title: Cognitive aid use improves transition of care by graduating medical students during a simulated crisis.
abstract: BACKGROUND
  Residents are expected to have transition of care (ToC) skills upon entering graduate medical education. It is unclear whether experience and training during medical school is adequate.
  
  
  OBJECTIVE
  The aim of the project was to assess: 1) graduating medical students' ability to perform ToC in a crisis situation, and 2) whether using a cognitive aid improves the ToC quality.
  
  
  METHODS
  The authors developed simulation scenarios for rapid response teams and a cognitive aid to assist in the ToC during crisis situations. Graduating medical students were enrolled and randomly divided into teams of three students, randomly assigned into one of two groups: teams using a cognitive aid for ToC (CA), or not using a cognitive aid (nCA). In the scenario, teams respond to a deteriorating patient and then transfer care to the next provider after stabilization. Three faculty reviewed the recording to assess completeness of the ToC and the overall quality. A completeness score was expressed as a fraction of the maximum score. Statistical analysis was performed using a t-test and Mann-Whitney U test.
  
  
  RESULTS
  A total of 112 senior medical students participated: CA n=19, nCA n=17. The completeness score of the ToC and overall quality improved when using the cognitive aid (completeness score: CA 0.80±0.06 vs. nCA 0.52±0.07, p<0.01; ToC quality: CA 3.16±0.65 vs. nCA 1.92±0.56, p<0.01). Participants' rating of knowledge and comfort with the ToC process increased after the simulation.
  
  
  CONCLUSIONS
  The completeness of information transfer during the ToC process by graduating medical students improved by using a cognitive aid in a simulated patient crisis.
authors.affiliation: Department of Anesthesiology, University of Kentucky, Lexington, KY, USA.
authors.forename: Brooke
authors.initials: B
authors.lastname: Bauer
authors.affiliation: Department of Anesthesiology, University of Kentucky, Lexington, KY, USA.
authors.forename: Annette
authors.initials: A
authors.lastname: Rebel
authors.affiliation: Department of Anesthesiology, University of Kentucky, Lexington, KY, USA; Amy.DiLorenzo@uky.edu.
authors.forename: Amy
authors.initials: A
authors.lastname: Dilorenzo
authors.affiliation: Department of Anesthesiology, University of Kentucky, Lexington, KY, USA.
authors.forename: Randall M
authors.initials: RM
authors.lastname: Schell
authors.affiliation: Department of Anesthesiology, University of Kentucky, Lexington, KY, USA.
authors.forename: Jeremy S
authors.initials: JS
authors.lastname: Dority
authors.affiliation: Department of Anesthesiology, University of Kentucky, Lexington, KY, USA.
authors.forename: Faith
authors.initials: F
authors.lastname: Lukens
authors.affiliation: Department of Anesthesiology, University of Kentucky, Lexington, KY, USA.
authors.forename: Paul A
authors.initials: PA
authors.lastname: Sloan
mesh_terms: D002983:Clinical Competence; D003463:Cues; D004503:Education, Medical, Graduate / Q000379:methods*; D004630:Emergencies; D006801:Humans; D010360:Patient Transfer / Q000458:organization & administration* / Q000592:standards; D000066908:Simulation Training
keywords: cognitive aid; communication; crisis management; rapid response; simulation; transition of care