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Related Experiment Video

Updated: Jul 5, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Teaching and evaluating group competency in systems-based practice in anesthesiology.

Ellise Delphin¹, Melissa Davidson

¹Department of Anesthesiology, University of Medicine and Dentistry of New Jersey, New Jersey Medical School, Newark, New Jersey 07103, USA. delphiel@umdnj.edu

Anesthesia and Analgesia

|May 24, 2008

Summary

This summary is machine-generated.

Teaching systems-based practice (SBP) was improved using collaborative resident team projects. This innovative approach positively impacted healthcare organizations by fostering interdisciplinary collaboration and policy change.

Related Experiment Videos

Last Updated: Jul 5, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Area of Science:

Medical Education
Healthcare Management
Systems Engineering

Background:

Teaching and assessing systems-based practice (SBP) competency presents challenges in hospital specialties like anesthesiology.
A novel method utilizing collaborative team projects was developed to address this educational gap.
Assessment focused on group attributes rather than individual performance.

Purpose of the Study:

To develop and evaluate an innovative educational method for teaching systems-based practice (SBP) competency.
To assess the impact of collaborative team projects on resident education and healthcare organizations.
To evaluate the effectiveness of a team-based assessment tool for SBP.

Main Methods:

Resident teams undertook projects focused on healthcare systems, including economic analyses, safety initiatives, process improvements, and policy revisions.
Projects were presented via poster discussion sessions.
The educational program was evaluated based on implementation, organizational awareness, utility, sustainability, and diffusion.

Main Results:

The program, implemented in 2005, is a required part of the resident curriculum and has fostered interdisciplinary collaboration.
Projects resulted in economic analyses, safety initiatives, process changes, and institutional policy modifications.
The program has proven sustainable and effective in driving multidisciplinary policy changes within the healthcare organization.

Conclusions:

An innovative team-based project initiative effectively teaches systems-based practice (SBP).
The projects demonstrated a positive impact on the healthcare organization.
The team-focused assessment tool is crucial for evaluating SBP competency.