# Assessing the Impact of the Rapid Response Team Training Program on the Performance Outcomes of First-Year Post-Graduate Residents During Rapid Response Codes

## TL;DR

This study examines how a training program affects the performance of first-year medical residents during emergency response situations.

## Contribution

The study introduces a structured educational intervention to improve residents' performance during rapid response codes.

## Key findings

- Task performance improved with a 45.83% increase in mean scores, though not statistically significant.
- Participants performed more tasks during post-intervention assessments (p=0.0397).
- 75% of participants rated the training sessions as important and of good quality.

## Abstract

The transition to residency training in the United States presents distinct challenges for both American Medical Graduates (AMGs) and International Medical Graduates (IMGs), particularly in the context of the rapid response team (RRT) involvement. This study investigates the effect of a structured educational intervention entitled "Enhancing the Rapid Response Team's Understanding" on the performance of postgraduate year-one (PGY-1) Internal Medicine residents at the Ascension Saint Joseph Hospital, Chicago. The intervention aimed to enhance the theoretical knowledge and practical competencies related to RRT activation, fostering better integration into multidisciplinary teams during acute clinical deteriorations. A total of 29 PGY-1 residents participated. Five pre-intervention and four post-intervention responses were received, with both assessments evaluating knowledge acquisition, task performance, and confidence levels. The intervention involved didactic sessions on RRT protocols, followed by supervised inpatient floor rotations. The pre- and post-intervention results indicated a significant improvement in task performance, with a 45.83% increase in mean scores (from 48 to 70), though this change did not reach statistical significance (p=0.1096). Despite an increase in the number of tasks performed by participants (p=0.0397), no significant differences were observed in overall knowledge, awareness (p=0.119), or confidence (p=0.722) regarding the RRTs. Feedback from the participants highlighted the intervention's value, with 75% rating the sessions as important and of good quality. While the small sample size limited statistical power, the findings suggest that structured educational interventions for interns may positively impact their ability to perform critical tasks during RRT activations. Further research with larger cohorts is needed to comprehensively assess the long-term effects of such interventions on clinical preparedness and patient care outcomes.