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The Impact of Interdisciplinary Education on Skills and Attitudes of Surgery and Emergency Medicine Residents

Background  Interdisciplinary education (IDE) has been proposed as a means to improve patient safety by enhancing the performance of diverse health care teams. The improved camaraderie between members of different specialties may enhance communication and can foster a more supportive and positive wo...

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Autores principales: Kunac, Anastasia, King, Neil A., Ostrovsky, Ilya, Rytzarev, David, Merchant, Aziz M., Murano, Tiffany
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Thieme Medical Publishers 2019
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6426722/
https://www.ncbi.nlm.nih.gov/pubmed/30899787
http://dx.doi.org/10.1055/s-0039-1681063
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author Kunac, Anastasia
King, Neil A.
Ostrovsky, Ilya
Rytzarev, David
Merchant, Aziz M.
Murano, Tiffany
author_facet Kunac, Anastasia
King, Neil A.
Ostrovsky, Ilya
Rytzarev, David
Merchant, Aziz M.
Murano, Tiffany
author_sort Kunac, Anastasia
collection PubMed
description Background  Interdisciplinary education (IDE) has been proposed as a means to improve patient safety by enhancing the performance of diverse health care teams. The improved camaraderie between members of different specialties may enhance communication and can foster a more supportive and positive work environment. Objective  This study was aimed to assess the effect of IDE on the procedural skills of general surgery (GS) and emergency medicine (EM), as well as the perceptions that GS and EM residents have of one another. Methods  EM and GS residents participated in two separate IDE sessions (4 months apart) designed to teach extended focused assessment with sonography in trauma (e-FAST), tube thoracostomy, and complex wound closure. Surveys were administered to determine the effects that IDE had on confidence in performing bedside procedures, perceptions of IDE, and perceptions of one another's specialty. Survey responses were recorded using a 5-point Likert's scale. Results  Nine GS residents and 10 EM residents participated in the entire study. Significant improvements in the confidence levels of performing bedside procedures were noted among both groups of residents. We also report a significant improvement in the perceived respect and communication between EM and GS residents. Conclusions  Although further studies with a larger sample size are required, we have shown that IDE can improve the confidence levels of EM and GS residents in performing tube thoracostomy, e-FAST, and complex wound closure. These IDE sessions also improve the perceptions that the residents have of one another. IDE is a useful tool and may translate into improved consultation, collaboration, and patient care.
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spelling pubmed-64267222019-03-21 The Impact of Interdisciplinary Education on Skills and Attitudes of Surgery and Emergency Medicine Residents Kunac, Anastasia King, Neil A. Ostrovsky, Ilya Rytzarev, David Merchant, Aziz M. Murano, Tiffany Surg J (N Y) Background  Interdisciplinary education (IDE) has been proposed as a means to improve patient safety by enhancing the performance of diverse health care teams. The improved camaraderie between members of different specialties may enhance communication and can foster a more supportive and positive work environment. Objective  This study was aimed to assess the effect of IDE on the procedural skills of general surgery (GS) and emergency medicine (EM), as well as the perceptions that GS and EM residents have of one another. Methods  EM and GS residents participated in two separate IDE sessions (4 months apart) designed to teach extended focused assessment with sonography in trauma (e-FAST), tube thoracostomy, and complex wound closure. Surveys were administered to determine the effects that IDE had on confidence in performing bedside procedures, perceptions of IDE, and perceptions of one another's specialty. Survey responses were recorded using a 5-point Likert's scale. Results  Nine GS residents and 10 EM residents participated in the entire study. Significant improvements in the confidence levels of performing bedside procedures were noted among both groups of residents. We also report a significant improvement in the perceived respect and communication between EM and GS residents. Conclusions  Although further studies with a larger sample size are required, we have shown that IDE can improve the confidence levels of EM and GS residents in performing tube thoracostomy, e-FAST, and complex wound closure. These IDE sessions also improve the perceptions that the residents have of one another. IDE is a useful tool and may translate into improved consultation, collaboration, and patient care. Thieme Medical Publishers 2019-03-20 /pmc/articles/PMC6426722/ /pubmed/30899787 http://dx.doi.org/10.1055/s-0039-1681063 Text en https://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Kunac, Anastasia
King, Neil A.
Ostrovsky, Ilya
Rytzarev, David
Merchant, Aziz M.
Murano, Tiffany
The Impact of Interdisciplinary Education on Skills and Attitudes of Surgery and Emergency Medicine Residents
title The Impact of Interdisciplinary Education on Skills and Attitudes of Surgery and Emergency Medicine Residents
title_full The Impact of Interdisciplinary Education on Skills and Attitudes of Surgery and Emergency Medicine Residents
title_fullStr The Impact of Interdisciplinary Education on Skills and Attitudes of Surgery and Emergency Medicine Residents
title_full_unstemmed The Impact of Interdisciplinary Education on Skills and Attitudes of Surgery and Emergency Medicine Residents
title_short The Impact of Interdisciplinary Education on Skills and Attitudes of Surgery and Emergency Medicine Residents
title_sort impact of interdisciplinary education on skills and attitudes of surgery and emergency medicine residents
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6426722/
https://www.ncbi.nlm.nih.gov/pubmed/30899787
http://dx.doi.org/10.1055/s-0039-1681063
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