Assessment of teamwork in interprofessional education

Abstract

The aim of this study was to offer new insight into assessments of interprofessional education (IPE) by evaluating the association between students' self-assessment for teamwork and expert assessment of simulation and team-based writing examination. We also evaluated the relationship between students' demographic factors and their teamwork skill. A total 112 of medical and pharmacology students were divided into 36 interprofessional groups and participated interprofessional patient safety session. During the session, all students answered self-assessment for teamwork (SAT) individually. Teamwork skill of the student groups were rated by simulation assessment (SA) and team-based writing examination (WX). As a result, there was a weak correlation between the score of SAT and SA and no correlation between the score of SAT and WX. Also, as a demographic analysis, medical students assessed their teamwork higher than pharmacology students, and male students assessed their teamwork higher than female students. The duration of club activities including sports and arts correlated negatively with the score of WX. From this result, student's high self-assessment for teamwork could be an indication of good team performance in simulation assessment, but not in team-based writing examination.

Keywords: Assessment; self-assessment; simulation; teamwork; writing examination.