INTRODUCTION: We describe our adaptation of the team strategies and tools to enhance performance and patient safety (TeamSTEPPS) for use as an educational intervention for medical and nursing students. We hypothesized that participation in a team training program using the modified TeamSTEPPS program would positively affect knowledge and attitudes toward teamwork skills and their ability to recognize the presence and quality of team skills. METHODS: Two hundred thirteen students participated in a 4-hour team training program that included a lecture followed by small group team training exercises. Nurse/physician pairs facilitated student team activities. Knowledge and attitudes were assessed before and after the educational intervention. Recognition of team skills was assessed using videos. RESULTS: Statistically significant differences were found with participant knowledge (P<0.001) and attitude (P=0.004). Students were able to identify the presence and quality of team skills in the video vignettes. Overwhelmingly, the students recognized team skills much better in the success video than in the opportunity video (P<0.001), and they rated the success video much higher than the opportunity video (P<0.001) with regards to the quality of team skills. CONCLUSIONS: We successfully adapted TeamSTEPPS for use with our medical and nursing students, educated facilitators, and implemented the course. Our students improved their knowledge of vital team and communication skills, attitudes toward working as teams, and were able to identify effective team skills.
INTRODUCTION: We describe our adaptation of the team strategies and tools to enhance performance and patient safety (TeamSTEPPS) for use as an educational intervention for medical and nursing students. We hypothesized that participation in a team training program using the modified TeamSTEPPS program would positively affect knowledge and attitudes toward teamwork skills and their ability to recognize the presence and quality of team skills. METHODS: Two hundred thirteen students participated in a 4-hour team training program that included a lecture followed by small group team training exercises. Nurse/physician pairs facilitated student team activities. Knowledge and attitudes were assessed before and after the educational intervention. Recognition of team skills was assessed using videos. RESULTS: Statistically significant differences were found with participant knowledge (P<0.001) and attitude (P=0.004). Students were able to identify the presence and quality of team skills in the video vignettes. Overwhelmingly, the students recognized team skills much better in the success video than in the opportunity video (P<0.001), and they rated the success video much higher than the opportunity video (P<0.001) with regards to the quality of team skills. CONCLUSIONS: We successfully adapted TeamSTEPPS for use with our medical and nursing students, educated facilitators, and implemented the course. Our students improved their knowledge of vital team and communication skills, attitudes toward working as teams, and were able to identify effective team skills.
Authors: Alisa Khan; Jayne E Rogers; Patrice Melvin; Stephannie L Furtak; G Mayowa Faboyede; Mark A Schuster; Christopher P Landrigan Journal: Pediatrics Date: 2015-11 Impact factor: 7.124