Team training for interprofessional insight, networking and guidance (T2IPING) points

This is the authors' abstract. We don't add key points for this paper.

Introduction We investigated the impact of a health sciences centre-wide, high-fidelity, simulation-based interprofessional team training program on participants’ knowledge, skills and attitudes towards teams and teamwork. Methods Senior medical, nurse anaesthesia and allied health profession students participated in dual-scenario, simulation-based, interprofessional team training sessions with immediate debriefings about team-based competencies (2015–2017). Pre- and post-intervention, students completed the Interprofessional Teamwork (IPT) questionnaire and the Readiness for Interprofessional Learning Scale (RIPLS). Observers and students rated team performance using the Teamwork Assessment Scales (TAS). Descriptive statistics were determined for IPT and RIPLS items and TAS subscales; student t-test or one-way ANOVA compared scores. Medical students completed the TeamSTEPPS™ Teamwork Attitudes Questionnaire (T-TAQ) at the beginning and end of senior year. Matched mean scores were calculated for T-TAQ subscales; paired t-tests and linear regression compared annual scores within and between years and, in 2015, trained and non-trained students. Results Students from five health professions participated (n = 659). Significant improvements occurred in matched scores across all 3 years for every IPT item and most RIPLS items. Significant improvements occurred annually for each matched observer-, peer- and self-rated TAS subscale score across scenarios. Significant changes in matched T-TAQ subscales included a decrease in mutual support in non-trained students in 2015 and an increase in situation monitoring for 2017 students. Between years, significant changes in matched T-TAQ subscales included an increase in leadership (2015–2017) and situation monitoring (2016–2017). Discussion A health sciences centre-wide high-fidelity, simulation-based, interprofessional team training program improves students’ team-based behaviours, teamwork attitudes and interprofessional learning attitudes. Widespread adoption of such large-scale team training programs has the potential to improve teamwork among healthcare providers over time.