Teamwork training with nursing and medical students: does the method matter? Results of an interinstitutional, interdisciplinary collaboration

Abstract

Objectives The authors conducted a randomised controlled trial of four pedagogical methods commonly used to deliver teamwork training and measured the effects of each method on the acquisition of student teamwork knowledge, skills, and attitudes. Methods The authors recruited 203 senior nursing students and 235 fourth-year medical students (total N¼438) from two major universities for a 1-day interdisciplinary teamwork training course. All participants received a didactic lecture and then were randomly assigned to one of four educational methods: didactic (control), audience response didactic, role play and human patient simulation. Student performance was assessed for teamwork attitudes, knowledge and skills using: (a) a 36-item teamwork attitudes instrument (CHIRP), (b) a 12-item teamwork knowledge test, (c) a 10-item standardised patient (SP) evaluation of student teamwork skills performance and (d) a 20-item modification of items from the Mayo High Performance Teamwork Scale (MHPTS The TeamSTEPPS programme is designed to improve care and patient safety through improved teamwork training to enhance provider communication skills. While the 7 h multidisciplinary Team-STEPPS programme has proven very effective, questions remain regarding the most effective and cost-efficient approach to providing this content to learners at all stages of the health-education continuum.Various educational approaches have been used to address training in team coordination skills in healthcare. Methods such as crisis resource management training using high fidelity human patient simulation provide realism and interactivity.1e3 However, this training modality is both costly and time-consuming, with one instructor per five trainees costing as much as $5000 per day. 12Because of this, medical and nursing schools are implementing more traditional didactic approaches to teaching team coordination skills as well as computer-based instruction, small-group sessions, analysis of videotaped team coordination scenarios and workplace practice experiences.10 11 13 Questions remain about the effectiveness of any of these methods to achieve the necessary changes in student attitudes, knowledge and skills, and there is little evidence for selecting particular methods. Therefore, this study was designed and implemented to adapt the TeamSTEPPS content to pre-licensure nursing and medical students, and measure the effectiveness of four educational interventions at teaching this material. METHODS ProtocolWe conducted a full-day teamwork training and assessment exercise for 438 students composed of fourth-year medical students (N¼235) and finalsemester nursing students (N¼203) from four health-professional schools at two major universities: all students convened on the one campus where they were randomised to one of four educational intervention groups. Students were offered the option of not participating in the research project but could not decline the educational experience. Institutional review boards of both universities approved the proj...

Можливості Використання Стимуляційного Навчання Для Підвищення Якості Практичної Підготовки Студентів При Вивченні Акушерства Та Гінекології

“…Дані літератури свідчать, що ефективність на-дання медичної допомоги, особливо в екстре-них ситуаціях, багато в чому залежить не тільки від окремих призначень лікаря, а більшою мірою від злагоджених дій всієї команди, синхронна та ефективна робота всієї команди дає можливість потенційно уникнути 50 % усіх випадків материн-ської смертності та 75 % усіх випадків смерті при пологах [7,8,11].…”

Interprofessional Education and Practice in Athletic Training

“…33 Numerous studies have verified that the quality of patient care does improve with increased teamwork among health professionals. [34][35][36][37][38][39] Many health profession educators realize intuitively that their students need multiple instructional events and opportunities to practice interprofessional teamwork. They also need to see their respective faculty members working together in a collegial way in order to appreciate the importance of mutual respect and reliance among health professionals.…”

Integration and Improvement of Teamwork Skills in First Year Medical Students by Using Physiology-Based High Fidelity Patient Simulations

“…A study by Hobgood et al showed that medical and nursing students showed improved attitudes and knowledge about teamwork when participating in IPE, but were unable to show changes in behavior or teamwork skills [12]. Salas and Frush highlighted in BImproving Patient Safety Through Teamwork and Team Training^that any evidence of transfer from knowledge to skills is limited in the literature [13].…”