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Updated: May 19, 2026
06:48
Emergency Undocking in Robotic Surgery: A Simulation Curriculum
Published on: May 20, 2018
A surgical simulation curriculum for senior medical students based on TeamSTEPPS
Andreas H Meier1, Maggie L Boehler, Chris M McDowell
1Division of Pediatric Surgery, Department of Surgery, SUNY Upstate Medical University, 725 Irving Ave, Ste 401, Syracuse, NY 13210-2306, USA. meieran@upstate.edu
Archives of Surgery (Chicago, Ill. : 1960)
|August 23, 2012
Summary
The Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) curriculum effectively improved medical students' teamwork skills. Post-intervention assessments showed significant gains in self-evaluation, knowledge, and simulated performance.
Area of Science:
- Medical Education
- Teamwork and Patient Safety
- Healthcare Simulation
Background:
- Effective teamwork is crucial for patient safety.
- Medical education needs robust strategies to teach essential team skills.
- The Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) framework offers a structured approach to teamwork training.
Purpose of the Study:
- To evaluate the efficacy of the existing Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) curriculum in teaching team skills to senior medical students.
- To assess improvements in medical students' self-assessment, knowledge, and performance in simulated team-based scenarios.
Main Methods:
- A single-group preintervention and postintervention study design was employed.
- A TeamSTEPPS module was integrated into a resident readiness elective, featuring didactic sessions, discussions, role-plays, and immersive simulations.
- Seventeen senior medical students participated, with outcomes measured by self-assessment scores, multiple-choice exams, and masked reviewer ratings of videotaped simulations using TeamSTEPPS and NOTECHS tools.
Main Results:
- Significant improvements were observed in self-assessment scores (12.76 to 16.06, P < .001), with the greatest gains in leadership skills.
- Multiple-choice examination scores increased from 84.9% to 94.1% (P < .01).
- Postintervention video ratings showed significant enhancements in both global TeamSTEPPS (2.99 to 3.56, P < .01) and NOTECHS (4.07 to 4.59, P < .001) evaluations.
Conclusions:
- The integrated TeamSTEPPS curriculum effectively enhanced medical students' self-reported and objectively measured teamwork competencies.
- The findings suggest the TeamSTEPPS framework is a suitable tool for medical education to improve teamwork and patient safety skills.
- Further research with larger cohorts is recommended to validate these results and explore the broader applicability of TeamSTEPPS for medical students.
