Effective interprofessional collaborative practice is critical to maximizing patient safety and providing quality patient care; incorporating these strategies into the curriculum is an important step toward implementation. This study assessed whether TeamSTEPPS training using simulation could improve student knowledge of TeamSTEPPS principles, self-efficacy toward interprofessional collaborative practice, and team performance. Students (N = 201) demonstrated significant improvement in all of the targeted measurements.
Author Affiliations: Professor at the Departments of Emergency Medicine and Medical Education, Assistant Dean and Director of Simulation Education, and Director of the Emergency Medicine Clerkship (Dr Reed); Assistant Professor (Dr Horsley); Assistant Provost and Executive Director of the Center for Simulation Education and Associate Dean of Clinical Performance (Dr Muccino); Administrative Director of the Center for Simulation Education (Ms Quinones); Simulation Clinical Educator and Research Assistant for the Center for Simulation Education (Ms Siddall); Instructor and ABSN Program Director (Ms McCarthy); and Biostatistician (Mr Adams), Stritch School of Medicine and Marcella Niehoff School of Nursing, Loyola University Chicago Health Sciences Division, Illinois.
The authors declare no conflict of interest.
Correspondence: Trent Reed, DO, FACEP, Stritch Medical School, Loyola University Chicago, 2160 S 1st Ave, Maywood, IL 60153 (firstname.lastname@example.org).
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Accepted for publication: October 24, 2016
Published ahead of print: December 2, 2016