Development Of Teamwork Skills Research Articles

The use of animation tools in the media space of library for the formation of undergraduates' teamwork skills

The problem and the aim of the study. The modernization of library education involves the use of technologies that provide simultaneous work with sound, statistical images, and texts in an interactive mode. The ability to use information tools, in particular computer animation, in working on projects and teamwork skills are indemand soft skills, the maturity of which largely determines the professional self-realization of librarianship specialists. The purpose of the study is to identify the potential of using animation tools in the library's media space to develop the teamwork skills of master’s students. Research methods. The media space of the library is considered as a set of resources that allow professional collaboration of cultural institutions in a new format, attracting potential users to visit libraries, as well as informing them about their services. The Renderforest platform is used to develop didactic animation. The experiment involved 64 undergraduates of specialty 04.51.01 Cultural studies, profile – "Socio-cultural design", Vyatka State University (Russian Federation). The authors use V. Stefanson's methodology to assess the level of teamwork skills of master's students. For statistical processing, – Pearson's χ2 (chi-square) test. A group of experts has been involved in the evaluation of media projects for “Library Night” event. Fisher's method was used to establish statistically significant differences. Results. The students of the experimental group used animation tools to develop projects and library and information services according to the following algorithm: studying a digital service, defining the concept of an action/event for “Library Night”, writing a script, implementing a project, evaluating the potential for the development of the library's media space. Statistically significant differences in the qualitative changes that occurred in the system were revealed: according to the levels of formation of teamwork skills according to the criteria of dependence/non-dependence on the opinion of the group (χ2 = 6.427; p < 0.05); sociability/ nonsociability (χ2 = 7.879; p < 0.05); acceptance of "struggle" / "struggle" / avoidance of "struggle" (χ2 = 6.081; p < 0.05); and by the quality of training – φcrit=1.64<φemp=2.804. Conclusion. The possibilities of using animation tools in the media space of the library for the development of teamwork skills of master’s students are formulated: new formats of collaboration and project activities, innovative work experience, etc. However, there are also factors complicating the process: absence of clear leadership; constrains of communication; weak motivation; low social status of the profession.

Using Debriefing in Professional Development Courses.

Debriefing is a valuable tool to use when developing teamwork skills. The skill set can be either a specific outcome talent, such as a class on building teams, or a team skill set needed to successfully complete a team project. Professional development faculty can work to acquire and expand the skills described in this column. [J Contin Educ Nurs. 2024;55(8):375-377.].

Влияние современных симуляционных тренажеров на развитие навыков командной работы: согласованных действий и коммуникации

<p style="text-align: justify;">The article presents a review of a number of modern foreign studies of simulators and their role in the development of teamwork skills. The analysis of some trending learning theories and methodologies, which are used by both national and foreign researchers in the implementation of training programs on simulators of professional activity is carried out. The results of studies demonstrating the influence of computer simulators on the development of teamwork skills, including aspects of coordinated actions and effective communication are presented. Various methods and means used by foreign researchers to improve the effectiveness of simulation-based training are described. The importance of using simulation-based training in various professional fields, such as medicine, aviation, space programs and information technology, to ensure a high level of training of specialists is substantiated. It is shown that modern simulation-based simulators offer training methods that are maximally close to real professional activity, which contributes to the formation of highly qualified specialists in professional fields that require high development of teamwork skills.</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>

Innovative methodology for teaching English using the online-platform YouGlish and the Alias format (based on interdisciplinary neologisms in the field of digital healthcare)

The article is devoted to the author’s innovative integrated method of teaching English, which provides effective memorization of new interdisciplinary lexical units for three personality types of students according to the way they perceive information – audialists, visualists and practitioners. The relevance of the study is provided by the creation of new interdisciplinary programmes in the higher education system, which contributes to the emergence of interdisciplinary neologisms that reflect the latest social transformations in society and should be included in language training courses. The aim of the study was to develop an innovative integrated methodology to improve the efficiency and longterm effectiveness of learners’ memorisation of new interdisciplinary lexical categories in English that have emerged in the context of the digitalisation of the modern healthcare system. To search for and identify neologisms of the English language in the field of digital medicine, a content analysis of relevant scientific studies published in March 2024 in the peer-reviewed medical academic journal “The Lancet Digital Health” (Elsevier publishing house) was conducted. Based on the results of the content analysis, 16 new interdisciplinary lexical nominations were selected, using the example of which the features of the application of an innovative integrated methodology for teaching English, including the consistent use of the YouGlish online platform and the Alias game format, are revealed. The use of this methodology is effective both in the study of English neologisms by students in universities and in the development of their language skills and competencies in accordance with the challenges of rapidly changing social reality. The results of the author’s trial use of this complex methodology among students at the Faculty of International Journalism at MGIMO-University, showed that the innovative approach allows one to accelerate the memorization of English lexical units by students with different types of human thinking, as well as promotes the development of teamwork skills and increases learning motivation. The results of the author’s research can be used by teachers of language departments of higher educational institutions in the development and writing textbooks and teaching materials, as well as in the language training of future specialists, for whom interdisciplinary language knowledge, skills and competencies are in demand in the context of widespread digitalisation of key spheres of society and the transformation of the modern system of higher education.

How college clubs affect freshmen’s development?

This study investigates the influence of college clubs on the personal development of freshmen at the Chinese University of Hong Kong, Shenzhen. Utilizing a survey methodology, the research examines freshmen's preferences for different types of clubs and the subsequent impacts on their academic performance, social skills, and career aspirations. Findings indicate that participation in college clubs enhances social competencies, provides a platform for leadership and teamwork skills development, and enriches students' extracurricular lives, potentially influencing their career perspectives. The study highlights the significant role college clubs play in fostering an environment that supports the holistic development of freshmen, encouraging active engagement and personal growth within the university setting.

Client consulting projects on the block: Understanding sources of tension

In this article, we consider client consulting projects embedded in a course on the block, with a particular focus on the tensions inherent in teaching and learning with such projects. Client consulting projects offer a unique pedagogical approach that tasks student teams with helping a client solve a current problem. Such approaches merit study for the block plan because other research on the semester-basis shows that consulting projects contain elements known to increase student learning outcomes; the block plan is likely to offer added benefits as well as unique challenges and tensions. Using a mixed-methods approach centered on reflective case writing about two different courses that offer client consulting projects and supplemented by data from students and clients, we investigated the benefits, challenges, tensions, and key success factors in client consulting projects on the block. Overall, the major stakeholders – faculty, students, and clients – agreed that the benefits outweighed the challenges. Especially salient were the benefits to students of real-world experience, increased motivation and sense of meaningfulness, and the chance to deepen their learning by applying course concepts. Challenges include the stress involved for the students and faculty with fitting the project into the block and pleasing the client, plus the time invested by faculty to make the projects happen. Most importantly, client consulting projects on the block present five tensions: the dual-evaluation nature of the project (both the professor and client are evaluating), the level of client engagement and alignment, scheduling and pacing, the level of professor guidance, and the degree of emphasis on traditional course content vs. the project. Keys to success include setting expectations, building trust, having clear structure and organization, and developing teamwork skills and roles. The understanding of tensions gained through this research will position faculty for greater success with client consulting projects on the block.

How can course design facilitate the development of teamwork skills for diligent students?

ABSTRACT Stakeholders emphasise that accounting graduates need excellent teamwork skills. Group work activities, included in the academic programme to develop teamwork skills, often lead to ‘free-riding’ by some students and disillusionment on the part of diligent students. Diligent students often prefer to work alone and could lack teamwork skills as a result. The aim of this study was to evaluate how course design can facilitate the development of teamwork skills for diligent students with negative perceptions on group work. Detailed perception data on how a certain group work activity affected diligent students’ teamwork skills were collected via in-depth interviews. Themes identified through thematic analysis were compared to existing literature to construct recommendations on structuring group work activities for diligent students. The recommendations indicate that a challenging assignment conducted by a small group of students, selected on some form of commonality, over a substantial period, with limited lecturer instructions, incorporating both online and in-person components, without formal peer assessment, is best suited to foster the trust that is essential in teamwork and leads to open communication and ultimately collaboration. Educators could employ these recommendations when designing group work activities, especially when they note negative perceptions regarding group work in diligent students.

The Impact of a Classroom as Organization on University-to-Work Transitions and Early Careers

Background: One of the most promising experiential learning approaches in the field of management education is the classroom as organization (CAO), in which students create and run an organization as part of class activities. The CAO contributes to student development in many ways, including by helping students develop teamwork skills, real-world problem-solving capabilities, and emotional intelligence. Purpose: To explore the impact of the CAO on university-to-work transitions and early careers, a challenging time marked by ambiguity, uncertainty, and anxiety. Methodology/Approach: We used a qualitative analysis of semi-structured interviews with former students from three generations of a CAO. Findings/Conclusions: Findings show that the CAO helps students obtain “realistic” work skills, facilitate career decisions, and develop career adaptability. Implications: The CAO can serve as a powerful career intervention that integrates many of the benefits of simulations and internships.

Contribution of peer-feedback to the development of teamwork skills

Peer-feedback is a widely-used strategy at the university level for its positive impact on student learning and its multifaceted advantages encompassing social, cognitive, and metacognitive development. However, few studies have assessed its contribution to the development of teamwork skills. This study analyzes students’ perception of how peer-feedback contributes to the development of teamwork skills by comparing the results of two class groups that have taken the same subject, though with different feedback experience designs (face-to-face and mixed feedback vs. non-face-to-face and written feedback, with or without consensus among group members). At the end of the study, 82 participants completed a questionnaire to assess their perception of the peer-feedback experience and its impact on learning and the development of teamwork skills. The findings reveal that students perceive that giving and receiving feedback in face-to-face mixed modality contributes more to developing teamwork skills; however, the presence or absence of consensus among group members to give or receive feedback does not appear to exert a clear impact on the development of these skills. Additionally, the findings suggest that students perceive a greater development of teamwork skills by giving feedback rather than receiving it. These results highlight the importance for teachers to consider such aspects when designing peer-feedback experiences, aiming to maximize the impact on the development of teamwork skills.

Design thinking for engaged learning in animal science: lessons from five semesters of a senior capstone course.

This study presents a design-based research approach involving five iterations (semester) of implementing design thinking for engaged learning (DTEL) in an animal science capstone course. DTEL scaffolds design thinking into 10 stages for collaborative project-based learning to foster skills like problem solving and teamwork. Across five semesters (spring 2021 to spring 2023), student reflections (n = 276) were analyzed to identify aspects that worked well or were challenging. Network analysis visualized relationships (P < 0.05; Q > 0.4) between codes representing strengths, struggles, and alignment with principles from learning theories. Utilizing the relationships between strengths and theory-based principles to address struggles, resulted in changes to the design of the capstone course each iteration (time that the course was taught). The complexity of maps increased over iterations. Initially, struggles were prominent but decreased as responsive design refinements were made. Alignment of student experiences with principles from learning theories grew substantially from the first iteration to the last (theory-related nodes representing 11.4% vs. 24.4% in each network map, respectively), with learning theories also occupying more central positions in the last map (iteration five) compared to earlier ones (iterations one through four). These changes suggest student experiences increasingly aligned with principles of cognitive constructivism, social constructivism, constructionism, situated learning, and transformative learning. Design principles derived from the five-iteration study include: (1) allocating most time to hands-on lab work vs. lecture, (2) designating a coordinator faculty, (3) scaffolding for instructors unfamiliar with DTEL, (4) emphasizing consistency in processes over grades, and (5) intentionally developing teamwork skills. The study demonstrates the value of design-based research for iteratively refining and studying learning experiences to foster critical skills for undergraduate students in animal science.

DOES THE ACADEMIC ENVIRONMENT DEVELOP TEAMWORK EFFICIENCY AMONG STUDENTS?

Teamwork skills are considered essential for all areas of a person’s life, so universities take them into account when designing their curricula. These skills are especially important if we are talking about humanities fields. However, little is known about how students’ factors can affect the process of developing teamwork skills. Consequently, our study proposes to fill this gap and to analyze the mastery of teamwork skills by higher education students, measured by the efficiency of working in a team, in relation to teamwork styles, but also with the number of courses whose content allows the development of these skills. One Hundred Ninety-Five female students participated in this study, with an average age of M = 31.5, a standard deviation of SD = 9.2. The participants filled out a questionnaire that measured the efficiency of teamwork and the styles of teamwork based on specialized literature. Also, the questionnaires were first applied in a pilot study in which 50 female students participated and the Cronbach’s internal consistency index was 0.8 for the first questionnaire and 0.77 for the second. The results showed that there are statistically significant correlations between teamwork efficiency, teamwork styles, and the number of courses in which the development of these skills is encouraged, p &lt; 0.01. Moreover, we also noticed that the number of courses in which the development of these skills is encouraged has a mediating effect on the relationship between working styles in a team and the efficiency of working in a team, p &lt; 0.01. These results can support teaching staff in higher education to adopt the most suitable educational methods for the development of teamwork skills, essential skills, especially for students in the humanities domains.

Teamwork skills in the Romanian academic environment

Abstract Teamwork skills are considered essential for personal, academic and professional achievement, so universities are increasingly integrating them into their syllabuses. Within this context, teamwork skills have been gaining close attention, as they are considered essential competencies in an increasingly more globalised, dynamic and complex world. New employees are asked if they have teamwork skills, can resolve specific work issues or have the required skills to handle the new challenges posed by today’s society. In this study, we aimed to investigate the differences between students regarding their demographic characteristics (age category, education level) according to the level of development of their teamwork skills. The results revealed statistically significant differences between the different categories of students and the level of development of teamwork skills. It is important that teamwork skills are developed from the years of undergraduate studies. Both in our sample, but also in other studies from the literature, these students obtain low scores for this competence.These results can be used to create training programs for teachers and students in the development of teamwork skills.

Breaking Barriers in Pathology Education: Embracing the Straight Path to Reform

Abstract Introduction/Objective The field of pathology and preclinical education is undergoing significant changes, with a shift towards student-centered approaches that emphasize self-directed learning. One such approach is case-based learning, which promotes active engagement and critical thinking. Technological advancements, such as digital pathology and radiology, offer several advantages in facilitating case-based learning. Methods/Case Report In this study, we implemented a unique educational strategy that combined digital pathology and radiology resources with case-based learning and team-based learning methodologies. Our approach involved designing and delivering modules, and subsequently collecting feedback from participants. Results (if a Case Study enter NA) Significant findings indicate that the integration of digital pathology and radiology has been highly appreciated by students. The majority of students acknowledged that it effectively aligned with the learning objectives. The survey responses also revealed the successful integration of early holistic pedagogy, the development of team-working skills, and the delivery of authentic and challenging clinical problems. These outcomes greatly contributed to achieving the desired learning outcomes. Conclusion The utilization of digital pathology and radiology resources, alongside well-designed modules, has proven successful in providing long-term access to educational materials and optimizing the presentation and systematization of the learning environment. Our innovative case-based study design, complemented by team-based learning, addresses the current demands of pathology concepts and modern curricula, facilitating a seamless transition into the clinical years. This approach holds great promise for enhancing the effectiveness of pathology education.

Do team-based written or video explanations of course content enhance accounting students’ knowledge, communication, and teamwork skills?

This study explores students’ knowledge, communication, and teamwork skills development when using team-based explanations, in either written or video mode, during an assessment for learning in a competency-based accounting education context. Both modes of team-based explanation, written or video, seem to enhance conceptual and transfer knowledge among weaker and moderate-performing students. When viewed as an interconnected and indivisible process, the video explanation mode appears more beneficial for top-performing students’ conceptual knowledge development than the written explanation mode. The team-based video explanation mode also appears to be the preferred method for developing teamwork skills, while both modes are perceived as beneficial for developing communication skills. Overall, the video mode of a team-based explanation assessment for learning appears to be the favored choice, as it facilitates whole-class knowledge development while also allowing greater opportunities for students’ teamwork and communication skills development in a competency-based education context.

Comprehensive simulation training for E-CPR improves the 1-year mortality of patients with refractory cardiac arrest

Abstract Background Extracorporeal cardiopulmonary resuscitation (E-CPR) has been utilized as a rescue strategy for patients with refractory cardiac arrest (CA). The collapse to ECMO initiation time (CTET) has a strong correlation with survival, but decisions of initiating E-CPR are sometimes difficult to make and the opportunities for developing teamwork skills are limited. Therefore, to improve the outcome of E-CPR, we developed a comprehensive simulation-based E-CPR training program. Purpose In the present study we assessed whether the E-CPR training improved the mortality and the neurological outcome. Methods E-CPR simulation training program was carried out twice a year to the medical team using a mock vascular model since October 2017. We enrolled 177 consecutive patients who underwent E-CPR from January 2012 to January 2022. The patients were divided into two groups: the pre-simulation and the post-simulation. The outcome was CTET, 1-year mortality and favorable neurological outcomes defined as cerebral performance categories (CPC) of 1 or 2 at hospital discharge. Results There were 86 patients in the Pre-simulation group and 91 patients in the Post-simulation group. No differences were found in age, rates of witnessed CA and bystander-CPR, shockable rhythms, or acute coronary syndrome (ACS). The frequency of use of the intra-aortic balloon pump was significantly higher in the Pre-simulation group compared to the Post-simulation group (74% vs. 23%; p &amp;lt;0.001), while the Impella device was only used in the Post-simulation group (46%), due to its availability in our institution since October 2017. Compared to Pre-simulation group, the CTET was significantly shorter (44 minutes vs. 33 minutes; p = 0.001), and the Kaplan-Meier analysis for 1-year survival was significantly higher with the Post-simulation group (12% vs. 23%; p = 0.02 by log-rank test). The rate of favorable neurological outcome was not significantly different between the two groups. However, when patients were analyzed separately by in-hospital CA (IHCA) and out-of-hospital CA (OHCA), no significant difference was observed in IHCA, whereas OHCA demonstrated a significant reduction in both door to ECMO initiation time and CTET, leading to a significant improvement in neurological outcome (3% vs. 20%; p = 0.04). Multivariate cox proportional hazard analysis revealed that age (hazard ratio [HR], 1.22 [10 years increase]; 95% confidence interval [CI], 1.07-1.41, p = 0.004), initial shockable rhythm (HR, 0.61; 95%CI 0.41-0.91, p = 0.01), combined use of Impella (HR, 0.59; 95% CI, 0.37–0.98, p = 0.02), and CTET (HR, 1.02, 95%CI, 1.01-1.03, p &amp;lt;0.0001) were significantly associated with the 1-year mortality. Conclusions The E-CPR training significantly improved the collapse to ECMO time. The faster deployment of ECMO increased the 1-year survival rate in patients with refractory CA. Additionally, the use of Impella (ECPELLA) may have improved the survival rate.The effect of simulation trainingKaplan-Meier analysis

Analysis of teamwork skill development in a flipped civil engineering course

AbstractAs an innovative pedagogy, flipped classroom approach enables instructors to move direct instruction out of class and convert class time to a dynamic learning environment where students engage in teamwork, problem‐solving, and other interactive activities. Previous research has concluded that, when implemented well, flipped learning has the potential not only to increase learning gain but also to improve students’ professional skills such as teamwork, communication, and life‐long learning, which are deemed to be critical in engineering education and practice. This study aimed to examine the development of teamwork skills in a flipped civil engineering course. A sequential mixed‐method approach was adopted to understand students’ attitude toward teamwork, confidence in teamwork, and teamwork skill development. Quantitative data included pre‐ and postcourse surveys and peer evaluation (PE) and self‐evaluation (SE) while qualitative data included focus group interviews. Results indicated that students’ attitudes toward teamwork slightly improved, but it was not statistically significant. Confidence in teamwork, however, significantly improved after being engaged in a semester‐long team project. Teamwork skill development was assessed through four PE and SE conducted after each major project milestone. Findings are discussed and implications for classroom implementations and future research are presented.

Student engagement through teamwork skills: the mediating role of psychological well-being

PurposeThe study aims to examine the mediating effect of psychological well-being (PWB) on the relationship between teamwork skills and student engagement (SE) in higher education institutional setups.Design/methodology/approachThe study used a triangulation mixed-methods approach. Data were collected from final-year students pursuing post-graduation and graduation in private colleges in India. In the main study, quantitative data was gathered from 276 students through a survey. The relationship among the variables-teamwork skills, SE and PWB was empirically validated through path analysis; mediation was also conducted. In the auxiliary study, qualitative data was gathered through focus group sessions and was analyzed using thematic analysis.FindingsResults depicted that teamwork skills positively predict students' engagement with their academic program. Additionally, PWB partially mediates the relationship between teamwork skills and SE.Originality/valueThe study was conducted to expand understanding of aspects related to promoting students' engagement in HEIs in Delhi and Haryana through being attentive toward teamwork skills development and through taking care of students' PWB.

Student perceptions of collaborative group work (CGW) in higher education

ABSTRACT Despite the vast body of research surrounding collaborative group work (CGW) and its potential to enhance learning and engagement, questions persist in relation to the effectiveness of CGW initiatives in the development of teamwork skills amongst students in higher education. Prior studies have tended to measure the effectiveness of teamwork and group work through student grades, however, this is increasingly seen as problematic, with more researchers stressing the importance of student perceptions as a better measure of the efficaciousness of CGW. This paper presents the findings from an Australian study which set out to investigate student perceptions of the effectiveness of a technology-enhanced groupwork assessment on student learning outcomes, including teamwork skills and self-evaluative judgement skills. An unexpected event in the beginning of 2020, that being the global COVID-19 pandemic, affected learning and teaching in significant ways, with all students forced to learn online, inevitably impacting their experience with this CGW initiative. Adopting a qualitative inductive research methodology, the findings suggest that students perceive collaborative group work as beneficial in many ways, though it is not without its challenges, one of those being the global pandemic and its ripple effect of remote learning, isolation and increased difficulty with collaboration. This unforeseen event and its impact on the delivery of education elicited interesting results about CGW in the online context. Findings may advance the understanding and implementation of CGW in higher education, particularly in an online learning context.

Development of Teamwork Skills Using ICTs in Undergraduate Students of Food Industry Engineering Degree

The development of soft skills is considered vitally important for the professionals in the Food Industry Engineering field. Employers in the food industry seek graduates who are prepared for work and possess strong teamwork skills. One effective strategy for students to practice and enhance their teamwork skills is through team-based assignments. In this study, three different team-based tasks were assigned to students in the three Food Industry Engineering courses. These tasks included the preparation of a Kahoot! questionnaire, a video presentation, and a traditional written report, all related to specific topics covered in the courses. The teamwork skills of the students were evaluated using VALUE rubrics. The acceptability of these three learning methodologies was also measured. The results indicated that the use of Kahoot! and student video presentations resulted in higher teamwork scores compared to the traditional methodology (P&lt;0.05). No significant differences were found between the uses of Kahoot! and video presentation in any of the courses (P&gt;0.05). The level of student satisfaction, regarding the general acceptance of Kahoot! and video presentation tools, as well as the acquisition of teamwork skills, was very positive. These findings undoubtedly encourage faculty to incorporate these new teaching methodologies in Food Industry Engineering courses.