• Sarah Sullivan, Krystle Campbell, Joshua C Ross, Ryan Thompson, Alyson Underwood, Anne LeGare, Ingie Osman, Suresh K Agarwal, and Hee Soo Jung.
• Department of Surgery, University of Wisconsin, Madison, Wisconsin. Electronic address: sullivans@surgery.wisc.edu.
• J Surg Educ. 2018 Jul 1; 75 (4): 978-983.

ObjectiveThe goal of this study was to investigate nontechnical skills in a simulated trauma setting both before and after a debriefing session in order to better understand areas to target for the development of educational interventions.DesignWilcoxon signed rank tests were used to compare scores on the 5 domains of the T-NOTECHS pre- and postdebriefings. A qualitative analysis using the PEARLS debriefing framework was performed to provide a rich description of the strategies used by the debriefing facilitators.SettingThe Joint Trauma Simulation Program is an interdisciplinary project designed to improve the quality of trauma care through simulation exercises emphasizing nontechnical skills development.ParticipantsThirteen teams of 5 trauma trainees participated in trauma resuscitation simulations: a surgical chief resident, a surgical junior resident, an emergency medicine resident, and 2 emergency medicine nurses.ResultsTeams significantly improved on communication and interaction skills in the simulation scenarios from pre- to postdebriefing. The debrief facilitators spent most of their time engaged in Directive Performance Feedback (56.13%).ConclusionsInterprofessional team simulation in trauma resuscitation scenarios followed by debriefing differently affected individual nontechnical skills domains. Additional facilitation strategies, such as focused facilitation and encouraging learner self-assessment, may target other nontechnical skills in different ways.Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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