Table 1

TeamSTEPPS communication behaviours and assessment instruments

Preinstruments and postinstruments
 TeamSTEPPS: Teamwork Attitudes Scale (TAQ)2630 Likert-type items (1=Strongly Disagree, to 5=Strongly Agree) assessing attitudes towards the five dimensions (Team Structure, Leadership, Situational Awareness, Mutual Support and Communication) underlying the TeamSTEPPS communications model
 AMUSE*21 Likert-type items (1=Strongly Disagree, to 5=Strongly Agree) assessing Attitudes, Motivation, Utility and Self-Efficacy toward interprofessional team skills
Postonly instruments
 Key communication behaviours: frequency*15 self-report frequency items, asking the extent to which the training cases provided the opportunity to practice or observe key communication behaviours. Response options ranged on a 5-point scale from ‘Never’ to ‘Frequently’. Examples included whether team members ‘… were consulted for their experience’ or ‘… asked for assistance’
 Key concepts: understanding*10 Likert-type item pairs (1=Strongly Disagree, to 5=Strongly Agree). Instrument asked respondents to rate their understanding of key concepts both before and after training (eg, ‘BEFORE participating in training I had a good understanding of the benefits and application of SBAR’ and ‘AFTER completing the training I have a BETTER understanding of the benefits and application of SBAR’)
Training program evaluation
 Participant evaluations*Completed by all students following the simulation training.
1. Report of training value by programme segment (eg, TeamSTEPPS introduction, final debrief) (1=Not at all valuable, to 5=Highly valuable)
2. Likert-type items (1=Strongly Disagree, to 5=Strongly Agree) addressing level of agreement with specific aspects of the training. For instance, whether the programme provided a realistic experience of the challenges faced when working in interprofessional teams
3. Students were also asked to describe their most valuable learning experience in the training