TY - JOUR T1 - A qualitative descriptive study of SimWars as a meaningful instructional tool AU - Dong, C. AU - Clapper, T.C. AU - Szyld, D. KW - competition KW - psychological safety KW - simwars KW - simulation PY - 2013/07/14 Y1 - 2013/06/30 VL - 4 N1 - doi: 10.5116/ijme.51d0.7652 DO - 10.5116/ijme.51d0.7652 M3 - doi: 10.5116/ijme.51d0.7652 JO - Int J Med Educ SP - 139 EP - 145 PB - IJME SN - 2042-6372 UR - http://www.ijme.net/archive/4/simwars-as-a-meaningful-instructional-tool/ L1 - http://www.ijme.net/archive/4/simwars-as-a-meaningful-instructional-tool.pdf N2 - Objectives: To investigate faculty and residents' perceptions of whether SimWars can serve as a meaningful instructional format for Emergency Medicine residents and to identify strategies to implement SimWars effectively in a residency training program. Methods: In this descriptive interview study, 5 facilitators, 2 contestants, and 8 observers were recruited from an Emergency Medicine residency program at a large, urban, university-based, level-I trauma center. Interview questions were created with the guidance of the social constructivism theory. Participants were interviewed individually. Themes were identified associated with responses to these questions. Results: (1) SimWars can be a meaningful instructional tool; (2) Debriefings and a well-structured rubric are essential; (3) Competition motivates participants to do their best, but can have a negative impact on them; (4) Residents expect to use the clinical skills, patient management and teamwork skills practiced in SimWars; and (5) Residents need more training on teamwork, including Team Strategies and Tools to Enhance Performance and Patient Safety™ (TeamSTEPPS). Conclusions: With its focus on competition, SimWars can be effective in residents' training when debriefings are guided by well-structured rubrics. ER -