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Related Experiment Video

Updated: Sep 24, 2025

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Team Training of Inter-Professional Students (TTIPS) for improving teamwork.

John T Paige1, Deborah D Garbee2, Qingzhao Yu3

  • 1Surgery, Louisiana State University (LSU) Health New Orleans School of Medicine, New Orleans, Louisiana, USA.

BMJ Simulation & Technology Enhanced Learning
|May 6, 2022
PubMed
Summary

High-fidelity simulation-based training (SBT) improves teamwork attitudes and skills in interprofessional student teams. This interprofessional education approach effectively enhances collaboration and mutual support, crucial for surgical settings.

Keywords:
inter-professional educationsimulationsurgeryteamworkundergraduate medical education

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Area of Science:

  • Medical Education
  • Surgical Training
  • Interprofessional Collaboration

Background:

  • Dysfunctional teamwork in surgery is often perpetuated by a 'silo' mentality among students.
  • Interprofessional education (IPE) using high-fidelity simulation-based training (SBT) offers a potential solution to counteract this modeling.
  • The study investigates the effectiveness of SBT in improving teamwork attitudes and skills.

Purpose of the Study:

  • To determine if SBT of interprofessional student teams changes long-term teamwork attitudes.
  • To assess if SBT is an effective form of team training for surgical students.

Main Methods:

  • A quasiexperimental, pre/postintervention comparison design was used with 42 interprofessional teams.
  • Participants included third-year medical and senior undergraduate nursing students.
  • Data collected via TeamSTEPPS Teamwork Attitudes Questionnaire (TTAQ), Readiness for Inter-Professional Learning (RIPL) surveys, and Teamwork Assessment Scales (TAS).

Main Results:

  • Both student groups showed significant improvements in RIPL items and TTAQ mutual support subscales.
  • Medical students demonstrated a significant improvement in the TTAQ team structure subscale.
  • Observer-rated and self-rated TAS subscales significantly improved during the SBT sessions.

Conclusions:

  • IPE utilizing high-fidelity SBT is effective in teaching teamwork to students.
  • SBT demonstrably changes interprofessional attitudes and improves long-term teamwork attitudes.
  • This training modality positively impacts team structure and mutual support among future healthcare professionals.