***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: BACKGROUND Sharing information with the team is critical in developing a shared mental model in an emergency , and fundamental to effective teamwork . We developed a structured call-out tool , encapsulated in the acronym ' SNAPPI ' : Stop ; Notify ; Assessment ; Plan ; Priorities ; Invite ideas . We explored whether a video-based intervention could improve structured call-outs during simulated crises and if this would improve information sharing and medical management . METHODS In a simulation-based r and omized , blinded study , we evaluated the effect of the  video-intervention teaching SNAPPI  on scores for SNAPPI , information sharing , and medical management using baseline and follow-up crisis simulations . We assessed information sharing using a probe technique where  nurses and technicians  received unique , clinical ly relevant information probes before the simulation .  Shared knowledge of probes was measured in a written , post-simulation test . We also scored sharing of diagnostic options with the team and medical management . RESULTS Anaesthetists '  scores for SNAPPI were significantly improved , as was the number of diagnostic options they shared . We found a non-significant trend to improve information-probe sharing and medical management in the intervention group , and across all simulations , a significant correlation between SNAPPI and information-probe sharing . Of note , only 27 % of the clinical ly relevant information about the patient provided to the nurse and technician in the pre-simulation information probes was subsequently learnt by the anaesthetist . CONCLUSIONS We developed a structured communication tool , SNAPPI , to improve information sharing between anaesthetists and their team , taught it using a video-based intervention , and provide initial evidence to support its value for improving communication in a crisis Objective : To determine if high fidelity simulation based team training can improve clinical team performance when added to an existing didactic teamwork curriculum . Setting : Level 1 trauma center and academic emergency medicine training program . Participants : Emergency department ( ED ) staff including nurses , technicians , emergency medicine residents , and attending physicians . Intervention : : ED staff who had recently received didactic training in the Emergency Team Coordination Course ( ETCC ® )  also received an 8 hour intensive experience in an ED simulator in which three scenarios of graduated difficulty were encountered . A comparison group , also ETCC trained  , was assigned to work together in the ED for one 8 hour shift . Experimental and comparison teams were observed in the ED before and after the intervention . Design : Single , crossover , prospect i ve , blinded and controlled observational study . Teamwork ratings using previously vali date d behaviorally anchored rating scales ( BARS ) were completed by outside trained observers in the ED . Observers were blinded to the identification of the teams . Results : There were no significant differences between experimental and comparison groups at baseline . The experimental team showed a trend towards improvement in the quality of team behavior ( p = 0.07 ) ; the comparison group showed no change in team behavior during the two observation periods ( p = 0.55 ) . Members of the experimental team rated simulation based training as a useful educational method . Conclusion : High fidelity medical simulation appears to be a promising method for enhancing didactic teamwork training . This approach , using a number of patients , is more representative of clinical care and is therefore the proper paradigm in which to perform teamwork training . It is , however , unclear how much simulator based training must augment didactic teamwork training for clinical ly meaningful differences to become apparent Introduction : Suboptimal communication between health professionals has been recognised as a significant causative factor in incidents compromising patient safety . The use of a structured method of communication has been suggested to improve the quality of information exchange . The aim of this study was to determine if the teaching of a communication tool , ISBAR ( Identify , Situation , Background , Assessment , Recommendation ) , a modification of SBAR ( Situation , Background , Assessment , Recommendation ) , improved the content and clarity of a telephone referral in an immersive simulated clinical scenario conducted in real time . Method : Seventeen teams of final-year medical students were r and omised into two groups . The intervention group participated in a 40 min education session about the ISBAR communication tool . A control group received no training . Each team of five students participated in a simulated clinical scenario using a patient simulator in a mocked-up clinical environment . During each scenario , one student made a telephone referral seeking assistance from a senior colleague . Audio data for the telephone referrals ( n = 17 students ) were captured during the scenario for both groups . During a blinded review of the data , communication was scored on both content and clarity . Results : Communication content was higher from a mean score of 10.2 to 17.4 items ( p<0.001 ) with the intervention . Clarity of the delivery of information on a 5-point scale was also higher in the intervention group ( ρ = 0.903 , p<0.001 ) . Conclusions : The teaching of a structured method of communication improved the communication during telephone referral in a simulated clinical setting . This research has implication s for how healthcare professionals are taught to communicate with each other Objective : To add a team training and human error curriculum to the  Neonatal Resuscitation Program ( NRP ) and measure its effect on teamwork . We hypothesized that teams that received the new course would exhibit more teamwork behaviors than those in the st and ard NRP course . Study design : Interns were r and omized to receive NRP with team training or st and ard NRP  , then video recorded when they performed simulated resuscitations at the end of the day-long course . Outcomes were assessed by observers blinded to study arm allocation and included the frequency or duration of six team behaviors : inquiry , information sharing , assertion , evaluation of plans , workload management and vigilance . Result : The interns in the NRP with team training group exhibited more frequent team behaviors ( number of episodes per minute ( 95 % CI ) ) than interns in the control group : information sharing 1.06 ( 0.24 , 1.17 ) vs 0.13 ( 0.00 , 0.43 ) ; inquiry 0.35 ( 0.11 , 0.42 ) vs 0.09 ( 0.00 , 0.10 ) ; assertion 1.80 ( 1.21 , 2.25 ) vs 0.64 ( 0.26 , 0.91 ) ; and any team behavior 3.34 ( 2.26 , 4.11 ) vs 1.03 ( 0.48 , 1.30 ) ( P-values < 0.008 for all comparisons ) . Vigilance and workload management were practice d throughout the entire simulated code by nearly all the teams in the NRP with team training group ( 100 % for vigilance and 88 % for workload management ) vs only 53 and 20 % of the teams in the st and ard NRP . No difference was detected in the frequency of evaluation of plans . Conclusion : Compared with the st and ard NRP , NRP with a teamwork and human error curriculum led interns to exhibit more team behaviors during simulated resuscitations OBJECTIVE To test the hypotheses that classroom and simulation-based crew re source management ( CRM ) training interventions improve teamwork attitudes and behaviours of participants and that classroom training combined with simulation-based training provide synergistic improvements . DESIGN A r and omized controlled trial . SETTING Area Health Service in New South Wales , Australia . PARTICIPANTS A total of 157 doctors , nurses and midwives r and omized into one of four groups , consisting of three intervention groups and a control group . INTERVENTION One-day CRM-based classroom course ; one-day CRM style simulation-based training or classroom training followed by simulation-based training . MAIN OUTCOME MEASURES Pre- and post-test quantitative participant teamwork attitudes , and post-test quantitative trainee reactions , knowledge and behaviour . RESULTS Ninety-four doctors , nurses and midwives completed pre-intervention attitude question naires and 60 clinicians completed post-intervention assessment s. No positive changes in teamwork attitudes were found associated with classroom or simulation training . Positive changes were found in knowledge ( mean difference 1.50 , 95 % confidence interval ( CI ) 0.58 - 2.43 , P = 0.002 ) , self-assessed teamwork behaviour ( mean difference 2.69 , 95 % CI 0.90 - 6.13 , P = 0.009 ) and independently observed teamwork behaviour ( mean difference 2.30 , 95 % CI 0.30 - 4.30 , P = 0.027 ) when classroom-only trained group was compared with control ; however , these changes were not found in the group that received classroom followed by simulation training . CONCLUSIONS Classroom-based training alone result ed in improvements in participant knowledge and observed teamwork behaviour . The study found no additional impact of simulation training OBJECTIVE To evaluate the effectiveness of training and institutionalizing teamwork behaviors , drawn from aviation crew re source management ( CRM ) programs , on emergency department ( ED ) staff organized into caregiver teams . STUDY SETTING Nine teaching and community hospital EDs . STUDY DESIGN A prospect i ve multicenter evaluation using a quasi-experimental , untreated control group design with one pretest and two posttests of the Emergency Team Coordination Course ( ETCC ) . The experimental group , comprised of 684 physicians , nurses , and technicians , received the ETCC and implemented formal teamwork structures and processes . Assessment s occurred prior to training , and at intervals of four and eight months after training . Three outcome constructs were evaluated : team behavior , ED performance , and attitudes and opinions . Trained observers rated ED staff team behaviors and made observations of clinical errors , a measure of ED performance . Staff and patients in the EDs completed surveys measuring attitudes and opinions . DATA COLLECTION Hospital EDs were the units of analysis for the seven outcome measures . Prior to aggregating data at the hospital level , scale properties of surveys and event-related observations were evaluated at the respondent or case level . PRINCIPAL FINDINGS A statistically significant improvement in quality of team behaviors was shown between the experimental and control groups following training ( p = .012 ) . Subjective workload was not affected by the intervention ( p = .668 ) . The clinical error rate significantly decreased from 30.9 percent to 4.4 percent in the experimental group ( p = .039 ) . In the experimental group , the ED staffs ' attitudes toward teamwork increased ( p = .047 ) and staff assessment s of institutional support showed a significant increase ( p = .040 ) . CONCLUSION Our findings point to the effectiveness of formal teamwork training for improving team behaviors , reducing errors , and improving staff attitudes among the ETCC-trained hospitals This 24-month exploratory study evaluated whether a 6-month programme supported by a trained external facilitator was feasible , acceptable and led to the adoption of a multidisciplinary approach to audit by secondary care staff . Undertaken in five acute hospital sites in the East Midl and s UK , 22 multidisciplinary teams were r and omised to either an intervention or control arm . Employing mixed methods , a range of outcomes , including collaborative behaviour , was measured . The intervention was feasible and acceptable to staff . Involvement in the facilitated programme had a positive impact on self-reported knowledge ( P=0.000 post-intervention and at 4-months follow-up ) , skills ( P=0.000 post-intervention and P=0.02 at 4-months follow-up ) and attitudes ( P<0.01 post-intervention ) , appeared to have some influence on improving self-reported ( P<0.05 post-intervention ) and observed collaborative behaviour ( P=0.01 ) and led to better quality audit result ing in measurable improvements to care . Improved collaborative behaviour may have result ed from an increase in assertive behaviour by nurses . Research to test approaches to support teams to work effectively together is currently hampered by a lack of suitable research instruments and needs addressing before main ( phase 111 ) trials are undertaken Background : Effective interprofessional teamwork is an essential component for the delivery of high- quality patient care in an increasingly complex medical environment . The objective is to evaluate whether the implementation of care pathways ( CPs ) improves teamwork in an acute hospital setting . Design and Measures : A posttest-only cluster r and omized controlled trial was performed in Belgian acute hospitals . Teams caring for patients hospitalized with a proximal femur fracture and those hospitalized with an exacerbation of chronic obstructive pulmonary disease , were r and omized into intervention and control groups . The intervention group implemented a CP . The control group provided usual care . A set of team input , process , and output indicators  were used as effect measures . To analyze the results , we performed multilevel statistical analysis . Results : Thirty teams and a total of 581 individual team members participated . The intervention teams scored significantly better in conflict management [ & bgr;=0.30 ( 0.11 ) ; 95 % confidence interval ( CI ) , 0.08 to 0.53 ] ; team climate for innovation [ & bgr;=0.29 ( 0.10 ) ; 95 % CI , 0.09 to 0.49 ] ; and level of organized care [ & bgr;=5.56 ( 2.05 ) ; 95 % CI , 1.35 to 9.76 ] . They also showed lower risk of burnout as they scored significantly lower in emotional exhaustion [ & bgr;=−0.57 ( 0.21 ) ; 95 % CI , −1.00 to −0.14 ] and higher in the level of competence ( & bgr;=0.39 ; 95 % CI , 0.15 to 0.64 ) . No significant effect was found on relational coordination . Conclusions : CPs are effective interventions for improving teamwork , increasing the organizational level of care processes , and decreasing risk of burnout for health care teams in an acute hospital setting . Through this , high-performance teams can be built The effects of cross-training ( presence vs. absence ) and workload ( high vs. low ) on team processes , communication , and task performance were 
    Output:
    
Positive and significant medium-sized effects were found for teamwork interventions on both teamwork and team performance .
Moderator analyses were also conducted , which generally revealed positive and significant effects with respect to several sample , intervention , and measurement characteristics .