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Learning Objective 1: Describe outcomes of a multi-institutional educational intervention for interdisciplinary team training on student knowledge, skills and attitudes.
Learning Objective 2: Examine pedagogies for educational interventions to prepare students for working in interdisciplinary high performance teams
Purpose: The presentation describes a multi-institutional project to design an interdisciplinary teamwork educational intervention and measure changes in knowledge and attitudes of senior nursing and fourth year medical students.
Method: 360 nursing and medical students completed a pre test of the validated 36-item Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) scale and a 10-item Teamwork Knowledge scale before watching a 2 hour webcast based on TeamSTEPPS. Half the group (control N=180) then completed post-tests before participating in small group exercises. The experimental group (N=180) participated in the small group exercises before completing post-test scales to compare lecture only with added low fidelity small group exercises on teamwork knowledge and attitudes.
Results: Results will be described across factors for age, gender, discipline, education level and timing of the intervention. T-test comparisons revealed improvement in knowledge scores for all students (from mean 6.63 to 7.28) and attitudes (from mean 60.6 to 62.4) but greater improvement in the intervention group. The intervention group had a significant time effect (F = 9.252, df = 1, 368, p = .003) for knowledge, indicating both groups improved pre to post at the same level. Nurses improved at higher levels than medicine.
Conclusions: Interdisciplinary teamwork training is effective in changing student knowledge and attitudes. While video instruction only was successful in changing student teamwork knowledge and attitudes, research is needed to examine lasting effect compared with added practice through role play. The project helps direct content relevant for teamwork to help faculty transform curriculum to address quality and safety competencies. The project confirmed a critical need for faculty preparation to teach and model teamwork concepts.
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