Teamwork Strategies Research Articles

استراتيجيات التعلم لتدريس مقرر نموذجي لمكافحة الفساد

ملخص تعد جرائم الفساد من الجرائم التي تحولت إلى ظاهرة عالمية خطيرة تتفاوت خطورتها من دولة إلى دولة أخرى، مما جعل التصدي لها ليس بالأمر السهل، وأخذ في ذلك أشكالا متعددة تختلف من دولة إلى أخرى حيث أن الاتفاقيات الدولية لمكافحة الفساد جعلت الوقاية منه آلية ذات أولوية، وعليه فتبني مناهج تعليمية لتدريس مقررات نموذجية لمكافحة الفساد تعتبر أيضا من آليات الوقاية من انتشار الفساد. خاصة وأن التدريس أداة من أدوات نهوض المجتمعات الإنسانية في كل المجلات. ومن أهم الاستراتيجيات التدريسية التي يمكن استغلالها في هذا المجال: استراتيجية العصف الذهني، استراتيجية العمل الجماعي، استراتيجية المناقشة، استراتيجية الرؤوس المرقمة، استراتيجية حل المشكلات أو التعلم القائم على المشكلات، استراتيجية التعلم بالاكتشاف، استراتيجية التعليم الإلكتروني، دراسات الحالة. فالفساد لا يتعايش مع التنمية، بل يستنزفها، ومحاصرته من خلال الجامعة والعملية التعليمية تتطلب مجهودات لنشر الوعي الكافي في المجتمعات لمحاربة هذه الظاهرة والوقاية منها. Corruption crimes are among the crimes that have turned into a serious global phenomenon, the severity of which varies from one state to another. Accordingly, adopting educational curricula to teach exemplary anti-corruption courses is also one of the mechanisms to prevent the spread of corruption. Especially since teaching is one of the tools for the advancement of human societies in all fields. Among the most important teaching strategies that can be exploited in this field, we mention: brainstorming strategy, teamwork strategy, discussion strategy, numbered heads strategy, problem-solving or problem-based learning strategy, discovery learning strategy, e-learning strategy, and case studies. Corruption does not coexist with development, but rather drains it, and besieging it through the university and the educational process requires efforts to spread sufficient awareness in societies to combat and prevent this phenomenon.

Who engaged in the team-based assessment? Leveraging EdTech for a self and intra-team peer-assessment solution to free-riding

A STEM-based faculty in an Australian university leveraged online educational technology to help address student and academic concerns associated with team-based assessment. When engagement and contribution of all team members cannot be assured, team-based assessment can become an unfair and inaccurate measure of student competency. This case study explores the design and capacity of an online self and intra-team peer-assessment of teamwork strategy to measure student engagement and enable peers to hold each other accountable during team-based assessments. Analysis of student interactions across 39 subjects that implemented the strategy in 2020, revealed that an average of 94.4% of students completed the self and intra-team peer-assessment task when designed as part of a summative team-based assessment. The analysis also revealed that an average of 10.3% of students were held accountable by their peers, receiving feedback indicating their teamwork skills and behaviours were below the required minimum standard. Furthermore, the strategy was successfully implemented in cohorts ranging from seven to over 700 students, demonstrating scalability. Thus, this online self and intra-team peer-assessment strategy provided teaching teams with evidence of student engagement in a team-based assessment while also enabling students to hold each other accountable for contributing to the team task. Lastly, as the online strategy pairs with any discipline-specific team-based assessment, it provided the faculty with a method that could be used consistently across its schools to support management and engagement in team-based assessments.

Development of a model of interprofessional support interventions to enhance brace adherence in adolescents with idiopathic scoliosis: a qualitative study

PurposeBrace treatment for adolescent idiopathic scoliosis is recognized as effective if the brace is worn as prescribed (20 to 23 hrs/day). Because of its negative biopsychosocial impact on adolescent patients’ quality of life, brace adherence is a common problem (average bracewear of 12 hrs/day). The purpose of this paper is to develop an interprofessional support intervention model to enhance brace adherence in adolescents with scoliosis.MethodsWe enrolled 9 health professionals working with braced patients to participate in individual interviews. Interview guides were built following the Information-Motivation-Strategy Model (DiMatteo et al., Health Psychol Rev 6:74-91, 2012) and the Interprofessional Care Competency Framework (Education UoTCfI, Toronto Acad Health Sci Network, 2017). Thematic analysis was performed to identify the most relevant concepts for designing the intervention model. A panel of 5 clinical experts was recruited to review and validate the intervention model.ResultsParticipants suggested educational, motivational, functional, psychological and interprofessional teamwork strategies to improve the support provided to patients and parents and potentially increase brace adherence. Using the emerging themes and their relationships, we designed an Interprofessional Adherence Support (IPAS) intervention model that identifies the actors, activities, structure and intended impacts of the intervention. According to the expert panel, the IPAS model is highly relevant to respond to the brace adherence problem and has potential for implementation in practice.ConclusionWe designed an interprofessional support intervention model based on professional perspectives in response to the brace adherence problem in adolescents with scoliosis. Plans for implementation of the IPAS model at our scoliosis clinic are under development and considered essential for improving brace treatment outcomes.

An Overview on Team Work Strategy in Medical Education

The process of collaborating with a collection of people to achieve a common objective." Despite any personal dispute between individuals, teamwork implies that people will endeavor to collaborate, using their own strengths and delivering constructive criticism." In the medical field, Team work has become a primary focus. A health service that emphasizes effective coordination has been proposed as the method to develop patients care while also minimizing workload problems that contribute to burnout between healthcare personnel. In order to enhance the abilities necessary for efficient cooperation, it is also critical to review what work has previously been done in medicine. Several research has been conducted in sectors where medical practitioners deal with emergency circumstances. The foremost goals of this review is to observe the present state of knowledge on collaborative approach in undergraduate medical educations. In this study, the authors explain, analyses, and evaluate the work that has been done in different domains on team training and the value of team training. The future prospects of this paper involve people becoming more knowledgeable about working as a team as well as the benefits of teamwork in medical education since doctors specialize in a specific area, so the able to operate in a multi-disciplinary team is critical for patients with complex morbidities, healthcare is not only provided by doctors, but also by nurses and other allied health professionals.

Developing future translational scientists through authentic learning and assessments

The Interprofessional Research Design course uses authentic learning pedagogy to bring together students from different education tracks (PhD, MD, MD/PhD training) to engage in interprofessional collaborative skills toward completion of a capstone project, a National Health Institutes (NIH) R21-style grant proposal. The course, underpinned by principles of team science, begins with a leadership training workshop to introduce students to effective leadership and teamwork strategies for interprofessional team environments. We used several assessments during the course to monitor leadership and team dynamics. We analyzed three assessments (leadership self-efficacy testing, iterative team contracts and reflective essays) to better understand students’ learning experiences. Self-efficacy testing was administered before leadership training (pre) and at the end of the course (post-then); scores were analyzed using a repeated repeated measures ANOVA. Iterative team contracts were analyzed qualitatively using both deductive and descriptive methods. Reflective essays were analyzed using a general inductive approach. Nine teams of 32 students (23 MD; 9 PhD) participated in the class over 2017-2018. Self-efficacy testing using post-then timing to control for response shift showed a statistically significant increase in self-efficacy across all measures. Deductive qualitative analysis of iterative contracting showed evidence of team processes which support successful team performance; and descriptive analysis mapped productive behaviors. In reflective essays, seven of the nine teams collectively described their experiences positively; e.g., themes included empathizing with group members, sophisticated communication and collaborative workflow/styles. For negative experiences, themes were related to basic communication, poor integration and the theory-practice gap of leadership training. These findings demonstrate the usefulness of an authentic learning pedagogy focused on teaching the practice of team science.

Strategies to Implement Big Data Analytics in Telecommunication Organizations

Information technology (IT) leaders who do not invest in big data projects may struggle to gain a competitive advantage and business insights to improve performance. Grounded in Kotter’s change and Six Sigma models, the purpose of this qualitative multiple case study was to explore strategies IT leaders use to implement big data analytics successfully. The participants comprised 4 IT leaders from 2 telecommunication organizations in the United States of America, who expertly used big data analytics strategies to promote and maximize competitive advantage. Data were collected from semistructured interviews, company documents, and project-related documents. The collected information was examined by utilizing a thematic analysis approach. Four themes emerged from the data analysis process communication, training, employee involvement in decisions, and teamwork strategy. A key recommendation from these findings is for IT leaders to use successful communication strategies to convey the vision and objectives to all organizational levels. The successful communication-strategy can help evaluate business trends, forecasts, improve overall organizational performance and competitive advantage. The implications for positive social change include the potential for job creation, thus catalysing economic growth within communities.

A Mapping Review of Teamwork Training and Assessment in Pharmacy Education

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

Developing teamwork skills in baccalaureate nursing students: impact of TeamSTEPPS® training and simulation.

Examine the impact of TeamSTEPPS® training and simulation experiences on student knowledge and teamwork attitudes in a baccalaureate-nursing program. This study used a quasi-experimental, pre-test, post-test design. The intervention included a workshop followed by 2 days of simulation experiences. Participants included a total of 46 nursing students. Instruments included the TeamSTEPPS learning benchmark and the Teamwork Attitudes Questionnaire (T-TAQ). Scores on the learning benchmark increased following the intervention. In addition, changes in subscores of teamwork strategies, leadership, situation monitoring, and mutual support on the T-TAQ indicate an improvement in student attitudes toward teamwork. Incorporating TeamSTEPPS® strategies into undergraduate education can be effective in increasing student knowledge and improving attitudes toward interdisciplinary teamwork.

The Tooth About Nightingale: a Reflection on Redeployment to Nightingale Hospital London

During the COVID-19 pandemic, many healthcare professionals were redeployed to an environment outside of their normal day-to-day practice. Being immersed in a different environment from dentistry, in this case the Nightingale Hospital London, allowed us to reflect upon which skills we could bring and take away from an alternative workplace to enhance our profession and patient care. CPD/Clinical Relevance: This paper identifies the importance of mental health, clinical governance and teamwork strategies implemented by Nightingale's leadership team during the COVID-19 pandemic, that can be applied within dentistry to create a positive learning environment.

استراتیجیات التدریس المبنیة على الاقتصاد المعرفی ودوره فی الارتقاء بالعملیة التعلیمیة التعلمیة بمجالاتها المتنوعة فی ضوء رؤیة 2030

هدف الدراسة للتعرف على استراتيجيات التدريس ضمن الاقتصاد المعرفي، والتعرف على درجة تقييم (عينة الدراسة المکونة من 51) عضوا من أعضاء هيئة التدريس للعام 2019/2020م في کلية التربية في جامعة حائل لدور الاقتصاد المعرفي في الارتقاء بالعملية التعليمية التعلمية بمجالاتها المتنوعة في ضوء رؤية 2030. وکشفت النتائج عن تنوع استراتيجيات التدريس المستخدمة ضمن الاقتصاد المعرفي، ومن أکثرها شيوعا: استراتيجيات التدريس المباشر، واستراتيجية التدريس القائمة على حل المشکلات والاستقصاء، واستراتيجية العمل الجماعي (التعلم التعاوني)، واستراتيجية التعلم من خلال الأنشطة. والدراما التعليمية ولعب الأدوار، والتفکير الناقد، والتدريس بالذکاءات المتعددة. وکشفت أيضا عن وجود مستوى مرتفع لدور الاقتصاد المعرفي في الارتقاء بالعملية التعليمية التعلمية بکافة مجالاتها في ضوء رؤية 2030م، وکان المرکز الأول في مجال عضو هيئة التدريس، ثم مجال المنهاج يليه مجال الطالب وأخيرا مجال إدارة التعليم. والفقرة التي احتلت المرکز الأول کانت الفقرة التي نصها اقتصاد المعرفة يرتقي بعملية التخطيط والتحضير للمحاضرات الجامعية حيث بلغت قيمة المتوسط الحسابي لها 4.71 من 5، والفقرة التي احتلت المرکز الأخير کانت الفقرة التي نصها اقتصاد المعرفة يکسب الطلبة الحد الأدنى من الخبرات للمساعدة على النجاح في الحياة وبلغت قيمة المتوسط الحسابي لها 4.02 من5. The objective of this study is to identify teaching strategies within the knowledge economy and to evaluate the impact of knowledge economy on the different aspects of the educational process, as seen by the teaching staff of the Faculty of Education at University of Hail in academic year 2019/2020, in light of Vision 2030. The results revealed the diversity of teaching strategies used within the knowledge economy, the most common are: direct teaching strategies, problem-based teaching and investigation strategy, teamwork strategy (collaborative learning), and activity-based learning strategy. Educational drama, role-playing, critical thinking and teaching have revealed multiple. It also revealed the importance of knowledge economy (ranked reason # 1) in improving all aspects of the learning process in light of Vision 2030. The curriculum, students, and educational management were ranked second, third, and fourth, respectively. The first paragraph was Knowledge economy promotes planning and preparation for university lectures with a mean value of 4.71, and the last paragraph was Knowledge economy gains minimum experience to help students succeed in life. “with a mean value of 4.02.02.

AN INTERDISCIPLINARY PEDAGOGICAL APPROACH THAT HARNESSES COLLABORATIVE NETWORKS

Opportunities abound in healthcare and non-healthcare for innovative pedagogy, products, and services to address the growth of the aging population and ageism. ‘Aging-in-place’ homes and healthcare settings, often ill-prepared to meet aging needs, require redesign to incorporate designs that are responsive to an older or disabled person’s needs. This pedagogical approach used interprofessional/cross-disciplinary collaborative learning to incorporate a person-centered approach to developing evidence-based interior design solutions to transform homes, healthcare environments, and communities. This pedagogical collaboration built networks across disciplines, provided a unique learning environment by focusing on student learning through engagement of cross-discipline undergraduate and graduate students and external collaborators (older adults, healthcare systems). All students participated in the live project within and outside of the classroom utilizing print materials, didactic learning, experiential activities, research, technology, site visits, client interviewing, recording data, team meetings, and designing and presenting a solution to a panel of judges. Assessments indicated students’ appreciation of the project for their professional development and an enhanced understanding of teamwork strategies and cross-disciplinary classrooms for interprofessional learning. This pedagogical approach broke down academic silos and deserves more attention in academia to prepare students with the skills to work with an aging population. As the population ages, it is essential that college courses include approaches to decrease ageism and lead to the building of the workforce. Collaborative learning builds the foundation and networks that will help emerging professionals meet the needs of an aging population.

A combined strategy for improving productivity and well-being

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings This research paper uncovered that the leading causes of stress among construction professionals are work and information dependency, receiving inadequate information, and receiving poor quality information. The construction industry’s grueling work culture can be improved by management setting more realistic budgets and timescales, by companies training construction professionals in effective teamwork and stress management strategies, and through deploying information management technology to set effective communication standards. Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Understanding effective tactics in Australian football using network analysis

ABSTRACTSocial network analysis (SNA) has been applied in soccer and basketball to assess how a team shares possession of the ball, which could be considered as an aspect of teamwork. The analysis of teamwork could provide the opportunity to identify tactical characteristics of team performance that are associated with winning. Ball possession data from each match in the 2009–2016 Australian Football League (AFL) seasons were analysed using SNA. Seven network measures (edge count, edge density, transitivity, average path length, degree centrality, betweenness centrality and eigenvector centrality) were derived. Significant differences (p < 0.05) were identified in the characteristics of teamwork (i.e. network measures) for each AFL team in the 2016 season. Further, the median value of all network measures was different between each AFL season (2009–2016). There were differences between teams that won and lost matches for all network measures and moderate relationships with score margin. Finally, there were weak correlations between all network measures and final ladder position. These results suggest that effective passing within a team is important and that a team should maximise the number of trios in their passing network. This work provides novel insights regarding optimal teamwork strategies in AF.

263 Behavioral Principles as Part of a Summer Pediatric Burn Camp: Implications for Practice, Counselor Training, and Important Lessons Learned

Burn camps serve a rehabilitative role and provide social support, acceptance, and normative childhood experiences to survivors. Our Summer Camp for Burn Injured Children is an overnight 5-day camp available to survivors aged 8–17 years. Typical camp activities (i.e., swimming, crafts, sports, adventure courses) promote confidence, self-esteem, teamwork, and opportunities to build social skills and peer support. Further, unique programming to address burn-specific concerns are delivered by our experienced staff (i.e., adult burn survivors, medical and psychology staff). Despite expertise, campers often come with a history of challenging behavior concerns. Consequently, systematic behavior management plans maximize camp benefit. Using 2018 as an exemplar, we describe successful behavior plan techniques and our approach to counselor training. Training occurred in May 2018. Our interactive approach emphasized behavioral principles (i.e., reinforcement) and strategies to prevent misbehavior (i.e., effective commands, active ignoring, praise/reward systems, clear rules and consequences). We also discussed behavior plan elements, including the “House Cup” reward system, Camper of the Day, and daily praise announcements. Feedback was also provided by counselors. Demographics were available on 25 of 29 counselors. Most counselors (n = 23; 96%) had prior experience working with children, had previously been a counselor at this camp (n = 16; 67%), and had experience with another camp (n =15; 63%). Counselors came from a variety of employment backgrounds, with most identifying as students (n = 10; 42%). Youth appeared engaged and excited by the behavior plan, which promoted healthy competition, increased teamwork and activity involvement, and reduced behavioral concerns as compared to the previous years of camp. Counselors who participated in training also appeared more empowered, attentive to positive behaviors, and reported increased confidence in abilities to handle misbehavior. Effective behavior plans appear to support positive camp outcomes. Important lessons learned include the importance of counselors as motivators, reminders of the core values of the behavior plan, and models of effective teamwork strategies. Research demonstrates positive psychosocial outcomes among survivors who attend camp. Camps appear to provide important opportunities to enrich the lives of survivors by creating an experience that is fun, empowering, and supportive. This presentation highlights these benefits, notably the inclusion of behavioral principles as part of counselor training and the overall camp experience.

The effect of a teamwork intervention on staff perception of teamwork and patient care on a medical surgical unit.

As a result of the ever-changing health care environment and patient complexity, it is difficult for nursing teams to provide safe quality care and complete all tasks, also known as missed nursing care. Missed nursing care is a global health care issue and defined as any aspect of care missed in part, in whole, or delayed. Teamwork has been found to not only positively impact the performance of a team, but also patient outcomes. Teamwork strategies are needed to help nursing teams provide the best care to their patients. Inpatient nursing teams work in complex environments and handle many patient issues making it difficult to find one workable solution. The purpose of this study was to determine if a teamwork intervention would impact the nursing team's perception of teamwork and missed nursing care on a medical surgical unit. In this quasi-experimental design study there was an increase in both teamwork and missed nursing care pretest and posttest survey scores. Despite the increase not being statistically significant, based on the staff feedback, the intervention shows promise to be a viable teamwork strategy. Future studies should include larger sample size and longer duration.

An interprofessional team simulation exercise about a complex geriatric patient

ABSTRACTInterprofessional collaboration is an essential skill to optimize the care of older adults with complex problems. We successfully developed and evaluated an interprofessional teamwork simulation exercise for medical, nursing, pharmacy, and social work students. Pharmacy students participated via video conferencing.Before the simulation, students watched a teamwork video and reviewed the patient case. Following an icebreaker exercise, interdisciplinary faculty facilitated a discussion highlighting effective teamwork strategies. Students then collaborated to develop a discharge plan, followed by a simulated family meeting with a theater student. Interdisciplinary faculty again provided structured debriefing highlighting principles of effective teamwork.Students self-rated interprofessional practice core competencies were evaluated using a retrospective pre/post survey and analyzed using paired t-tests. We qualitatively examined the use of distance technology and assessed learner’s satisfaction with the project. All core competency categories for all disciplines demonstrated significant improvements in mean scores. Students’ qualitative comments demonstrated positive impact on learning interprofessional core competencies.

Teaching and Sustaining a Shared Mental Model for Intraoperative Communication and Teamwork

Faculty Advisor: Nancy Gaba, MD PURPOSE: To develop and implement a process to: 1) identify gynecology team-specific barriers to uptake of TeamSTEPPS and 2) design a curriculum that promotes a strategy for effective communication and teamwork in the operating room. BACKGROUND: TeamSTEPPS is a structured approach to operating room communication and teamwork to improve patient safety. Adherence to TeamSTEPPS procedures is low. METHODS: Attendings, fellows, residents, anesthesiologists, certified nurse anesthetists, nursing staff, and scrub technicians involved in Gynecology Operating Rooms (ORs) at a tertiary care hospital completed the validated Safety Attitudes Questionnaire – OR version (SAQ-OR). Quantitative and qualitative survey data analysis identified barriers to teamwork and communication. A curriculum was designed to teach a shared mental model for OR communication. RESULTS: The survey response rate was 64%. The leading identified barriers to teamwork and communication were lack of open communication, team cohesion, and familiarity with team as well as disruptions during cases. Mean scores for the six domains of the SAQ were low: teamwork climate 50.1%, safety climate 48%, job satisfaction 50.3%, stress recognition 39.7%, perceptions of management 48.5%, and working conditions 49%. The curriculum designed taught strategies for communication and teamwork focusing on the identified concerns. Daily adherence to these strategies was 75% at one month. The SAQ will be repeated at 9 months. DISCUSSION: Identifying department-specific barriers to teamwork and communication allowed for development of a curriculum to address the specific concerns of the team members and may lead to improved uptake of teamwork and communication strategies. This process will be repeated hospital system-wide.

Improved Screening and Diagnosis of Chronic Kidney Disease in the Older Adult With Diabetes

The aim of the study was to improve the frequency of diagnosing chronic kidney disease (CKD) in seniors with diabetes. Less than 10% of those with stages 2 or 3 CKD and less than 50% with stage 4 CKD know they have renal impairment. A pre-post study design was implemented in 2 primary care facilities. The study sample was 222 older adults aged > 55 years with diabetes. A medical record audit verified the number of patients diagnosed with CKD doubled from 16 preintervention to 32 postintervention (P = .014). The intervention delivered current compliance practice data, practice guidelines, and incorporated teamwork strategies.

Challenges in online collaboration: effects of scripting shared task perceptions

Difficulties with planning, such as negotiating task understandings and goals, can have a profound effect on regulation and task performance when students work collaboratively (Miller and Hadwin, Computers in Human Behaviour, 52, 573-588, 2015a). Despite planning being a common challenge, teams often fail to identify strategies for addressing those challenges successfully. The purpose of this study was to examine the effect of team planning support in the form of awareness visualizations (quantified, nominal, and no visualization of individual planning perceptions summarized across group members) on the challenges students face during collaboration, and the ways they report regulating in the face of those challenges. Findings revealed differences across conditions. Individuals in the no visualization condition (a) rated planning as more problematic, and (b) were likely to encounter doing the task, checking progress, and group work challenges when they encounter planning challenges, (c) reported more time and planning main challenges compared to doing the task and group work challenges, and (d) reported that planning strategies (adopted as a team) were most effective for addressing planning challenges, followed by teamwork strategies which were less effective. In contrast, individuals belonging to groups who received one of the two visualizations (a) reported that both planning and teamwork strategies to be equally effective for addressing planning challenges, and (b) reported higher levels of success with their strategies than groups without a visualization support. Findings attest to the importance of supporting group planning with planning visualizations.

Global Forum on Innovation in Health Professional Education

Educators need accessible learner-centered tools to prepare health professional learners for safe interprofessional practice. TeamSTEPPS® is an evidence-based teamwork training program. Virtual TeamSTEPPS® scenarios were developed to overcome some of the barriers to interprofessional learning, including space and scheduling. However, teamwork attitudes may vary at baseline among health professional students and in response to virtual teamwork training.Three 5-min virtual TeamSTEPPS® scenarios were used by health professional students in the nursing, occupational therapy and physician assistant programs at two Midwestern universities. The scenarios required learners to use or identify teamwork strategies as part of an interprofessional team. The assessment and evaluation compared teamwork attitudes at baseline, and following use of teamwork training scenarios, using a validated tool, the TeamSTEPPS® Teamwork Attitudes Questionnaire.Of 319 learners with matched pre-post teamwork attitude scores, 57.4% were from the Nursing program, female (85.5%) and aged 18–24 years (78.1%). There were no differences in pre-intervention teamwork attitudes except Mutual Support (p < 0.05). Post-intervention teamwork attitudes increased significantly (p < 0.001), but varied by group in the domains of Leadership, Team Structure and Mutual Support (p < 0.05). These findings may have implications for the development and evaluation of interprofessional curricula.