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Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study
BACKGROUND: Interprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an inst...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5870187/ https://www.ncbi.nlm.nih.gov/pubmed/29587730 http://dx.doi.org/10.1186/s12909-018-1164-8 |
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author | Lochner, Lukas Girardi, Sandra Pavcovich, Alessandra Meier, Horand Mantovan, Franco Ausserhofer, Dietmar |
author_facet | Lochner, Lukas Girardi, Sandra Pavcovich, Alessandra Meier, Horand Mantovan, Franco Ausserhofer, Dietmar |
author_sort | Lochner, Lukas |
collection | PubMed |
description | BACKGROUND: Interprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants’ reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours. METHODS: We developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to ‘learning from errors’. The course consisted of three sequential modules: ‘Recognizing Errors’, ‘Analysing Errors’, and ‘Reporting Errors’. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga’s TBL Student Assessment Instrument and the University of the West of England’s Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods. RESULTS: Thirty-nine students from five different bachelor’s programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in ‘communication and teamwork’ and ‘interprofessional learning’ but not in ‘interprofessional interaction’ and ‘interprofessional relationships.’ Findings on safety attitudes and behaviours were mixed. CONCLUSION: TBL was well received by the students. Our first findings indicate that interprofessional TBL seems to be a promising pedagogical method to achieve patient safety learning objectives. It is crucial to develop relevant clinical cases that involve all professions. Further research with larger sample sizes (e.g. including medical students) and more rigorous study designs (e.g. pre-test post-test with a control group) is needed to confirm our preliminary findings. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1186/s12909-018-1164-8) contains supplementary material, which is available to authorized users. |
format | Online Article Text |
id | pubmed-5870187 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-58701872018-03-29 Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study Lochner, Lukas Girardi, Sandra Pavcovich, Alessandra Meier, Horand Mantovan, Franco Ausserhofer, Dietmar BMC Med Educ Research Article BACKGROUND: Interprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants’ reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours. METHODS: We developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to ‘learning from errors’. The course consisted of three sequential modules: ‘Recognizing Errors’, ‘Analysing Errors’, and ‘Reporting Errors’. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga’s TBL Student Assessment Instrument and the University of the West of England’s Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods. RESULTS: Thirty-nine students from five different bachelor’s programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in ‘communication and teamwork’ and ‘interprofessional learning’ but not in ‘interprofessional interaction’ and ‘interprofessional relationships.’ Findings on safety attitudes and behaviours were mixed. CONCLUSION: TBL was well received by the students. Our first findings indicate that interprofessional TBL seems to be a promising pedagogical method to achieve patient safety learning objectives. It is crucial to develop relevant clinical cases that involve all professions. Further research with larger sample sizes (e.g. including medical students) and more rigorous study designs (e.g. pre-test post-test with a control group) is needed to confirm our preliminary findings. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1186/s12909-018-1164-8) contains supplementary material, which is available to authorized users. BioMed Central 2018-03-27 /pmc/articles/PMC5870187/ /pubmed/29587730 http://dx.doi.org/10.1186/s12909-018-1164-8 Text en © The Author(s). 2018 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article Lochner, Lukas Girardi, Sandra Pavcovich, Alessandra Meier, Horand Mantovan, Franco Ausserhofer, Dietmar Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study |
title | Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study |
title_full | Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study |
title_fullStr | Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study |
title_full_unstemmed | Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study |
title_short | Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study |
title_sort | applying interprofessional team-based learning in patient safety: a pilot evaluation study |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5870187/ https://www.ncbi.nlm.nih.gov/pubmed/29587730 http://dx.doi.org/10.1186/s12909-018-1164-8 |
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