title: Teamwork training with nursing and medical students: does the method matter? Results of an interinstitutional, interdisciplinary collaboration.
abstract: OBJECTIVE
  The authors conducted a randomised controlled trial of four pedagogical methods commonly used to deliver teamwork training and measured the effects of each method on the acquisition of student teamwork knowledge, skills, and attitudes.
  
  
  METHODS
  The authors recruited 203 senior nursing students and 235 fourth-year medical students (total N = 438) from two major universities for a 1-day interdisciplinary teamwork training course. All participants received a didactic lecture and then were randomly assigned to one of four educational methods didactic (control), audience response didactic, role play and human patient simulation. Student performance was assessed for teamwork attitudes, knowledge and skills using: (a) a 36-item teamwork attitudes instrument (CHIRP), (b) a 12-item teamwork knowledge test, (c) a 10-item standardised patient (SP) evaluation of student teamwork skills performance and (d) a 20-item modification of items from the Mayo High Performance Teamwork Scale (MHPTS).
  
  
  RESULTS
  All four cohorts demonstrated an improvement in attitudes (F(1,370) = 48.7, p = 0.001) and knowledge (F(1,353) = 87.3, p = 0.001) pre- to post-test. No educational modality appeared superior for attitude (F(3,370) = 0.325, p = 0.808) or knowledge (F(3,353) = 0.382, p = 0.766) acquisition. No modality demonstrated a significant change in teamwork skills (F(3,18) = 2.12, p = 0.134).
  
  
  CONCLUSIONS
  Each of the four modalities demonstrated significantly improved teamwork knowledge and attitudes, but no modality was demonstrated to be superior. Institutions should feel free to utilise educational modalities, which are best supported by their resources to deliver interdisciplinary teamwork training.
authors.affiliation: Department of Emergency Medicine, UNC School of Medicine, CB 7594, UNC Hospitals, Chapel Hill, NC 27599, USA. hobgood@med.unc.edu
authors.forename: Cherri
authors.initials: C
authors.lastname: Hobgood
authors.forename: Gwen
authors.initials: G
authors.lastname: Sherwood
authors.forename: Karen
authors.initials: K
authors.lastname: Frush
authors.forename: David
authors.initials: D
authors.lastname: Hollar
authors.forename: Laura
authors.initials: L
authors.lastname: Maynard
authors.forename: Beverly
authors.initials: B
authors.lastname: Foster
authors.forename: Susan
authors.initials: S
authors.lastname: Sawning
authors.forename: Donald
authors.initials: D
authors.lastname: Woodyard
authors.forename: Carol
authors.initials: C
authors.lastname: Durham
authors.forename: Melanie
authors.initials: M
authors.lastname: Wright
authors.forename: Jeffrey
authors.initials: J
authors.lastname: Taekman
mesh_terms: D015331:Cohort Studies; D003299:Cooperative Behavior; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007318:Inservice Training / Q000379:methods*; D033183:Interdisciplinary Communication; D009740:Nursing Staff; D009746:Nursing, Team; D013337:Students, Medical; D011795:Surveys and Questionnaires