Jigsaw Method for Non-technical Skills in Cardiac Arrest: a Novel Application of This Active Learning Pedagogy

Original Research
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Abstract

Introduction

There has been increased recognition of the importance of non-technical skills (e.g., communication and leadership) for cardiac arrest management. However, training is often insufficient to cultivate the requisite level of proficiency of these non-technical skills.

Methods

We evaluated non-technical and technical skills performance of internal medicine residents in simulated cardiac arrest cases prior to and following a novel application of an interactive teaching strategy known as the Jigsaw Method. This method is one of the several established teaching strategies intended to actively engage learners. Internal medicine residents participated in pre- and post-intervention medical knowledge quizzes and cardiac arrest simulation cases. Technical skills (i.e., medical knowledge) were assessed by multiple-choice quizzes and non-technical skills (i.e., leadership, communication) with performance scoring.

Results

Fifty-six residents, including 50 of 53 (94%) matriculated senior residents from within the internal medicine program, participated. There was statistically significant improvement in quiz scores (median 63.3 vs. 80.0, p < .0001) and mock code performance scores (median 58.4 vs. 72.1, p = 0.01), comprising both leadership and communication components.

Conclusions

Application of the Jigsaw Method resulted in improved technical and non-technical cardiac arrest management skills. Our findings support the implementation of this active teaching-learning technique into graduate medical education (GME) for non-technical skills training.

Keywords

Jigsaw Method Cardiac arrest training Simulation Non-technical skills Internal medicine Graduate medical education 

Notes

Acknowledgements

The authors wish to thank Ivan Crnosija, MPH, for the statistical support provided.

Compliance with Ethical Standards

After formal review by the Stony Brook University Human Subjects Committee Institutional Review Board (IRB), it was deemed that this study did not meet the definition of human subjects’ research (IRB reference no. 2016-3865-F).

Conflict of Interest

The authors declare that they have no conflict of interest.

Supplementary material

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Copyright information

© International Association of Medical Science Educators 2018

Authors and Affiliations

  1. 1.Department of MedicineStony Brook University Medical CenterStony BrookUSA
  2. 2.Stony Brook University School of MedicineStony BrookUSA
  3. 3.Division of Pulmonary and Critical Care MedicineStony Brook University Medical CenterStony BrookUSA

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