Teamwork In Health Care Research Articles

Teaching conflict management to medical students: a randomized controlled trial

BackgroundConflict is an inevitable aspect of healthcare team collaboration. Effective conflict management training can improve the performance of healthcare teams. This study aimed to investigate the effect of conflict management education based on the Fogg model on the attitude of medical students toward conflict management.MethodThis randomized controlled trial was conducted at Tehran University of Medical Sciences in 2022–2023. Freshman medical students volunteered to participate in this study. Then, they were randomly divided into intervention (12 groups of 4 people, n = 48) and control (12 groups of 4 people, n = 48) groups. The intervention groups received Fogg model-based education, and the control groups were taught using a conventional method. Student attitudes toward conflict management were evaluated using the Conflict Management Attitude questionnaire.ResultsThe intervention group showed significantly higher mean total attitude scores and scores for subscales 2 and 3 in the post-test compared to the control group (P = 0.003, P = 0.001, and P = 0.001, respectively). When the pre-test was included as a covariate, ANCOVA results showed a significant increase in the total attitude score of students (P = 0.010) as well as in the scores for subscales 2 and 3 following the educational intervention (P = 0.004, and P = 0.003, respectively).ConclusionThis study showed that intervention in conflict management using the Fogg model can improve the attitude of medical students toward conflict management. This approach can help medical educators use creative, model-based methods in teaching conflict management to prepare students to work in healthcare teams.

Moving toward Interprofessional Teaching in the Intensive Care Unit: A Mixed Methods Study.

There is an evolving focus on interprofessional education (IPE) to promote teamwork and collaboration in health professions education. Studies in medical students have shown that exposure to IPE leads to perceived improvements in interprofessional communication, effective work in healthcare teams, and understanding of professional limitations. Most research focuses on IPE in undergraduate medical education; less is known about how this functions in graduate medical education. To develop and implement a lecture-based intensive care unit (ICU) educational curriculum, incorporating content delivery by interprofessional team members (IPMs), and to use a mixed methods approach to explore learner and IPM perceptions surrounding the benefits and opportunities with this model of education. A standardized curriculum of core topics in critical care medicine was designed and implemented as a recurring interactive lecture series over the course of a medical ICU rotation at an academic hospital. The lectures were delivered by pulmonary and critical care attendings or fellows and IPMs, including pharmacists, dietitians, advanced practice providers, and physical therapists. Internal medicine residents' perceptions of faculty engagement in teaching, involvement in interprofessional care teams, and educational value of the rotation were analyzed quantitatively before and after intervention. Semistructured focus groups with residents and IPMs were held after implementation to explore the experience, motivations, and effectiveness of IPMs as educators. Themes were identified using a deductive approach, with coding by multiple team members. Before lecture series implementation, 57 residents completed end-of-rotation evaluations. The average score for perceived faculty engagement and interest in teaching was 4.16 out of 5 (standard deviation [SD], 1.05). Forty-five residents completed evaluations after implementation, and the perception of faculty interest in teaching was not statistically different at 4.20 (SD, 0.92; P = 0.98). Qualitative themes emerging from the focus groups included investment, shared goals and motivation for teaching, specialized knowledge and mutual respect, improving patient care, engagement and environment, downsides, and, finally, prioritization. Teaching by IPMs can be integrated into a lecture-based curriculum in an academic ICU. After implementation, residents identified that engagement of IPMs as teachers may lead to improved understanding of roles and responsibilities and mutual respect. IPMs cite sharing of specialized knowledge and return on investment as motivations for teaching.

Culturally-aligned clinical leadership competencies for effective teamwork in Japanese healthcare

BackgroundClinical leadership competencies for effective teamwork differ between Western cultures, where an independent self-construal prevails, and Japanese society, where the self-construal is rooted in interdependence. Although 27 out of 82 Japanese medical schools have ‘leadership’ as an educational outcome, specific competencies are poorly described, hindering the development of contextually-relevant leadership education. This study aimed to identify clinical leadership competencies and articulate the attributes and skills fundamental to leadership as perceived by Japanese physicians.MethodsThe 80 items of the UK clinical leadership competency framework (CLCF) formed the stimulus in a modified Delphi. Participants, comprising 26 Japanese physicians, rated the importance of each item using a 5-point Likert scale with free-text comments regarding the modification of competencies and suggestions for new items. Items were eliminated if the Likert mean was less than 4.0 and if fewer than 70% of participants considered them to be important. Newly described or modified items derived from free-text comments were rated for importance in a second round with reflective thematic analysis of the free-text descriptions.ResultsA CLCF of 84 items, reflective of Japanese clinical leadership, was created by eliminating three items describing tasks rarely involving Japanese physician leaders, revising seven items to emphasize understanding of members, and adding seven items to maximize feelings of team comfort. Seven skills and attributes emerged to construct Japanese clinical leadership from thematic analysis. “Humility” was viewed as a fundamental to leadership. Humility-driven “self-discipline” and “attentive listening”, “supporting members” and “guiding members” with humility-based compassion, were essential elements to create “psychological safety” for freedom of expression. Achieving “unity” through emotional integration was identified as the overall goal of leadership.ConclusionsThe reorganized CLCF has embedded more member-centered behaviors that build rapport and comfort for the members than the original CLCF. Modeling the Confucian virtue of humility and building unity by acting with compassion toward members are characteristics of Japanese clinical leadership that reflect an interdependent social context. These findings are a step toward the development of leadership education aligned with a Japanese context.

Enhancing medical education through personal enrichment competency modules: Integrating multifaceted skills for modern healthcare practice

The implementation of Personal Enrichment Competency (PEC) modules in medical education curricula should be recognized as an initiative that is geared towards developing students’ multifaceted skills and assets which would be required in modern medical practice. PEC modules will be implemented using an integrated approach which suggests putting content in different subjects and making the PEC concepts part of both medical and health science courses for students to have experiential learning experiences. Emphasis is put on strategies that motivate active learning, involving, for example, interactive lectures, case-based discussions, role-playing activities, games and project tasks, to generate engagement and comprehension of key competencies. Disciplines from the same healthcare but from various programs have an opportunity to share ideas through the multidisciplinary teams which develops teamwork, communication, and respect for diverse perspectives within institutions. The continuous assessment and improvement make sure that the PEC modules are always up to date, problem-solving as well as answering the ever-changing requirements of the healthcare field. Institutions can achieve this goal through regular feedback mechanisms and assessment of students' knowledge and skills data, which will help them find limitations in the PEC programs and improve their modules to make them work well in the field of modern medical practice. Lastly, incorporating PEC modules into the curriculum helps students gain the advanced skills of teamwork, leadership, communication, ethics and values in healthcare. Overall, they are well equipped to excel in the delivery of patient-centred care in different clinical settings after their training. Such a study gives essential findings to medical education resources who are striving to improve their curricula to be able to upskill future healthcare professionals to embrace the demands of current medical practice.

Changing the conversation: impact of guidelines designed to optimize interprofessional facilitation of simulation-based team training

BackgroundInterprofessional simulation-based team training (ISBTT) is commonly used to optimize interprofessional teamwork in healthcare. The literature documents the benefits of ISBTT, yet effective interprofessional collaboration continues to be challenged by complex hierarchies and power dynamics. Explicitly addressing these issues during ISBTT may help participants acquire skills to navigate such challenges, but guidelines on how to do this are limited.MethodsWe applied an educational design research approach to develop and pilot structured facilitator guidelines that explicitly address power and hierarchy with interprofessional teams. We conducted this work in a previously established ISBTT program at our institution, between September 2020 and December 2021. We first reviewed the literature to identify relevant educational theories and developed design principles. We subsequently designed, revised, and tested guidelines. We used qualitative thematic and content analysis of facilitator interviews and video-recording of IBSTT sessions to evaluate the effects of the guidelines on the pre- and debriefs.ResultsQualitative content analysis showed that structured guidelines shifted debriefing participation and content. Debriefings changed from physician-led discussions with a strong focus on medical content to conversations with more equal participation by nurses and physicians and more emphasis on teamwork and communication. The thematic analysis further showed how the conversation during debriefing changed and how interprofessional learning improved after the implementation of the guidelines. While power and hierarchy were more frequently discussed, for many facilitators these topics remained challenging to address.ConclusionWe successfully created and implemented guidelines for ISBTT facilitators to explicitly address hierarchy and power. Future work will explore how this approach to ISBTT impacts interprofessional collaboration in clinical practice.

Co-designing an interprofessional digital education resource on delirium: a student-led approach

BackgroundInterprofessional education is crucial for healthcare students to develop collaborative skills and provide effective patient care. However, opportunities for interprofessional learning are often limited in healthcare curricula. The present study aimed to engage students from different health professions in co-designing an educational resource on delirium recognition and management through an interprofessional lens and explore their experiences of this process.MethodsTwo co-design workshops were conducted with students from medicine, nursing, pharmacy, and occupational therapy programmes at two universities across the island of Ireland. Focus groups were held following these workshops to explore students’ experiences of the co-design process. The workshops involved a range of activities, including theme generation, scenario development, resource creation (podcasts, simulations), and focus group discussions. Data from focus groups were analysed thematically.ResultsA total of 19 students participated across the two workshops. Three themes were identified: (1) Relationship development, where students identified the benefits of co-creating the resource and valued the flexibility, collaboration, and social aspects of the co-design approach; (2) Interprofessional collaboration, which challenged students’ assumptions about other disciplines, fostered teamwork and communication, and highlighted the need for early and continuous interprofessional learning; (3) Professional growth, with students reporting increased confidence in managing delirium, working with other professions, and engaging in novel experiences like podcasting and simulation.ConclusionsThe co-design process facilitated interprofessional collaboration, peer learning, and personal growth among healthcare students. Students appreciated the opportunity to co-create an educational resource while developing interprofessional skills. The study demonstrates the potential of co-design as a methodology for enhancing interprofessional education and promoting effective teamwork in healthcare.

An activity theory perspective on interprofessional teamwork in long-term care.

Teamwork in healthcare is shaped by reciprocal interactions among individual team members and their clinical context. Cultural Historical Activity Theory (CHAT) provides a framework to study teamwork from a developmental perspective. We observed interactions between members of an Interprofessional Healthcare Team (IHT) to identify practical guidelines for educators. Three Health Care Providers (HCPs) with more than 22-years' experience in a semi-urban LTC facility participated. We video-recorded two regular IHT meetings and selected excerpts for subsequent video-recall interviews. The excerpts were shown and discussed first with each team member, then with members in pairs and finally with all members reunited. We prompted participants to explain what was happening on the videos. All interviews were recorded, transcribed, and analyzed using CHAT's unit of analysis based on Activity Systems. We observed contradictions within the Activity Systems involving diverging views on outcomes of enhancing or maintaining quality of life; using non-traditional tools and spaces to sustain resident mobility; safeguarding community and patient safety despite time constraints and job titles, and unease for being paid to perform unconventional interventions. The contradictions have been grouped into three themes reflecting the Activity Systems: 1) enhancing versus maintaining quality of life; 2) improvising to achieve care goals; and 3) role fluidity. Our findings show that practical goal-oriented and contextual adaptations rely heavily on improvisation and dialogue. Educating HCPs for interprofessional teamwork should focus on developing situational awareness to foster continuous adaptation of disciplinary interventions.

An Overview of Nurses' Teamwork Perceptions at RS in 2024

Background: Ineffective teamwork and communication in healthcare has been identified as a major cause of medical errors that harm both patients and providers. Teamwork is the focus of attention in healthcare as the success and failure of the system largely depends on team performance. Objectives: This study aims to determine the picture of nurses' teamwork perceptions at RS in 2024. Methods: This study is a quantitative study with a cross-sectional design conducted in May-June 2024 at one of the hospitals in Padang, Indonesia. The population in this study were all nurses working in the inpatient room of RS with a sample size of 48 nurses selected through purposive sampling technique. Data were collected using a questionnaire consisting of socio-demographic instruments and teamwork perception instruments adopted from AHRQ 2020. Data were analyzed using computerized software. Results: The socio-demographic frequency distribution of respondents showed that most nurses were aged 17-35 years (62.5%), female (91.7%), had a Diploma of Nursing education (54.1%), and a working period between 1-14 years (79.1%). The perception of teamwork of nurses at RS is generally in the good enough category with a mean perception of teamwork of 128.00 (SD 35.39). The communication dimension obtained the highest score with a mean of 26.17 (SD 19.93) followed by the dimensions of team structure, leadership, situation monitoring, and mutual support. Conclusion: The perception of nurses' teamwork at RS in 2024 was in the good enough category with the communication dimension getting the highest score. Socio-demographic factors such as age, gender, education, and tenure influence perceptions of teamwork where nurses who are more experienced and have higher education tend to have more positive perceptions of teamwork.

Collaborative nursing education between advanced practice registered nurses

The surge in healthcare demands due to the explosion of growth in the aging adult population demands that academic institutions address enhanced education of Advanced Practice Registered Nurses (APRNs). This is particularly challenging amidst nurse faculty shortages in specialty areas, stemming from factors such as lack of pay competitiveness with clinical positions, and doctoral-prepared nurses seeking faculty positions. Despite efforts to address the shortages, recruitment challenges persist, necessitating innovative approaches. This article explores the interprofessional collaborative teaching between Nurse Anesthesia (NA) and Adult Gerontology Nurse Practitioner (NP) programs, focusing on airway management, sedation techniques, chest X-ray interpretation, and ultrasound skills. To date, this collaboration between NA and NP faculty has proven effective. Both synchronous and online asynchronous teaching have received overwhelmingly positive student feedback. Ongoing communication and collaborations between NA and NP faculty facilitate teaching and educational strategies across programs, sharing faculty expertise, and mitigating reduced faculty numbers. This innovative model benefits faculty and students and provides a platform for firsthand interprofessional collaboration, fostering mutual respect and preparing students for effective interdisciplinary healthcare teamwork.

Gap analysis of strategies for promoting interprofessional teams in healthcare units

PurposeA healthcare unit's effectiveness largely depends on how well its interprofessional teams work together. Unfortunately, the strategies used to improve these teams often lack substance. This study analyzed these strategies and found a performance gap.Design/methodology/approachThis study took a unique mixed-method approach, systematically reviewing both qualitative and quantitative studies that identified strategies to enhance interprofessional teams in healthcare units. To gauge the effectiveness of these strategies, the researcher utilized an Importance-Performance Analysis (IPA) in four specialized clinical training centers in Hamadan province, Iran. The analysis of the IPA involved 35 experts from these centers as the statistical population.FindingsBased on a systematic review, there are seven categories: contextual, strategic, communication, organizational, individual, Human Resources Management (HRM), and environmental for promoting interprofessional teams with a total of 36 sub-indicator. Based on the IPA, the HRM aspect shows the most extensive performance gap. The individual and organizational aspects fall under resource wastage, and the environmental aspect is within the indifferent zone. Also, some critical sub-indicators, such as incentives/rewards, roles and responsibilities, financial resources, team-initiated innovation, the culture of respect, partner resources, humility, data availability, set expectations, and team availability, are in the weak areas.Practical implicationsThis research has identified critical areas for improvement in promoting teamwork in clinical training centers through a comprehensive gap analysis. It also presents practical policy solutions to address these weak points, providing a clear roadmap for enhancing interprofessional teams in healthcare units.Originality/valueImproving teamwork in healthcare can be challenging, but it is possible with proper strategies and tools. One of the highlights of the recent study was the combination of systematic review studies with IPA to identify areas for improving interprofessional teamwork in clinical training centers.

Leadership and Followership in Health Professions: A Systematic Review.

Objective: Leadership discussion, including leadership development programs, is common. However, discussion of followership as a component of leadership seems less frequently discussed. With a focus on leadership and followership, this investigation reviewed the health-professions education literature and characterized leadership-followership within health-professions education. Methods: Using PubMed, ERIC, and Google Scholar, two investigators independently and systematically searched health-professions education literature for articles related to leadership and followership. Reports were categorized based on the articles by type, application, profession, leadership, and followership qualities. Results: Eighty-one articles were included. More than half [59% (48/81)] were theoretical, 27% (22/81) empirical, 7% (6/81) commentaries, and 6% (5/81) letters-to-the-editor). Empirical studies did not share outcomes that could be meaningfully combined quantitatively by meta-analysis; however, the vast majority (96%) of theoretical articles discussed a healthcare-related application of leadership and followership (e.g.,improving patient care, improving communication, improving organizational efficiency). Thus, a qualitative review was completed. Of the 81 articles, 57% (n=46) involved multiple professions, while 43% (n=35) focused on a specific profession [Nursing (n=16), Medicine (n=7), Others (n=5) Surgery (n=3), Pharmacy (n=2), Veterinary Medicine (n=2)]. While most articles (75%) discussed leadership qualities (with top qualities of effective communication, visionary, and delegating tasks), fewer (57%) discussed followership qualities (with top qualities of being responsible, committed, and supportive). Of note, some qualities overlapped in both leadership and followership (with top qualities of effective communication, being supportive, and providing/receiving feedback). Conclusions: Leadership-Followership was described in many health-professions' education literature. However, Pharmacy and Veterinary Medicine had substantially fewer articles published on this topic. Notably, followership did not receive nearly as much attention as leadership. Leadership has a dynamic and complex interaction with followership highlighting that an effective leader must know how to be an effective follower and vice versa. To improve leadership within healthcare teamwork, education should focus on both leadership-followership.

Decoding healthcare teamwork: a typology of hospital teams

ABSTRACT The effectiveness of healthcare depends on successful teamwork. Current understanding of teamwork in healthcare is limited due to the complexity of the context, variety of team structures, and unique demands of healthcare work. This qualitative study aimed to identify different types of healthcare teams based on their structure, membership, and function. The study used an ethnographic approach to observe five teams in an English hospital. Data were analyzed using a combined inductive-deductive approach based on the Temporal Observational Analysis of Teamwork framework. A typology was developed, consisting of five team types: structural, hybrid, satellite, responsive, and coordinating. Teams were challenged to varying degrees with staffing, membership instability, equipment shortages, and other elements of the healthcare environment. Teams varied in their ability to respond to these challenges depending on their characteristics, such as their teamworking style, location, and membership. The typology developed in this study can help healthcare organizations to better understand and design effective teams for different healthcare contexts. It can also guide future research on healthcare teams and provide a framework for comparing teams across settings. To improve teamwork, healthcare organizations should consider the unique needs of different team types and design effective training programs accordingly.

Understanding the human value preferences of Croatian nurses through the lens of schwartz’s theory

Introduction: Human values are fundamental principles that guide individuals' attitudes, behaviors, and decision-making in both personal and professional contexts. They reflect what people consider important in life, influencing ethical choices, social interactions, and overall priorities. Aim: This study aims to explore the value preferences of Croatian nurses using Schwartz’s Theory of Basic Human Values, focusing on self-transcendence, openness to change, conservation, and self-enhancement. It will also examine demographic differences in these values and their implications for nursing practice, teamwork, and leadership in healthcare. Methods: This cross-sectional study assessed the values of 520 Croatian nurses using the Portrait Value Questionnaire (PVQ-RR). Results: Participants were primarily female (91.3%) and aged 36 to 45 years (26.2%), with statistical analyses conducted to explore relationships between value preferences and demographic factors, including age, gender, and education level. The results show that self-transcendent values, particularly universalism and benevolence, dominate among nurses in Croatia, reflecting the profession's emphasis on care and social justice. Younger nurses tend to favor openness to change, while older nurses lean toward tradition and security. These findings offer important insights into the alignment of personal values with professional practice and their potential impact on healthcare policy and leadership. Conclusion: This study demonstrates that Croatian nurses predominantly value self-transcendence, with younger nurses showing a growing preference for openness to change. The findings underscore the need for a value-driven approach to healthcare policy and leadership, particularly as younger generations enter the workforce with a vision for innovation and transformation. Empowering nurses through value-based leadership can ultimately strengthen the healthcare system’s capacity to address the challenges of the future.

Inter-Organizational Home Care Nursing Teams: A Comparison of a Region Wide Organizational Change Initiative With Success Factors Identified by Forerunners and Team Theory

Teamwork is considered something positive. While there is much research on teamwork in healthcare, research on teamwork in home care nursing is limited. As the need for home care nursing is likely to increase in the future, it is of great interest to investigate the circumstances associated with the implementation of teamwork in home care nursing. The present study compares the results from a large change initiative intended to foster inter-organizational teamwork between municipal home care nurses and doctors employed by the region, with success factors identified by forerunners and contemporary team theory. Eighteen participants representing the organizations involved in the change initiative, and 6 participants from the forerunners, were interviewed, and 3 success factors were identified: fixed doctors in team, co-location of staff, and a shared team identity. However, for the studied change initiative, few of the success factors were present. Since the success factors are similar to factors associated with effective teamwork in the literature, this is problematic. The results indicate that there was a focus on the division of labor between the municipalities and the region rather than on interdisciplinary cooperation. They also suggest that the change initiative, as it worked in practice, did not always make sense from the perspective of the nurses and doctors involved. Thus, we suggest that measures are taken to ensure that change initiatives, like the 1 studied, also make sense on the local level in the organization where most of the implementation takes place.

Factors and interventions determining the functioning of health care teams in county-level hospitals in less affluent areas of China: a qualitative study.

Teamwork is essential for the quality and safety of care, and research on teamwork in health care has developed rapidly in many countries. However, evidence from less affluent, non-Western countries is scarce, while improving teamwork may be especially relevant to be able to increase the quality of care in these settings. This study aims to understand the main factors that influence, and interventions used to improve, the functioning of health care teams in the context of county-level hospitals in less affluent areas of China. We conducted semistructured interviews to explore the factors that influence team functioning and the interventions implemented to improve team functioning in these hospitals. 15 hospital presidents and 15 team leaders were selected as respondents. From the interviews, we have identified five main factors that influence team functioning in these hospitals: "stuck in the middle", local county setting, difficulty in attracting and retaining talent, strong focus on task design, and strong focus on leadership. The interventions for improving team functioning can mostly be categorized as the following: 1) measures to attract and retain talent (e.g., increase salary, train talent in national or provincial level hospitals, and provide fast-track promotions), 2) interventions focused on monodisciplinary teams (e.g., changing the team structure and leadership, and skill training), and 3) interventions to establish and improve multidisciplinary teams (e.g., simulation training and continuous team process improvements). With the introduction of multidisciplinary teams, interventions into team processes have started to receive more attention. The findings depict an overview of the main factors and interventions as specifically relevant for team functioning in county-level hospitals in less affluent areas of China and may help these hospitals benefit from additional process interventions to improve teamwork and the quality of care.

Healthcare Communication and Teamwork: An Interprofessional Case-Based Approach to Learning

Healthcare Communication and Teamwork: An Interprofessional Case-Based Approach to Learning

Gamification through collaborative learning in medical education

Introduction: Introduction to Health Profession (IHP) was designed to teach first-year medical students the importance of self-directed learning, accountability, and teamwork in healthcare. Due to the COVID 19 pandemic, the course was delivered virtually, incorporating elements of gamification. Methods: Gamification features included collaborative teamwork to simulate and record the roleplay for assignments based on crisis management scenarios. The syllabus involves knowledge checks to promote self-directed learning and personal accountability as well as online questionnaires to identify personality traits followed by discussion. Games like Chinese whispers and charades were introduced to identify listening skills. Additional gamification features include progress mechanics for collecting badges upon successful completion of knowledge checks / assessments and completing collaborative teamwork activities. Results: Results from the descriptive study on the educational usefulness of the IHP module was found to be satisfactory. The feedback was encouraging as >95% of students gave positive feedback that the IHP activities enabled them to understand the value of teamwork, effective communication, professional behavior and enabled them to be resilient and adaptable. 92% agreed that the IHP activities helped to make connections and network with their peers during the pandemic Conclusion: Gamification of IHP course was successful in terms of practicality and usefulness in promoting communication, collaborative work, experiential learning, and teamwork. Students were empowered to take charge of their own learning of both content and development of interpersonal skills and teamwork through gamification. The isolation caused by the pandemic was alleviated by the networking that occurred during collaborative group activities.

The impact of COVID-19 vaccination on psychiatric symptoms in schizophrenia patients: A retrospective study.

The objective was to investigate the impact of COVID-19 vaccination on anxiety, depression, stress perception, and psychiatric symptoms in patients with schizophrenia, and to explore severity of psychiatric symptoms is associated with vaccine hesitancy in individuals with schizophrenia. Mental health symptoms were evaluated in 273 hospitalized schizophrenia patients who received COVID-19 vaccination, and in 80 patients who refused vaccination, both before and after immunization. The study assessed the effects of vaccination on psychiatric symptoms and the potential association between vaccination behavior and psychological distress. Our findings suggest that COVID-19 vaccination is associated with a small worsening of schizophrenia symptoms in older inpatients. Moreover, vaccination behavior may increase anxiety, depression, and stress perception in hospitalized schizophrenia patients, which has implications for the mental health care team working in the context of the pandemic. The study highlights the importance of monitoring the mental health status of patients with schizophrenia during the COVID-19 pandemic, particularly in relation to vaccination behavior. Further research is needed to better understand the mechanisms underlying the observed effects of COVID-19 vaccination on psychiatric symptoms in patients with schizophrenia.

The importance of embedding an inclusive culture within healthcare teamwork education; an evaluation of implementation methods.

Teamworking is a fundamental concept within most organisations and healthcare is no different. It is at the core of everything we do as professionals and has a multitude of impacts including on patient safety, the quality of care that we provide, and staff morale. This paper looks at why we should prioritize advancing teamwork education; argues the advantages of developing an all-encompassing, inclusive team training approach; and summarizes the different methods of how to implement teamwork education within your organisation. Key messages Good teamworking processes have significant effects on patient safety and staff well-being. Inclusive training has wide-reaching benefits for staff morale, fostering colleague relationships and breaking down hierarchies. Teamwork education should be embedded within all healthcare organisations with the method used depending on organisational culture, hierarchy gradient and learners' starting knowledge.

Disaster Collaborative Exercises for Healthcare Teamwork in a Saudi Context

Introduction:Saudi Arabia has experienced special challenges calling for effective teamwork in the management of disasters and emergencies, such as wars, earthquakes, and major accidents linked to the Hajj pilgrimage over the years. In 2015, 769 pilgrims died in a crowd stampede during Hajj. The outcome of the incident could have been different if the rescuers had the necessary multiagency and collaborative disaster education. This study aims to determine the development of Saudi HCWs’ teamwork during collaboration exercises.Method:This study employed two methods to gather data: (observational) during three-level-collaboration (3LC) tabletop-exercises and semi-structured interviews, by employing two theoretical models (team development models). The number of participants was (100) HCWs.Results:The results of these exercises had a positive impact on the functionality of HCWs and helped them prepare for disaster management and mitigation inside and outside of a medical facility. Based on the theoretical framework of the integration of team members, the participants reported that the trans-professional team developed because they understood the scenarios. In addition, the participants underscored they developed their skills and knowledge of disaster management because of the attempts made in scenario one. Furthermore, on the theoretical framework of team maturity, several participants indicated that immaturity in scenario one is because of the team members not having the same knowledge and skills. While in scenario two, they are mature because of training and challenges resulting in individual development.Conclusion:This study focused on determining the development of healthcare teamwork during collaborative exercises. HCWs were exposed to two scenarios. The tabletop training enabled HCWs to gain the maturity in team building and disaster management. Immature and overripe HCWs cannot easily embrace teamwork. In addition, the public should be made aware of disasters that may come their way. Continuous training of HCWs and creating public awareness are essential parts of disaster management.