LAUSR

Aims/Objectives/Background There is a specific need to refresh knowledge of and update Major Incident Protocols (MIP) but a department may have less than one Major Incident (MI) every 5 years. As part of our department’s COVID-19 pandemic response, a ‘silent movie’ of PPE donning-and-doffing techniques was played on large screens in the background during clinical handovers. We theorised that this technique might be effective in training ED staff on the MIP. Methods/Design We created a seven-minute silent video about our MIP using volunteer actors from ED Doctors, Nurses, and Ancillary Healthcare Staff. Brief captions describing key aspects of the MIP were overlaid on video clips and images. The video was played on a continuous loop on wall mounted TVs for six continuous weeks, located within the handover room used by all ED staff members. A questionnaire was sent out to all staff in ED to assess how the video’s content improved understanding of the MIP. The design of the questionnaire was based on the Moore’s Expanded Education Outcome Model. Abstract 947 Table 1 Moore’s Outcomes Framework Measure/Question Response LEVEL 1Participation Participation in questionnaire 95 responses out of 851 staff. Have you seen the ED major Incident video in the Handover Room? 67% of respondents had seen the training video (90% of these watched the whole video). LEVEL 2Satisfaction I was satisfied with the format, delivery and content of the video. 70% were satisfied with the format of the video I found the content of the video useful. 84% thought the content useful LEVEL 3ALearning: Declarative Knowledge I know how the ED is organised in a Major Incident. Before 25%, After 66%. LEVEL 3BLearning: Procedural Knowledge I know what to do in a major incident. Before 35%, After 67% I could locate the Major Incident tray in each area of the ED. Before 28%, After 53%. I would be able to perform well in a Major Incident. Before 40%, After increased to 69% Results/Conclusions 64 of the respondents viewed the video. From the cohort, 70% were satisfied with the format of the video and 84% believed the content to be useful. Using the Moore’s outcome model there was an increase in 62.1% of the declarative knowledge post viewing, and a 47.8% increase in the confidence of knowing what to do in a MI. The confidence in being able to locate the MIP tray and perform well in a MI had also increased by 47.2% and 42.02% respectively. The repeated silent video format was an effective teaching tool, as reflected in all aspects of Moore’s model; majority of respondents showed improved confidence in all aspects of the MIP. Background training videos could form part of ED training, especially for topics which are not included in formal training programs.