Claudiana - College of Healthcare Professions, Via Lorenz Böhler 13, 39100 Bolzano, Bozen, Italy.
South Tyrolean Health Trust, Bolzano, Bozen, Italy.
BMC Med Educ. 2018 Mar 27;18(1):48. doi: 10.1186/s12909-018-1164-8.
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.
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.
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.
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.
尽管跨专业教育（IPE）干预措施在实现学习成果方面并不总是成功的，但团队学习（TBL）似乎是一种适合IPE 的教学方法，因为它侧重于团队绩效；然而，对于以 TBL 作为患者安全教学框架的跨专业教育知之甚少。在这项初步研究中，我们旨在：(1) 描述参与者对 TBL 的反应，(2) 观察他们在跨专业教育学习目标方面的成就，(3) 记录他们在患者安全行为方面的态度转变。
我们为非医学医疗保健专业的学生开发并实施了为期三天的课程，以提供与“从错误中学习”相关的非技术技能指导。该课程由三个连续的模块组成：“识别错误”、“分析错误”和“报告错误”。评估采用准实验前测后测研究设计进行。参与者通过有效和可靠的工具（如 Mennenga 的 TBL 学生评估工具和西英格兰大学的跨专业问卷）完成自我评估。个别准备保证测试的平均分数与小组准备保证测试的分数进行比较，以探索学生在小组讨论中是否相互学习。使用描述性（即平均值、标准差）、参数性（即配对 t 检验）和非参数性（即 Wilcoxon 符号秩检验）方法对数据进行分析。
来自五个不同本科课程的 39 名学生参加了该课程。参与者对 TBL 作为一种教学方法给予了积极评价。在准备保证过程中，所有团队的表现均优于其个别成员的平均得分。我们观察到“沟通和团队合作”和“跨专业学习”方面有显著提高，但“跨专业互动”和“跨专业关系”方面没有提高。关于安全态度和行为的发现则喜忧参半。
TBL 受到学生的欢迎。我们的初步发现表明，跨专业 TBL 似乎是实现患者安全学习目标的一种有前途的教学方法。开发涉及所有专业的相关临床病例至关重要。需要进一步进行更大样本量（例如包括医学生）和更严格研究设计（例如前测后测对照）的研究，以证实我们的初步发现。
