TY - JOUR
T1 - A comparison of teamwork attitude changes with virtual TeamSTEPPS® simulations in health professional students
AU - Umoren, Rachel A.
AU - Scott, Patricia J.
AU - Sweigart, Linda
AU - Gossett, Evalyn
AU - Hodson-Carlton, Kay
AU - Johnson, Miles
AU - Jones, James A.
AU - Poore, Julie A.
AU - Rybas, Natalia
AU - Truman, Barbara
AU - Das, Rohit
N1 - Funding Information:
We would like to acknowledge support from the Indiana University Health Educational Values Fund ( IP-00335222/064371-00002B ), the Ball State University Institute for Digital Intermedia Arts (IDIA) Lab for VLE design, and the instructional staff and students that assisted with this study.
Publisher Copyright:
© 2017 Elsevier Inc.
PY - 2018/3
Y1 - 2018/3
N2 - Educators need accessible learner-centered tools to prepare health professional learners for safe interprofessional practice. TeamSTEPPS® is an evidence-based teamwork training program. Virtual TeamSTEPPS® scenarios were developed to overcome some of the barriers to interprofessional learning, including space and scheduling. However, teamwork attitudes may vary at baseline among health professional students and in response to virtual teamwork training. Three 5-min virtual TeamSTEPPS® scenarios were used by health professional students in the nursing, occupational therapy and physician assistant programs at two Midwestern universities. The scenarios required learners to use or identify teamwork strategies as part of an interprofessional team. The assessment and evaluation compared teamwork attitudes at baseline, and following use of teamwork training scenarios, using a validated tool, the TeamSTEPPS® Teamwork Attitudes Questionnaire. Of 319 learners with matched pre-post teamwork attitude scores, 57.4% were from the Nursing program, female (85.5%) and aged 18–24 years (78.1%). There were no differences in pre-intervention teamwork attitudes except Mutual Support (p < 0.05). Post-intervention teamwork attitudes increased significantly (p < 0.001), but varied by group in the domains of Leadership, Team Structure and Mutual Support (p < 0.05). These findings may have implications for the development and evaluation of interprofessional curricula.
AB - Educators need accessible learner-centered tools to prepare health professional learners for safe interprofessional practice. TeamSTEPPS® is an evidence-based teamwork training program. Virtual TeamSTEPPS® scenarios were developed to overcome some of the barriers to interprofessional learning, including space and scheduling. However, teamwork attitudes may vary at baseline among health professional students and in response to virtual teamwork training. Three 5-min virtual TeamSTEPPS® scenarios were used by health professional students in the nursing, occupational therapy and physician assistant programs at two Midwestern universities. The scenarios required learners to use or identify teamwork strategies as part of an interprofessional team. The assessment and evaluation compared teamwork attitudes at baseline, and following use of teamwork training scenarios, using a validated tool, the TeamSTEPPS® Teamwork Attitudes Questionnaire. Of 319 learners with matched pre-post teamwork attitude scores, 57.4% were from the Nursing program, female (85.5%) and aged 18–24 years (78.1%). There were no differences in pre-intervention teamwork attitudes except Mutual Support (p < 0.05). Post-intervention teamwork attitudes increased significantly (p < 0.001), but varied by group in the domains of Leadership, Team Structure and Mutual Support (p < 0.05). These findings may have implications for the development and evaluation of interprofessional curricula.
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U2 - 10.1016/j.xjep.2017.12.001
DO - 10.1016/j.xjep.2017.12.001
M3 - Article
AN - SCOPUS:85037618890
SN - 2405-4526
VL - 10
SP - 51
EP - 55
JO - Journal of Interprofessional Education and Practice
JF - Journal of Interprofessional Education and Practice
ER -