What sparks team learning? Refining the conceptual understanding of team learning and learning triggers

Virtual reality (VR) has revolutionized medical education, yet its specific efficacy in teaching medical physiology remains underexplored. Conveying the complexities of physiological responses to hypoxia through traditional teaching methods poses logistical challenges, potentially hindering students' deep understanding. This study investigates the impact of incorporating VR into pre-clinical medical physiology teaching, focusing on students' self-reported 1) knowledge acquisition and understanding of body responses to hypoxia, 2) VR technology acceptance and satisfaction, and 3) overall learning experience. In 2022, an ANU Medical School teaching enhancement grant funded data collection to develop a comprehensive storyboard for a VR hypoxia simulation program. With support from the school's Technology-Enhanced Learning and Teaching team and the university's Centre for Learning and Teaching, we created an in-house limited prototype focusing on key aspects of the scripted VR simulation module to test its feasibility and perceived usefulness within our MChD program. The module was integrated into a year 1 practical session, followed by a two-part series of data collection, comprising a questionnaire and video interviews. The questionnaire used a mixed-methods approach, including 5-point Likert scale closed-ended questions rating VR perceived usefulness and ease of use, and open-ended questions allowing participants to provide qualitative responses. Interviews delved deeper into users' experience, interactivity, collaboration, realism, practicality, knowledge acquisition, improvement suggestions, and overall technology and learning satisfaction. Although the implemented intervention did not represent the full range of features envisioned for the final program, preliminary findings from the first round of data collection via questionnaires (n=45/96) reported positive user experiences. Sixty percent of responses showed agreement (agree (n=22) and strongly agree (n=5)) that learning outcomes were clear and aided by VR. Qualitative findings revealed higher motivation to use VR for learning as a complementary tool to traditional approaches and an intuitive interface. Thematic analysis identified improvement opportunities, including clearer user instructions and enhancing hypoxia symptom discernibility and refining visual resolution. These insights will inform the next study phase, refining features to improve the overall learning experience and address technical challenges. Grounded in constructivist learning theory and technology acceptance frameworks, our findings leverage on realistic VR simulations to enhance knowledge acquisition and understanding of complex physiological responses.

Purpose This study explores middle school teachers’ perceptions of virtual teams as an effective modality for professional learning. Driven by the rapid shift to online collaboration during the COVID-19 pandemic, the research investigates how these experiences were perceived as relevant, collaborative and future-focused. The aim is to learn from this era to provide better online professional learning experiences through virtual teaming for educators, addressing a critical gap in research concerning virtual teams in schooling contexts and informing sustainable online learning practices in post-pandemic. Design/methodology/approach A basic qualitative design was employed, involving seven purposefully selected middle school teachers from a large urban school district. Participants, chosen for diverse experiences with virtual teams (grade level, district level) and varying attitudes, underwent three semi-structured interviews over a period of 6–8 weeks. Data analysis followed a two-cycle coding process, utilizing In Vivo and Concept Coding in the first cycle, followed by pattern identification and thematic organization aligned with the Australian Institute for Teaching and School Leadership (AITSL) Framework for professional learning and development (PLD). Trustworthiness was established through member checks. Findings Findings reveal that virtual teams offer flexibility and foster cross-school collaboration, enhancing knowledge sharing among teachers. However, challenges emerged related to team structure, community building and leadership approaches that hindered collaborative learning. Participants noted a disconnect between professional learning content and immediate, tangible needs. While new tools and modalities were appreciated, concerns arose about the “just-in-time” nature of pandemic-era PD and the lack of teacher voice in designing future-focused, problem-centered learning experiences. Collaboration was found to be key to perceived effectiveness and was heavily impacted by relevance and future-focused learning. Research limitations/implications Limitations include a small sample size from one district, focusing solely on middle school core content teachers and a participant pool largely comfortable with technology. The “just-in-time” nature of pandemic-era PD may also limit generalizability to deliberately planned virtual PD. Future research should expand sample diversity (elementary/high school, support staff, tech-averse educators), explore long-term virtual team models and investigate how to design virtual team experiences that are more teacher-centric, addressing voiced needs and challenges, including structures, norms and accountability measurements. Practical implications This study offers practical insights for educational leaders designing virtual professional development. To enhance relevance, PD should offer choice, align with immediate teacher needs and provide tangible strategies. To foster collaboration, leaders must intentionally build community and relationships, especially in larger groups and establish supportive structures, norms and accountability measures that involve teachers in design. Recognizing the benefits of cross-school collaboration, districts should leverage virtual platforms to facilitate broader knowledge sharing. Prioritizing teacher voice in PD planning is crucial for investment and application of learning. Social implications The findings underscore the evolving nature of teacher professional learning in a digitally connected world. By highlighting the strengths of virtual teams in fostering cross-school collaboration and flexibility, the study contributes to equitable access to professional development regardless of geographical barriers. Addressing challenges related to community building and teacher voice in virtual settings can improve teacher well-being and reduce isolation. Ultimately, optimizing virtual professional learning experiences supports educators in adapting to rapidly changing educational landscapes, benefiting student learning outcomes and strengthening the broader educational community. Originality/value This study uniquely explores middle school teachers’ perceptions of virtual teams for professional learning within the context of the COVID-19 pandemic, a period of unprecedented digital adoption in education. It applies the AITSL Framework for PLD (2012) to this novel context, revealing nuanced intersections between relevancy, collaboration and future-focused learning. By offering a teacher-centric perspective on pandemic-era virtual teaming, it provides original empirical data that informs the design of more effective, sustainable and equitable online professional development models for educators in the post-pandemic era, addressing a critical gap in current literature.

In high-risk areas of medicine, such as anesthesiology, intensive care, emergency medicine and pain management, existing organizational and team cultures can significantly impede the delivery of effective and safe care. Apredominantly numbers-driven management approach, structural overload and sometimes insufficient leadership competency contribute to overburdening, demotivation and the departure of key personnel. This in turn exacerbates the already critical shortage of healthcare professionals. This study explores the extent to which atargeted transformation toward aJust Culture, aculture of fairness and trust, can enhance patient safety, improve staff well-being and sustainably support the performance and economic resilience of medical organizations. The study is based on anarrative review of the current literature on the topic of Just Culture, leadership, error and learning culture and team development. In addition, selected practical examples from the German and international healthcare sectors were analyzed. The review also incorporated studies on the effectiveness of (simulation) training and incident reporting and learning systems. The introduction of aJust Culture promotes aclimate of trust, fairness and continuous learning in the workplace. It facilitates open communication about adverse events, supports systematic root cause analysis and reduces individual blame. Staff report increased psychological safety, reduced work-related stress and higher job satisfaction. Modern leadership approaches, such as transformational, shared and humble leadership, can further enhance teamwork and care quality. Evidence also suggests positive effects on employee retention and organizational performance, although causal relationships remain underexplored. An organizational culture shaped by Just Culture principles constitutes akey success factor for healthcare institutions. It fosters psychological safety, strengthens asense of responsibility and enables collective learning; however, successful implementation requires atargeted evolution of leadership structures, continuous training and the development of supportive frameworks, such as reporting systems and interprofessional reflection formats. When effectively implemented, Just Culture can help secure care quality, retain skilled professionals and create astrategic advantage in an increasingly complex and economically pressured healthcare environment.

Debriefing in Physician-Staffed Helicopter Emergency Medical Services: A Quality Improvement Study.

In the era of the ‘New Normal,’ marked by rapid digital transformation and evolving student expectations, traditional approaches to teaching face unprecedented challenges. To avoid being redundant, Teaching and Learning (T&L) teams are tasked to upskill their T&L roles in the classrooms and practice in the institutions of Higher Learning. To better serve the needs of the millennials and to advance academic excellence, lecturers and the education system must adapt to new and innovative approaches to T&L. Only then can Higher Education systems enable a Lecturertainer to supplement the existing traditional learning interventions. A lecturertainer is a new concept which compliments the contemporary T&L approaches in contemporary Higher Education.Whilst these must respond effectively to the hyper-transformative and highly-personalised solutions to match the evolving digital academic environment, this new concept enables lecturers to proactively shape students’ learning experiences. This paper addresses the changing trends and trajectories in Higher Education which influence Lecturer’s pedagogy and personality blending in the post-COVID-19 era. A lecturertainer’s goal is to ensure adaptability to the digitalization in the classroom environment by utilising multimedia tools and enhance interactive pedagogy to captivate students, bridge digital divides, and foster academic excellence in both virtual and hybrid settings. This study’s theoretical background conceptualises the term lecturertainer drawing on empirical studies and practical examples to uncover how lecturertainers navigate the demands of digital fluency, student engagement, and curriculum relevance in an increasingly diverse academic environment. The proposed lecturertainer model suggests that university educators must tap into lecturertaining transformational practices to enhance learning outcomes and enrich educational experiences. Thus, redefining pedagogical excellence in contemporary higher education.

ABSTRACT Collaborative learning groups often struggle to foster effective collaboration and evolve into effective teams. This study explores how group interactions influence the formation of positive, well-functioning teams in computer-supported collaborative learning. Data from 3,103 discussion messages among 90 senior high school students were analyzed in real-time collaborative contexts. Interaction patterns were compared across dyads, groups of four to five students, and groups of six students using a mixed-method approach combining content analysis and social network analysis (SNA). The findings revealed that group size and role distribution significantly impacted interaction frequency, network structure, and outcomes. Groups of four to five students, particularly those with a defined leader and fewer outsiders, demonstrated more positive interactions, including frequent presentations, questioning, and minimal irrelevant discussions. These groups were most likely to evolve into cohesive, high-performing teams. Notably, group conflict emerged as a critical factor in enhancing team cohesion, serving as a pivotal interaction point in the transition to effective teams. These insights highlight the importance of optimal group size and role composition in collaborative learning. The findings provide practical strategies for teachers to assign groups and guide their evolution into cohesive teams, promoting more effective collaboration and learning outcomes.

This research has the objectives to:(1)know the application of Team Assisted Individualization Model with Reciprocal Teaching approach at learning Mathematics 8th Grade on the State Junior High School 13 Malang. (2) Determine students' learning activities on learning mathematics by using the Team Assisted Individualization Model with Reciprocal Teaching approach (3)Determine students learning outcomes in mathematics learning using Team Assisted Individualization Model with Reciprocal Teaching approach.The approaches used in this study are qualitative and descriptive qualitative approach. This research was conducted at State Junior High School 13 Malang on July 22, 2013 until August 20, 2013. The Subjects in this study is Team Assisted Individualization model (TAI) with Reciprocal Teaching approach, whereas the objects of this study are the eighth grade students of Junior high school 13 state of Malang. The instruments used in this study were the form of teacher and students observation sheet activities. Whereas, the learning outcomes while students individually or classical is by providing questions test to the students in the form of description while the implementation of learning Team Assisted Individualization Model with Reciprocal Teaching Approach. Begins with a brief description of the teacher followed by break out the groups where each groupshave to learn the material that has been given then split them from each member of the groups in charge of any such role summarizer,questioner,clarifier, and predicor. After the group has split, students have to discuss to resolve a given problems on a given sheet of material.The results showed that: (1) the application of the method of Team Assisted Individualization with Reciprocal Teaching approach in the learning of mathematics has been performing well in accordance with the sintak that has been planned. (2) Students’ activities in the context area of learning math by using Team Assisted Individualization model (TAI) with Reciprocal Teaching as approach have category well. However, there are indicators on the oral activity of expression activities that students are still less well done that is equal to 49.79 % and (3) the learning outcomes of students in learning mathematics using Team Assisted Individualization (TAI) with Reciprocal Teaching approach demonstrate mastery level of 77.5 % with average gained 75.25 for students.

Schools are an organization that requires a cultural process to preserve the development of knowledge among organizational citizens. Learning organizations are a culture that is very practical to practice in schools. Practicing of learning organizations in schools has been widely discussed in existing research. However, most of last research only discusses the level of learning organization as a whole. Therefore, this study was conducted to determine the level of practice of the seven dimensions of the learning organization, which have been divided into three levels, among 377 primary school teachers. This study was also conducted to identify the dimensions of more practiced learning organizations among teachers. This study is quantitative, using the survey method. The research instrument is a questionnaire consisting of two sections. A total of 43 items were adapted from the "Dimensions of Learning Organizations Questionnaire" instrument used for this study to evaluate each dimension in the learning organization, namely the communication system dimensions, networking system, empowerment, leadership for learning, continuous learning dimension, dialogue and inquiry, dimension and team learning dimension. The findings of this study showed that the organizational level (M = 4.55, SP = 0.63) and the dialogue and inquiry dimensions (M = 4.02, SP = 0.66) were at the highest level. Researchers hope that this study can serve as a guide and contribute to the development of an organization, especially schools.

BackgroundExpanding HIV research capacity among the global majority (individuals identifying as Black/African American, American Indian and Alaska Native, Asian, Native Hawaiian and Other Pacific Islander, Multiracial, and Hispanic/Latino) is important. However, achieving national goals to increase the pool of implementation science and HIV early-stage investigators from underrepresented backgrounds remains elusive, largely due to limited investment in training and mentoring these individuals. To address this issue, we launched the Stimulating Training and Access to HIV Research Experiences (STAR) program, a partnership led by Saint Louis University and the University of North Carolina at Chapel Hill in collaboration with Georgia State University and Texas A&M University. The STAR program aims to establish a pathway for Underrepresented minority (UREM) students to engage in HIV and implementation science research.MethodsWe launched a crowdsourcing open call from November 30, 2022, to January 22, 2023, to identify potential trainees at the four participating institutions (Prompt: “How might we promote HIV prevention among youth aged 13–24 years in your community?”). The finalists from the crowdsourcing call participated in a 2-day designathon, which included didactic introductory lectures on HIV, dissemination and implementation science. The finalists participated in a 6-week innovation bootcamp, including modules on HIV research, implementation science, research ethics, and fieldwork experience with community partners. We assessed the acceptability of the STAR program through participant self-reported surveys on their experience and evaluation of the lectures.FindingsTwenty-four individuals applied to the STAR program by completing the crowdsourcing open call, 12 were selected for the designathon, and 10 completed the fellowship. The first cohort of STAR trainees (10 students—6 undergraduate and 4 graduate students) successfully completed the STAR innovation bootcamp. The innovation bootcamp culminated in seven proposals that the trainees implemented and evaluated over 12 months, with support from the research team, mentors, and participatory learning community. The implementation strategies proposed by the trainees include the use of peer engagement, storytelling, digital engagement tools, and artificial intelligence to promote awareness of HIV and increase the uptake of HIV testing. All the participants were satisfied with the STAR program (90% very satisfied and 10% satisfied) and indicated enthusiasm for pursuing academic and research careers in HIV and/or implementation science.ConclusionBuilding a pathway for UREM investigators is crucial to ending the HIV epidemic. The STAR program may enhance interest, build research capacity, and increase the UREM talent pool retained in this field.

Research background and purposeThe notion of the learning organisation, especially as conceptualized by Peter Senge, has attracted growing interest in the context of public sector reform. Yet the advancement of organisational learning capabilities within public institutions remains constrained by entrenched structural, cultural, and procedural barriers. The aim of the study was to identify the extent to which the elements of Peter M. Senge’s learning organisation model - such as systems thinking, mental models, shared vision, team learning, and personal mastery - are present in change management processes within public sector organisations.Design/methodology/approachThis study is grounded in empirical data obtained through a quantitative survey administered to 576 employees representing various public sector organisations in Poland. The questionnaire was designed around the core dimensions of the learning organisation framework, with an emphasis on assessing the role of experiential learning in facilitating both strategic and operational change. The collected data were subjected to statistical analysis to uncover prevailing trends and examine possible relationships between learning practices and organisational change dynamics.FindingsAlthough public sector organisations are increasingly aware of the significance of experiential learning, its implementation remains fragmented and lacks consistency. Cultural rigidity, bureaucratic inertia, and silo-oriented management structures pose substantial barriers to the dissemination of learning practices. The results emphasise that achieving effective organisational learning and sustainable change requires a fundamental cultural transformation, rather than relying solely on structural reforms.Value added and limitationsThe article advances public management scholarship by providing empirical insights into the application of the learning organisation model within a context characterized by pronounced institutional rigidity. It highlights critical areas in need of development to enhance a culture of reflection and organisational adaptability. A key limitation of the study is its restricted geographical and institutional focus, suggesting that future research would benefit from cross-country comparisons and longitudinal approaches.

Team learning may influence both efficiency and hospital margins in robot-assisted hysterectomy (RAH), yet phase-specific economic data remain limited. We analyzed 915 consecutive RAHs (single-center, April 2019-August 2024). A CUSUM of operative time with segmented regression identified four phases (breakpoints at cases 155, 551, 800). Outcomes included operative metrics (operative, console, docking, patient-in-room times), blood loss, Clavien-Dindo complications, and itemized direct hospital costs under Japan's DPC system; the profit margin was calculated as the profit divided by the total surgical fees. As an institutional benchmark, outcomes from 164 laparoscopic hysterectomies (LH) performed during the same period were also analyzed. Operative time rose in Phase 2 and declined thereafter; major complications (CD ≥ III) remained 0-1.3%. Median total costs decreased from ¥401,116 (Phase 1) to ¥390,035 (Phase 4), a 2.76% reduction; profit margins improved in both benign (to ~ 37%) and malignant cases (to ~ 57%). In the Mastery Phase, RAH demonstrated a higher profit margin for both benign (37.4% vs 35.5%) and malignant (56.8% vs 53.0%) cases compared to the LH benchmark. Team proficiency-beyond individual surgeon skill-was associated with shorter operative time and improved hospital margins at maturity. Findings support institutional standardization and team training to accelerate the RAH learning curve.

BackgroundPBRNs emerged from partnerships between academics and primary care practitioners and functioned as primary care “laboratories”. In two previous scoping literature reviews, we presented the facilitators and barriers to building PBRNs linked to their internal and external environments. This article presents key insights from interviews with PBRN leaders worldwide about the sustainability of their networks.MethodsWe used the consultation exercise component of the scoping review methodology to generate complementary/additional results to our previous studies. We conducted 56 semi-structured interviews with a purposive sample of PBRN leaders using the contact information included in our earlier scoping reviews. We then expanded the sample to achieve balance and saturation in terms of PBRN developmental stage maturity, structure, focus, governance and involvement of other stakeholders. We applied inductive thematic analysis to 55 interviews (one was inaudible) and derived key elements, subthemes, and main themes from the codes.ResultsThe overarching thematic framework yielded 4 main themes, 18 subthemes, and 72 key elements. Main themes were Internal Environment, Stakeholders at the Intersection between the Internal and External Environment, the Impact and Value of PBRNs, and the External Environment.We found that PBRN leaders associated network sustainability with sufficient infrastructural support, collaborative relationships, a learning team environment culture, and agile management. They also considered that support and advocacy from organisations with global influence was essential for their sustainability. They also indicated that PBRNs have a positive impact on academic faculty, clinician education, primary care practice, community health and healthcare policy.ConclusionWhile PBRNs have found various ways to develop and thrive and have influenced the primary care field, there remains a strong need for strategic development of network relationships, research portfolios, stable infrastructure support and intensified advocacy to further consolidate their role within the broader healthcare landscape nationally and globally.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12913-025-13159-w.

Background/Problem: The coal mining industry in South Kalimantan, Indonesia, faces increasing challenges in managing Generation Z employees, who now constitute a significant portion of its workforce. While this generation values flexibility, they often demonstrate low work engagement, characterized by high turnover, low motivation, and limited initiative, which threatens operational sustainability.Objective/Purpose: This study investigates the predictors of work engagement among Generation Z employees in the coal mining sector, utilizing social cognitive theory (SCT). It focuses on empowering leadership, self-efficacy, a supportive work environment, and team learning capability as direct and mediating variables.Design and Methodology: A quantitative, time-lagged survey design involving 432 participants from four coal companies was employed. Multilevel structural equation modeling (ML-SEM) was conducted to examine both individual- and group-level variables.Results: Empowering leadership significantly predicted work engagement directly and indirectly through team-level mechanisms. Specifically, self-efficacy (β = .93, p < .001) and a supportive work environment (β = .37, p <.01) acted as mediators in this relationship. In contrast, team learning capability did not demonstrate a significant mediating effect (β = .04, p = .13). These findings underscore the indirect influence of team-level variables on individual engagement outcomes. The final model accounted for 86.1% of the variance in work engagement.Conclusion and Implications: The study contributes a multilevel, SCT-based framework to explain engagement in labor-intensive industries. Enhancing self-efficacy and fostering supportive leadership and work environments can significantly improve Generation Z’s engagement. These findings provide actionable insights for developing sustainable workforce strategies in emerging economies.

ABSTRACT Neglecting inclusiveness in employee training risks perpetuating inequality. This study addresses the need of Learning & Development teams to better understand and enhance the inclusiveness of employee training. Grounded in critical socio-culturalism and critical learning evaluation, this research explored the potential of learner survey questions focused explicitly on the inclusiveness of training to provide insights and recommendations for more inclusive training. To this end, two scholar–practitioners developed a set of learner survey questions targeting different aspects of the inclusiveness of employee training, and a subsequent case study was conducted within a multinational corporation to pilot these questions. Data collection involved think-aloud interviews, where participants verbalised their thoughts while responding to the survey questions after completing a specific training programme. Data analysis spanned participants’ experiences with, and opportunities to improve, the inclusiveness of the training, and the relevance and completeness of the survey questions. The findings indicated that inclusive-learning survey questions could be an effective tool for understanding and enhancing the inclusiveness of employee training. In addition, opportunities for improving the survey questions were identified. Future research should continue to refine the inclusive-learning survey questions, extending their application to various contexts, including educational institutions.

ABSTRACTFirms increasingly rely on teams to balance innovation and efficiency by simultaneously engaging in exploratory and exploitative learning. However, the cross‐level mechanisms through which firm‐level systems enable such ambidextrous capabilities at the team level remain insufficiently understood. This study develops and tests a multilevel contingency framework that explains how change‐oriented human resource management (HRM) systems foster both forms of team learning through team improvisation—a dual‐purpose capability that integrates real‐time responsiveness with adaptive refinement. Drawing on multisource, time‐lagged data from 205 new product development (NPD) teams nested within 75 pharmaceutical firms, we find that team improvisation mediates the cross‐level relationship between change‐oriented HRM systems and both exploratory and exploitative learning. Furthermore, this mediating effect is contingent upon the nature of intra‐team knowledge sharing: tacit knowledge sharing amplifies the relationship between improvisation and exploratory learning, while explicit knowledge sharing enhances its link with exploitative learning. Our findings offer theoretical insight into how HRM systems cascade across organizational levels to shape team capabilities, advancing perspectives that conceptualize ambidexterity as an emergent property of behavioral routines rather than structural design. Situated within a politically and economically constrained environment, this study also underscores the heightened strategic value of HRM systems in enabling adaptability and innovation under institutional adversity.

This study explores the impact of team proactive motivation on team resilience in project teams and analyzes the role of team learning and team collectivist orientation in the influence process. A total of 242 questionnaires were collected from project management practitioners and hierarchical regression analysis was conducted for the hypotheses test. The results show that team proactive motivation positively affects team resilience, and team learning mediates this relationship. The team collectivist orientation moderates the impact of team learning on team resilience. These findings provide valuable recommendations for project teams to enhance team resilience, which can contribute to a better crisis response.

In today's competitive and fast-changing business world, teamwork can play a critical role in achieving agility and innovation. However, the right team configuration is required to achieve these results. In particular, the personalities of team members should be considered when designing the team. This study examines scientific research on "personality in teams" in the field of business and management through bibliometric analysis. In this context, data and visualizations were obtained from the Web of Science (WoS) database for 204 studies, such as collaboration networks, citation impact, focus topics, etc., which allow to see the general landscape and development trend of the research area. The analyses were not subject to historical restrictions, and all scientific research-oriented studies that addressed the dimension of personality in teams between 1982 and 2025 within the WoS database were analyzed. The results of the analysis showed that the United States of America is a pioneer in this field in terms of quality and quantity, and that institutions in China and the Netherlands have shown serious interest in this topic. The results also showed that there have been significant shifts in research focus and topics over time - from early explorations of team learning, psychological safety, and task automation to research emphasizing the role of personality in supporting creativity, innovation, and overall team performance, to the role of individual personality traits on team dynamics. The results of the study highlighted the growing importance of personality in teams in business and management research and provided suggestions for future research directions. Key Words: Personality, Teams, Bibliometric Analysis JEL Classification: D23

IntroductionLearning is fundamental for improving patient safety and quality. Historically, people have focused on learning from unsuccessful performances, such as accidents, incidents, or near-misses. Contemporary approaches to patient safety emphasize the importance of learning from successful everyday work. This approach to learning is less common in the healthcare system and does not carry the same sense of urgency as learning from work that does not go well. Broadening an organization's learning strategies to include learning from everyday work requires adopting new methods and mindsets.MethodsThis study describes the experience of implementing the Resilient Performance Enhancement Toolkit (RPET) in a multisite primary care organization. RPET was introduced through structured daily reflective meetings aimed at fostering cross learning, team adaptation and real-time reflection. Qualitative feedback and thematic observations were collected to explore its impact.ResultsThe use of RPET varied across 27 Health Centers (HC), with seven early adopters (29 teams) maintaining consistent practices despite pandemic disruptions. By 2023, meeting frequency stabilized, ranging from daily to monthly. Teams reported improvements in patient safety, communication, and team learning, while identifying challenges such as time constraints and interdepartmental coordination. Key benefits included enhanced teamwork, increased risk identification and improved staff morale.ConclusionEmbedding reflective practices into daily routines through RPET can strengthen organizational learning and resilience. This approach offers a practical method for shifting healthcare systems toward proactive, Safety-II aligned strategies that support continuous improvement in dynamic clinical environments.

The conviction that voicing one's opinions won't result in punishment or humiliation is known as Psychological Safety. Learning behaviour is a shift in attitude and conduct brought about by practice, education, training, and experience. Team efficacy is the belief held by all members of the team that they are capable of working effectively together. The ability of a team to achieve its goals and objectives over time is known as team effectiveness. The study is focused on understanding the level of Psychological Safety(PS), Team Learning Behaviour(TLB), Team Efficacy(TE), and Team Effectiveness(TEF) between teams and the correlation between them. The data required for the study was collected through a questionnaire through physical interaction, and the respondents were 100 employees from the manufacturing unit of the automobile industry at Dharwad i.e., 50 from Team 1 and 50 from Team 2. Two teams were considered so that a comparison on the perception of those teams could be made on Psychological Safety, Team Learning Behaviour, Team Efficacy and Team Effectiveness. Further statistical tool the Mann–Whitney U Test was applied to find the statistically significant differences between the perceptions of two Teams on the above parameters, as the data was not normally distributed and a Correlation matrix was done to understand the intercorrelation of Psychological Safety with Team Efficacy and Team Effectiveness, Team Learning Behaviour with Team Efficacy and Team Effectiveness. The results showed that for all four variables ie, Psychological Safety, Team Learning Behaviour, Team Efficacy, and Team Effectiveness, the alternative hypothesis was accepted. According to the overall mean findings, it was found that Psychological Safety, Team Learning Behaviour, Team Efficacy, and team effectiveness were high in Team 1. Inter-correlations were calculated and it was found that Psychological Safety with respect to Team Efficacy and Team Effectiveness there was a moderate degree of correlation, and with respect to Team Learning Behaviour and Team Efficacy, there was a moderate degree of correlation and for Team Learning Behaviour and Team Effectiveness, there was a high degree of correlation.