Validation of the self-assessment teamwork tool (SATT) in a cohort of nursing and medical students

Abstract

Introduction: Poor teamwork has been implicated in medical error and teamwork training has been shown to improve patient care. Simulation is an effective educational method for teamwork training. Post-simulation reflection aims to promote learning and we have previously developed a self-assessment teamwork tool (SATT) for health students to measure teamwork performance. This study aimed to evaluate the psychometric properties of a revised self-assessment teamwork tool.

Methods: The tool was tested in 257 medical and nursing students after their participation in one of several mass casualty simulations.

Results: Using exploratory and confirmatory factor analysis, the revised self-assessment teamwork tool was shown to have strong construct validity, high reliability, and the construct demonstrated invariance across groups (Medicine & Nursing).

Conclusions: The modified SATT was shown to be a reliable and valid student self-assessment tool. The SATT is a quick and practical method of guiding students’ reflection on important teamwork skills.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Notes on contributors

Lucinda Roper is a sixth year medical student at the University of New South Wales, with ongoing research interests in questionnaire development.

Boaz Shulruf, BSc, MPH, PhD, is an Associate Professor in Medical Education Research at the University of New South Wales; he specializes in survey design and methodology.

Christine Jorm, MBBS (Hons), MD, PhD, FANZCA, GAICD, has doctorates in neuropharmacology and sociology and worked as an anesthetist for 15 years. She has published in a broad range of areas including: medical culture, clinician engagement, measurement of health care safety and quality, open disclosure, clinical handover, and medical and interprofessional education.

Jane Currie, BSc (Hons), MSc, NP, is a lecturer in Nursing at Sydney Nursing School. Her research focuses on the role of nurse practitioners in improving patient access to care. She has also been involved in interprofessional education projects between nursing and medical students.

Christopher J. Gordon, BN, MExSc, PhD, is an Associate Professor and Coordinator of Advanced Nursing Practice postgraduate degree and Honors Coordinator at Sydney Nursing School, The University of Sydney. As well as interests in health and interprofessional education, he is an active researcher in sleep medicine, specializing in insomnia disorder.