Implementation, evaluation, and outcome of TeamSTEPPS in interprofessional education: a scoping review

Chen, Alissa S; Yau, Bernice; Revere, Lee; Swails, Jennifer L

doi:10.1080/13561820.2019.1594729

Cited by 47 publications

(35 citation statements)

References 33 publications

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“…Considering these non-linear characteristics of implementing CCTI programs in healthcare, further work on standardization, such as for reporting, can help scholars and practitioners find a balance between situational adaptability and standardization (Chen et al, 2019). We contend that, like the evolutionary development of healthcare quality improvement science and TT in other industries, the emerging science of complex and multidisciplinary TT interventions is gradually becoming 'institutionalized' but it is not sufficiently 'professionalized' yet (Audet et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

Reporting Complex Multidisciplinary Healthcare Team Training Interventions: Development and Validation of a Checklist

Keijser¹,

Wisse²,

Wilderom³

2020

Preprint

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Background Multidisciplinary healthcare teamwork training is regarded as a means to improve patient safety and quality of care. However, it is increasingly characterized by highly complex and contextualized interventions, challenging scholars and practitioners in evaluating reports of such interventions effectively. Conflicting or weak evidence as to whether these complex interventions ultimately affect patient outcomes suggests the need for more comparability, reproducibility, and transparency in scientific reporting. In the absence of an existing reporting guideline, we developed a new checklist for effective reports on the planning, content and implementation design and outcomes of complex teamwork training programs.Methods The checklist was developed through pragmatically consulting existing relevant frameworks for evaluating complex interventional studies as well as related key literature on teamwork training. We followed a stepped approach in data retrieval, applying a configurative synthesis. Subsequently, the checklist’s validity and usability were tested based on a literature review of peer-reviewed journal articles describing the implementation of the widely used comprehensive TeamSTEPPS™ curriculum. We used our checklist to evaluate the reporting in the included articles based on specific selection criteria.Results The Reporting Complex Multidisciplinary Healthcare Teamwork Training (ReCoMuTe) checklist presented in this paper exists of four distinct categories, each containing components and various explicating elements: Context and preparation; Description; Execution and delivery; Mechanisms of impact. Despite its wide use across various healthcare institutions and settings and the increasing number of publications on its implementation, we found that the reporting in papers on TeamSTEPPS implementation is often inadequate.Conclusion More standardized scientific reporting on the design and content of complex teamwork training interventions, their contextualized implementation processes and outcomes, can bolster the understanding of effective intervention design, implementation, and evaluation, and can enable well-informed decision making on investments. The ReCoMuTe checklist provides an instrument for evaluating complex interventions, such as studies on TeamSTEPPS implementation, and can assist authors, reviewers, editors, and others in further contemporary research on multidisciplinary healthcare teamwork.

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Section: Discussionmentioning

confidence: 99%

Reporting Complex Multidisciplinary Healthcare Team Training Interventions: Development and Validation of a Checklist

Keijser¹,

Wisse²,

Wilderom³

2020

Preprint

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“…Interprofessional and collaborative learning approaches, addressing teamwork and communication barriers relating to patient safety factors, have been developed, described and widely disseminated in western cultures; one example is the TeamSTEPPS curriculum, initiated in the USA in 1999. 3 The WHO Framework for Action on Interprofessional Education and Collaborative Practice in 2010 reported that IPE was taking place in 42 countries, and it endorsed IPE learning domains including teamwork, roles and responsibilities, communication and ethical practice. 2 Optimising health services through IPE is a function of contextually relevant objectives, such as the dissemination of collaborative practice concepts, patient safety, health system improvements, workforce knowledge enhancement and community engagement.…”

Section: Interprofessional Education In Japanmentioning

confidence: 99%

“…2 Optimising health services through IPE is a function of contextually relevant objectives, such as the dissemination of collaborative practice concepts, patient safety, health system improvements, workforce knowledge enhancement and community engagement. 2,3 Japan's national system of modern medical education developed in the late 1800s and early 1900s and was influenced by the German medical education model. Health care professionals, including nurses, pharmacists, medical engineers and others, have traditionally implemented care under the direction of physicians.…”

Section: Interprofessional Education In Japanmentioning

confidence: 99%

Interprofessional education in Japan

Komasawa

Berg

Terasaki

et al. 2020

The Clinical Teacher

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“…Formal education that addresses the Hidden Curriculum includes providing information on speci c outcomes that result from the Hidden Curriculum including compliance behaviour, how to identify situations of negative compliance and how to engage in positive deviance (14,86). Patient advocacy tools for engaging in positive deviance, such as the Advocacy-Inquiry approach, CUS, and the two-challenge rule, and programs such as TeamSTEPPS, could be taught in conjunction with information regarding the Hidden Curriculum and the social and cognitive psychological causes of compliance (87)(88)(89). A more thorough understanding of why it is di cult to engage in positive deviance and speak up may make the programs more effective and the tools easier to use.…”

Section: Educational Implicationsmentioning

confidence: 99%

A Multi-Method Exploratory Study of Health Professional Students’ Experiences with Compliance Behaviours

Violato

King

Bulut

2020

Preprint

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Background: Research in healthcare, including students as participants, has begun to document experiences with negative compliance, specifically conformity and obedience. There is a growing body of experimental and survey literature, however, currently lacking is a direct measure of the frequency at which health professional students have negative experiences with conformity and obedience integrated with psychological factors, the outcomes of negative compliance, and students’ perceptions. Methods: To develop empirical knowledge about the frequency of negative compliance and student perceptions during health professional education a multi-methods survey approach was used. The survey was administered to health professional students across ten disciplines at four institutions. Results: The results indicated students regularly experience obedience and conformity and are influenced by impression management and displacement of responsibility. Moral distress was identified as a consistent negative outcome. Student self-reported experiences aligned with the empirical findings. Conclusions: The findings of the present study demonstrate the pervasiveness of experiences with negative compliance during health professional’s education along with some attendant psychological factors. The findings have educational and practical implications, as well as pointing to the need for further integration of social and cognitive psychology in explaining compliance in healthcare. The results are likely generalizable to a population level however replication is encouraged to better understand the true frequency of negative compliance at a health professional population level.

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Implementation, evaluation, and outcome of TeamSTEPPS in interprofessional education: a scoping review

Cited by 47 publications

References 33 publications

Reporting Complex Multidisciplinary Healthcare Team Training Interventions: Development and Validation of a Checklist

Reporting Complex Multidisciplinary Healthcare Team Training Interventions: Development and Validation of a Checklist

Interprofessional education in Japan

A Multi-Method Exploratory Study of Health Professional Students’ Experiences with Compliance Behaviours

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