Academic ability and teamworking in medical students

Abstract

The simulated-ward learning activity received positive feedback, although the mix of patient simulators and high-fidelity manikins proved a challenge to some students. Medical school assessments appear to be inadequate in the assessment of teamworking ability, with change needed in future to ensure that this and other non-technical skills are assessed.

Shifting the focus from academic achievement

“…GKT School of Medical Education, King's College London, London, UK P arker et al highlight the importance of possessing good teamworking skills to enable effective work within a health care setting. 1 As students at a London medical school, we have not yet experienced any assessment of teamworking ability, despite clear guidance in the UK from the General Medical Council as to its importance. 2 The only factors measured in our exams are clinical skills and knowledge, factors that the aforementioned study did not correlate with good teamworking ability.…”

“…This integration could involve dedicated 'teamwork workshops' or frequent simulation sessions, as described by Parker and colleagues. 1 Whichever approach is taken, it is vital that the groups involved are multidisciplinary, to accurately reflect real health care teams.…”

Assessment of teamwork at medical school

“…W e read with interest the article by Parker et al regarding the adequacy of medical school assessments of teamworking skills. 1 We are final-year medical students at Imperial College London where the importance of teamwork has been stressed throughout our degree. Despite this, our ability to demonstrate teamwork has not yet been assessed.…”

Assessing teamwork in medical students

“…W e read with great interest the study carried out by Parker et al, which explored the assessment of teamworking amongst medical students. 1 As fi nal-year medical students, we have been able to experience the importance of teamworking within both clinical and non-clinical environments. In addition, we agree that our ability to work within a team, an important attribute of a competent clinician, has not been formally assessed throughout medical school.…”

“…By involving undergraduate students from a variety of health care disciplines, we feel that this emulates the clinical environment accurately, and it has been shown to help develop core medical competencies. 2 Following the successful use of the individual Teamwork Observation and Feedback Tool (iTOFT) in assessing teamwork, 1 we suggest the use of this tool in medical school examinations. Practically, this tool could be incorporated into the objective structured clinical examination in a communication station assessing formal handovers, for example, or in an HFS involving other members of the multidisciplinary team.…”