Interprofessional simulation education to enhance teamwork and communication skills among medical and nursing undergraduates using the TeamSTEPPS® framework

Mahmood, Lulu Sherif; Mohammed, Ciraj Ali; Gilbert, John K.

doi:10.1016/j.mjafi.2020.10.026

Cited by 28 publications

(10 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Consistent with our findings, a previous study found that following a simulated IP activity, students experienced changes in their understanding of teamwork fundamentals and professional roles. [15][16][17] They discovered new roles about other professions and realised the complexities of communication and teamwork in a multi-disciplinary team. Moreover, they had a positive attitude towards learning with other professions as team members and believed that their experience increased all participating professionals' confidence and esteem.…”

Section: Dovepressmentioning

confidence: 99%

Evaluation of a Multidisciplinary Extracurricular Event Using Kolb’s Experiential Learning Theory: A Qualitative Study

Almalag

Saja

Abouzaid

et al. 2022

JMDH

View full text Add to dashboard Cite

Background and Purpose Although health science programs run parallel to each other and comprise of shared core subjects between the different disciplines, students of the different disciplines rarely mix or interact with each other during their undergraduate studies. Extracurricular activities are a big part of university students’ life, through which students have an opportunity to express themselves and enhance their soft skills in a safe and relaxed environment. Recently, King Saud University (KSU), Saudi Arabia, launched a multi-disciplinary event aimed at raising public’s awareness of their rights and responsibilities in the healthcare system. Although the event was designed to educate the public about their rights and responsibilities in the healthcare system, it has proven to be a good opportunity to promote interprofessional education among participating students. This study aims to review and assess the impact of this multi-disciplinary public awareness event on the acquisition of core interprofessional competencies by participating students from the health sciences using Kolb’s experiential learning theory as a framework. Patients and Methods This qualitative study used semi-structured Zoom interviews in Nov 2020 with health science students who participated in the event. The research team used a pre-designed topic guide based on Kolb’s experiential learning theory (KELT) for the interview questions. The interviews were recorded, transcribed, coded, and analysed using thematic analysis. Results Twenty-one students, representing four health science colleges at KSU participated in three focus groups. The main themes identified were participants’ attitudes towards the event, the types of knowledge and skills acquired from the event, and how they practically applied the knowledge acquired. These themes were aligned to KELT as this study’s framework. Conclusion The event covered the most important concepts of interprofessional education and could be a potential tool to educate students from multiple disciplines.

show abstract

Section: Dovepressmentioning

confidence: 99%

Evaluation of a Multidisciplinary Extracurricular Event Using Kolb’s Experiential Learning Theory: A Qualitative Study

Almalag

Saja

Abouzaid

et al. 2022

JMDH

View full text Add to dashboard Cite

show abstract

“…Similarly, Shrader and colleagues found that pharmacy student communication skills significantly improved after SBAR-focused simulations [ 5 ]. However, several studies have elucidated that training students using the TeamSTEPPS ® tools can be resource- and time-intensive [ 9 , 10 , 11 , 12 , 13 ]. Utilizing alternative strategies, such as virtual or remote IPE activities, can mitigate some of the barriers illustrated in the literature.…”

Section: Introductionmentioning

confidence: 99%

Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication

DelNero

Vyas

2021

Pharmacy

View full text Add to dashboard Cite

Early provision of interprofessional education (IPE) is imperative to ensure effective communication between healthcare professionals. However, there are several barriers to offering adequate IPE, including space restrictions and lack of human resources, prompting exploration of alternative modalities. In 2019, an IPE activity was offered in person with 213 pharmacy and 45 physician assistant (PA) students participating in one-on-one team huddles focusing on managing an acutely ill patient. In 2020, the same IPE activity, including 194 pharmacy and 45 PA students, was offered virtually. Peer evaluations, an attitudes survey, and confidence surveys were administered to evaluate the impact of the IPE activity. A student t-test and descriptive statistics were utilized to analyze the data. On average, PA students in the virtual group rated their peers higher than PA students in the in-person group, with little difference in the pharmacy peer evaluation of their PA partner. Ninety percent of pharmacy students and 91% of PA students in the virtual group felt that “they learned something new regarding therapeutic management” from their partner versus 84% of pharmacy and 81% of PA students in the in-person group. In conclusion, using a virtual modality for a communications-focused IPE was not detrimental to student attitudes and did not adversely affect peer perceptions.

show abstract

“…[28][29][30] Simulation is particularly well suited for interprofessional training, where teams of health care providers who may typically be focused on their individual specialties have an opportunity to work together and learn about each other's experiences during the facilitated debrief. Several studies demonstrate that teams that participate in interprofessional education are able to provide better health care services to patients; 31 have higher patient satisfaction ratings and fewer clinical errors; 32 improve relationships among health care teams; 33 and achieve favorable outcomes in knowledge, skills, and attitudes. 34,35 This study also demonstrated the importance of involving an interprofessional team of stakeholders in designing and executing interprofessional trainings (a process we are calling community engaged simulation design).…”

Section: Discussionmentioning

confidence: 99%

Catalyzing Collaboration Among Interprofessional Birth Transfer Teams Through Simulation

Baayd

Lloyd

García

et al. 2023

J Midwife Womens Health

View full text Add to dashboard Cite

IntroductionPlanned home or birth center births sometimes require emergency transfers to a hospital. Poor communication among members of the birth care team during a transfer can lead to unfavorable outcomes for the birthing person and newborn. To improve the quality of birth transfers in Utah, the Utah Women and Newborns Quality Collaborative partnered with the LIFT Simulation Design Lab to develop and pilot an interprofessional birth transfer simulation training.MethodsWe engaged community stakeholders to identify learning objectives and co‐design the simulation trainings using principles of participatory design. We conducted 5 simulation trainings featuring birth transfers during a postpartum hemorrhage. The LIFT Lab evaluated the trainings to determine if they were feasible, acceptable, and effective. Measures included a post‐training form asking participants to evaluate the quality of the training and a 9‐question pre‐ and post‐training survey measuring changes in participants’ self‐efficacy regarding components of birth transfer. The changes were assessed for significance using a paired t test.ResultsA total of 102 participants attended the 5 trainings; all health care provider groups were well represented. Most participants felt the simulations were similar to real situations and would benefit others in their professions. All participants said the trainings were a good use of their time. Following the training, participants had significantly higher levels of self‐efficacy regarding their ability to manage birth transfers.DiscussionBirth transfer simulation trainings are an acceptable, feasible, and effective method for training interprofessional birth care teams.

show abstract

Interprofessional simulation education to enhance teamwork and communication skills among medical and nursing undergraduates using the TeamSTEPPS® framework

Cited by 28 publications

References 8 publications

Evaluation of a Multidisciplinary Extracurricular Event Using Kolb’s Experiential Learning Theory: A Qualitative Study

Evaluation of a Multidisciplinary Extracurricular Event Using Kolb’s Experiential Learning Theory: A Qualitative Study

Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication

Catalyzing Collaboration Among Interprofessional Birth Transfer Teams Through Simulation

Contact Info

Product

Resources

About