SHARING INNOVATIONS IN NON-TECHNICAL SKILLS TRAINING ACROSS AFRICAN CONTEXTS: PILOT IMPLEMENTATION OF RWANDA TRAINING TOOLS IN NIGERIA dr.alayande@gmail.com

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SHARING INNOVATIONS IN NON-TECHNICAL SKILLS TRAINING ACROSS AFRICAN CONTEXTS: PILOT IMPLEMENTATION OF RWANDA TRAINING TOOLS IN NIGERIA

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Rwanda

Oral or Poster

Up to 50% of intraoperative errors are traceable to deficiencies in non-technical skills including leadership. Deficits have been identified in non-technical skills training for surgical teams in the West African sub region. We trained multidisciplinary surgical teams Nigeria using the Non-Technical Skills for Surgery in Variable Resource Contexts (NOTSS-VRC) curriculum, initially implemented in Rwanda and assessed trainings on the first two Kirkpatrick levels.

We conducted in-person training for multiple surgical teams at 5 facilities (including a public and a private teaching hospital, a non-teaching tertiary federal medical center, a private tertiary hospital, and a not-for-profit secondary facility) across 3 North-Central Nigerian states assessing perception and knowledge gain via surveys and focus groups. Knowledge gain was assessed using Wilcoxon rank test and qualitative data underwent thematic analysis.

162 multidisciplinary participants including surgical trainees, perioperative and anesthetist nurses, non-specialists, interns, anesthetists and surgeons (median 39 years, M:F=1.7:1) were assessed. There was significant knowledge gain following training; average percentage test scores increased from 47% to 57% (W 2336.500, p<0.05), with clarity on NOTSS domains. 95% recommended the training for all operating room staff, 87% were motivated to attend further training and use it to improve patient outcomes. Group discussions and simulation videos were the most helpful curriculum components. Participants suggested contextualized videos, real-time operating room sessions, low-dose high frequency training and NOTSS-VRC Continuing Medical Education.

Cross-fertilizing NOTSS-VRC Training from Rwanda to Nigeria was feasible, relevant, and well received, with significant knowledge gain. Further contextualization is needed prior to assessment on higher Kirkpatrick levels