Using Scripted Video to Assess Interdisciplinary Team Effectiveness Training Outcomes

Abstract

As part of the Geriatric Interdisciplinary Team Training (GITT) Program funded by the John A. Hartford Foundation, the authors of this article worked to create an instrument, the Trainee Test of Team Dynamics, to assess health care trainees' understanding of team dynamics. The Trainee Test of Team Dynamics is a five-question written test designed to capture GITT trainees' knowledge of team process and skills in addressing conflict that is administered after watching a five-minute videotape of a simulated interdisciplinary health care team meeting. The test was created to measure health professions students' abilities to recognize effective geriatric health care teams, to respond to effective and ineffective team behaviors, and to determine whether or not the team meeting achieved its purpose: to meet the patient's needs for an interdisciplinary care plan. Scripts and test items developed and tested by practitioners in social work, medicine, public health, nursing and others assured a product that compensated for differences in educational level and occupation, yet captured accurate and appropriate responses. The results reported here include an analysis of 740 trainees' baseline responses from the multi-site educational programs to determine the construct validity of the new measure.

The evaluation of learner outcomes in interprofessional continuing education: A literature review and an analysis of survey instruments

“…Of the 33 instruments that were found, 26 (78.8%) were mentioned and used in only one paper, 3 (9.1%) in two papers and 4 (12.1%) in 3 or more papers. The most frequently used instruments were the Attitudes Towards Healthcare Teams Scale (Hyer et al 2003), the Interdisciplinary Education Perception Scale (Luecht et al 1990) and the UWE Interprofessional Questionnaire (Pollard et al 2004), which were each employed in four papers. Five of the reviewed papers made use of more than one identifiable instrument, with four papers (Pollard et al 2004;Carpenter et al 2006;Kwan et al 2006;Loutzenhiser & Hadjistavropoulos 2008), each using two instruments, and one (MacDonald et al 2008) using three instruments.…”

“…Only seven of the 538 items (1.3%) were assigned directly to Level 2b, which represented the acquisition of skills and knowledge relating to IPE and IPP. All were open-ended, qualitative items assessing elements of shared learning (Morison & Jenkins 2007), or effective versus ineffective team behaviours (Trainee Test of Team Dynamics; Hyer et al 2003).…”

Evaluation of high-fidelity simulation training in radiation oncology using an outcomes logic model

“…Participants then reported how important they believe exposure to each case in training was on a 1 to 10 scale (10 = very important). Finally, participants reported the value of the team interaction to delivering patient care on scale of 1 to 10 (10 = very important), as an element of the Trainee Test of Team Dynamics (TTTD) [12]. Participants also completed the validated Readiness for Interprofessional Learning Scale (RIPLS) which has 19 5-point Likert scale items and higher scores indicate positive attitudes with respect relating to teamwork and professional identity/ responsibilities [13], the UWE Entry Level Interprofessional Questionnaire (UWEIQ) which is a 27-item, 4- or 5-point Likert scale, instrument where lower scores represent better Communication and Teamwork, Interprofessional Learning, and Interprofessional Interactions.…”

Recommendations to enhance constructivist-based learning in Interprofessional Education using video-based self-assessment

“…Video recording has not been used extensively in medical education. Its use varies greatly: Instructional videos are often shown to teach practical skills and demonstrate ideal procedures [ 26 ]. In interprofessional education, videos with intentional mistakes have been used to stimulate discussion.…”

“…In interprofessional education, videos with intentional mistakes have been used to stimulate discussion. Hyer et al used video recordings of simulated interprofessional team meetings to teach participants how to recognize effective interprofessional interactions [ 20 ], [ 26 ].…”