Exploring the role of simulation to foster interprofessional teamwork among medical and nursing students: A mixed-method pilot investigation in Hong Kong

ABSTRACT

Effective teamwork is a critical component of maintaining patient safety. However, there is lack of clarity on the best teaching approach to interprofessional teamwork training in medical and nursing curricula. This study aimed to compare the effects of blended classroom plus clinical simulation versus clinical simulation alone on teamwork attitudes, perceptions and performance in medical and nursing students in Hong Kong. This was a pilot study with a mixed-method research design, with both quantitative and qualitative evaluations. Students who studied medicine or nursing courses at a university in Hong Kong were invited to this study. They were assigned into two groups: clinical simulation alone versus blended classroom plus clinical simulation. The primary outcome was attitudinal change related to teamwork behaviours, which was measured using the Human Factors Attitude Survey. The secondary outcomes were perceptions of team-based learning and teamwork performance, which were accessed by the Team-Based Learning Student Assessment Instrument and Ottawa Global Rating Scale, respectively. Four focus group interviews were conducted after the training sessions. Conventional content analysis using inductive coding was performed with the qualitative data. Forty-six students participated in this study. There was a significant increase in the participants’ positive attitudes on teamwork for both groups (intervention: MD = 5.36 and control: MD = 3.6, p <.05); however, there was no significant difference on increasing positive attitudes between the groups (estimate = 1.76, 95% CI [−8.59, 5.06], p = .61). Qualitative analysis identified four themes: (1) reconsidering professional roles in managing patients; (2) embodying the experience to share responsibility and complement each other’s skills; (3) realizing the importance of trust and communication; and (4) engaging to achieve the mission within a limited time. This pilot study found that a blended classroom did not further improve teamwork attitudes, perceptions and performance in medical and nursing students compared with clinical simulation alone. Qualitative findings showed that students had reconsidered their professional roles in managing patients and realized the importance of teamwork in caring patients.

KEYWORDS:

• Simulation
• safety
• crew Resource Management
• teamwork
• medical education
• nursing education

Acknowledgments

The study is supported by a Teaching & Development Grant (Project No. 710) from the University Grant Committee, Hong Kong, China.

Declaration of Interest

Nothing to declare.

Additional information

Funding

This work was supported by the Teaching Development Grant, The University of Hong Kong.

Notes on contributors

Abraham KC Wai

Dr Wai is a Clinical Assistant Professor and specialist emergency physician working in Emergency Medicine Unit, LKS Faculty of Medicine, The University of Hong Kong.

Veronica SF Lam

Dr Lam is a Senior Lecturer of School of Nursing, LKS Faculty of Medicine, The University of Hong Kong.

Zoe LH Ng

Ms Ng is a Lecturer of School of Nursing, LKS Faculty of Medicine, The University of Hong Kong.

Michelle TH Pang

Ms Pang is a Lecturer of School of Nursing, LKS Faculty of Medicine, The University of Hong Kong.

Vivien WY Tsang

Ms Tsang is an Assistant Lecturer of School of Nursing, LKS Faculty of Medicine, The University of Hong Kong.

Jay JJ Lee

Dr Lee is an Assistant Professor of School of Nursing, LKS Faculty of Medicine, The University of Hong Kong.

Janet YH Wong

Dr Wong is an Associate Professor of School of Nursing, LKS Faculty of Medicine, The University of Hong Kong.