Table of Contents
Advances in Emergency Medicine
Volume 2015, Article ID 365398, 8 pages
Research Article

Optimizing Simulated Multidisciplinary Team Training of Pediatric Emergencies: An Evaluation of Prerequisites for Transfer of Skills to Clinical Practice

1Department of Pediatric Surgery, Radboud University Medical Center, Geert Grooteplein 10, 6525 GA Nijmegen, Netherlands
2Institute for Medical Education and Training, Radboud University Medical Centre, Geert Grooteplein 10, 6525 GA Nijmegen, Netherlands
3Department of Pediatrics, Radboud University Medical Centre, Geert Grooteplein 10, 6525 GA Nijmegen, Netherlands

Received 23 June 2014; Accepted 30 December 2014

Academic Editor: Bruno Megarbane

Copyright © 2015 E. H. A. J. Coolen et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Introduction. Multidisciplinary simulation-based team training (STT) provides a powerful training method to train technical and team skills during emergencies. Effectiveness of STT depends on transfer of learned skills to clinical practice. In this study we examined three important prerequisites to enhance transfer from STT into clinical practice, intervention readiness, realism, and performance self-efficacy. Methods. For the quantitative part of the study, 131 participants (pediatric nurses and physicians) were asked to fill out an online questionnaire before and after training. For the qualitative part of the study we organized three one-hour focus group sessions in which participants were interviewed on attitude, realism, and self-efficacy. Results. Providing adequate preparation material and extensive debriefing of scenarios is important in creating this positive learning experience. The perspective of realism depends strongly on setting and learning goals. During STT team assembly and role playing can become more important to participants, while physical aspects become less important. Performance self-efficacy for all participants increases significantly regarding team skills. Conclusions. STT can be a very positive multidisciplinary learning experience, which creates the possibility of enhancing confidence, skills, and team performance within the clinical context. STT combines three important prerequisites for transfer of training to take place.