Influence of trainee's demographic variables on non-technical skill learning after trauma team simulation: cross-sectional study.

Abstract

Background: Although regular and structured trauma team simulation training effectively improves non-technical skills, such training is expensive to conduct and perform. To improve the cost-effectiveness of trauma team training, we studied learning dynamics and examined health professionals' demographic variables (age, gender, occupation, work experience, and training frequency) and self-assessed non-technical skills before and after a 2-hour in situ trauma team simulation with debriefing. We used self-assessment for practicality. Our goal was to determine whether demographic variables associate with self-assessed skill improvements and to measure the trainings' impact on these skills.

Methods: This cross-sectional study conducted 2-hour multidisciplinary in situ trauma simulation sessions from 2013 to 2021. Data were collected using pre-post self-assessment questionnaires, including trainees' demographic variables and non-technical skills. The association of demographic variables with non-technical skills was analysed using a linear mixed model.

Results: Data were collected from 293 trauma team simulation sessions involving 1557 trainees. Work experience associated with all non-technical skills were studied. Age associated with communication, problem identification, confidence of one's own role in a team, being under authority, and time management. Occupation had minor effects. Training frequency associated with one skill (being under authority). Gender was not associated with any skills measured. Overall, trainees showed improvement in all non-technical skills during the simulations.

Conclusion: Our findings suggest that work experience and age influence self-assessed non-technical skills following in situ trauma team simulations, highlighting the value of simulation-based training across all experience levels. Regular and varied simulation sessions may particularly support the development of younger professionals. The observed minimal effects of gender, occupation, and training frequency indicate that the training content and structure are broadly applicable. Further research is warranted to confirm these results and explore long-term impacts.