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A tool for assessing interprofessional collaborative practice: evolution of the Jefferson Teamwork Observation Guide

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The Jefferson Teamwork Observation Guide (JTOG) assesses interprofessional collaborative practice. Mobile app development enhances real-time data collection and feedback for improved team performance.

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Area of Science:

  • Healthcare Education
  • Team Performance Assessment
  • Interprofessional Collaboration

Background:

  • The Jefferson Teamwork Observation Guide (JTOG) was developed to assess interprofessional collaborative practice competencies.
  • Four versions of the JTOG were created to gather multi-source feedback for 360-degree evaluations of team performance.
  • The JTOG aims to teach learners the characteristics of high-functioning healthcare teams.

Purpose of the Study:

  • To assess the feasibility and validity of the JTOG as a multi-source tool for formative assessment of interprofessional collaborative practice.
  • To evaluate the impact of developing the JTOG into a mobile application for workplace-based assessment.
  • To explore the value of incorporating patient and family feedback into team performance assessments.

Main Methods:

  • Development and refinement of four JTOG versions (Team, Individual, Patient, Support Person).
  • Creation of a native mobile application for JTOG administration.
  • Collection of feedback from learners, providers, patients, and family members.
  • Feasibility and validity studies in educational and practice settings.

Main Results:

  • The JTOG is feasible to administer across user groups in educational and practice settings.
  • Data suggest the JTOG is a valid measure of team and individual performance.
  • High scores indicate a need for continued psychometric work and robust database/analytic support.
  • Mobile application development facilitated real-time data collection and stakeholder feedback.

Conclusions:

  • There is a need for competency-based assessment tools to improve team functioning in healthcare.
  • Technology integration in assessment can bridge the gap between educational innovation and practice.
  • Incorporating patient and family perspectives in assessment is valued and can influence patient experience.