Original Publication
Open Access

Interdisciplinary Curriculum and Simulation Cases for Teaching Leadership and Communication to Medical Rapid Response Teams

Published: April 11, 2012 | 10.15766/mep_2374-8265.9145

Included in this publication:

  • Medical Rapid Response Team Training Program

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Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.


This guide contains materials to teach internal medicine residents and rapid response team members the leadership and communication skills to run a rapid response team in management of acute medical problems. The enclosed instructor guide and the attached materials are designed to train an interdisciplinary team consisting of a floor nurse, an ICU nurse, a respiratory technician, and an internal medicine senior resident; in other words the core of a team who may be responsible for rapid response in the hospital wards. The training is designed to teach teams at regular, short intervals by applying intensive training with brief feedback cycles that are intended to be as unobtrusive to schedules as possible with the goal of assembling all members of a team to teach communication and leadership principles. This format is undertaken to accomodate those with ongoing clinical responsibilities.

The course curriculum describes the learning objectives for each team member and the program structure. The simulation scenarios were developed for use with Laerdal SimMan 3G, although the materials provided could potentially be adapted to other systems. Using a posttest survey, resident ratings of their pretest comfort with leading a Rapid Response Team was measured at 2.86 (1-6 scale; 1 = no experience, 6 = expert level), and their ratings at the end were measured at 4.53, which was significant by paired t-test analysis (p < .001). Residents described this as a "valuable experience" on a Likert scale with an average of 4.53 (standard Likert, 1 = strongly disagree, 5 = strongly agree).

Educational Objectives

By the end of this session, learners will be able to:

  1. Define roles and establish leadership.
  2. Communicate reasoning strategies to their team using closed-loop communication.
  3. Redirect intra-team conflicts.
  4. Establish a key database of needed facts in a medical crisis and communicate it succinctly to their team.
  5. Perform key interventions for the most common acute crisis situations.
  6. Identify key discriminators in differential diagnoses of the unstable patient.
  7. Collaborate with all participants to maximally use the assets of all contributors.

Author Information

  • Lisa Motz, MD, FACP: The Reading Hospital & Medical Center
  • Benjamin Lloyd, MD: The Reading Hospital & Medical Center
  • Anthony Donato, MD, FACP: The Reading Hospital & Medical Center
  • Ashok Chaudhary, MD: The Reading Hospital & Medical Center
  • Antony Kaliyadan, MD: The Reading Hospital & Medical Center
  • Debra Haas Stavarsk, MSN, RN: The Reading Hospital & Medical Center
  • Carol M. Diehl, MSN, RN, MEd
  • Deanna Reber, RN, CCRN: The Reading Hospital & Medical Center
  • Barbara Romig, RN, MSN: The Reading Hospital & Medical Center
  • Eileen Ravert, RN, MSN, CCRN: The Reading Hospital & Medical Center

None to report.

None to report. 

Prior Presentations
Lloyd B, Motz L, Donato A. Development of an interprofessional simulation curriculum to teach rapid response team skills to residents. Workshop presented at: APDIM Fall Meeting; 2011; Anaheim, CA.


Motz L, Lloyd B, Donato A, et al. Interdisciplinary curriculum and simulation cases for teaching leadership and communication to medical rapid response teams. MedEdPORTAL. 2012;8:9145. https://doi.org/10.15766/mep_2374-8265.9145