RT Journal Article
SR Electronic
T1 Teamwork training with nursing and medical students: does the method matter? Results of an interinstitutional, interdisciplinary collaboration
JF Quality and Safety in Health Care
JO Qual Saf Health Care
FD BMJ Publishing Group Ltd
SP e25
OP e25
DO 10.1136/qshc.2008.031732
VO 19
IS 6
A1 Hobgood, Cherri
A1 Sherwood, Gwen
A1 Frush, Karen
A1 Hollar, David
A1 Maynard, Laura
A1 Foster, Beverly
A1 Sawning, Susan
A1 Woodyard, Donald
A1 Durham, Carol
A1 Wright, Melanie
A1 Taekman, Jeffrey
A1 ,
YR 2010
UL http://qualitysafety.bmj.com/content/19/6/e25.abstract
AB 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 N=438) 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).Results All four cohorts demonstrated an improvement in attitudes (F1,370=48.7, p=0.001) and knowledge (F1,353=87.3, p=0.001) pre- to post-test. No educational modality appeared superior for attitude (F3,370=0.325, p=0.808) or knowledge (F3,353=0.382, p=0.766) acquisition. No modality demonstrated a significant change in teamwork skills (F3,18=2.12, p=0.134).Conclusions Each of the four modalities demonstrated significantly improved teamwork knowledge and attitudes, but no modality was demonstrated to be superior. Institutions should feel free to utilise educational modalities, which are best supported by their resources to deliver interdisciplinary teamwork training.