Developing teamwork skills in pre-registration osteopathy education: A qualitative pilot investigation

Vaughan, B; Grace, S; Yoxall, J

Developing teamwork skills in pre-registration osteopathy education: A qualitative pilot investigation

Vaughan, B

Grace, S Yoxall, J

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Publisher:: ELSEVIER SCI LTD
Publication Type:: Journal Article
Citation:: International Journal of Osteopathic Medicine, 2019, 33-34, pp. 46-51
Issue Date:: 2019-09-01

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Field	Value	Language
dc.contributor.author	Vaughan, B https://orcid.org/0000-0002-8623-4558
dc.contributor.author	Grace, S
dc.contributor.author	Yoxall, J
dc.date.accessioned	2022-09-26T04:19:56Z
dc.date.available	2022-09-26T04:19:56Z
dc.date.issued	2019-09-01
dc.identifier.citation	International Journal of Osteopathic Medicine, 2019, 33-34, pp. 46-51
dc.identifier.issn	1746-0689
dc.identifier.issn	1878-0164
dc.identifier.uri	http://hdl.handle.net/10453/162081
dc.description.abstract	Objectives: Teamwork in healthcare provides better outcomes for patients and contributes to job satisfaction and autonomy. Graduate capabilities of teaching institutions require educators to assess teamwork skills. The TeamUP Short-Form (TeamUP-SF) was developed as a self- and peer-assessment tool of teamwork skills following feedback from the previous version. This pilot study evaluated the utility of the TeamUP-SF in developing and assessing teamwork skills in a cohort of senior osteopathy students undertaking group assignments. Methods: Forty-nine students received the TeamUP-SF after a minimum of 12 weeks of group work. Students rated their own teamwork skills, and those of other members of their group using the TeamUP-SF. Focus groups were conducted to explore students’ attitudes and impressions about teamwork and its assessment. Analysis of focus group transcripts followed a constructivist paradigm utilising thematic analysis. Results: Seventeen students participated in a 1-h focus group about the usability of the TeamUP-SF for assessing and developing teamwork skills. Themes to emerge were perceptions of teamwork, purpose of the TeamUP-SF, usability of the TeamUP-SF, and the emotional impact of evaluating teamwork skills. Conclusion: The TeamUP-SF may be valuable in developing and assessing teamwork skills. Students recommended using the TeamUP-SF in two ways: assess and monitor their own teamwork skills; and, optimise team function in their own learning environments by focusing on team efficiency and effectiveness. Students also identified limitations of the TeamUP-SF including its use as a summative assessment. These recommendations may reduce the emotional impact on students assessing individuals within a team.
dc.language	English
dc.publisher	ELSEVIER SCI LTD
dc.relation.ispartof	International Journal of Osteopathic Medicine
dc.relation.isbasedon	10.1016/j.ijosm.2019.07.003
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1104 Complementary and Alternative Medicine
dc.subject.classification	Orthopedics
dc.title	Developing teamwork skills in pre-registration osteopathy education: A qualitative pilot investigation
dc.type	Journal Article
utslib.citation.volume	33-34
utslib.for	1104 Complementary and Alternative Medicine
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Public Health
utslib.copyright.status	closed_access	*
dc.date.updated	2022-09-26T04:19:54Z
pubs.publication-status	Published
pubs.volume	33-34

Abstract:

Objectives: Teamwork in healthcare provides better outcomes for patients and contributes to job satisfaction and autonomy. Graduate capabilities of teaching institutions require educators to assess teamwork skills. The TeamUP Short-Form (TeamUP-SF) was developed as a self- and peer-assessment tool of teamwork skills following feedback from the previous version. This pilot study evaluated the utility of the TeamUP-SF in developing and assessing teamwork skills in a cohort of senior osteopathy students undertaking group assignments. Methods: Forty-nine students received the TeamUP-SF after a minimum of 12 weeks of group work. Students rated their own teamwork skills, and those of other members of their group using the TeamUP-SF. Focus groups were conducted to explore students’ attitudes and impressions about teamwork and its assessment. Analysis of focus group transcripts followed a constructivist paradigm utilising thematic analysis. Results: Seventeen students participated in a 1-h focus group about the usability of the TeamUP-SF for assessing and developing teamwork skills. Themes to emerge were perceptions of teamwork, purpose of the TeamUP-SF, usability of the TeamUP-SF, and the emotional impact of evaluating teamwork skills. Conclusion: The TeamUP-SF may be valuable in developing and assessing teamwork skills. Students recommended using the TeamUP-SF in two ways: assess and monitor their own teamwork skills; and, optimise team function in their own learning environments by focusing on team efficiency and effectiveness. Students also identified limitations of the TeamUP-SF including its use as a summative assessment. These recommendations may reduce the emotional impact on students assessing individuals within a team.

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http://hdl.handle.net/10453/162081