Lulu Sherif Mahmood1, Ciraj Ali Mohammed2, John H V Gilbert3. 1. Associate Professor (Anesthesiology), Father Muller Medical College & Head of Department (Healthcare Simulation Education), Father Muller Simulation & Skill Centre, Mangalore, India. 2. Professor (Microbiology) & Course Director, MAHE-FAIMER International Institute for Leadership in IPE, Department of Microbiology, Melaka Manipal Medical College (Manipal Campus), MAHE, Manipal, Karnataka, India. 3. Professor Emeritus, University of British Columbia, DR. TMA Pai Endowment Chair in Interprofessional Education & Practice, MAHE, Founding Chair, Canadian Interprofessional Health Collaborative, 3350 West 37th Avenue, Vancouver, B.C, V6N2V6, Canada.
Abstract
BACKGROUND: Learning in silos during the undergraduate years results in ineffective collaborative practice leading to adverse events. Simulation training using the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS)® framework has been shown to be effective in enhancing teamwork skills among healthcare professionals. This study aims to evaluate an interprofessional simulation education (IPSE) module for undergraduate medical and nursing students on teamwork and communication skills using the TeamSTEPPS® framework. METHODS: An IPSE module was developed by an interprofessional team of faculty. A convenient sample of medical and nursing undergraduate interns participated in trauma simulation scenarios before and after a didactic session on interprofessional education (IPE) and TeamSTEPPS® 2.0. The pre-post performance was assessed by faculty and pre-post self-assessment of the IPSE training and interprofessional education collaborative (IPEC) competencies by the participants. Quantitative data were analysed using a paired t-test of the mean scores and analysis of variance. The themes that emerged from audio recordings of the debriefing, and written reflections of the participants, yielded data for qualitative thematic analysis. RESULTS: The scores of team performance, self-assessment of IPSE training, and IPEC competencies revealed statistically significant values. Themes that emerged included the need for IPSE in the curriculum, impact of structured tools for communication on patient safety, and awareness of the roles and responsibilities in interprofessional teamwork. A survey conducted two weeks after completion of the module showed positive feelings among participants about interprofessional collaboration. CONCLUSION: The study specifically assessed the effectiveness of an IPSE module based on TeamSTEPPS® guidelines in improving communication and teamwork skills among medical and nursing undergraduates.
BACKGROUND: Learning in silos during the undergraduate years results in ineffective collaborative practice leading to adverse events. Simulation training using the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS)® framework has been shown to be effective in enhancing teamwork skills among healthcare professionals. This study aims to evaluate an interprofessional simulation education (IPSE) module for undergraduate medical and nursing students on teamwork and communication skills using the TeamSTEPPS® framework. METHODS: An IPSE module was developed by an interprofessional team of faculty. A convenient sample of medical and nursing undergraduate interns participated in trauma simulation scenarios before and after a didactic session on interprofessional education (IPE) and TeamSTEPPS® 2.0. The pre-post performance was assessed by faculty and pre-post self-assessment of the IPSE training and interprofessional education collaborative (IPEC) competencies by the participants. Quantitative data were analysed using a paired t-test of the mean scores and analysis of variance. The themes that emerged from audio recordings of the debriefing, and written reflections of the participants, yielded data for qualitative thematic analysis. RESULTS: The scores of team performance, self-assessment of IPSE training, and IPEC competencies revealed statistically significant values. Themes that emerged included the need for IPSE in the curriculum, impact of structured tools for communication on patient safety, and awareness of the roles and responsibilities in interprofessional teamwork. A survey conducted two weeks after completion of the module showed positive feelings among participants about interprofessional collaboration. CONCLUSION: The study specifically assessed the effectiveness of an IPSE module based on TeamSTEPPS® guidelines in improving communication and teamwork skills among medical and nursing undergraduates.
Authors: Kelly S Lockeman; Alan W Dow; Deborah DiazGranados; Dennis P McNeilly; Devin Nickol; Mary L Koehn; Mary S Knab Journal: J Interprof Care Date: 2016-11 Impact factor: 2.338
Authors: Douglas Brock; Erin Abu-Rish; Chia-Ru Chiu; Dana Hammer; Sharon Wilson; Linda Vorvick; Katherine Blondon; Douglas Schaad; Debra Liner; Brenda Zierler Journal: BMJ Qual Saf Date: 2013-01-03 Impact factor: 7.035
Authors: Bethany Robertson; Barbara Kaplan; Hany Atallah; Melinda Higgins; Mary Jane Lewitt; Douglas S Ander Journal: Simul Healthc Date: 2010-12 Impact factor: 1.929