Objective In surgery, dysfunctional teamwork is perpetuated by a ‘silo’ mentality modelled by students. Interprofessional education using high-fidelity simulation-based training (SBT) may counteract such modelling. We sought to determine whether SBT of interprofessional student teams (1) changes long-term teamwork attitudes and (2) is an effective form of team training.
Design A quasiexperimental, pre/postintervention comparison design was employed at an academic health sciences institution. High-fidelity simulation-based training of 42 interprofessional teams of third year surgery clerkship medical students and senior undergraduate nursing students was undertaken using a two-scenario format with immediate after action debriefing. Pre/postintervention TeamSTEPPS Teamwork Attitudes questionnaires (5 subscales, 30 items, Likert type) were given to the medical student and undergraduate nursing student classes. Pre/postsession Readiness for Inter-Professional Learning (RIPL; 19 items, Likert type) surveys and postscenario participant-rated and observer-rated Teamwork Assessment Scales (3 subscales, 11 items, Likert type) were given during each training session. Mean TeamSTEPPS Teamwork Attitudes Questionnaire, RIPL and Teamwork Assessment Scales scores were calculated; matched pre/postscore differences and trained versus non-trained TeamSTEPPS Teamwork Attitudes Questionnaire scores were compared using paired t-test or analysis of variance.
Results Both student groups had 10 significantly improved RIPL items as well as TeamSTEPPS Teamwork Attitudes Questionnaire (TTAQ) mutual support subscales. Medical students had a significantly improved TTAQ team structure subscale. Over a simulation-based training session, each observer-rated Teamwork Assessment Scales subscale and two self-rated Teamwork Assessment Scales subscales significantly improved. Trained students had significantly higher TTAQ team structure subscales than non-trained students.
Conclusions Interprofessional education using high-fidelity simulation-based training of students is effective at teaching teamwork, changing interprofessional attitudes and improving long-term teamwork attitudes.
- inter-professional education
- undergraduate medical education
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Contributors Concept and design: JP; acquisition, analysis or interpretation of data: JP, QY, VR; drafting of manuscript: JP, DG, QY; critical revision of manuscript: JP, DG , QY, VR.
Funding 2011 - 2012 Educational Enhancement Grant from the LSUHSC-NO Academy for the Advancement of Educational Scholarship
Competing interests John T. Paige: royalties from Oxford University Press as co-editor for Simulation in Radiology;research funding from Acell, Inc. (wound healing), LSU Board of Regents (software development), HRSA (inter-professional education and team training), SGEA (tool development)Deborah Garbee and Qingzhao Yu: research funding from HRSA (inter-professional education and team training) and SGEA (tool development)Vadym Rusnak: consultant Simulab, Inc., research funding LSU Board of Regents (software development).
Ethics approval LSU Health New Orleans Health Sciences Center IRB.
Provenance and peer review Not commissioned; externally peer reviewed.
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