Error reduction and performance improvement in the emergency department through formal teamwork training: evaluation results of the MedTeams project.

By J. Morey, R. Simon, G. Jay, Robert L. Wears, M. Salisbury, Kimberly Dukes, S. Berns. Health Services Research, 2002

1,043 citations recorded by the source corpus.

Subfields: Emergency Medical Services, Family Practice, Physiology

View Paper: https://www.semanticscholar.org/paper/949d5c873e81af7a23f23c83573b325b9b27503a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Emergency Medical Services

1. Eduardo Salas
2. Rachel L. Day
3. David P. Baker
4. Ben-Tzion Karsh
5. Kurt Kraiger
6. Herman Aguinis

In Family Practice

1. Hyun Soo Chung
2. Eduardo Salas
3. J. E. Sullivan
4. Barry Issenberg
5. L. Devine
6. Ivette Motola

In Physiology

1. Marlies P. Schijven
2. Maurits Graafland
3. Eduardo Salas
4. Herman Aguinis

Citations in the corpus

• Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82 (2013, background): “…as ambulatory care (Campbell et al. 2001), nursing homes (Rantz et al. 2004), community-based care (Mukamel et al. 2006), emergency departments (Morey et al. 2002), intensive care units (Young et al. 1998; Wheelan et al. 2003; Dubose et al. 2008), operating rooms (Undre et al. 2006; Lingard…”
• Does Crew Resource Management Training Work? An Update, an Extension, and Some Critical Needs (2006, background): “The remaining studies evaluated training at various levels – specifically, reactions and behavior (Ellis & Hughes, 1999); learning and behavior (Harrington & Kello, 1992, as cited in O’Connor et al., 2003; Morey et al., 2002); reactions, learning, and behavior (Howard, Gaba, Fish, Yang, & Sarnquist,”
• A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39 (2016, background): “Measurement for studies reporting outcomes at this level were clinical outcomes such as mortality rates, recorded clinical errors or patient length of stays (Horbar et al. 2001; Morey et al. 2002; Fuhrmann et al. 2009), and less robust measures such as patient satisfaction scores (Visser & Wysmans 2”
• Teamwork as an essential component of high-reliability organizations. (2006, background): “Teamwork is sustained by a commitment to a shared set of team KSAs rather than permanent assignments that carry over from day to day (Morey et al. 2002).”
• Benefits of training and development for individuals and teams, organizations, and society. (2009, background): “Because safety-related errors in fields such as aviation and medical care are often the result of team coordination issues (e.g., Morey et al. 2002, Salas et al. 2001), team training emerges as an important intervention.”
• Beyond Team Types and Taxonomies: A Dimensional Scaling Conceptualization for Team Description (2012, background): “In contrast, the term crew has been used to refer to teams that have unstable membership but are characterized by high levels of skill differentiation and role standardization (Morey et al., 2002).”
• Evaluation of a preoperative checklist and team briefing among surgeons, nurses, and anesthesiologists to reduce failures in communication. (2008, result): “within clinical teams.(9-13) Many studies of”
• A best evidence systematic review of interprofessional education: BEME Guide no. 9 (2007, background): “The strongest, Morey et al. (2002) used robustly developed rating scales and well trained raters to assess team behaviours and technical skills in Emergency Departments.”
• Training and simulation for patient safety (2010, background): “Collaborator There is a growing appreciation of the need for healthcare personnel to work in a collaborative team in order to affect optimal patient care.(55) The Institute of Medicine recommends interprofessional healthcare education as a patient safety strategy.”
• Systematic review of serious games for medical education and surgical skills training (2012, background): “These non-technical skills are recognized as critical in reducing medical errors in dynamic high-risk environments, such as the operating room or the emergency department 44–46 .”
• Work system design for patient safety: the SEIPS model (2006, background): “Some of the elements have recently been emphasized—for example, teamwork”