NCT05302414

The Learning Outcome of Resuscitation Teamwork Training in Postgraduate Year Doctors and Nurses

Completed NA Results posted Last updated 22 November 2024

What this trial tests

NA trial testing Board game-based learning in Patient Care Team in 124 participants. Completed in 13 December 2022.

Timeline

7 August 2022

Primary endpoint
13 December 2022

13 December 2022

Quick facts

Lead sponsor	Taipei Medical University Hospital
Phase	NA
Status	Completed
Study type	INTERVENTIONAL
Allocation	randomized
Design	parallel
Masking	single
Primary purpose	other
Enrollment	124
Start date	7 August 2022
Primary completion	13 December 2022
Estimated completion	13 December 2022
Sites	1 location across Taiwan

Drugs / interventions tested

• Board game-based learning
• Simulation-based learning
• Lecture-based learning

Conditions studied

• Patient Care Team — all drugs for Patient Care Team →

Sponsor

Taipei Medical University Hospital

Who can join

20 and older, any sex, with Patient Care Team. Patients with the condition only — healthy volunteers not accepted.

Results — posted to ClinicalTrials.gov

Per-arm endpoint measurements with 95% confidence intervals where reported. Source: trial results section.

Team Performance Observation Tool Primary · Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.

The assessment of the medical team's teamwork performance was conducted using the Team Performance Observation Tool, which includes a 23-item rating checklist. This checklist is divided into five categories: team structure (four items), leadership (six items), communication (four items), situation monitoring (five items), and mutual support (four items). Scores for each item range from 1 (Very Poor) to 5 (Excellent), resulting in a cumulative score between 23 and 115. A higher score indicates better teamwork performance.

Pretest

Group	Value	95% CI
Board Game-based Learning	53.00	47.00 – 59.00
Simulation-based Learning	39.00	37.63 – 48.50
Lecture-based Learning	39.25	35.75 – 53.50

Posttest

Group	Value	95% CI
Board Game-based Learning	57.75	53.38 – 62.13
Simulation-based Learning	56.50	49.63 – 59.88
Lecture-based Learning	51.50	46.88 – 65.00

Three months follow-up

Group	Value	95% CI
Board Game-based Learning	62.50	46.63 – 67.50
Simulation-based Learning	56.75	44.38 – 62.75
Lecture-based Learning	57.25	49.13 – 68.00

Knowledge of Teamwork Assessment Primary · Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.

The "Knowledge of Teamwork" assessment, aimed at evaluating healthcare professionals' understanding of teamwork knowledge, consists of 23 multiple-choice items based on the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) Learning Benchmarks provided by the Agency for Healthcare Research and Quality. Each item is formulated as a statement that participants must evaluate as true or false, choosing from five available answer options, of which only one is correct. Participants earn one point for each correct response, with no points awarded for incorrect answers, r

Pretest

Group	Value	95% CI
Board-game Based Learning	18.00	16.00 – 19.00
Simulation-based Learning	17.00	16.00 – 19.00
Lecture-based Learning	17.00	15.25 – 19.75

Posttest

Group	Value	95% CI
Board-game Based Learning	19.00	17.00 – 20.00
Simulation-based Learning	18.00	16.00 – 19.00
Lecture-based Learning	20.00	17.00 – 21.00

Three months follow-up

Group	Value	95% CI
Board-game Based Learning	19.00	17.25 – 19.75
Simulation-based Learning	19.00	18.00 – 19.95
Lecture-based Learning	19.50	16.00 – 20.00

Interprofessional Collaboration Scale Secondary · Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.

The attitudes of healthcare professionals toward interprofessional collaboration were assessed using the 'Interprofessional Collaboration Scale' (IPC), which consists of 26 items. The Interprofessional Collaboration Scale covers three main aspects: communication, accommodation, and isolation. We adopted the first 13 items because they are relevant to medical and nursing professional backgrounds. The scale ranges from 1 (strongly disagree) to 4 (strongly agree), with total scores ranging from 13 to 52. A higher score indicates a more positive attitude toward interprofessional collaboration.

Pretest

Group	Value	95% CI
Board-game Based Learning	36.00	35.00 – 41.00
Simulation-based Learning	40.00	36.00 – 46.00
Lecture-based Learning	38.00	36.00 – 41.00

Posttest

Group	Value	95% CI
Board-game Based Learning	41.00	37.50 – 45.00
Simulation-based Learning	45.00	38.00 – 50.00
Lecture-based Learning	39.00	37.00 – 45.50

Three months follow-up

Group	Value	95% CI
Board-game Based Learning	40.00	39.00 – 47.75
Simulation-based Learning	43.00	37.00 – 50.00
Lecture-based Learning	38.50	37.00 – 48.25

Resuscitation Knowledge Scale Secondary · Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.

The healthcare professionals' resuscitation medical knowledge was assessed using the 'Adavance Cardiac Life Support Precourse Self-Assessment,' which consisted of 60 items. The assessment covered three main aspects: rhythm identification, pharmacology, and practical application. We selected 20 items related to resuscitation medical management (ventricular tachycardia, ventricular fibrilation, asystole, pulseless electrical activity). The total score ranged from 0 (minimum) to 20 (maximum), with higher scores indicating a better understanding of resuscitation medical knowledge.

Pretest

Group	Value	95% CI
Board-game Based Learning	7.00	5.25 – 10.00
Simulation-based Learning	8.00	6.00 – 9.00
Lecture-based Learning	7.00	5.25 – 10.50

Posttest

Group	Value	95% CI
Board-game Based Learning	11.00	8.00 – 13.00
Simulation-based Learning	11.00	8.25 – 13.00
Lecture-based Learning	11.00	8.00 – 13.00

Three months follow-up

Group	Value	95% CI
Board-game Based Learning	8.50	6.25 – 10.00
Simulation-based Learning	7.00	5.25 – 10.00
Lecture-based Learning	7.50	6.25 – 10.75

Medical Task Performance Secondary · Pretest at the 0 week, posttest right after intervention at the 4 weeks, and follow-up test at the 16 weeks.

The medical team's resuscitation management performance was assessed using the "Medical Task Performance" checklist. The checklist items were referenced from the 2020 American Heart Association Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. Twenty items were identified by an expert panel based on the resuscitation guidelines, including applying adequate oxygen according to the patient's dynamic condition, timely identification of cardiac arrest and provision of high-quality cardiopulmonary resuscitation, identification of shockable rhythms and delivery of timel

Pretest

Group	Value	95% CI
Board-game Based Learning	23.00	16.38 – 25.38
Simulation-based Learning	13.25	10.75 – 17.75
Lecture-based Learning	22.00	15.38 – 28.25

Posttest

Group	Value	95% CI
Board-game Based Learning	29.00	25.13 – 31.38
Simulation-based Learning	27.25	24.88 – 30.75
Lecture-based Learning	27.00	23.38 – 32.25

Three months follow-up

Group	Value	95% CI
Board-game Based Learning	29.25	21.13 – 30.63
Simulation-based Learning	28.50	23.25 – 30.75
Lecture-based Learning	22.00	13.25 – 34.88

Learning Cognitive Load Secondary · The posttest right after intervention at the 4 weeks.

The learning cognitive load of healthcare professionals was assessed using the 'Chinese Version of the Learning Cognitive Load Questionnaire,' which consists of 8 items. The questionnaire encompasses two main aspects: mental load and mental effort. The scale ranges from 1 (Strongly Disagree) to 6 (Strongly Agree), with a total score from 6 (minimun) to 48 (maximun). A higher score indicates a higher learning cognitive load.

Group	Value	95% CI
Board-game Based Learning	22.00	16.50 – 28.50
Simulation-based Learning	22.00	15.25 – 27.00
Lecture-based Learning	21.00	16.00 – 28.00

Sponsor's own description

It is challenging for healthcare team to manage emergency patient effectively. Most of these critical patients have medical conditions and need complex medical managements. Research findings have shown that poor healthcare teamwork would result in poor communication, missing information, and insufficient situation monitoring and thus compromise patient safety. Simulation has been proved as an effective method to develop teamwork competency. However, comparing to traditional training model, simulation requires more resources such as funding, spaces, time, administration staffs, schedule, facilitators, and equipment. It would not be easy to delivery in various professional departments. Game-based learning was a known effective and learner-centered learning model which required less resources. Researchers have shown that game-based learning has higher acceptance for the learners and can improve learners' knowledge, attitude, motivation, and performance. Therefore, the aim of this study was to explore the learning effectiveness of resuscitation teamwork training of board game-based learning, simulation-based learning and lecture-based learning in PGY doctors and nurses.

Publications & conference data

1 peer-reviewed publication reference this trial (live from Europe PMC):

1. Comparing teaching methods on novice nurses' and medical residents' resuscitation teamwork knowledge and team performance: A longitudinal randomized controlled trial.
   Chen HW, Guo SL, Chen CY, Kang EY, et al · · 2026 · PMID 41966605 · DOI 10.1016/j.nepr.2026.104827