Assessment of teamwork in interprofessional education

ABSTRACT

The aim of this study was to offer new insight into assessments of interprofessional education (IPE) by evaluating the association between students’ self-assessment for teamwork and expert assessment of simulation and team-based writing examination. We also evaluated the relationship between students’ demographic factors and their teamwork skill. A total 112 of medical and pharmacology students were divided into 36 interprofessional groups and participated interprofessional patient safety session. During the session, all students answered self-assessment for teamwork (SAT) individually. Teamwork skill of the student groups were rated by simulation assessment (SA) and team-based writing examination (WX). As a result, there was a weak correlation between the score of SAT and SA and no correlation between the score of SAT and WX. Also, as a demographic analysis, medical students assessed their teamwork higher than pharmacology students, and male students assessed their teamwork higher than female students. The duration of club activities including sports and arts correlated negatively with the score of WX. From this result, student’s high self-assessment for teamwork could be an indication of good team performance in simulation assessment, but not in team-based writing examination.

KEYWORDS:

• Assessment
• simulation
• writing examination
• self-assessment
• teamwork

Supplemental data

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Acknowledgments

Dr. Yumi Matsumura of Kyoto University Hospital, Dr. Machiko Shibahara of Center for Medical Education of Kyoto University, Dr. Masahiro Tsuda of pharmacology faculty of Kyoto University, and Dr. Shoko Tani of Center for Medical Education of Kyoto University supported data collecting. Dr. Yuka Miyachi, Dr. Mariko Morishita of Center for Medical Education of Kyoto University, and Dr. Tsunetoshi Mogi of Center for Kurume University Medical Center supported this study as raters. Dr. Hiroshi Nishigori of Center for Medical Education of Nagoya University helped back-translation process. Dr. Jimmie Leppink of Hull York Medical School supported the thesis presentation as a co-supervisor.

Declaration of interest statement

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

Additional information

Notes on contributors

Sayaka Oikawa

Sayaka Oikawa is assistant professor at the Center for Medical Education and Career Development, Fukushima Medical University, Japan. She is a certified Emergency Medicine physician, and has been engaged in simulation-based education and faculty development. Her current research interests include simulation-based education, assessment of teamwork, international collaboration, and faculty development.

Jeroen Donkers

Jeroen Donkers is assistant professor at the department of educational development and research of FHML of UM since 2007. He has been involved in innovative development and implementation of smart IT solutions for education (e-portfolio, digital assessment, ontologies, feedback, student modelling, MOOC). His current research interest is mainly in digital assessment.