Interprofessional simulation training’s impact on process and outcome team efficacy beliefs over time

Kerry, Matthew James; Ander, Douglas S.; Davis, Beth P

doi:10.1136/bmjstel-2018-000390

Cited by 2 publications

(1 citation statement)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Extrapolating, the holistic training context and steady team membership over repeated performance cycles may provide stronger information exchange supportive of teamwork efficacy compared with taskwork efficacy. Furthermore, studies of repeated performance cycles (stable team membership) indicate that team member perceptions tend to converge over time 33. Based on our sample’s repeated performance cycles in the current training, as well as the above evidence, we make the following two predictions for mindfulness and teamwork efficacy:

Hypothesis 2a .

…”

Section: Introductionmentioning

confidence: 93%

Mindfulness fostering of interprofessional simulation training for collaborative practice

Kerry

Ander

2018

BMJ STEL

Self Cite

View full text Add to dashboard Cite

Introduction The setting demands imposed by performing in new, interdisciplinary cultures is common for modern healthcare workers. Both health science students and evidence-based workers are required to operate in professional cultures that differ from their own. As health organisations have placed increasing value on mindfulness for improving performance outcomes, so too have educational administrators embraced common, mindful competencies for improving training for improved patient outcomes. The training of future clinicians for diversified care. teams and patient populations has become known as interprofessional education (IPE). Although the goals for IPE suggest that individual differences in trait mindfulness may serve an important determinant for training effectiveness, it has gone unstudied in extant simulation training research. MethodsTo fill this gap, in this paper, we examine trait mindfulness’ predictive power for training outcomes across two IPE cohort samples using two, prospective observational designs. Results Study 1’s Findings supported trait mindfulness’ prediction of perceived teamwork behaviours in training simulations between medical and nursing students (n=136). In study 2’s expanded sample to five health professions (n=232), findings extended trait mindfulness’ prediction of team efficacy and skill transfer, assessed 1 month after training. Conclusion A final, follow-up assessment 16 months later extended mindfulness’ predictive validity to knowledge retention and teamwork attitudes. We discuss the theoretical and practical implication of our findings for advancing mindfulness research and IPE effectiveness assessment.

show abstract

Hypothesis 2a .

…”

Section: Introductionmentioning

confidence: 93%

Mindfulness fostering of interprofessional simulation training for collaborative practice

Kerry

Ander

2018

BMJ STEL

Self Cite

View full text Add to dashboard Cite

show abstract

Interprofessional education in problem-based learning: A frontier form of PBL in medical education

Chu,

Xu,

Liu

et al. 2023

Journal of Education and Health Promotion

View full text Add to dashboard Cite

BACKGROUND: Interprofessional education (IPE) aims to educate healthcare students to improve collaboration and the quality of care. The delivery of IPE through a problem-based learning (PBL) setting appears to hold good validity. However, there are few studies that show the value of combining these two teaching modes. MATERIALS AND METHODS: The research was a longitudinal intervention study. A total of 360 students were randomly divided into three interprofessional PBL (IPBL) groups that mixed nursing, pharmacy, and clinical medical students and three uniprofessional PBL (UPBL) groups that consisted of a single profession. An improved Attitude and Learning Ability Questionnaire (ALAQ) was used to measure the improvement in attitudes toward interprofessional cooperation and learning outcomes. The tutorial session and final examination grades were compared between IPBL and UPBL by Chi-square tests and Cochran–Mantel–Haenszel tests. Cronbach's α analysis was calculated to assess the validity and reliability. Cronbach's alpha coefficient of the questionnaire was 0.887, demonstrating high levels of reliability (95% confidence interval [CI]: 0.842 0.916). RESULTS: According to Chi-square tests and Cochran–Mantel–Haenszel tests, we observed the student's positive attitudes toward interprofessional collaboration and the student's role awareness in the IPBL students was increased compared with UPBL students. In addition, a great majority of IPBL students felt that they had improved their self-learning ability and maintained a high enthusiasm for learning during the course. CONCLUSION: Our study found that the IPBL teaching model was more effective than the UPBL teaching model in healthcare student's positive attitudes toward interprofessional collaboration and learning outcomes.

show abstract

Interprofessional simulation training’s impact on process and outcome team efficacy beliefs over time

Cited by 2 publications

References 37 publications

Mindfulness fostering of interprofessional simulation training for collaborative practice

Mindfulness fostering of interprofessional simulation training for collaborative practice

Interprofessional education in problem-based learning: A frontier form of PBL in medical education

Contact Info

Product

Resources

About