209445 Applications of TeamSTEPPS to Interdisciplinary Health Professional Education

Monday, November 9, 2009

David W. Hollar, PhD , UNC School of Medicine, Department of Medicine, Chapel Hill, NC
Cherri Hobgood, MD , Emergency Medicine, UNC School of Medicine, Chapel Hill, NC, Algeria
Gwen Sherwood, PhD, RN , School of Nursing, University of North Carolina, Chapel Hill, NC
Karen Frush, MD , Medical Center, Duke University, Durham, NC
Susan Sawning, MSW , UNC School of Medicine, Chapel Hill, NC
Donald Woodyard, BS , Educational Development, UNC School of Medicine, Chapel Hill, NC
Carol Durham, PhD , School of Nursing, University of North Carolina, Chapel Hill, NC
Noa Segall, PhD , Medical Center, Duke University, Durham, NC
Laura Maynard , Medical Center, Duke University, Durham, NC
Alison Gunn, MPH , NC Institute for Public Health, UNC School of Public Health, Chapel Hill, NC
Various IOM reports highlight urgency for health professions education reform, most notably the increase of cross-disciplinary education. With an estimated 44,000-98,000 preventable annual deaths in the US due to medical errors; research indicates that two factors, teamwork and communication, contribute to 70% of such errors. AHRQ developed the TeamSTEPPS curriculum to improve patient safety by promoting improved communication and leadership among all members of a healthcare team. The TeamSTEPPS curriculum was tested in two successive years of medical-nursing student teamwork exercises. In Year 1, n =438 students participated in a one-day training, which included TeamSTEPPS training, four alternative educational interventions, and outcomes teamwork measures. In Year 2, n = 397 students participated in a similar training but with more intensified exercises. In both years, students were pre- and post-tested with knowledge and attitudes instruments. The pre- and posttest attitudes instrument had strong validity with internal consistencies of .824 and .859, respectively, and an eight factor with R2 = .545. In both years, experimental cohorts significantly improved on teamwork attitudes from pre-to-posttest (F = 48.7, p = .000). Likewise, teamwork knowledge significantly improved for all cohorts. In Year 2, students who received more intensified training significantly improved on both attitudes and knowledge compared to students who had not received such training. The teamwork training significantly improved student knowledge and attitudes on interdisciplinary teamwork for improving patient safety. We found that more intensified training was more effective in achieving student learning and communication skills than brief interventions involving different instructional modalities.

Learning Objectives:
At the conclusion of this session, the participant will be able to (a) describe positive curricula for developing effective, participatory healthcare teams, (b) demonstrate effective communication skills such as checkbacks and SBAR, (c) understand that any health care profession can take the lead on an interdisciplinary team, and (d) evaluate differential methods of interdisciplinary team training.

Keywords: Education, Health Education Strategies

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I participated in the design, conduct, analysis, and report preparation for this project.
Any relevant financial relationships? Yes

Name of Organization Clinical/Research Area Type of relationship
GlaxoSmithKline Foundation None Educational grant for this project through which 15% of my time is funded.

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.