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DTSTAMP:20250327T203346Z
LOCATION:Pier 9
DTSTART;TZID=America/New_York:20250401T085200
DTEND;TZID=America/New_York:20250401T091500
UID:HFESHCS_2025 International Symposium on Human Factors and Ergonomics i
 n Health Care_sess131_INDLEC169@linklings.com
SUMMARY:Puzzles and Progress: Unlocking the Secrets of Psychological Safet
 y Using an Escape Room to Study Team Dynamics
DESCRIPTION:Oral Presentations\n\nKimberly N. Williams (Embry-Riddle Aeron
 autical University); Meredith C. Thompson, Ronnie Ren, and Hayden L. Evans
  (University of Florida); Tara N. Cohen (Cedars-Sinai Medical Center); Sha
 wn M. Doherty (Embry-Riddle Aeronautical University); Rosemarie Fernandez 
 (University of Florida); and Joseph R. Keebler and Elizabeth H. Lazzara (E
 mbry-Riddle Aeronautical University)\n\nAs medical care has become increas
 ingly complex, healthcare providers must rely on contributions from all te
 am members to ensure high quality patient care. For this exchange of ideas
  to occur, all team members must feel safe to share ideas, ask questions, 
 and admit mistakes, a concept called psychological safety. In the teaming 
 literature, psychological safety is classified as an emergent state, which
  means that it is inherently dynamic in nature and can vary over time corr
 esponding to team inputs, processes, and outcomes. Despite being the objec
 t of significant research over the past two decades, relatively little is 
 known about how psychological safety develops over time in teams and betwe
 en team members (Frazier et al., 2017). \n\nEscape rooms have been increas
 ingly used as a method used in educational contexts to enhance learning, a
 s well as research contexts to study teams and enhance emergent states lik
 e psychological safety (e.g., cohesion, Cohen et al., 2021). They present 
 an opportunity to study teams of varying sizes and compositions and offer 
 an explicit episode to investigate the potential role of team processes in
  the development of emergent states such as psychological safety. Escape r
 ooms have additionally been posited as a potential method to enhance psych
 ological safety, on the basis that they provide a fun and engaging task wi
 thout real work-related consequences (such as risk to patient life in medi
 cal teams; Willis et al., 2023).\n\nThe present study utilized a between-s
 ubjects, pre- to post-test design to assess whether participation in an es
 cape room (within subjects, pre- to post-test) and a short intervention ai
 med to enhance team processes used during the escape room (between subject
 s, intervention/control) could improve psychological safety perceptions in
  undergraduate medical and PA students undergoing emergency medicine clerk
 ship rotations.  Additional study variables included team inputs of famili
 arity and perceived diversity, as well as perceptions and observed rate of
  team process behaviors [corresponding to the Mathieu et al. (2020) taxono
 my survey] exhibited during the escape room. All scales achieved acceptabl
 e reliability in terms of internal consistency (Cronbach’s alpha >.7) or i
 nter-rater reliability (Cohen’s and Fleiss Kappa >.7) as applicable.\n\nSe
 venty-three students participated in the escape room and completed the ass
 ociated surveys. A mixed measures analysis of variance (ANOVA) procedure w
 as performed to assess the effects of the escape room and intervention on 
 psychological safety perceptions. There was not a statistically significan
 t interaction between the intervention and time on psychological safety pe
 rceptions. The main effect of time showed a statistically significant diff
 erence in mean psychological safety perceptions reported at the different 
 time points, with scores immediately following the escape room higher than
  before the escape room. The main effect of group showed that there was no
 t a statistically significant difference in mean psychological safety repo
 rted between intervention and control groups. Thus, participation in the e
 scape room improved psychological safety perceptions, but the intervention
  did not have a substantial effect. These as well as additional findings r
 elated to team inputs, team processes, and their implications will be disc
 ussed during the lecture.\n\nTrack: Simulation and Education (SE)\n\nSessi
 on Chair: Sharifah Omar (Evolution Engineering, LLC)
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