Teamwork training with nursing and medical students: does the method matter? Results of an interinstitutional, interdisciplinary collaboration. Issue 6 (27th April 2010)

• Record Type: Journal Article
• Authors: Hobgood, Cherri; Sherwood, Gwen; Frush, Karen; Hollar, David; Maynard, Laura; Foster, Beverly; Sawning, Susan; Woodyard, Donald; Durham, Carol; Wright, Melanie; Taekman, Jeffrey
• Is Part Of: Quality & safety in health care. Volume 19:Issue 6(2010)
• Page Start: e25
• Page End: e25
• Publication Date: 2010-04-27
• Subjects: Communication -- medical education -- teamwork training -- culture -- randomised controlled trial
• DOI: 10.1136/qshc.2008.031732
• Languages: English
• ISSNs: 1475-3898

Abstract

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 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.