Using Simulation to Teach and Assess Teamwork Skills

Purpose of Presentation: To provide participants with background to assist Interprofessional student teams in gaining knowledge and skills related to TeamSTEPPSTM. A TeamSTEPPSTM course provides strategies and tools to enhance Interprofessional communication in an effort to promote patient safety. Background/Significance: National studies identified medical errors directly correlate to communication problems among of health care teams. Team training which includes tools and strategies for improving communication decreased incidents of adverse outcomes, reduced length of stay in intensive care units, and minimized nurse turnover. Safe, quality health care is dependent on interprofessional teamwork and interprofessional teamwork demands accurate, concise communication, role clarification, situation awareness, and mutual support. Methodology: This ongoing interprofessional study is being conducted at Texas Tech University Health Sciences Center as a component of the Quality Enhancement Plan (QEP). The QEP is an element of the Commission on Colleges Southern Association of Colleges and Schools accreditation process. The ultimate purpose of this project is to demonstrate how TeamSTEPPSTM training influences Interprofessional teamwork among student groups. The initial continuolJs quality improvement (CQI) project was conducted in the fall, 2010 with 2 groups. Each group, composed of 3 medical students and 3 nursing students, selected a faculty mentor. Utilizing a pre-post-test design, a panel of faculty experts evaluated each group on the use of team skills while caring for a simulated cardiac patient, before and after a TeamSTEPPSTM intervention. The TeamSTEPPSTM intervention was delivered using a variety of teaching/learning tools such as YouTube. Data was obtained using a modified version of the Clinical Teamwork Scale and post encounter group debrief. Additionally, the post-test simulations were integrated into the Annual Interprofessional Fall Symposium. The audience composed of faculty, staff, and students rated the performance in a game-like atmosphere. The winning team received a small stipend. Results: Both groups demonstrated excellent teamwork skills after the TeamSTEPPSTM intervention. The debrief session provided input from both students and mentors. This input was used to modify the next phase of the project to be conducted spring, 2011 after IRB approval. Conclusions: Students verbalized the simulated environment provided a safe friendly environment to develop teamwork skills. These students also stressed the experience provided an opportunity to develop an understanding of the roles and responsibilities of a different discipline. Faculty mentors expressed excitement related to the opportunity to interact with students from other schools