Assessing Teamwork Skills Research Articles

Формирование навыков командной деятельности и их объективная количественная оценка на основе квантовых представлений

<p>Presented are mathematical and software tools providing the formation and objective quantitative assessment of teamwork skills based on quantum representations. These tools utilize the formal representations of subjects' activities through probability matrices of transitions between the performed elementary operations. Analysis of the subjects' activities is based on comparisons of these matrices for a pattern of actions under study with relevant matrices for patterns of empirical data representing various variants of the subjects' work. When evaluating the teamwork skills, these comparisons are performed according to the "Triangle Scheme", which involves comparing the coordinated actions of the subjects performed in pairs and individually. For this purpose, the quantum spectral analysis is used, which provides effective quantitative comparisons of the hidden periodicities of performing typical elementary operations and their quantities in the spectral metric. The tools for the formation and assessment of teamwork skills are implemented in the form of both a flight simulator with the separation of control channels between pilots and a modified computer game "Sea Battle", which allows to evaluate the dynamics of partners’ communication and cooperation by analyzing their moves as well as tips transmitted to each other. The presented approach to the formation and assessment of teamwork skills is quite universal and can be used in various applications areas, including the assessment and training of flight crews, operators of complex technical systems, students of various levels and other target groups.</p>

Анализ исследований роли компьютерных тренажеров в формировании, измерении и совершенствовании навыков командной работы

<p>The article considers the influence of training on computer simulators on the development of teamwork skills of operators of complex systems, in particular, in aviation. The article substantiates the effectiveness of work on computer simulators for the formation of interaction skills in people with disabilities. A review of experimental studies demonstrating the positive impact of using computer simulators on the formation of skills necessary for teamwork: coordinated actions, communication, decision-making and situational awareness is presented. The analysis of methods for assessing teamwork skills is given and the realization of a hardware and software complex in the form of a simulator for training these skills and their quantitative measurement is described.</p>

Effect of Mixed Reality on Delivery of Emergency Medical Care in a Simulated Environment

Mixed-reality (MR) technology has the potential to enhance care delivery, but there remains a paucity of evidence for its efficacy and feasibility. To assess the efficacy and feasibility of MR technology to enhance emergency care delivery in a simulated environment. This pilot randomized crossover trial was conducted from September to November 2021 at a single center in a high-fidelity simulated environment with participants block randomized to standard care (SC) or MR-supported care (MR-SC) groups. Participants were 22 resident-grade physicians working in acute medical and surgical specialties prospectively recruited from a single UK Academic Health Sciences Centre. Data were analyzed from September to December 2022. Participants resuscitated a simulated patient who was acutely unwell, including undertaking invasive procedures. Participants completed 2 scenarios and were randomly assigned to SC or MR-SC for the first scenario prior to crossover. The HoloLens 2 MR device provided interactive holographic content and bidirectional audiovisual communication with senior physicians in the MR-SC group. The primary outcome was error rate assessed via the Imperial College Error Capture (ICECAP) multidimensional error-capture tool. Secondary outcomes included teamwork (Observational Teamwork Assessment for Surgery [OTAS]; range, 0-6 and Teamwork Skills Assessment for Ward Care [T-SAW-C]; range, 1-5), scenario completion, stress and cognitive load (NASA Task Load Index [NASA-TLX; range 0-100]), and MR device user acceptability. A total of 22 physicians (15 males [68.2%]; median [range] age, 28 [25-34] years) were recruited. MR technology significantly reduced the mean (SD) number of errors per scenario compared with SC (5.16 [3.34] vs 8.30 [3.09] errors; P = .003), with substantial reductions in procedural (0.79 [0.75] vs 1.52 [1.20] errors; P = .02), technical (1.95 [1.40] vs 3.65 [2.03] errors; P = .01), and safety (0.37 [0.96] vs 0.96 [0.85] errors; P = .04) domains. MR resulted in significantly greater scenario completion rates vs SC (22 scenarios [100%] vs 14 scenarios [63.6%]; P = .003). It also led to significant improvements in the overall quality of teamwork and interactions vs SC as measured by mean (SD) OTAS (25.41 [6.30] vs 16.33 [5.49]; P < .001) and T-SAW-C (27.35 [6.89] vs 18.37 [6.09]; P < .001) scores. As reported via mean (range) NASA-TLX score, there were significant reductions for MR-SC vs SC in participant temporal demands (38 [20-50] vs 46 [30-70]; P = .03) and significant improvements in self-reported task performance (50 [30-60] vs 39 [10-70]; P = .01). Overall, 19 participants (86.4%) reported that they were more confident in making clinical decisions and undertaking clinical procedures with MR support. This study found that the use of MR technology reduced error, improved teamwork, and enhanced practitioner confidence when used to support the delivery of simulated emergency medical care. ClinicalTrials.gov Identifier: NCT05870137.

Developing Teachers to Enhance Students' Effective Teamwork Skills

This research was conducted in order to develop teachers to enhance the effective teamwork skills of their students in secondary schools. This was a part of a research project, which was based on advances in digital technology and the knowledge-based society of the 21st Century. Various useful perspectives on developing effective teamwork skills were collected from the internet and applied by utilizing Research and Development methodology. The aim was to achieve an educational innovation called an "Online Self-Training Program to Develop Teachers to Enhance Their Students' Effective Teamwork Skills". This program was intended to empower teachers with knowledge and skills that could be applied to classrooms and could ultimately enhance the learning outcomes of students. From the research resulted in such educational innovations that have been verified by teachers who are interested in implementing this educational innovation and through experimental research in the field, found that it is effective according to the specified criteria, namely 1 ) The teacher learning outcome on the posttest score met the standard criteria of 90/90 and the posttest score was significantly higher than the pretest score, and 2) The posttest score from the students' effective teamwork skills assessment was significantly higher than the pretest score. Therefore, it showed that this educational innovation can be disseminated for the development of teachers and students in secondary schools nationwide.

Assessing Teamwork Skills: Can a Computer Algorithm Match Human Experts?

Assessing Teamwork Skills: Can a Computer Algorithm Match Human Experts?

Teamwork skills assessment for STEM Project-Based Learnig

This study developed an instrument for assessing undergraduate students’ teamwork skills in designing and creating team product in the context of science, technology, engineering, and mathematics (STEM) learning. The development stage follows the stages of the R &amp; D method developed by Barg and Gall. Teamwork skills instrument that has been declared valid qualitatively and quantitively as well as are implemented in STEM project-based learning using one shot-case study design in three different courses. The teamwork skills are measured based on self-assessments, peer-assessment, and facilitator evaluations. The scores obtained from three sources of assessment are analyzed, using descriptive statistics and ANOVA. The results show that the teamwork skill instrument is valid and reliable to measure the students’ collaborative skills in the STEM Project. In addition, the results of the three assessments showed that The STEM project-based learning is effectively able to train students' teamwork skills

Virtual simulation: New method for assessing teamwork skills

AbstractThe objective of this study is to explore the potential of a new method for assessing teamwork skills—a virtual high‐fidelity behavioral simulation. In this paper, we describe the development and validation of a chatbot‐driven simulation for assessing teamwork skills of university students. We present the results of a criterion validation study using a sample of 215 undergraduate students. The simulation was found to significantly predict peer ratings following a live team‐based exercise, over and above a teamwork situational judgment test, and a personality inventory. The mean score for women on the simulation was significantly higher than for men. Limitations and future directions are discussed.

A Mapping Review of Teamwork Training and Assessment in Pharmacy Education

Objective. To explore how teamwork is taught (ie, skills and format), measured, and assessed within pharmacy education.Methods. A mapping review was conducted to provide a selection of articles to specifically capture how teamwork is taught, measured, and assessed within pharmacy education.Results. Of the 114 references retrieved, 18 studies from 17 schools or colleges of pharmacy met the inclusion criteria for review and data abstraction. Ten of the studies (56%) described how teamwork training was integrated into courses while the other eight studies described workshops, clinical rotations, modules, interprofessional simulations, long-term projects, and retreats on teamwork. Learning activities involving patient cases were the most common teaching method described (n=12, 67%). For the teamwork principles taught, all articles included leadership training or evaluating leadership skills in their program. To assess teamwork, 17 (94%) of the programs used students' self-reported measures of skills and behaviors, attitudes, and/or knowledge. Fourteen studies (78%) demonstrated improvements in students' attitude-related outcomes, 13 (72%) studies demonstrated improvements in skills-related outcomes, and six studies (33%) described improvements in knowledge related outcomes.Conclusion. Teamwork is regarded as an integral component of being an effective health care professional. While teamwork is common in pharmacy curricula, few studies describe strategies for teaching effective teamwork strategies to pharmacy students. The articles reviewed revealed a wide range of approaches to teaching, measuring, and assessing teamwork skills within pharmacy education. This review highlights an opportunity to further explore and identify the teamwork skills that are requisite for success in pharmacy practice, which could then be supported by standardized teamwork training programs and assessments.

Screen-Based Simulation for Training and Automated Assessment of Teamwork Skills: Comparing 2 Modes With Different Interactivity.

The need for teamwork training is well documented; however, teaching these skills is challenging given the logistics of assembling individual team members together to train in person. We designed 2 modes of screen-based simulation for training teamwork skills to assess whether interactivity with nonplayer characters was necessary for in-game performance gains or for player satisfaction with the experience. Mixed, randomized, repeated measures study with licensed healthcare providers block-stratified and randomized to evaluation-participant observes and evaluates the team player in 3 scenarios-and game play-participant is immersed as the leader in the same 3 scenarios. Teamwork construct scores (leadership, communication, situation monitoring, mutual support) from an ontology-based, Bayesian network assessment model were analyzed using mixed randomized repeated measures analyses of variance to compare performance, across scenarios and modes. Learning was measured by pretest and posttest quiz scores. User experience was evaluated using χ2 analyses. Among 166 recruited and randomized participants, 120 enrolled in the study and 109 had complete data for analysis. Mean composite teamwork Bayesian network scores improved for successive scenarios in both modes, with evaluation scores statistically higher than game play for every teamwork construct and scenario (r = 0.73, P = 0.000). Quiz scores improved from pretest to posttest (P = 0.004), but differences between modes were not significant. For training teamwork skills using screen-based simulation, interactivity of the player with the nonplayer characters is not necessary for in-game performance gains or for player satisfaction with the experience.

Student-faculty partnership in design: Evaluating a co-creation practice and sharing of findings within the South African higher education context

Creation of content in the higher education context has long been considered as a faculty responsibility. However, a drive towards inclusive curriculum transformation was requested by both students and professional accreditation bodies. Teamwork, as part of partnerships and co-creation, is seen as a critical skill for socio-economic development throughout the world, with the industry expecting competent team players. Faculty has long been incorporating teamwork into modules; however, teaching teamwork and tracking these skills remain challenging. Thus, leaving a gap where students form groups and work in teams without the cognisance to improve their teamwork skills or increase the reliability and validity of evaluating team members’ participation and contributions. In the absence of a comprehensive institutional resource on teamwork fundamentals, this study explores the co-creation of such a resource by post-graduate students at a higher education institution in South Africa. As higher education institutions, we assess students on teamwork skills, but we never specifically teach this to students, this resource is addressing this specific need. This will enable higher education institutions to report on assurance of learning where students can demonstrate the competency to effectively work in teams. A project approach was followed in the design of the teamwork resource based on Mayer’s Principles for designing multimedia for e-learning. Tuckman’s five stage development process informed the content design. The project ran over three weeks with weekly scrum meetings monitored by faculty. The study found that co-creating content with students is possible. However, student partnerships can enable quality improvement of teaching and assessing teamwork skills. Finally, the researchers will outline how the practical strategies for enacting partnership, as suggested in the literature, were considered in their practice.

Impact of Teamwork and Communication Training Interventions on Safety Culture and Patient Safety in Emergency Departments: A Systematic Review.

This study aimed to narratively summarize the literature reporting on the effect of teamwork and communication training interventions on culture and patient safety in emergency department (ED) settings. We searched PubMed, EMBASE, Psych Info CINAHL, Cochrane, Science Citation Inc, the Web of Science, and Educational Resources Information Centre for peer-reviewed journal articles published from January 1, 1988, to June 8, 2018, that assessed teamwork and communication interventions focusing on how they influence patient safety in the ED. One additional search update was performed in July 2019. Sixteen studies were included from 8700 screened publications. The studies' design, interventions, and evaluation methods varied widely. The most impactful ED training interventions were End-of-Course Critique, Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS), and crisis resource management (CRM)-based training. Crisis resource management and TeamSTEPPS CRM-based training curriculum were used in most of the studies. Multiple tools, including the Kirkpatrick evaluation model, the Agency for Healthcare Research and Quality Hospital Survey on Patient Safety Culture, the TeamSTEPPS Teamwork Attitudes Questionnaire, the Safety Attitudes Questionnaire, and the Communication and Teamwork Skills Assessment, were used to assess the impact of such interventions. Improvements in one of the domains of safety culture and related domains were found in all studies. Four empirical studies established improvements in patient health outcomes that occurred after simulation CRM training (Kirkpatrick 4), but there was no effect on mortality. Overall, teamwork and communication training interventions improve the safety culture in ED settings and may positively affect patient outcome. The implementation of safety culture programs may be considered to reduce incidence of medical errors and adverse events.

University of North Dakota School of Medicine and Health Sciences.

University of North Dakota School of Medicine and Health Sciences.

Evaluation of teamwork in operating rooms in a Tunisian university hospital

Abstract Background Teamwork is fundamental to ensuring the quality of care and patient safety in operating rooms. It has been shown that the occurrence of adverse events is closely linked to a poor quality of teamwork in these settings. Thus, this study aimed to assess teamwork in different operating rooms of the university hospital of Sahloul Sousse (Tunisia). Methods It is a descriptive cross-sectional study with convenience sampling, conducted in operating rooms of the university hospital of Sahloul Sousse (Tunisia) between February and April 2018. The measuring instrument was the validated observation grid 'Communication and Teamwork Skills Assessment Tool (CATS) '. Teamwork is assessed through 4 domains (Situation awareness, Coordination, Communication, Cooperation). Behaviors are marked in rows each time they occur and are rated for quality in columns labeled “Observed and Good,” “Variation in Quality” (meaning incomplete or of variable quality), and “Expected but not Observed.” Results A total of 51 interventions were observed. Good coordination between the team members was noted, as well as good cooperation within the teams. A variation of quality level of communication with the patient was noted in 31.4% of cases, also communication about the context, the situation and recommendation among caregivers is not quite good with a percentage of 39.2%. Moreover, the work environment was rated as good in 84.3% of cases. Conclusions Some failures in teamwork were noted, hence it is important to take corrective measures for better practice and better patient management in such a complex environment, the operating rooms, where there is a strong need for team coordination. Key messages There is a direct relationship between the quality of care and the effectiveness of teamwork. It is necessary to eliminate the barriers to communication, in order to prevent adverse events.

Improving Team Performance and Patient Safety on the Job Through Team Training and Performance Support Tools: A Systematic Review

IntroductionEfforts to improve teamwork in health care have received considerable attention. The current systematic review was conducted to identify recent studies that implemented practices to improve teamwork and were associated with positive improvements on the job.MethodsElectronic searches of 2 databases (i.e., CINAHL and MEDLINE) were conducted to identify relevant articles published between 2008 and 2018.ResultsTwenty articles were selected for inclusion in this review. The studies most often used quasiexperimental designs and interventions were applied in a variety of hospital settings including labor and delivery, operating rooms, and emergency departments. Across studies, measures assessing teamwork skills on the job were most often collected and showed sustained improvements up to 12 months. Moreover, evidence of improved clinical processes (e.g., compliance with guidelines and efficiency) and increased patient safety (e.g., reduction in adverse events) was found in both studies of team training interventions, as well as in those that introduced performance support tools (e.g., checklist).ConclusionsThe results of the current review are consistent with previous research and add to the evidence base on the practices to improve teamwork within hospital settings. Although efforts to improve teamwork have spread to other health care settings such as office-based care, published studies are lagging behind.

Virtual high-fidelity simulation assessment of teamwork skills: How do students react?

With advances in technology, new innovative methods for evaluating teamwork skills are emerging, however little research has been done into students’ reactions to such innovative assessments in an educational setting. This study investigated the reactions of undergraduate students to a high-fidelity behavioral simulation assessment for teamwork skills and explored some of the factors behind those reactions. 168 undergraduate students completed a simulation assessment and filled out surveys of reactions, perceptions, and personality. The results of a structural equations model indicate that reactions were positively related to perceived scenario realism, characters (chatbots) realism and design clarity.

Factor structure and measurement invariance of the Jefferson Teamwork Observation Guide® (JTOG®) individual version

Abstract Background The Jefferson Teamwork Observation Guide® (JTOG®) is a self-report measure that has been developed into several additional versions (patient, support person, and individual) in order to provide a 360-degree assessment of teamwork skills of health professions students and providers. Purpose The primary aim of this study was to examine the psychometric properties of the Individual JTOG when used both as a self-assessment and as a peer assessment of collaborative practice (CP) and teamwork skills. Method Two samples of nursing undergraduate and health sciences graduate students (N = 1347, total) used the Individual JTOG to assess their own and their teammates’ collaborative practice skills following an IPE module. Exploratory and confirmatory factor analyses were used to determine the structure and reliability of the self- and peer assessments. Discussion Results illustrated that a two-factor structure was sufficient to explain most of the variance in both self- and peer assessments of teamwork. Multiple-groups confirmatory factor analysis illustrated that both the self-assessments and peer assessments have strong measurement invariance across genders.. Conclusions The Individual JTOG can be used as a valid and reliable indicator of CP skills, and is best used as a formative assessment..

Developing teamwork skills in pre-registration osteopathy education: A qualitative pilot investigation

ObjectivesTeamwork in healthcare provides better outcomes for patients and contributes to job satisfaction and autonomy. Graduate capabilities of teaching institutions require educators to assess teamwork skills. The TeamUP Short-Form (TeamUP-SF) was developed as a self- and peer-assessment tool of teamwork skills following feedback from the previous version. This pilot study evaluated the utility of the TeamUP-SF in developing and assessing teamwork skills in a cohort of senior osteopathy students undertaking group assignments. MethodsForty-nine students received the TeamUP-SF after a minimum of 12 weeks of group work. Students rated their own teamwork skills, and those of other members of their group using the TeamUP-SF. Focus groups were conducted to explore students’ attitudes and impressions about teamwork and its assessment. Analysis of focus group transcripts followed a constructivist paradigm utilising thematic analysis. ResultsSeventeen students participated in a 1-h focus group about the usability of the TeamUP-SF for assessing and developing teamwork skills. Themes to emerge were perceptions of teamwork, purpose of the TeamUP-SF, usability of the TeamUP-SF, and the emotional impact of evaluating teamwork skills. ConclusionThe TeamUP-SF may be valuable in developing and assessing teamwork skills. Students recommended using the TeamUP-SF in two ways: assess and monitor their own teamwork skills; and, optimise team function in their own learning environments by focusing on team efficiency and effectiveness. Students also identified limitations of the TeamUP-SF including its use as a summative assessment. These recommendations may reduce the emotional impact on students assessing individuals within a team.

Adapting the Communication and Teamwork Skills Assessment to Assess Pre-licensure Health Care Student Team Performance in Simulation- Enhanced Interprofessional Education

Adapting the Communication and Teamwork Skills Assessment to Assess Pre-licensure Health Care Student Team Performance in Simulation- Enhanced Interprofessional Education

Addressing the Interprofessional Collaboration Competencies of the Association of American Medical Colleges: A Systematic Review of Assessment Instruments in Undergraduate Medical Education.

To summarize characteristics and validity evidence of tools that assess teamwork in undergraduate medical education (UME), and provide recommendations for addressing the interprofessional collaboration competencies of the Association of American Medical Colleges (AAMC). The authors conducted a systematic review, searching MEDLINE, MEDLINE In-process, CINAHL, and PsycINFO from January 1, 1979, through April 1, 2014; they searched reference lists and national meeting abstracts. They included original research reports that described a quantitative tool used to assess teamwork in UME. They abstracted characteristics and validity evidence for the tools, plus study quality, according to established frameworks. Two authors independently abstracted 25% of articles and calculated agreement. Authors then applied predefined criteria to identify tools best suited to address the AAMC's teamwork competencies. Of 13,549 citations, 70 articles describing 64 teamwork assessment tools were included. Of these 64 tools, 27 (42%) assessed teamwork in classroom, 31 (48%) in simulation, and only 7 (11%) in actual clinical settings. The majority (47; 73%) of tools assessed medical students' teamwork in interprofessional teams. On the basis of content concordance, strength of validity evidence, generalizability of scores, and level of outcomes, four published tools were recommended to assess the AAMC's teamwork competencies: the Collaborative Healthcare Interdisciplinary Relationship Planning Scale, Readiness for Interprofessional Learning Scale, Communication and Teamwork Skills assessment, and Teamwork Mini-Clinical Evaluation Exercise. Substantial validity evidence supports the use of several UME teamwork assessments. Four tools have been appropriately designed and sufficiently studied to constitute appropriate assessments of the AAMC's teamwork competencies.

Development and evaluation of the team work skill in university contexts. Are virtual environments effective?

Soft skills refer to those personal competencies affecting the way we interact with people and they include aspects such as communication, listening, negotiating, team work, leadership, ethics, commitment, etc. (Computerworld 35:24, 2001; Dubrin, Coaching and Mentoring Skills (NetEffect Series), 2004; J Soc Work Pract 14:149-158, 2000; InfoWorld 20:104, 1998; J Coll Teach Learn 2:1-6, 2005; Comput Can 24:21-22, 1998; Waller, Soft skills for lawyers, 2007). The role of soft skills in terms of personal growth, employability, social development, social participation, change adaptation, etc. has been widely acknowledged although there is no agreement regarding the differential importance of some soft skills over others. However, the latter point is relative given that it depends on the field of reference. Despite the fact that these competencies are highly valued in the labor market, universities seem to overlook this demand throughout students’ education process and the development and assessment of these competencies have been given but scant attention. Further, the increasing emphasis on the use of ICTs in university education and a gradual trend towards blended-learning and virtual environments have prevented the development of these competencies as they are thought to require face-to-face interaction amongst classmates and between students and teachers. This study presents the results of an innovative proposal that intends to break these barriers by focusing on promoting the learning and assessment of team work skills in virtual environments. These results prove the suitability of the program when it comes to developing and evaluating these skills in a b-learning environment.