This document discusses teamwork in healthcare and its importance for patient safety. It describes how teamwork skills are often taught through simulations but clinical experience is limited for undergraduates. The intervention described uses a film about a patient falling through the cracks followed by workshops using scenarios to practice and debrief teamwork skills. Key concepts emphasized include shared understanding of goals and plans, involving patients as part of the team, and skills like adaptation, trust, and psychological safety. The overall goal is to apply teamwork knowledge to improve patient outcomes and safety.
4. Teaching Teamwork to undergraduates
▪ Team STEPPS designed as an organizational strategy
▪ Skills are not well defined – can they be tested?
▪ Physician oriented
▪ Passive learning (slides) > > Active learning
▪ Undergraduates have limited or no clinical experience
▪ Team skills are ‘soft’ skills
▪ Often learned during simulation BUT . . . .
▪ Cognitive overload – learning clinical skills 1st priority
CUMMING SCHOOL OF MEDICINE 4
5. Teamwork – the Essentials
CUMMING SCHOOL OF MEDICINE
Team Scheme
TeamSTEPPS Canada™ Fundamentals
Core teamwork skills
1.4
Team Scheme
Leadership/
Membership
Leader is clearly
iden3fied/ Team roles
are understood
Leader priori+zes tasks
and delega3on is
balanced
Leader ar3culates goals/
members seek
clarifica3on
Leader does not become
task-focused
Leader facilitates team
communica3on,
situa3on monitoring, and
decision making
Communica3on
Essen3al informa3on is
communicated
through the team
leader
Communica+on is clear,
concise and direct
àuse names or eye
contact
Ac3ons and tasks are
verbalized (call -outs)
Communica3on is
“closed-loop”
Handoffs are organized
and effec3ve
Situa3on
Monitoring
A mental model is
shared
àbrief and huddle as
needed
Pa3ent status is
frequently reassessed
à is there progression
towards the stated goal?
Challenges are
an+cipated
àCall for help early
Team members
cross-monitor one
another
Resources are u3lized
appropriately
(personnel, equipment,
cogni3ve aids)
Collabora3ve
Decision Making/
Mutual Support
Decisions are made for
progression to end goal
à collec+ve input from
team
Members are asser+ve,
when necessary,
to advocate for pa3ent’s
safety
Members promote and
facilitate good teamwork
à task assistance
à feedback
Conflicts are effec3vely
managed and resolved
All team members share
equal responsibility for
achieving goals
Adapted from: CIHC Na3onal Interprofessional Competency Framework and TeamSTEPPS5
6. The intervention
CUMMING SCHOOL OF MEDICINE
Team SchemeTeam Scheme
Leadership/
Membership
Leader is clearly
iden3fied/ Team roles
are understood
Leader priori+zes tasks
and delega3on is
balanced
Leader ar3culates goals/
members seek
clarifica3on
Leader does not become
task-focused
Leader facilitates team
communica3on,
situa3on monitoring, and
decision making
Communica3on
Essen3al informa3on is
communicated
through the team
leader
Communica+on is clear,
concise and direct
àuse names or eye
contact
Ac3ons and tasks are
verbalized (call -outs)
Communica3on is
“closed-loop”
Handoffs are organized
and effec3ve
Situa3on
Monitoring
A mental model is
shared
àbrief and huddle as
needed
Pa3ent status is
frequently reassessed
à is there progression
towards the stated goal?
Challenges are
an+cipated
àCall for help early
Team members
cross-monitor one
another
Resources are u3lized
appropriately
(personnel, equipment,
cogni3ve aids)
Collabora3ve
Decision Making/
Mutual Support
Decisions are made for
progression to end goal
à collec+ve input from
team
Members are asser+ve,
when necessary,
to advocate for pa3ent’s
safety
Members promote and
facilitate good teamwork
à task assistance
à feedback
Conflicts are effec3vely
managed and resolved
All team members share
equal responsibility for
achieving goals
Adapted from: CIHC Na3onal Interprofessional Competency Framework and TeamSTEPPS
+
Falling Through the Cracks: Greg’s Story
https://gregswings.ca/fttc-gregsstory/
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7. The intervention
CUMMING SCHOOL OF MEDICINE
▪ Workshops
1 2 3Scenarios
SBAR
Advocacy &
Assertion
Teamwork skills - debrief
Good examples
Missed opportunities
What if . . . . ?
Teaching scenes
Teamwork skills - practice
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8. Our assessment
CUMMING SCHOOL OF MEDICINE
▪ The film puts all learners in the same experience
▪ Team Scheme allows us to reinforce skills & concepts
▪ Key concepts
—Shared mental model (Goal and Plan)
—Patients are part of the team (an equal part!)
—Adapt
—Trust
—Psychological safety
8
9. Applying Teamwork Knowledge
CUMMING SCHOOL OF MEDICINE
Team Scheme
Leadership/
Membership
Leader is clearly
iden3fied/ Team roles
are understood
Leader priori+zes tasks
and delega3on is
balanced
Leader ar3culates goals/
members seek
clarifica3on
Leader does not become
task-focused
Leader facilitates team
communica3on,
situa3on monitoring, and
decision making
Communica3on
Essen3al informa3on is
communicated
through the team
leader
Communica+on is clear,
concise and direct
àuse names or eye
contact
Ac3ons and tasks are
verbalized (call -outs)
Communica3on is
“closed-loop”
Handoffs are organized
and effec3ve
Situa3on
Monitoring
A mental model is
shared
àbrief and huddle as
needed
Pa3ent status is
frequently reassessed
à is there progression
towards the stated goal?
Challenges are
an+cipated
àCall for help early
Team members
cross-monitor one
another
Resources are u3lized
appropriately
(personnel, equipment,
cogni3ve aids)
Collabora3ve
Decision Making/
Mutual Support
Decisions are made for
progression to end goal
à collec+ve input from
team
Members are asser+ve,
when necessary,
to advocate for pa3ent’s
safety
Members promote and
facilitate good teamwork
à task assistance
à feedback
Conflicts are effec3vely
managed and resolved
All team members share
equal responsibility for
achieving goals
Team
Scheme
9
10. The Co-pilot Collective
CUMMING SCHOOL OF MEDICINE
▪ Bringing people together to create change
▪ http://gregswings.ca/the-co-pilot-collective/
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