Development Of Teamwork Skills Research Articles

Environmental Features of in Situ and Laboratory Simulations and Their Potential Impact on the Development of Teamwork Skills for Novice Trauma Professionals.

The effect of environmental fidelity on the development of teamwork skills in health care simulations is unclear. This preliminary descriptive study explored how in situ and laboratory environments impact the development of teamwork skills among novice trauma professionals. Four teams of six novice trauma professionals participated in two in situ or two laboratory simulations. Environmental features such as noise, interruptions, and the presence of nonparticipating individuals were assessed. Teamwork skills were evaluated from video recordings with the Team Emergency Assessment Measure (TEAM). In situ simulations involved higher levels of noise, more interruptions, and the presence of nonparticipating individuals compared with laboratory simulations. Teamwork skills in the in situ setting were rated as poor, with no improvement between simulations. In contrast, in the laboratory setting, teamwork skills were rated as good, with a 10-point improvement. Preliminary results suggest that the in situ environment may hinder the development of teamwork skills. Further research with larger samples is needed to explore these effects and guide educators in choosing optimal training environments for novice trauma health care professionals. [J Contin Educ Nurs. 2025;56(1):34-40.].

Design Thinking for Innovative Learning: Crafting a Collaborative Activity Package to Enhance Teamwork Skills in Science Education

This study aims to enhance teamwork skills among lower secondary school science students through a Learning Activity Package (LAP) using the design thinking process. The research evaluates the experiences of science teachers and students to identify areas for improvement in teamwork skills, which is achieved through interviews and observations in the Empathise Define phase. Insights from this phase are used in the Ideate Prototype phase to develop and refine collaborative learning activities, focusing on communication, collaboration, and problem-solving. Rooted in cooperative learning theory and utilising a design thinking framework, the study employs a user-centred approach with tools like personas and user journey maps. The project, through expert evaluations and an iterative design process, aims to contribute significantly to the development of teamwork skills, preparing students for future workforce demands.

Fostering Readiness of Future Doctors and Nurses for Teamwork

Background. “Teamwork and leadership” is a core universal competency established by the Federal State Educational Standards of the Russian Federation. All students in any higher education program (specialist’s, bachelor's, master's, and other degrees) should acquire this competency before graduation since teamwork is a leading way to carry out joint activities. Therefore, it is crucial to study the development of teamwork skills among yesterday's students and future specialists with higher medical education. Materials and methods. The authors analyzed the models of team development and the indicators of acquiring teamwork and leadership skills among future nurses and doctors. As a result, six components of effective team development in a medical organization were identified: support from leaders, team synergy, mutual understanding and confidence in team members, mutual assistance and support, consensus in goals and intentions, delineation of responsibilities, and assignment of roles. These components laid the foundation for the team development model in a medical organization. Findings. The empirical study involved future doctors and nurses as well as practicing medical staff (n = 472). It was found that the processes for fostering the readiness of future doctors and nurses for teamwork were generally at a satisfactory level. Meanwhile, 56.9% of future doctors and almost half of future nurses could not unequivocally answer the question about classes for developing teamwork skills. Respondents are likely to acquire teamwork skills both in and out of the classroom. Discussion. The questions “Where and when should students acquire teamwork skills?” and “Whether educational programs should include special classes dedicated to developing teamwork skills?” require additional studies.

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.

TECHNOLOGIES FOR FORMING TEAMWORK SKILLS IN CHILDREN OF PRESCHOOL EDUCATIONAL ORGANIZATIONS

Teamwork skills are essential in preparing children for future social and academic environments. In preschool educational organizations, fostering these skills at an early age provides a solid foundation for collaboration, communication, and problem-solving. This article explores the use of various educational technologies to develop teamwork skills in preschool children. These include interactive learning tools, digital applications, play-based learning, and structured group activities. The goal is to identify and assess effective strategies that enhance children's ability to work together, resolve conflicts, and achieve shared goals.

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.

A Study on the Value and Path of Youth Participation in Recreational Sports

As we all know, adolescence is a stage of rapid physical and mental development, and recreational sports play a crucial role in this stage. It not only improves the physical health and fitness of adolescents, but also brings significant benefits at the psychological and social levels, such as increasing self-confidence, improving emotional states, and developing teamwork skills. In addition, participation in physical activity can help adolescents develop an active lifestyle, which can have a lasting impact on their long-term health and well-being. Therefore, the purpose of this paper is to examine the value and pathways of youth participation in recreational sports. Through in-depth research, we hope to support youth physical activity more effectively, thereby promoting their holistic development.

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.

Developing Teamwork Skills in Undergraduate Engineering Students: A Comparison Between Disciplinary and Cross-Disciplinary Projects

Developing Teamwork Skills in Undergraduate Engineering Students: A Comparison Between Disciplinary and Cross-Disciplinary Projects

Аудиовизуальные технологии в сценографии: опыт разработки и внедрения образовательного курса

The rapid development of digital technologies is transforming modern performing arts, creating a need for specialists at the intersection of creative and technical professions. This study is devoted to the problems of training specialists in the field of audiovisual technologies in scenography. The methodological basis of the study was the experience of three years of development and implementation of the author’s course «Audiovisual Technologies in Scenography» within the framework of the educational program «Digital Art». The methodology is based on an interdisciplinary approach integrating digital technologies (computer graphics, LED and projection systems), the basics of engineering design and artistic production activities. The study included an analysis of employers’ requirements, monitoring technological trends in the industry, and a study of educational practices at leading specialized universities. Particular attention was paid to the formation of a practice-oriented training system through cooperation with theater and concert venues. The developed and implemented methodology showed positive results in the formation of professional skills. At the same time, it is obvious that the implementation of the course requires constant adjustments taking into account feedback from students and requests from theater and concert venues. The project approach allowed developing teamwork skills in conditions close to real productions. As a result, students mastered the basic principles of working with LED systems, projection equipment, and specialized software, which is confirmed by their practical work in educational projects. The study identified key problems in the implementation of such courses: the need for constant updating of the material and technical base, the difficulty of involving experts in the educational process, the rapid obsolescence of educational materials against the background of constant development and updating of technologies. The solution to the identified problems is seen in developing partnerships with the industry, creating a regular system of internships, and integrating practitioners into the educational process. The need for regular updating of the course content is substantiated, taking into account the emergence of new technologies, such as generative content creation systems, interactive multimedia platforms, etc. The results of the study can be used in the development of educational programs in the field of modern digital stage technologies.

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.