Multidisciplinary obstetric simulated emergency scenarios (MOSES): Promoting patient safety in obstetrics with teamwork-focused interprofessional simulations

• Published in: The Journal of continuing education in the health professions Vol. 29; no. 2; pp. 98 - 104
• Main Authors: Freeth, Della, Ayida, Gubby, Berridge, Emma Jane, Mackintosh, Nicola, Norris, Beverley, Sadler, Chris, Strachan, Alasdair
• Format: Journal Article
• Language: English
• Published: San Francisco Wiley Subscription Services, Inc., A Wiley Company 2009; John Wiley & Sons, Inc
• Subjects: Clinical Competence; Continuing Education; Cooperation; Educational Environment; Electronic Mail; Emergency Medical Services; England; Evaluation; Foreign Countries; Health Services; Humans; Inservice Training; Interdisciplinary Communication; interprofessional learning; Interprofessional Relationship; Interviews; Interviews as Topic; Medical Errors - prevention & control; Obstetrics; Obstetrics - education; patient safety; Patients; Perception; Program Evaluation; Safety; Safety Management; Simulation; Student Attitudes; Teaching - methods; Team Training; Teamwork; Transfer of Training; transfer to practice; United Kingdom; United Kingdom; England
• ISSN: 0894-1912; 1554-558X
• DOI: 10.1002/chp.20018

Introduction: We describe an example of simulation‐based interprofessional continuing education, the multidisciplinary obstetric simulated emergency scenarios (MOSES) course, which was designed to enhance nontechnical skills among obstetric teams and, hence, improve patient safety. Participants' perceptions of MOSES courses, their learning, and the transfer of learning to clinical practice were examined. Methods: Participants included senior midwives, obstetricians, and obstetric anesthetists, including course faculty from 4 purposively selected delivery suites in England. Telephone or e‐mail interviews with MOSES course participants and facilitators were conducted, and video‐recorded debriefings that formed integral parts of this 1‐day course were analyzed. Results: The team training was well received. Participants were able to check out assumptions and expectations of others and develop respect for different roles within the delivery suite (DS) team. Skillful facilitation of debriefing after each scenario was central to learning. Participants reported acquiring new knowledge or insights, particularly concerning the role of communication and leadership in crisis situations, and they rehearsed unfamiliar skills. Observing peers working in the simulations increased participants' learning by highlighting alternative strategies. The learning achieved by individuals and groups was noticeably dependent on their starting points. Some participants identified limited changes in their behavior in the workplace following the MOSES course. Mechanisms to manage the transfer of learning to the wider team were weakly developed, although 2 DS teams made changes to their regular update training. Discussion: Interprofessional, team‐based simulations promote new learning.