Balasooriya Chinthaka, Olupeliyawa Asela, Iqbal Maha, Lawley Claire, Cohn Amanda, Ma David, Luu Queenie
Senior Lecturer and Director, Medical Education Development, School of Public Health and Community Medicine, UNSW Medicine, University of New South Wales, Sydney, Australia.
Educ Health (Abingdon). 2013 May-Aug;26(2):78-84. doi: 10.4103/1357-6283.120698.
The development of teamwork skills is a critical aspect of modern medical education. This paper reports on a project that aimed to identify student perceptions of teamwork-focused learning activities and generate student recommendations for the development of effective educational strategies.
The project utilized a unique method, which drew on the skills of student research assistants (RAs) to explore the views of their peers. Using structured interview guides, the RAs interviewed their colleagues to clarify their perceptions of the effectiveness of current methods of teamwork teaching and to explore ideas for more effective methods. The RAs shared their deidentified findings with each other, identified preliminary themes, and developed a number of recommendations which were finalized through consultation with faculty.
The key themes that emerged focused on the need to clarify the relevance of teamwork skills to clinical practice, reward individual contributions to group process, facilitate feedback and reflection on teamwork skills, and systematically utilize clinical experiences to support experiential learning of teamwork. Based on these findings, a number of recommendations for stage appropriate teamwork learning and assessment activities were developed. Key among these were recommendations to set up a peer-mentoring system for students, suggestions for more authentic teamwork assessment methods, and strategies to utilize the clinical learning environment in developing teamwork skills.
The student-led research process enabled identification of issues that may not have been otherwise revealed by students, facilitated a better understanding of teamwork teaching and developed ownership of the curriculum among students. The project enabled the development of recommendations for designing learning, teaching, and assessment methods that were likely to be more effective from a student perspective.
团队合作技能的培养是现代医学教育的一个关键方面。本文报告了一个项目，该项目旨在确定学生对以团队合作为重点的学习活动的看法，并收集学生对制定有效教育策略的建议。
该项目采用了一种独特的方法，利用学生研究助理（RA）的技能来探索其同龄人（即其他学生）的观点。RA使用结构化访谈指南，采访他们的同学，以阐明他们对当前团队合作教学方法有效性的看法，并探索更有效方法的思路。RA们相互分享了去除身份标识后的研究结果，确定了初步主题，并制定了一些建议，这些建议通过与教师协商后最终确定。
出现的关键主题集中在需要阐明团队合作技能与临床实践的相关性、奖励个人对团队过程的贡献、促进对团队合作技能的反馈和反思，以及系统地利用临床经验来支持团队合作的体验式学习。基于这些发现，针对不同阶段的团队合作学习和评估活动制定了一些建议。其中关键的建议包括为学生建立同伴指导系统、采用更真实的团队合作评估方法的建议，以及在培养团队合作技能时利用临床学习环境的策略。
学生主导的研究过程能够识别出可能无法通过其他方式被学生揭示的问题，有助于更好地理解团队合作教学，并培养学生对课程的主人翁意识。该项目促成了从学生角度设计可能更有效的学习、教学和评估方法的建议的制定。
