Work-based assessment of teamwork: an interprofessional approach Final report 2015 Support for the production of this report has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this report do not necessarily reflect the views of the Australian Government Office Study Investigators and Reference Group for Learning and Teaching. Study Investigators Jill Thistlethwaite, University of Technology Sydney Kathy Dallest, The University of Queensland Lesley Bainbridge, University of British Columbia, Canada Fiona Bogossian, The University of Queensland David Boud, University of Technology Sydney Roger Dunston, University of Technology Sydney Donna Drynan, The University of British Columbia, Canada With the exception of the Commonwealth Coat of Arms, and where Diann Eley, The University of Queensland otherwise noted, all material presented in this document is provided Dawn Forman, The University of Derby, UK under Creative Commons Attribution-ShareAlike 4.0 International License Sue Fyfe, Curtin University http://creativecommons.org/licenses/by-sa/4.0/. Monica Moran, Central Queensland University The details of the relevant licence conditions are available on the Creative Christopher Roberts, The University of Sydney Commons website (accessible using the links provided) as is the full legal Jenny Strong, The University of Queensland code for the Creative Commons Attribution-ShareAlike 4.0 International License Robyn Dickie, The University of Queensland, Mater Hospital, Brisbane http://creativecommons.org/licenses/by-sa/4.0/legalcode. Requests and inquiries concerning these rights should be addressed to: Reference Group Office for Learning and Teaching Department of Education Liz Anderson, The University of Leicester, UK GPO Box 9880, Pat Bluteau, Coventry University, UK Location code N255EL10 Mollie Burley, Monash University Sydney NSW 2001 Janice Chesters, Waitemata District Health Board Health Campus, Auckland, New Zealand [email protected] Linda Kotta, The University of Queensland Linley Lord, Curtin University 2015 Lindy McAllister, The University of Sydney Carole Orchard, Western University, Canada 978-1-76028-399-5 Work-based assessment of teamwork: an interprofessional approach [PDF] Scott Reeves, Kingston University & St George’s, University of London, UK 978-1-76028-400-8 Work-based assessment of teamwork: an interprofessional approach [DOCX] Dale Sheehan, The University of Canterbury, New Zealand 978-1-76028-398-8 Work-based assessment of teamwork: an interprofessional approach [PRINT] Robyn Smith, Northern Health, Victoria Suggested citation: The iTOFT Consortium, Australia (2015). Work based assessment of teamwork: Study Evaluator an interprofessional approach. Canberra: Australian Government, Office for Learning and Teaching. Hamish Coates, The University of Melbourne Design: Teena Clerke 3 Acknowledgements Contents This project has only been possible through the hard work, commitment and Study Investigators and Reference Group _________________________________________________________ 3 good will of the project team, the observed students, the assessors involved in Acknowledgements __________________________________________________________________________ 4 piloting the tool and the input of the reference group. As is common with all research projects, challenges arise due to various circumstances over a two year Executive Summary __________________________________________________________________________ 6 period. To the credit of our team, demonstrating exceptional interprofessional and Chapter 1: Introduction _______________________________________________________________________ 8 interdisciplinary teamwork, and their dedication to interprofessional education, the project progressed satisfactorily. Chapter 2: Accreditation standards _____________________________________________________________ 12 We would like to thank the OLT for funding this project and all of the participants Chapter 3: The context of assessment ___________________________________________________________ 16 involved in being observed, observing and giving feedback on the experience. Chapter 4: Review of existing teamwork measures _________________________________________________ 22 Many thanks to everyone involved in field-testing. Thanks to Gemma Ryan and Denise Baker at the University of Derby. Chapter 5: The Delphi consultation _____________________________________________________________ 52 Thanks to Keryn Bolte and Margo Brewer for supporting the field-testing project Chapter 6: Field work testing __________________________________________________________________ 62 at Curtin University, Shannon Golding, Kristy Tomlinson, Denise Griffiths, Kiran Chapter 7: Results – quantitative data ___________________________________________________________ 64 Parsons, Kate Holtzmann and Alex Jones for undertaking the pilot and Lorenz Wolf for processing and uploading the data. Chapter 8: Learner and observer feedback _______________________________________________________ 82 Thanks to the clinical educators and students who participated, Frances Millar Chapter 9: The iTOFT ________________________________________________________________________ 87 for her support and local coordination, and senior staff at UQ Healthcare. Chapter 10: Conclusion, recommendations and limitations __________________________________________ 89 The iTOFT team References ________________________________________________________________________________ 91 Appendices ________________________________________________________________________________ 95 Appendix 1: ____________________________________________________________________________ 96 Ethical approval details Appendix 2: Questions and areas for discussion with group interviews ____________________________ 120 Appendix 3: Student group interviews ______________________________________________________ 121 Institution Ethics Approval Date Appendix 4: Faculty group interviews ______________________________________________________ 126 Number Appendix 5: iTOFT BASIC Version __________________________________________________________ 129 University of British Columbia H13-03199 05/12/13 Appendix 6: iTOFT ADVANCED Version _____________________________________________________ 131 Curtin University HR135/2013 12/9/13 Resource pack for the iTOFT __________________________________________________________________ 133 The University of Sydney 2013/1006 28/01/13 Contents _____________________________________________________________________________ 135 Central Queensland University 2013000856 27/08/13 Section 1: Purpose and definitions _________________________________________________________ 136 Section 2: Quick reference guide for observers ______________________________________________ 138 University of Derby and Sheffield Hallam N/A 14/03/14 Section 3: Quick reference guide for learners ________________________________________________ 140 University of Queensland: Delphi approval 2012001274 15/11/12 Section 4: Background and context ________________________________________________________ 142 University of Queensland: Delphi amendment 2012001274 16/4/13 Section 5: Development of the iTOFT and its role in IPE ________________________________________ 146 Section 6: Detailed observer guide ________________________________________________________ 148 University of Queensland: Pilot approval 2013000856 2/7/13 Section 7: Detailed learner guide __________________________________________________________ 151 University of Queensland: Pilot amendment 1 2013000856 20/8/13 Section 8: Guide for those organising teamwork development within programs _____________________ 153 University of Queensland: Pilot amendment 2 2013000856 Section 9: Conceptual framework for feedback _______________________________________________ 154 Section 10: Resource pack references ______________________________________________________ 161 Section 11: Contributors _________________________________________________________________ 163 4 Work-based assessment of teamwork: an interprofessional approach 5 Executive Summary This report Work-based assessment of teamwork: Chapter 3 provides the rationale for work- observable behaviours under two headings: ‘shared an interprofessional approach describes the Office based assessment of teamwork in the context of decision making’ (7 items) and ‘working in a team’ (4 for Learning and Teaching (OLT) funded project competency-based education. We discuss the items). The ADVANCED for senior students and junior of the same name. It focuses on the rationale for, challenges of team-based assessment and note the health professionals has 10 observable behaviours the development of and the piloting of a tool for importance of aligning learning outcomes, learning under four headings: ‘shared decision making’ (3 observing and giving feedback on an individual activities and assessment. ‘Assessment for learning’ items), ‘working in a team’ (3 items), ‘leadership’ (2 student’s behavior in an interprofessional team based and ‘assessment of learning’ are compared and items) and ‘patient safety’ (2 items). Both versions activity. The study was conducted during 2012–2014 contrasted. have a similar observation scale: not applicable to this with a project team initially led by the University of Chapter 4 reviews the literature for existing activity; inappropriate; appropriate; or responsive. Queensland, and included team members from five teamwork assessment tools and highlights the There