A Mapping Review of Teamwork Training and Assessment in Pharmacy Education

Exploring the Utility and Fairness of a Multi-institutional Situational Judgment Test

OBJECTIVE

To pilot an SJT developed to assess empathy, teamwork, and integrity, and to explore differences in performance between first-year (P1) and fourth-year (P4) student pharmacists, based on gender, race or ethnicity, and geographical region.

METHODS

An SJT was developed to assess empathy, teamwork, and integrity using best practices. The SJT was piloted tested with P1 and P4 student pharmacists at five institutions. Scores were adjusted for elevation and scatter to minimize subgroup differences in response styles.

RESULTS

The unadjusted mean SJT scores for P1 and P4 student pharmacists were 79.7% and 80.7%, respectively. Adjusted scores for P1 and P4 student pharmacists were 86.3% and 87.2%, respectively. Small differences were observed across institutions and likely explained by multiple factors. Mean scores were higher among students who were older, female, identified as White, and spoke English as their first language. Subgroup differences persisted even after adjusting scores for elevation and scatter.

CONCLUSIONS

Performance on an SJT designed to assess empathy, integrity, and teamwork was similar to others in the literature, but differences in performance were observed across subgroups. Additional research is needed to determine if these differences reflect test bias or other possible factors.

Overcoming the Barriers to Teaching Teamwork to Undergraduates in STEM

There is widespread recognition that undergraduate students in the life sciences must learn how to work in teams. However, instructors who wish to incorporate teamwork into their classrooms rarely have formal training in how to teach teamwork. This is further complicated by the application of synonymous and often ambiguous terminology regarding teamwork that is found in literature spread among many different disciplines. There are significant barriers for instructors wishing to identify and implement best practices. We synthesize key concepts in teamwork by considering the knowledge, skills, and attitudes (KSAs) necessary for success, the pedagogies and curricula for teaching those KSAs, and the instruments available for evaluating and assessing success. There are only a limited number of studies on teamwork in higher education that present an intervention with a control group and a formal evaluation or assessment. Moreover, these studies are almost exclusively outside STEM disciplines, raising questions about their extensibility. We conclude by considering how to build an evidence base for instruction that will empower students with the KSAs necessary for participating in a lifetime of equitable and inclusive teamwork.

A teamwork OSCE station - Encompassing shared decision making between a doctor, pharmacist and patient

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.

Assessing Nontechnical Skills in Senior Pharmacy Students Using an Innovative Simulation Setting

OBJECTIVES

To evaluate pharmacy students' nontechnical skills in a simulated session by assessing their teamwork skills and ability to identify patient safety priorities.

METHODS

This study involved 2 phases. Phase I was a simulated case with a total of 23 errors. Students were divided into groups and instructed to identify errors in the setting. Teamwork skills were assessed using the Individual Teamwork Observation and Feedback Tool. Phase II was a debriefing and reflection session. Quantitative data were generated using the number of errors and Individual Teamwork Observation and Feedback Tool domain scores, while qualitative data were obtained using thematic analysis.

RESULTS

The study participants were 78 female PharmD students who were divided into 26 groups. The average number of errors identified was 8 (range: 4-13), and the most identified error was using the wrong drug (96%). The teamwork skills displayed by most groups were shared decision-making, participating in discussions, and demonstrating respect and leadership in ways that were sensitive to the needs of the team. The students described the activity as fun and novel as it encouraged them to be more detail oriented.

CONCLUSION

The designed simulation setting is an innovative tool to assess students' understanding of patient safety priorities and teamwork skills.

A Practical Review for Implementing Peer Assessments Within Teams

Objective. The objective of this review is to maximize the benefit of peer assessments in teamwork settings in professional pharmacy curricula.Findings. Best practices do not exist for using peer assessments in academic settings. The studies on peer assessments that we reviewed applied various conditions: Some studies used peer assessments of teams for formative assessments, while others used them for summative assessments; some assessed teamwork at a limited number of time points, while some assessed multiple time points; some attached student names to the assessments, while some were anonymous; and some explained why the tool was being used, while others offered no explanation.Conclusion. To use peer assessments most beneficially, instructors must define the purpose for their use, explain the purpose of teamwork, orient students to the tool being used, assess teamwork over time, provide feedback, minimize grades associated with the assessment, and use partial anonymity when collecting feedback.