Conducting the emergency team: A novel way to train the team-leader for emergencies.
Identifieur interne : 000863 ( Main/Exploration ); précédent : 000862; suivant : 000864Conducting the emergency team: A novel way to train the team-leader for emergencies.
Auteurs : Ture Larsen [Danemark] ; Randi Beier-Holgersen [Danemark] ; Peter Dieckmann [Danemark] ; Doris Stergaard [Danemark]Source :
- Heliyon [ 2405-8440 ] ; 2018.
Abstract
Introduction
Worldwide, medical supervisors find it difficult to get students to rise to the occasion when called upon to act as leaders of emergency teams: many residents/rescuers feel unprepared to adopt the leadership role. The challenge is to address the residents very strong emotions caused by the extremely stressful context. No systematic leadership training takes this aspect into account.
Aim
The overall aim of the course is to investigate whether, in an emergency, a clinical team leader could apply a conductor's leadership skills.
Background
An orchestral conductor is a specialist in practicing leadership focusing on non-verbal communication. The conductor works with highly trained specialists and must lead them to cooperate and put his interpretation into effect. The conductor works purposefully in order to appear calm, genuine and gain authority.
Method
A conductor and a consultant prepared a course for residents, medical students and nurses, n = 61. Ten × two course days were completed. The exercises were musical and thus safe for the students as there were no clinical skills at stake. The programme aimed to create stress and anxiety in a safe learning environment.
Conclusion
The transfer of a conductor's skills improved and profoundly changed the participating students', nurses' and residents' behaviour and introduced a method to handle anxiety and show calmness and authority.
Perspectives
If this course in leadership is to be introduced as a compulsory part of the educating of doctors, the ideal time would be after clinical skills have been acquired, experience gained and routines understood in the clinic.
DOI: 10.1016/j.heliyon.2018.e00791
PubMed: 30263972
PubMed Central: PMC6156909
Affiliations:
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wicri:level="1"><nlm:affiliation>Simulation Unit (SimNord), Department of Administration, Kvalitetsafdelingen, Nordsjællands Hospital, Dyrehavevej 29, 3400 Hillerød, Denmark.</nlm:affiliation><country xml:lang="fr">Danemark</country><wicri:regionArea>Simulation Unit (SimNord), Department of Administration, Kvalitetsafdelingen, Nordsjællands Hospital, Dyrehavevej 29, 3400 Hillerød</wicri:regionArea><wicri:noRegion>3400 Hillerød</wicri:noRegion></affiliation></author><author><name sortKey="Beier Holgersen, Randi" sort="Beier Holgersen, Randi" uniqKey="Beier Holgersen R" first="Randi" last="Beier-Holgersen">Randi Beier-Holgersen</name><affiliation wicri:level="1"><nlm:affiliation>Department of Gastrointestinal Surgery, Nordsjællands Hospital, Dyrehavevej 29, 3400 Hillerød, Denmark.</nlm:affiliation><country xml:lang="fr">Danemark</country><wicri:regionArea>Department of Gastrointestinal Surgery, Nordsjællands Hospital, Dyrehavevej 29, 3400 Hillerød</wicri:regionArea><wicri:noRegion>3400 Hillerød</wicri:noRegion></affiliation></author><author><name sortKey="Dieckmann, Peter" sort="Dieckmann, Peter" uniqKey="Dieckmann P" first="Peter" last="Dieckmann">Peter Dieckmann</name><affiliation wicri:level="3"><nlm:affiliation>Copenhagen Academy for Medical Education and Simulation (CAMES), Capital Region of Denmark and University of Copenhagen, Herlev Hospital, Herlev Ringvej 75, 25 etage, 2730 Herlev, Copenhagen, Denmark.</nlm:affiliation><country xml:lang="fr">Danemark</country><wicri:regionArea>Copenhagen Academy for Medical Education and Simulation (CAMES), Capital Region of Denmark and University of Copenhagen, Herlev Hospital, Herlev Ringvej 75, 25 etage, 2730 Herlev, Copenhagen</wicri:regionArea><placeName><settlement type="city">Copenhague</settlement><region type="région" nuts="2">Hovedstaden</region></placeName></affiliation></author><author><name sortKey=" Stergaard, Doris" sort=" Stergaard, Doris" uniqKey=" Stergaard D" first="Doris" last=" Stergaard">Doris Stergaard</name><affiliation wicri:level="3"><nlm:affiliation>Copenhagen Academy for Medical Education and Simulation (CAMES), Capital Region of Denmark and University of Copenhagen, Herlev Hospital, Herlev Ringvej 75, 25 etage, 2730 Herlev, Copenhagen, Denmark.</nlm:affiliation><country xml:lang="fr">Danemark</country><wicri:regionArea>Copenhagen Academy for Medical Education and Simulation (CAMES), Capital Region of Denmark and University of Copenhagen, Herlev Hospital, Herlev Ringvej 75, 25 etage, 2730 Herlev, Copenhagen</wicri:regionArea><placeName><settlement type="city">Copenhague</settlement><region type="région" nuts="2">Hovedstaden</region></placeName></affiliation></author></analytic><series><title level="j">Heliyon</title><idno type="ISSN">2405-8440</idno><imprint><date when="2018" type="published">2018</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>Introduction</b></p><p>Worldwide, medical supervisors find it difficult to get students to rise to the occasion when called upon to act as leaders of emergency teams: many residents/rescuers feel unprepared to adopt the leadership role. The challenge is to address the residents very strong emotions caused by the extremely stressful context. No systematic leadership training takes this aspect into account.</p></div><div type="abstract" xml:lang="en"><p><b>Aim</b></p><p>The overall aim of the course is to investigate whether, in an emergency, a clinical team leader could apply a conductor's leadership skills.</p></div><div type="abstract" xml:lang="en"><p><b>Background</b></p><p>An orchestral conductor is a specialist in practicing leadership focusing on non-verbal communication. The conductor works with highly trained specialists and must lead them to cooperate and put his interpretation into effect. The conductor works purposefully in order to appear calm, genuine and gain authority.</p></div><div type="abstract" xml:lang="en"><p><b>Method</b></p><p>A conductor and a consultant prepared a course for residents, medical students and nurses, n = 61. Ten × two course days were completed. The exercises were musical and thus safe for the students as there were no clinical skills at stake. The programme aimed to create stress and anxiety in a safe learning environment.</p></div><div type="abstract" xml:lang="en"><p><b>Conclusion</b></p><p>The transfer of a conductor's skills improved and profoundly changed the participating students', nurses' and residents' behaviour and introduced a method to handle anxiety and show calmness and authority.</p></div><div type="abstract" xml:lang="en"><p><b>Perspectives</b></p><p>If this course in leadership is to be introduced as a compulsory part of the educating of doctors, the ideal time would be after clinical skills have been acquired, experience gained and routines understood in the clinic.</p></div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">30263972</PMID><DateRevised><Year>2020</Year><Month>10</Month><Day>01</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Print">2405-8440</ISSN><JournalIssue CitedMedium="Print"><Volume>4</Volume><Issue>9</Issue><PubDate><Year>2018</Year><Month>Sep</Month></PubDate></JournalIssue><Title>Heliyon</Title><ISOAbbreviation>Heliyon</ISOAbbreviation></Journal><ArticleTitle>Conducting the emergency team: A novel way to train the team-leader for emergencies.</ArticleTitle><Pagination><MedlinePgn>e00791</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1016/j.heliyon.2018.e00791</ELocationID><Abstract><AbstractText Label="Introduction" NlmCategory="UNASSIGNED">Worldwide, medical supervisors find it difficult to get students to rise to the occasion when called upon to act as leaders of emergency teams: many residents/rescuers feel unprepared to adopt the leadership role. The challenge is to address the residents very strong emotions caused by the extremely stressful context. No systematic leadership training takes this aspect into account.</AbstractText><AbstractText Label="Aim" NlmCategory="UNASSIGNED">The overall aim of the course is to investigate whether, in an emergency, a clinical team leader could apply a conductor's leadership skills.</AbstractText><AbstractText Label="Background" NlmCategory="UNASSIGNED">An orchestral conductor is a specialist in practicing leadership focusing on non-verbal communication. The conductor works with highly trained specialists and must lead them to cooperate and put his interpretation into effect. The conductor works purposefully in order to appear calm, genuine and gain authority.</AbstractText><AbstractText Label="Method" NlmCategory="UNASSIGNED">A conductor and a consultant prepared a course for residents, medical students and nurses, n = 61. Ten × two course days were completed. The exercises were musical and thus safe for the students as there were no clinical skills at stake. The programme aimed to create stress and anxiety in a safe learning environment.</AbstractText><AbstractText Label="Conclusion" NlmCategory="UNASSIGNED">The transfer of a conductor's skills improved and profoundly changed the participating students', nurses' and residents' behaviour and introduced a method to handle anxiety and show calmness and authority.</AbstractText><AbstractText Label="Perspectives" NlmCategory="UNASSIGNED">If this course in leadership is to be introduced as a compulsory part of the educating of doctors, the ideal time would be after clinical skills have been acquired, experience gained and routines understood in the clinic.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Larsen</LastName><ForeName>Ture</ForeName><Initials>T</Initials><AffiliationInfo><Affiliation>Simulation Unit (SimNord), Department of Administration, Kvalitetsafdelingen, Nordsjællands Hospital, Dyrehavevej 29, 3400 Hillerød, Denmark.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Beier-Holgersen</LastName><ForeName>Randi</ForeName><Initials>R</Initials><AffiliationInfo><Affiliation>Department of Gastrointestinal Surgery, Nordsjællands Hospital, Dyrehavevej 29, 3400 Hillerød, Denmark.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Dieckmann</LastName><ForeName>Peter</ForeName><Initials>P</Initials><AffiliationInfo><Affiliation>Copenhagen Academy for Medical Education and Simulation (CAMES), Capital Region of Denmark and University of Copenhagen, Herlev Hospital, Herlev Ringvej 75, 25 etage, 2730 Herlev, Copenhagen, Denmark.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Østergaard</LastName><ForeName>Doris</ForeName><Initials>D</Initials><AffiliationInfo><Affiliation>Copenhagen Academy for Medical Education and Simulation (CAMES), Capital Region of Denmark and University of Copenhagen, Herlev Hospital, Herlev Ringvej 75, 25 etage, 2730 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last="Larsen">Ture Larsen</name></noRegion><name sortKey=" Stergaard, Doris" sort=" Stergaard, Doris" uniqKey=" Stergaard D" first="Doris" last=" Stergaard">Doris Stergaard</name><name sortKey="Beier Holgersen, Randi" sort="Beier Holgersen, Randi" uniqKey="Beier Holgersen R" first="Randi" last="Beier-Holgersen">Randi Beier-Holgersen</name><name sortKey="Dieckmann, Peter" sort="Dieckmann, Peter" uniqKey="Dieckmann P" first="Peter" last="Dieckmann">Peter Dieckmann</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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