Purpose:Effective trauma resuscitation requires efficient and coordinated care from a team of providers; however, providers are rarely instructed on how to be effective members of trauma teams. Team-based learning using Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) has been shown to improve team dynamics among practicing professionals, including physicians and nurses. The impact of TeamSTEPPS on students being trained in trauma management in an undergraduate health professional program is currently unknown. We sought to determine the impact of TeamSTEPPS on team dynamics among undergraduate students being trained in trauma resuscitation.Methods:We enrolled teams of undergraduate health professional students from four programs: nursing, physician assistant, radiologic science, and respiratory care. After completing an online training on trauma resuscitation principles, the participants completed a trauma resuscitation scenario. The participants then received teamwork training using TeamSTEPPS and completed a second trauma resuscitation scenario identical to the first. All resuscitations were recorded and scored offline by two blinded research assistants using both the Team Emergency Assessment Measure (TEAM) and Trauma Team Performance Observation Tool (TPOT) scoring systems. Pre-test and post-test TEAM and TPOT scores were compared.Results:We enrolled a total of 48 students in 12 teams. Team leadership, situational monitoring, and overall communication improved with TeamSTEPPS training (P=0.04, P=0.02, and P=0.03, respectively), as assessed by the TPOT scoring system. TeamSTEPPS also improved the team’s ability to prioritize tasks and work together to complete tasks in a rapid manner (P<0.01 and P=0.02, respectively) as measured by TEAM.Conclusions:Incorporating TeamSTEPPS into trauma team education leads to improved TEAM and TPOT scores among undergraduate health professionals.

No abstract

The 2006 National Science Board called for new strategies and instructional materials for teachers to better serve English Learners' (EL) needs. Bilingual Collaborative Online Projects in science were created to assist ELs' construction of science knowledge, facilitate academic English acquisition, and improve science learning. Two bilingual Collaborative Online Project units in science are freely available on an instructional website: the Let's Help Our Environment and the What Your Body Needs units. These projects combine two constructivist approaches, Project-Based Learning and the Cognitive-Affective Theory of Learning with Media, for the teaching of science embedded in culturally and linguistically relevant instruction. This study hypothesizes that Collaborative Online Projects will assist ELs' construction of science knowledge and facilitate academic English. Results of a pre-/post-test design pilot study (N=136) showed statistically significant differences for both tested science units. Teachers also reported that the Collaborative Online Projects were an effective method of online science instruction.

Design-based research methodology was used to guide a line of research to develop, implement, revise, and evaluate the ESCOLAR online science curriculum for middle school students, including general education students, English language learners (ELs) primarily of Hispanic origin, and students with high-incidence learning disabilities (LD). The iterative research approach was carried out in three stages with multiple steps per stage: (1) Stage 1, or informed exploration, identified and described the problem under investigation; (2) Stage 2, or enactment, redesigned previously developed online science units, implemented each unit in case studies, and completed a feasibility evaluation; and (3) Stage 3, or evaluation of local impact, documented the efficacy of the science curriculum with a randomized controlled trial. The present chapter focuses on the second and third stages, demonstrating the process by which the ESCOLAR curriculum was repeatedly refined with input from stakeholders, and then examined for feasibility of implementation, usefulness in helping teachers engage with students, and efficacy in deepening student science knowledge. Data were drawn from multiple sources, including teacher logs, student and teacher surveys, web analytics, student notebooks, content assessments, and focus groups. Results indicate that the ESCOLAR curriculum was feasible to implement, useful, and effective, and may now be adopted as an evidence-based intervention to enhance science learning among diverse students. The data-driven, design-based research methodology proved to be a practical framework, and underscored the critical importance of considering all stakeholders in the process of curriculum design, refinement, and evaluation. This chapter offers a model for the development of constructivist science instructional materials for ELs and students with LD using online, multimedia technology.

This article reports on how design-based research methodology was used to guide a line of intervention research that developed, implemented, revised, and evaluated online learning science curricula for middle school students, including general education students and English language learners (primarily of Hispanic origin). The iterative, design-based research approach was carried out in two stages with multiple steps per stage: (a) stage 1, or informed exploration, identified and described the problem under investigation; and (b) stage 2, or enactment, redesigned previously developed online science units, implemented each unit in case studies, and completed a feasibility evaluation. The present paper focuses primarily on the second stage, demonstrating the process by which online science units were repeatedly refined with input from stakeholders, and then examined for their feasibility to implement, usefulness for helping teachers engage with students, and potential to effectively deepen science knowledge. Data were drawn from multiple sources, including teacher logs, student and teacher surveys, student notebooks, content assessments, and focus groups. Results indicate that the online science units were feasible to implement, usable, and helpful. The data-driven, design-based research methodology proved to be both practical and efficacious, and underscored the critical importance of involving all stakeholders in the process of curriculum creation and refinement. This work offers a model for the development of constructivist science instructional materials for English learners using online, multimedia technology.