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Abeyaratne C, Lim A, Krishnan S. A teamwork OSCE station - Encompassing shared decision making between a doctor, pharmacist and patient. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:124-131. [PMID: 38177022 DOI: 10.1016/j.cptl.2023.12.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Revised: 10/11/2023] [Accepted: 12/18/2023] [Indexed: 01/06/2024]
Abstract
BACKGROUND AND PURPOSE Teamwork with a focus on incorporating interprofessional education (IPE) is a core skill taught in pharmacy curriculum. Including the patient in shared decision making has become a more empathetic and holistic approach to care. Teamwork skills and approaches are usually assessed by peers via group work. EDUCATIONAL ACTIVITY AND SETTING A teamwork Objective Structured Clinical Examination (OSCE) station was implemented in 2022 in two countries, conducted in final year pharmacy students where students had to solve a clinical scenario with a doctor and patient in the room and manage any resistances to therapy recommendations. Students were marked on their collaborative skills and how they articulated clinical evidence to justify their therapy recommendations to reach an optimal goal to suit the team. Perception data from students simulated patients and doctors were also collected. FINDINGS Across both countries (n = 414), the overall mean score was 79.1% (24.0%SD) across six different OSCE cases. Students generally struggled with the concept of engaging in a two-way conversation, and often presented their full recommendations without any breaks to confirm understanding or agreement. Simulated patients appreciated the OSCE showing a patient role in decision making. Simulated doctors valued the OSCE for its assessment of clinical justification in times of disagreement. Overall, 86.2% of students (n = 354) agreed or strongly agreed the station assessed their teamwork skills adequately. SUMMARY A teamwork OSCE station is a valuable assessment for assessing shared decision making skills and more work around prepare students to engage in two-way conversations is needed.
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Affiliation(s)
- Carmen Abeyaratne
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Parade, Parkville, VIC 3052, Australia.
| | - Angelina Lim
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Parade, Parkville, VIC 3052, Australia.
| | - Sunanthiny Krishnan
- NIHR Biomedical Research Unit and Department of Cardiovascular Sciences, University of Leicester, Glenfield Hospital, Groby Road, Leicester LE3 9QP, UK
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Wilson JA, Waghel RC, Dinkins MM. Impact of two methods for assigning groups in a team-based learning self-care course. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:457-461. [PMID: 35483811 DOI: 10.1016/j.cptl.2022.02.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Revised: 01/17/2022] [Accepted: 02/27/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Studies have examined the impact of team formation strategies to performance on team assessments and perceptions of team dynamics. This study assessed the impact of intentional vs. randomized team formation strategies on a semester-long self-care pharmacotherapy course taught using team-based learning. METHODS Students were intentionally assigned to teams in fall 2018 and randomized to teams in fall 2019. Performance on team readiness assessment tests (TRATs) was compared. Student perceptions regarding team dynamics were evaluated using a questionnaire. RESULTS The were no significant differences in TRAT scores between the intentional (n = 91; average 99.8%) and randomized (n = 68; average 99.9%) cohorts (P = .33). Response rates for the student perception questionnaires for the intentional and randomized cohorts were 85.7% and 77.9%, respectively. No significant differences existed between cohorts for any questionnaire items. CONCLUSIONS The type and number of criteria used to intentionally develop teams has varied across the literature and has generally failed to show significant differences in performance on team assessments regardless of team formation strategy. There have been varied findings with respect to the impact of team formation criteria on student perceptions related to team dynamics. In this study, intentionally assigning teams in a single semester-long course primarily using community pharmacy experience and significant relationships did not produce significant differences in team performance or student perceptions compared to randomization. For teams in a single semester course, randomization may be an efficient way of assigning students to teams without negatively impacting team performance or perceptions of team dynamics.
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Affiliation(s)
- Jennifer A Wilson
- Director of Introductory Pharmacy Practice Experience, Wingate University School of Pharmacy, 515 North Main Street, Wingate, NC 28174, United States.
| | - Rashi C Waghel
- Wingate University School of Pharmacy, 515 North Main Street, Wingate, NC 28174, United States.
| | - Melissa M Dinkins
- Wingate University School of Pharmacy, 515 North Main Street, Wingate, NC 28174, United States.
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Earnest M, Madigosky WS, Hanson JL, Yamashita T. Validity evidence for using an online peer-assessment tool (CATME) to assess individual contributions to interprofessional student teamwork in a longitudinal team-based learning course. J Interprof Care 2022; 36:923-931. [DOI: 10.1080/13561820.2022.2040962] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Mark Earnest
- Department of Medicine, University of Colorado - Anschutz Medical Campus, Medicine, Aurora, CO, United States
| | - Wendy S. Madigosky
- Department of Family Medicine, University of Colorado School of Medicine in Aurora, Colorado, United States
| | - Janice L. Hanson
- Department of Medicine, Professor of Medicine and the Director of Educational Scholarship Development in the Office of Medical Education at Washington University in St. Louis, MO
| | - Traci Yamashita
- Office of Undergraduate Medical Education, University of Colorado School of Medicine in Aurora, Colorado
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Choate J, Aguilar-Roca N, Beckett E, Etherington S, French M, Gaganis V, Haigh C, Scott D, Sweeney T, Zubek J. International educators' attitudes, experiences, and recommendations after an abrupt transition to remote physiology laboratories. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:310-321. [PMID: 33861153 DOI: 10.1152/advan.00241.2020] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 02/14/2021] [Indexed: 06/12/2023]
Abstract
The COVID-19 pandemic triggered university lockdowns, forcing physiology educators to rapidly pivot laboratories into a remote delivery format. This study documents the experiences of an international group of 10 physiology educators surrounding this transition. They wrote reflective narratives, framed by guiding questions, to answer the research question: "What were the changes to physiology laboratories in response to the COVID-19 pandemic?" These narratives probed educators' attitudes toward virtual laboratories before, during, and after the transition to remote delivery. Thematic analysis of the reflections found that before COVID-19 only a few respondents had utilized virtual laboratories and most felt that virtual laboratories could not replace the in-person laboratory experience. In response to university lockdowns, most respondents transitioned from traditional labs to remote formats within a week or less. The most common remote delivery formats were commercially available online physiology laboratories, homemade videos, and sample experimental data. The main challenges associated with the rapid remote transition included workload and expertise constraints, disparities in online access and workspaces, issues with academic integrity, educator and student stress, changes in learning outcomes, and reduced engagement. However, the experience generated opportunities including exploration of unfamiliar technologies, new collaborations, and revisiting the physiology laboratory curriculum and structure. Most of the respondents reported planning on retaining some aspects of the remote laboratories postpandemic, particularly with a blended model of remote and on-campus laboratories. This study concludes with recommendations for physiology educators as to how they can successfully develop and deliver remote laboratories.
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Affiliation(s)
- Julia Choate
- Department of Physiology, Monash University, Melbourne, Australia
| | - Nancy Aguilar-Roca
- School of Biological Sciences, University of California, Irvine, California
| | - Elizabeth Beckett
- Medical School, Faculty of Health and Medical Sciences, University of Adelaide, Adelaide, Australia
| | - Sarah Etherington
- College of Science, Health, Engineering, and Education, Murdoch University, Perth, Australia
| | - Michelle French
- Department of Physiology, University of Toronto, Toronto, Canada
| | - Voula Gaganis
- College of Medicine and Public Health, Flinders University, Australia
| | - Charlotte Haigh
- School of Biomedical Sciences, University of Leeds, Leeds, United Kingdom
| | - Derek Scott
- School of Medicine, Medical Sciences, and Nutrition, University of Aberdeen, Aberdeen, United Kingdom
| | - Terrence Sweeney
- Department of Biology, The University of Scranton, Scranton, Pennsylvania
| | - John Zubek
- Department of Physiology, Michigan State University, East Lansing, Michigan
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Morbitzer KA, Olsen AA, McLaughlin JE. A Mapping Review of Teamwork Training and Assessment in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8356. [PMID: 34283772 PMCID: PMC8006486 DOI: 10.5688/ajpe8356] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Accepted: 11/26/2020] [Indexed: 05/22/2023]
Abstract
Objective. To explore how teamwork is taught (ie, skills and format), measured, and assessed within pharmacy education.Methods. A mapping review was conducted to provide a selection of articles to specifically capture how teamwork is taught, measured, and assessed within pharmacy education.Results. Of the 114 references retrieved, 18 studies from 17 schools or colleges of pharmacy met the inclusion criteria for review and data abstraction. Ten of the studies (56%) described how teamwork training was integrated into courses while the other eight studies described workshops, clinical rotations, modules, interprofessional simulations, long-term projects, and retreats on teamwork. Learning activities involving patient cases were the most common teaching method described (n=12, 67%). For the teamwork principles taught, all articles included leadership training or evaluating leadership skills in their program. To assess teamwork, 17 (94%) of the programs used students' self-reported measures of skills and behaviors, attitudes, and/or knowledge. Fourteen studies (78%) demonstrated improvements in students' attitude-related outcomes, 13 (72%) studies demonstrated improvements in skills-related outcomes, and six studies (33%) described improvements in knowledge related outcomes.Conclusion. Teamwork is regarded as an integral component of being an effective health care professional. While teamwork is common in pharmacy curricula, few studies describe strategies for teaching effective teamwork strategies to pharmacy students. The articles reviewed revealed a wide range of approaches to teaching, measuring, and assessing teamwork skills within pharmacy education. This review highlights an opportunity to further explore and identify the teamwork skills that are requisite for success in pharmacy practice, which could then be supported by standardized teamwork training programs and assessments.
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Affiliation(s)
- Kathryn A Morbitzer
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Amanda A Olsen
- University of Texas at Arlington, College of Education, Arlington, Texas
| | - Jacqueline E McLaughlin
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Gaviola ML, Atanda A, Howard ML, Yuet WC. A systematic approach to team creation and peer evaluation in a large classroom setting. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:1231-1238. [PMID: 31836147 DOI: 10.1016/j.cptl.2019.09.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2018] [Revised: 06/07/2019] [Accepted: 09/07/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION There is limited data to support a particular method for optimal team creation in pharmacy education. We aimed to implement and evaluate a systematic approach to team creation and compare the impact on team dynamics to teams created via random selection. METHODS Two concurrent courses were used to assess team creation methods. Student-specific variables were used for team creation in one course while another course utilized teams created via random allocation. Each course conducted similar peer evaluations to provide feedback and assess team dynamics. A matched pre- and post-course survey assessed changes in student perceptions of team creation and peer evaluation. Student-perceived team effectiveness and individual coursework performance were assessed. RESULTS A total of 109 students were enrolled in each of the two courses, with 98% and 93% providing evaluation of team dynamics within the intervention and control methods, respectively. Students perceived better team effectiveness in intervention-created groups in relation to decreased task (p < 0.01), relationship (p < 0.01), and process conflict (p < 0.01), along with increased task attraction (p < 0.01). There was no significant difference in student performance on individual examinations team creation methods (p = 0.17). CONCLUSIONS A systematic approach to team creation improved student-perceived team dynamics with no significant impact on coursework scores. A systematic approach to team creation via a web-based platform is feasible in a large classroom setting and may provide an avenue for assessment approaches related to teamwork and team dynamics.
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Affiliation(s)
- Marian L Gaviola
- University of North Texas System College of Pharmacy, 3500 Camp Bowie Boulevard, RES 435E, Fort Worth, TX 76107, United States.
| | - Adenike Atanda
- Assistant Professor of Pharmacotherapy, University of North Texas System College of Pharmacy, 3500 Camp Bowie Boulevard, RES 411F, Fort Worth, TX 76107, United States.
| | - Meredith L Howard
- University of North Texas System College of Pharmacy, 3500 Camp Bowie Boulevard, RES 435D, Fort Worth, TX 76107, United States.
| | - Wei C Yuet
- University of North Texas System College of Pharmacy, 3500 Camp Bowie Boulevard, RES 435F, Fort Worth, TX 76107, United States.
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Konak A, Kulturel-Konak S, Cheung GW. Teamwork attitudes, interest and self-efficacy between online and face-to-face information technology students. TEAM PERFORMANCE MANAGEMENT 2019. [DOI: 10.1108/tpm-05-2018-0035] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeChallenges of teamwork in online classes may adversely affect students’ future attitudes toward teamwork. Further, there is a concern about whether online programs foster students’ teamwork skills. To answer these questions, the purpose of this paper is to compare online and face-to-face students’ attitudes toward teamwork, interest in learning teamwork skills and teamwork self-efficacy.Design/methodology/approachThe authors developed a conceptual model explaining how students’ background, engagement in learning teamwork, teamwork self-efficacy and interest in learning teamwork affect attitudes toward teamwork and rigorously tested the model for a meaningful comparison between online and face-to-face students. Attitudes toward teamwork, teamwork interest and teamwork self-efficacy of 582 online and face-to-face students who attend the same academic program were compared.FindingsThe results suggest that online students have less positive attitudes towards teamwork compared to face-to-face students although online students have a higher level of teamwork self-efficacy. Therefore, online students’ relative less positive attitudes toward teamwork cannot be explained by the lack of engagement, teamwork skills or interest.Research limitations/implicationsThe homogeneity of the sample population is one of the limitations of the paper although it provides the opportunity for a comparative study of online and face-to-face students by controlling the majors.Practical implicationsInstructors should evaluate the appropriateness of team assignments while incorporating teamwork in online classes.Originality/valueConcerns about online teamwork are discussed but have not been rigorously investigated in the literature. The authors conducted a comprehensive study involving 582 undergraduate students. The findings of this paper suggest that new approaches are needed to incorporate teamwork in online classes. The results also show that importance of building teamwork self-efficacy.
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Farland MZ, Feng X, Behar-Horenstein LS, Beck DE. Impact of Team Formation Method on Student Team Performance Across Multiple Courses Incorporating Team-based Learning. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7030. [PMID: 31507293 PMCID: PMC6718507 DOI: 10.5688/ajpe7030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2018] [Accepted: 05/21/2018] [Indexed: 05/27/2023]
Abstract
Objective. To assess the impact of forming student learning teams based on problem solving styles on team performance and student perceptions of team quality. Methods. This was a prospective observational study involving students in the first year of a Doctor of Pharmacy degree program. Collaborative learning teams (balanced, implementer, optimizer, and random assignment) were created based on students' results on the Basadur Creative Problem Solving Profile Inventory. The teams remained in place across all courses for the first academic year, and those courses that incorporated team-based learning (TBL) were included in the study. Team performance was assessed by administering team readiness assurance tests. The quality of team interactions was assessed using the team satisfaction domain in the Comprehensive Assessment of Team Member Effectiveness (CATME) Smarter Teamwork system and the Team Performance Scale. Results. Each of the 237 first-year pharmacy students enrolled was assigned to one of 41 teams. All teams participated in the study. A significant difference in team performance was observed in the Principles of Patient Centered Care course but not in any of the other courses. No significant differences were found in quality of team interactions. Conclusion. Neither team performance, nor team satisfaction, nor quality of team interactions was impacted by the method of team formation that was used. Given the existing evidence and the results of this study, team formation process, regardless of method used, may have negligible influence on the performance of collaborative learning teams in courses taught using TBL.
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Affiliation(s)
| | - Xiaoying Feng
- University of Florida College of Education, Gainesville, Florida
| | - Linda S. Behar-Horenstein
- University of Florida Colleges of Dentistry, Education, Veterinary Medicine, and Pharmacy, Gainesville, Florida
| | - Diane E. Beck
- University of Florida College of Pharmacy, Gainesville, Florida
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Abstract
The present study replicated and extended research on the influence of team assignment methods on task performance and fairness perceptions. This study examined the influence of team assignment methods, goal commitment, and partner status on team member performance and fairness perceptions in a laboratory setting. The assignment conditions were comprised of three variables: assignment method (random, self-decision, and ability), performer status (assigned or unassigned), and partner status (unassigned team member stayed or left during task performance). A significant interaction was found between assignment method and performer status when the unassigned team member left during task performance, but not when the unassigned team member stayed. Random and self-decision assignment methods resulted in higher levels of goal commitment and task performance than did ability-based assignment conditions. Lastly, goal commitment was found to mediate the relationship between assignment method and task performance. The implications of these findings for the task performance and organizational justice literatures, as well as for managers in general, are discussed.
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Affiliation(s)
- Jeffrey A Miles
- Eberhardt School of Business, University of the Pacific, Stockton, CA, USA
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