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Kolbe M, Goldhahn J, Useini M, Grande B. "Asking for help is a strength"-how to promote undergraduate medical students' teamwork through simulation training and interprofessional faculty. Front Psychol 2023; 14:1214091. [PMID: 37701867 PMCID: PMC10494543 DOI: 10.3389/fpsyg.2023.1214091] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Accepted: 08/01/2023] [Indexed: 09/14/2023] Open
Abstract
The ability to team up and safely work in any kind of healthcare team is a critical asset and should be taught early on in medical education. Medical students should be given the chance to "walk the talk" of teamwork by training and reflecting in teams. Our goal was to design, implement and evaluate the feasibility of a simulation-based teamwork training (TeamSIM) for undergraduate medical students that puts generic teamwork skills centerstage. We designed TeamSIM to include 12 learning objectives. For this pre-post, mixed-methods feasibility study, third-year medical students, organized in teams of 11-12 students, participated and observed each other in eight simulations of different clinical situation with varying degrees of complexity (e.g., deteriorating patient in ward; trauma; resuscitation). Guided by an interprofessional clinical faculty with simulation-based instructor training, student teams reflected on their shared experience in structured team debriefings. Using published instruments, we measured (a) students' reactions to TeamSIM and their perceptions of psychological safety via self-report, (b) their ongoing reflections via experience sampling, and (c) their teamwork skills via behavior observation. Ninety four students participated. They reported positive reactions to TeamSIM (M = 5.23, SD = 0.5). Their mean initial reported level of psychological safety was M = 3.8 (SD = 0.4) which rose to M = 4.3 (SD = 0.5) toward the end of the course [T(21) = -2.8, 95% CI -0.78 to-0.12, p = 0.011 (two-tailed)]. We obtained n = 314 headline reflections from the students and n = 95 from the faculty. For the students, the most frequent theme assigned to their headlines involved the concepts taught in the course such as "10 s for 10 min." For the faculty, the most frequent theme assigned to their headlines were reflections on how their simulation session worked for the students. The faculty rated students' teamwork skills higher after the last compared to the first debriefing. Undergraduate medical students can learn crucial teamwork skills in simulations supported by an experienced faculty and with a high degree of psychological safety. Both students and faculty appreciate the learning possibilities of simulation. At the same time, this learning can be challenging, intense and overwhelming. It takes a team to teach teamwork.
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Affiliation(s)
- Michaela Kolbe
- Simulation Centre, University Hospital Zurich, Zurich, Switzerland
- Department of Management, Technology, and Economics, ETH Zurich, Zurich, Switzerland
| | - Jörg Goldhahn
- Department of Health Sciences and Technology, ETH Zurich, Zurich, Switzerland
| | - Mirdita Useini
- Department of Health Sciences and Technology, ETH Zurich, Zurich, Switzerland
| | - Bastian Grande
- Simulation Centre, University Hospital Zurich, Zurich, Switzerland
- Institute of Anaesthesiology, University Hospital Zurich, Zurich, Switzerland
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Becker V, Jedlicska N, Scheide L, Nest A, Kratzer S, Hinzmann D, Wijnen-Meijer M, Berberat PO, Haseneder R. Changes in medical students´ and anesthesia technician trainees´ attitudes towards interprofessionality - experience from an interprofessional simulation-based course. BMC MEDICAL EDUCATION 2022; 22:273. [PMID: 35418136 PMCID: PMC9006475 DOI: 10.1186/s12909-022-03350-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 04/07/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Interprofessional simulation based education (IPSBE) programs positively impact participants' attitudes towards interprofessional collaboration and learning. However, the extent to which students in different health professions benefit and the underlying reasons for this are subject of ongoing debate. METHODS We developed a 14-h IPSBE course with scenarios of critical incidents or emergency cases. Participants were final year medical students (FYMS) and final year anesthesia technician trainees (FYATT). To assess attitudes towards interprofessionalism, the University of the West of England Interprofessional Questionnaire was administrated before and after the course. Using focus group illustration maps, qualitative data were obtained from a subcohort of the participants (n = 15). RESULTS After the course, self-assessment of communication and teamwork skills, attitudes towards interprofessional interactions and relationships showed comparative improvement in both professions. Attitudes towards interprofessional learning improved only in FYMS. Qualitative data revealed teamwork, communication, hierarchy and the perception of one's own and other health profession as main topics that might underlie the changes in participants' attitudes. An important factor was that participants got to know each other during the course and understood each other's tasks. CONCLUSIONS Since adequate communication and teamwork skills and positive attitudes towards interprofessionality account to effective interprofessional collaboration, our data support intensifying IPSBE in undergraduate health care education.
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Affiliation(s)
- Veronika Becker
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
| | - Nana Jedlicska
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
| | - Laura Scheide
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
| | - Alexandra Nest
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
| | - Stephan Kratzer
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, Department of Anaesthesiology and Intensive Care, Munich, Germany
| | - Dominik Hinzmann
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, Department of Anaesthesiology and Intensive Care, Munich, Germany
| | - Marjo Wijnen-Meijer
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
| | - Pascal O Berberat
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
| | - Rainer Haseneder
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany.
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, Department of Anaesthesiology and Intensive Care, Munich, Germany.
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Jowsey T, Petersen L, Mysko C, Cooper-Ioelu P, Herbst P, Webster CS, Wearn A, Marshall D, Torrie J, Lin MJP, Beaver P, Egan J, Bacal K, O’Callaghan A, Weller J. Performativity, identity formation and professionalism: Ethnographic research to explore student experiences of clinical simulation training. PLoS One 2020; 15:e0236085. [PMID: 32730277 PMCID: PMC7392231 DOI: 10.1371/journal.pone.0236085] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2019] [Accepted: 06/30/2020] [Indexed: 01/01/2023] Open
Abstract
Developing professional identity is a vital part of health professionals' education. In Auckland four tertiary institutions have partnered to run an interprofessional simulation training course called Urgent and Immediate Patient Care Week (UIPCW) which is compulsory for Year Five medical, Year Four pharmacy, Year Three paramedicine and Year Three nursing students. We sought to understand student experiences of UIPCW and how those experiences informed student ideas about professional identity and their emergent practice as health professionals within multidisciplinary teams. In 2018, we commenced ethnographic research involving participant observation, field notes, interviews, photography and observational ethnographic film. A total of 115 students participated in this research. The emergent findings concern the potentially transformative learning opportunity presented within high fidelity multi-disciplinary simulations for students to develop their professional identity in relation to peers from other professions. Our work also exposes the heightened anxiety and stress which can be experienced by students in such interdisciplinary simulations. Student experience suggests this is due to a range of factors including students having to perform in front of peers and staff in such simulation scenarios when their own professional identity and capabilities are still in emergent stages. Staff-led simulation debriefs form a critical success factor for transformative learning to be able to occur in any such simulations so that students can reflect on, and move beyond, the emotion and uncertainty of such experiences to develop future-focused concepts of professional identity and strategies to support effective interprofessional teamwork.
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Affiliation(s)
- Tanisha Jowsey
- Centre for Medical and Health Sciences Education, The University of Auckland, Auckland, New Zealand
| | - Lynne Petersen
- School of Pharmacy, The University of Auckland, Auckland, New Zealand
| | - Chris Mysko
- Waitemata District Health Board, Auckland, New Zealand
| | - Pauline Cooper-Ioelu
- Learning and Teaching Unit, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | | | - Craig S. Webster
- Centre for Medical and Health Sciences Education and Department of Anaesthesiology, The University of Auckland, Auckland, New Zealand
| | - Andy Wearn
- The University of Auckland, Auckland, New Zealand
| | - Dianne Marshall
- School of Nursing, The University of Auckland, Auckland, New Zealand
| | - Jane Torrie
- The University of Auckland, Auckland, New Zealand
| | | | - Peter Beaver
- Centre for Medical and Health Sciences Education, The University of Auckland, Auckland, New Zealand
| | - Johanne Egan
- Waitemata District Health Board, Auckland, New Zealand
| | - Kira Bacal
- Medical Programme Directorate, The University of Auckland, Auckland, New Zealand
| | - Anne O’Callaghan
- Auckland City Hospital, Auckland, New Zealand
- Department of Psychological Medicine, The University of Auckland, Auckland, New Zealand
| | - Jennifer Weller
- Auckland City Hospital, Auckland, New Zealand
- Centre for Medical and Health Sciences Education, School of Medicine, The University of Auckland, Auckland, New Zealand
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Jowsey T, Weller JM, Woodward-Kron R. Caught on film: identity formation and interprofessional insight using ethnographic film. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2020; 6:1-2. [DOI: 10.1136/bmjstel-2018-000407] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2018] [Accepted: 11/12/2018] [Indexed: 11/03/2022]
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Curley LE, Jensen M, McNabb C, Ram S, Torrie J, Jowsey T, McDonald M. Pharmacy Students' Perspectives on Interprofessional Learning in a Simulated Patient Care Ward Environment. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6848. [PMID: 31507282 PMCID: PMC6718511 DOI: 10.5688/ajpe6848] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Accepted: 02/15/2018] [Indexed: 05/22/2023]
Abstract
Objective. To assess pharmacy students' opinions of an interprofessional learning (IPL) course in their final year of the Bachelor of Pharmacy program at The University of Auckland. Methods. Pharmacy students participated in the second day of a two-day simulation-based course, WardSim, alongside medical and nursing students in an acute care, hospital ward setting. After finishing the course, all students were asked to complete a questionnaire. The responses of pharmacy, nursing, and medical students on the scaled questions were compared. An in-depth thematic analysis of the pharmacy students' responses to the open-ended questions was completed using an iterative process. Results. Significant differences were found among the students' responses regarding the prioritization of care, systematic assessment of patients, and communication strategies. Pharmacy students had less favourable responses regarding the IPL experience than medical and nursing students. However, overall responses were positive. Some of the themes that emerged among the pharmacy students' responses included: learning communication tools, being assertive in communicating with other health care professionals, and understanding their own and others' roles in the health care team. Furthermore, some pharmacy students reported feeling underprepared for and underutilized during patient care scenarios. Conclusion. An IPL experience in an acute patient care setting demonstrated clear and beneficial learning outcomes for pharmacy students, especially in regards to communicating and understanding their roles and those of others on their team. Tailoring the pre-work or scenarios for the IPL experience to be more pharmacy orientated and having pharmacy students participate on both days may improve the preparedness for IPL.
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Affiliation(s)
- Louise E. Curley
- School of Pharmacy, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Maree Jensen
- School of Pharmacy, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Carolyn McNabb
- School of Pharmacy, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Sanya Ram
- School of Pharmacy, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Jane Torrie
- Department of Anaesthesiology, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Tanisha Jowsey
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Maureen McDonald
- School of Pharmacy, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
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