Preliminary Evaluation of an Educational Model for Promoting Positive Team Attitudes and Functioning among Pain Medicine Fellows

Novy, Diane M.; Hamid, Basem; Driver, Larry C.; Koyyalagunta, Lakshmi; Ting, Joseph; Perez, Marco; Schneider, Virginia; Phan, Phillip H.; Hernandez, Mike; Burton, Allen W.

doi:10.1111/j.1526-4637.2010.00856.x

Cited by 3 publications

(2 citation statements)

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“…The Attitudes Toward Health Care Teams Scale (ATHCTS) has been used in ten studies measuring attitudes towards interprofessional collaboration in a variety of settings, most commonly interprofessional education. [58][59][60][61][62][63][64][65][66][67] It consists of three subscales assessing attitudes about team value, team efficiency and the physician's shared role on the team. ATHCTS 65 The Ottawa Global Rating Scale has been used in multi-specialty education as an objective measurement of an individual's crisis resource management skills in simulated scenarios.…”

Section: Description and Validity Evidence For Teamwork Assessment Toolsmentioning

confidence: 99%

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

et al. 2013

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OBJECTIVE: Valid teamwork assessment is imperative to determine physician competency and optimize patient outcomes. We systematically reviewed published instruments assessing teamwork in undergraduate, graduate, and continuing medical education in general internal medicine and all medical subspecialties. DATA SOURCES: We searched MEDLINE, MEDLINE In-process, CINAHL and PsycINFO from January 1979 through October 2012, references of included articles, and abstracts from four professional meetings. Two content experts were queried for additional studies. STUDY ELIGIBILITY: Included studies described quantitative tools measuring teamwork among medical students, residents, fellows, and practicing physicians on single or multi-professional (interprofessional) teams. STUDY APPRAISAL AND SYNTHESIS METHODS:Instrument validity and study quality were extracted using established frameworks with existing validity evidence. Two authors independently abstracted 30 % of articles and agreement was calculated. RESULTS: Of 12,922 citations, 178 articles describing 73 unique teamwork assessment tools met inclusion criteria. Interrater agreement was intraclass correlation coefficient 0.73 (95 % CI 0.63-0.81). Studies involved practicing physicians (142, 80 %), residents/fellows (70, 39 %), and medical students (11, 6 %). The majority (152, 85 %) assessed interprofessional teams. Studies were conducted in inpatient (77, 43 %), outpatient (42, 24 %), simulation (37, 21 %), and classroom (13, 7 %) settings. Validity evidence for the 73 tools included content (54, 74 %), internal structure (51, 70 %), relationships to other variables (25, 34 %), and response process (12, 16 %). Attitudes and opinions were the most frequently assessed outcomes. Relationships between teamwork scores and patient outcomes were directly examined for 13 (18 %) of tools. Scores from the Safety Attitudes Questionnaire and Team Climate Inventory have substantial validity evidence and have been associated with improved patient outcomes. LIMITATIONS: Review is limited to quantitative assessments of teamwork in internal medicine. CONCLUSIONS:There is strong validity evidence for several published tools assessing teamwork in internal medicine. However, few teamwork assessments have been directly linked to patient outcomes. 3,4 Recognizing this, the Institute of Medicine, the Joint Commission, the Agency for Healthcare Research and Quality (AHRQ), and others have made teamwork a top priority in their recommendations for improving healthcare. [5][6][7][8][9] Teamwork is also prominently positioned within the American Board of Internal Medicine (ABIM) requirements for maintenance of certification for internists, 10 as well as the Accreditation Council for Graduate Medical Education's core competencies, 11 milestones, 12 and medical student competencies. 13 As such, every physician at the undergraduate, graduate, and continuing professional level must demonstrate competency in teamwork.While there is broad agreement on the imperative to improve teamwork, there is littl...

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Section: Description and Validity Evidence For Teamwork Assessment Toolsmentioning

confidence: 99%

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

et al. 2013

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“…Many evaluations of interprofessional collaboration rely upon resident opinion and self-assessment [ 35 – 37 ]. This type of subjective assessment, while valuable to obtain an overall picture of teamwork in many settings [ 9 , 10 , 12 , 13 , 20 , 21 ], requires insight into team functioning and personal performance that some trainees may not possess.…”

Section: Discussionmentioning

confidence: 99%

Interprofessional collaboration milestones: advocating for common assessment criteria in graduate medical education

et al. 2015

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BackgroundMilestone-based assessments of resident physicians inform critical decisions regarding resident competence and advancement. Thus, it is essential that milestone evaluations are based upon strong validity evidence and that consistent evaluation criteria are used across residency programs. A common approach to assessment of interprofessional collaboration milestones is particularly important since standardized measures of individual resident competence in interprofessional collaboration have not been established.DiscussionWe propose that assessments of interprofessional collaboration in graduate medical education meet common criteria, namely, these assessments should: 1) measure competency of an individual resident, 2) occur in the context of an interprofessional team, 3) be ascertained via direct observation of the resident, 4) be performed in a real-world clinical practice setting (such as a hospital ward, outpatient clinic, or operating room). We present the evidence-based rationale for these criteria and cite examples of published assessment instruments that fulfill one or more of the criteria, however further research is needed to ensure fidelity of assessments.SummaryThe proposed criteria may assist residency educators as they endeavor to provide robust and consistent assessments of interprofessional collaboration milestones.

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Addressing the Interprofessional Collaboration Competencies of the Association of American Medical Colleges: A Systematic Review of Assessment Instruments in Undergraduate Medical Education

et al. 2016

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Preliminary Evaluation of an Educational Model for Promoting Positive Team Attitudes and Functioning among Pain Medicine Fellows

Cited by 3 publications

References 10 publications

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

Interprofessional collaboration milestones: advocating for common assessment criteria in graduate medical education

Addressing the Interprofessional Collaboration Competencies of the Association of American Medical Colleges: A Systematic Review of Assessment Instruments in Undergraduate Medical Education

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