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Implementation and evaluation of team science training for interdisciplinary teams in an engineering design program.

Erin Abu-Rish Blakeney1,2, Soyoung Kang2,3, Katrina Henrikson3

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Team science training improved student-professional collaboration, boosting self-efficacy and psychological safety in interdisciplinary academic teams. This training is crucial for effective teamwork and innovation in research settings.

Keywords:
Team scienceeducationengineeringinnovationtranslational workforce

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Area of Science:

  • Team Science
  • Interdisciplinary Collaboration
  • Health Innovation

Background:

  • Effective teamwork is essential for interdisciplinary academic teams, yet best practices for fostering it are lacking.
  • Developing competent teamwork skills is crucial for the success of academic research collaborations.
  • There's a need for structured approaches to enhance team functioning in academic settings.

Purpose of the Study:

  • To introduce and evaluate tailored team science training within an academic program.
  • To address the gap in best practices for developing effective interdisciplinary academic teams.
  • To assess the impact of team science training on student-professional collaboration.

Main Methods:

  • Team science training was developed and implemented in the Engineering Innovation in Health (EIH) program at the University of Washington.
  • Training was co-developed and delivered by faculty from the College of Engineering and the Institute of Translational Health Sciences' (ITHS) Team Science Core.
  • Student cohorts were surveyed biannually to evaluate the impact of the training, with pre-training surveys establishing a baseline.

Main Results:

  • Statistically significant improvements were observed in self-efficacy among participants.
  • Interpersonal team climate, including psychological safety, showed significant enhancement.
  • Improvements were noted both within individual teams and across different cohorts.

Conclusions:

  • Tailored team science training demonstrably improved self-efficacy and interpersonal climate in student-professional teams.
  • These improvements are vital for effective teamwork and encouraging intellectual risk-taking in research.
  • Further research should explore long-term outcomes and the adaptability of this training model to diverse research settings.