessors who rated each subject’s non-technical skills, using a previously validated and reliable marking system.(1) RESULTS: A significant improvement in non-technical skills was observed eight months after a simulated crisis resource management training session (p<0.001)(see Figure).FigureCONCLUSIONS: Not only are measurements of residents’ non-technical skills sustained with respect to simulated crisis management eight months following a training session - they are improved. Residents’ reflection on their simulated crisis experience and debriefing may have lead to improvement. Improvement may also be secondary to non-technical skills that were practiced clinically, after simulator sessions. Educators should be reassured that the non-technical skills learned during simulated crisis management training sessions are durable.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".