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The Role of Leadership in Medical Trainee Team-Regulation Dynamics in Crisis Resource Management Simulation Education: The Role of Leadership in Medical Trainee Team-Regulation Dynamics in Crisis Resource Management (CRM) Simulation Education

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Title: The Role of Leadership in Medical Trainee Team-Regulation Dynamics in Crisis Resource Management Simulation Education: The Role of Leadership in Medical Trainee Team-Regulation Dynamics in Crisis Resource Management (CRM) Simulation Education
Language: English
Authors: Matthew Moreno (ORCID 0000-0002-7155-8103), Lucia Patino-Melo, Keerat Grewal (ORCID 0000-0002-0130-6015), Reinhard Pekrun (ORCID 0000-0003-4489-3827), Susanne Lajoie (ORCID 0000-0003-2814-3962), Allyson Hadwin (ORCID 0000-0003-2782-9321), Jeffrey Wiseman (ORCID 0000-0003-3174-6617), Ryan Brydges (ORCID 0000-0001-5203-7049), Gerald M. Fri, Ning-Zi Sun, Elene Khalil, Sayed Azher (ORCID 0000-0001-8840-1981), Jason M. Harley (ORCID 0000-0002-2061-9519)
Source: European Journal of Psychology of Education. 2025 40(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Medical Education, Group Dynamics, Teamwork, Crisis Management, Resources, Simulation, Skill Development, Leadership Training, Internal Medicine, Graduate Students, Medical Students, Student Behavior, Communication Skills
DOI: 10.1007/s10212-024-00925-3
ISSN: 0256-2928
1878-5174
Abstract: Medical simulation education allows trainees to work together in teams, and to practise assuming the roles of leader and followers, while completing real-world scenarios designed to develop the skills needed to be effective in clinical practice. Despite the importance of residents developing leadership skills to optimize performance and patient outcomes, gaps exist in our understanding of how leadership affects teamwork dynamics, and how leadership skills are observed during crisis resource management (CRM) medical simulation training. Research often frames medical education training from the perspective of self-regulated learning (SRL) and socially shared regulated learning (SSRL) framework, but there is a need to use theory-guided approaches to how SRL and SSRL can be used to teach leadership skills. This study explored how the SRL and SSRL strategies employed by leaders influence teams during CRM medical simulation education scenarios. Eight second-year internal medicine residents were observed as they engaged in two CRM simulations within a high-fidelity medical education simulation environment. The research team observed behaviours, SRL and SSRL strategies, and the leadership and communication skills of the leaders. Behavioural and regulatory coding using the SRL/SSRL group regulation perspective showed that more successful CRM leaders made more frequent use of communication, organizational and group regulation strategies and were thus able to utilize the assets of their team more effectively than leaders who used these skills less frequently. SRL and SSRL are under-examined frameworks in medical and simulation education. Our current case-based analyses illustrate that these frameworks can provide a valuable lens to examine and better understand team behaviours in these contexts. Future work will continue to explore whether the educational applications of SRL/SSRL group regulatory strategies can improve CRM leadership.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453065
Database: ERIC
FullText Text:
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  Data: The Role of Leadership in Medical Trainee Team-Regulation Dynamics in Crisis Resource Management Simulation Education: The Role of Leadership in Medical Trainee Team-Regulation Dynamics in Crisis Resource Management (CRM) Simulation Education
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  Data: <searchLink fieldCode="AR" term="%22Matthew+Moreno%22">Matthew Moreno</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7155-8103">0000-0002-7155-8103</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lucia+Patino-Melo%22">Lucia Patino-Melo</searchLink><br /><searchLink fieldCode="AR" term="%22Keerat+Grewal%22">Keerat Grewal</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0130-6015">0000-0002-0130-6015</externalLink>)<br /><searchLink fieldCode="AR" term="%22Reinhard+Pekrun%22">Reinhard Pekrun</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4489-3827">0000-0003-4489-3827</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susanne+Lajoie%22">Susanne Lajoie</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2814-3962">0000-0003-2814-3962</externalLink>)<br /><searchLink fieldCode="AR" term="%22Allyson+Hadwin%22">Allyson Hadwin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2782-9321">0000-0003-2782-9321</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeffrey+Wiseman%22">Jeffrey Wiseman</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3174-6617">0000-0003-3174-6617</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ryan+Brydges%22">Ryan Brydges</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5203-7049">0000-0001-5203-7049</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gerald+M%2E+Fri%22">Gerald M. Fri</searchLink><br /><searchLink fieldCode="AR" term="%22Ning-Zi+Sun%22">Ning-Zi Sun</searchLink><br /><searchLink fieldCode="AR" term="%22Elene+Khalil%22">Elene Khalil</searchLink><br /><searchLink fieldCode="AR" term="%22Sayed+Azher%22">Sayed Azher</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8840-1981">0000-0001-8840-1981</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jason+M%2E+Harley%22">Jason M. Harley</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2061-9519">0000-0002-2061-9519</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s10212-024-00925-3
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  Data: 0256-2928<br />1878-5174
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  Data: Medical simulation education allows trainees to work together in teams, and to practise assuming the roles of leader and followers, while completing real-world scenarios designed to develop the skills needed to be effective in clinical practice. Despite the importance of residents developing leadership skills to optimize performance and patient outcomes, gaps exist in our understanding of how leadership affects teamwork dynamics, and how leadership skills are observed during crisis resource management (CRM) medical simulation training. Research often frames medical education training from the perspective of self-regulated learning (SRL) and socially shared regulated learning (SSRL) framework, but there is a need to use theory-guided approaches to how SRL and SSRL can be used to teach leadership skills. This study explored how the SRL and SSRL strategies employed by leaders influence teams during CRM medical simulation education scenarios. Eight second-year internal medicine residents were observed as they engaged in two CRM simulations within a high-fidelity medical education simulation environment. The research team observed behaviours, SRL and SSRL strategies, and the leadership and communication skills of the leaders. Behavioural and regulatory coding using the SRL/SSRL group regulation perspective showed that more successful CRM leaders made more frequent use of communication, organizational and group regulation strategies and were thus able to utilize the assets of their team more effectively than leaders who used these skills less frequently. SRL and SSRL are under-examined frameworks in medical and simulation education. Our current case-based analyses illustrate that these frameworks can provide a valuable lens to examine and better understand team behaviours in these contexts. Future work will continue to explore whether the educational applications of SRL/SSRL group regulatory strategies can improve CRM leadership.
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