title: Interprofessional Team Training at the Prelicensure Level: A Review of the Literature.
abstract: The authors undertook a descriptive analysis review to gain a better understanding of the various approaches to and outcomes of team training initiatives in prelicensure curricula since 2000.
  
  
  
  In July and August 2014, the authors searched the MEDLINE, PsycINFO, Embase, Business Source Premier, and CINAHL databases to identify evaluative studies of team training programs' effects on the team knowledge, communication, and skills of prelicensure students published from 2000 to August 2014. The authors identified 2,568 articles, with 17 studies meeting the selection criteria for full text review.
  
  
  
  The most common study designs were single-group, pre/posttest studies (n = 7), followed by randomized controlled or comparison trials (n = 6). The Situation, Background, Assessment, Recommendation communication tool (n = 5); crisis resource management principles (n = 6); and high-fidelity simulation (n = 4) were the most common curriculum bases used. Over half of the studies (n = 9) performed training with students from more than one health professions program. All but three used team performance assessments, with most (n = 8) using observed behavior checklists created for that specific study. The majority of studies (n = 16) found improvements in team knowledge, communication, and skills.
  
  
  
  Team training appears effective in improving team knowledge, communication, and skills in prelicensure learners. Continued exploration of the best method of team training is necessary to determine the most effective way to move forward in prelicensure interprofessional team education.
authors: S. Nelson is vice provost, academic, and professor, Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada. C.F. White is a registered nurse, University Health Network, Toronto, Ontario, Canada. B.D. Hodges is executive vice president, University Health Network, and professor, Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. M. Tassone is senior director, Collaborative and Transformative Learning, University Health Network, director, Centre for Interprofessional Education, University of Toronto, and assistant professor, Department of Physical Therapy, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.
authors: Sioban
authors: S
authors: Nelson
authors: Catriona F
authors: CF
authors: White
authors: Brian D
authors: BD
authors: Hodges
authors: Maria
authors: M
authors: Tassone
mesh_terms: D002983:Clinical Competence; D000067498:Crew Resource Management, Healthcare; D003479:Curriculum; D004501:Education, Medical / Q000379:methods; D004506:Education, Nursing / Q000379:methods; D004512:Education, Pharmacy / Q000379:methods; D004517:Education, Professional / Q000379:methods*; D006282:Health Personnel / Q000193:education*; D006801:Humans; D007400:Interprofessional Relations; D010348:Patient Care Team