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A feasibility study of flipped classroom and TeamSTEPPS integration for obstetrical emergency simulations: Insights
V Balaya1, D Desseauve2, A Farin3
1Department of Obstetrics and Gynecology, Felix Guyon Hospital, University Hospital of La Réunion Island, Saint-Denis, La Reunion Island, France; INSERM, CIC 1410, CHU Reunion, Saint-Pierre 97448, France; Université de la Réunion, UFR santé, 40, avenue de Soweto, Terre Sainte, BP 373 97455 Saint-Pierre cedex, La Réunion, France.
Objectives:
The primary objective was to assess the internal correlations between TeamSTEPPS behavioral domains as perceived by learners evaluating faculty performance. The secondary objective was to explore the feasibility and reproducibility of a flipped classroom model applied to interprofessional simulation-based obstetrical training.
Material And Methods:
This study is an ancillary analysis of the PARTUM training program («Prise en charge desAccouchements àRisque eTdesUrgencesMaternelles», Management of High-risk delivery and obstetrical emergencies). Within the flipped classroom framework, learners designed a practical case involving a pregnant woman experiencing a local anesthetics overdose during labor. Two groups of teachers were evaluated by learners according to the modified Teamwork attitude questionnaire, consisting of 16 items rated from 1 ("very below expectations") to 5 ("very above expectations").
Results:
The PARTUM 2022 session included seven teachers and eighteen learners. In the pooled analysis, three items among the 16 of the Teamwork attitude questionnaire (TAQ) were found to be below expectations with a mean score lower than 3: check-back using (m = 2.75 ± 0.84), callouts using (m = 2.91 ± 0.81) and appropriate task delegation or assignments (m = 2.95 ± 0.74). No significant differences were found between groups 1 and 2. Leadership was strongly correlated to team structure (r = 0.701, p < 0.001), situation monitoring (r = 0.651, p = 0.001), and team communication (r = 0.576, p = 0.005).
Conclusion:
This study showed that a flipped classroom simulation was feasible and reproducible for interprofessional teaching of obstetric emergencies. Leadership appeared as the cornerstone of the teamwork.
