Background: Complex care teams that work together longitudinally in training or in practice can benefit from debriefing to improve teamwork over time. However, it can be challenging to objectively assess teamwork quickly, reflect on strengths, and provide constructive feedback to team members.
Aims: This Lightning Talk will address the theme “Preparing Students for Interprofessional Collaborative Practice,” describing a novel formative assessment approach used in an interprofessional education program. In particular, this presentation will describe 1) how the Jefferson Teamwork Observation Guide® (JTOG®) Mobile App was used by Jefferson Student Interprofessional Complex Care Collaborative (J-SICCC) teams to formatively assess teamwork skills; 2) the creation and use of a debriefing guide leveraged by team members and advisors to initiate team “temperature checks” which engage learners in providing honest and constructive feedback; 3) evaluations regarding the use of JTOG as a debriefing tool; and 4) descriptive statistics of students’ change in JTOG scores throughout the program. The talk fulfills the priority criteria of measurable learning outcomes.
Method: Study participants were a convenience sample of 25 learners from 8 health professions and 6 team advisors (healthcare professionals in Nursing, Occupational Therapy, and Physical Therapy practice) involved with J-SICCC during the 2023-24 academic year. The JTOG was used mid-program with a “temperature check” using the debrief guide and again at the end of the program without debriefing.
Results: Over half (62%) of students in J-SICCC leveraged the JTOG® App to formatively assess their teamwork skills at mid-program, and over one-third (43%) did so again at the end.100% of J-SICCC advisors surveyed said the JTOG was a greatly useful or moderately useful tool for team members to provide honest and constructive feedback to their teammates. Half of J-SICCC teams who completed the JTOG at both timepoints showed increased scores, and half showed a decrease in scores. Teams identified several areas for improvement, including honest/responsive communication, accountability, and specific task delegation.
Conclusions: Changes in JTOG scores over time (for better or for worse) may reflect actual changes in teamwork behaviors or students' understanding of exemplary team functioning. Team “temperature checks” discussing JTOG scores allowed reflection on team successes, challenges, collaboration strategies, and potential improvements. This approach to team debriefing can extend to other complex care curricula or teams in practice. Future directions may investigate if formative assessment of teamwork skills impacts learners’ comfort providing and receiving constructive feedback—which are important for teamwork in practice.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
