Education and Training for the Rapid Response System: Courses or Bedside?

The first consensus conference on rapid response systems defined four main components namely, the afferent arm, (to identify the deteriorating patient and escalate care), the efferent arm (the responding team), a process improvement arm, and an administrative arm [1]. As a consequence, it is possible to assume that there are at least four different teams to educate and train in every established rapid response system [1]. Members of each of the four arms have different background and expectations. These teams need also to be able to integrate their knowledge in order to deliver an efficient patient- centred care. The evidence shows that there are different ways to structure a rapid response system to rescue deteriorating patients in the ward in hospitals around the world [1,2]. Moreover, the efferent arm responding to the calls needs to work efficiently engaging different health care professionals around the hospital. It is intuitive that there are no unique answers to the question “are courses better than bedside teaching?” There are multiple levels of education and training that should be offered. Knowledge must be also maintained, and this could be achieved using again either courses or bedside teaching. The goal of this manuscript is to identify the needs and the limitations of training and education provided to an established rapid response system. A structured rapid response system means a configuration reflecting the four arms defined by the experts during the first consensus conference [1]. Principles of adult learning will be presented in the context of education and training using both courses or bedside tutoring. Technology will be acknowledged given the enormous contribution that this has given to improve the activation rate and the performance of the rapid response system. Luckily, bedside teaching can be integrated with alternative solutions such as immersive learning, virtual reality and simulation This possibility is relevant in relation to time limitation during training and high costs of dedicated study time. This manuscript will explore solutions to face challenges based on rapid response systems specific needs.