The objective of this study is to explore the potential of a new method for assessing teamwork skills—a virtual high‐fidelity behavioral simulation. In this paper, we describe the development and ...validation of a chatbot‐driven simulation for assessing teamwork skills of university students. We present the results of a criterion validation study using a sample of 215 undergraduate students. The simulation was found to significantly predict peer ratings following a live team‐based exercise, over and above a teamwork situational judgment test, and a personality inventory. The mean score for women on the simulation was significantly higher than for men. Limitations and future directions are discussed.
Practitioner points
Teamwork skills are considered essential, but are difficult to assess well.
Advancements in technology provide opportunities for assessing teamwork skills via virtual high‐fidelity behavioural simulations.
Learning based on serious games is an emerging field in education, product of the proliferation of technological aids in the educational field and the necessary opening to new didactic methods that ...support the educator in the complexity of joining the transmission of knowledge and in the training in competences that comprise the learning process. In recent years, there has been a remarkable set of experiences in applying game-based learning to formal training scenarios, particularly in the higher education environment, which have encouraged the attempt to develop a working tool designed for the development of one of the most complex competences of the learning process and, at the same time, contradictory to individualism: teamwork. In this study, a serious game has been designed, with the aim of promoting and analyzing the development of teamwork skills. In this serious game, students have to solve a problem whose solution depends mainly on the ability to negotiate among group members.
Peer-feedback is a widely-used strategy at the university level for its positive impact on student learning and its multifaceted advantages encompassing social, cognitive, and metacognitive ...development. However, few studies have assessed its contribution to the development of teamwork skills. This study analyzes students’ perception of how peer-feedback contributes to the development of teamwork skills by comparing the results of two class groups that have taken the same subject, though with different feedback experience designs (face-to-face and mixed feedback vs. non-face-to-face and written feedback, with or without consensus among group members). At the end of the study, 82 participants completed a questionnaire to assess their perception of the peer-feedback experience and its impact on learning and the development of teamwork skills. The findings reveal that students perceive that giving and receiving feedback in face-to-face mixed modality contributes more to developing teamwork skills; however, the presence or absence of consensus among group members to give or receive feedback does not appear to exert a clear impact on the development of these skills. Additionally, the findings suggest that students perceive a greater development of teamwork skills by giving feedback rather than receiving it. These results highlight the importance for teachers to consider such aspects when designing peer-feedback experiences, aiming to maximize the impact on the development of teamwork skills.
Objective
To investigate whether simulation‐based obstetric team training in a simulation centre improves patient outcome.
Design
Multicentre, open, cluster randomised controlled trial.
Setting
...Obstetric units in the Netherlands.
Population
Women with a singleton pregnancy beyond 24 weeks of gestation.
Methods
Random allocation of obstetric units to a 1‐day, multi‐professional, simulation‐based team training focusing on crew resource management (CRM) in a simulation centre or to no such team training. Intention‐to‐treat analyses were performed at the cluster level, including a measurement 1 year prior to the intervention.
Main outcome measures
Primary outcome was a composite outcome of obstetric complications during the first year post‐intervention, including low Apgar score, severe postpartum haemorrhage, trauma due to shoulder dystocia, eclampsia and hypoxic‐ischaemic encephalopathy. Maternal and perinatal mortality were also registered.
Results
Each study group included 12 units with a median unit size of 1224 women, combining for a total of 28 657 women. In total, 471 medical professionals received the training course. The composite outcome of obstetric complications did not differ between study groups odds ratio (OR) 1.0, 95% confidence interval (CI) 0.80–1.3. Team training reduced trauma due to shoulder dystocia (OR 0.50, 95% CI 0.25–0.99) and increased invasive treatment for severe postpartum haemorrhage (OR 2.2, 95% CI 1.2–3.9) compared with no intervention. Other outcomes did not differ between study groups.
Conclusion
A 1‐day, off‐site, simulation‐based team training, focusing on teamwork skills, did not reduce a composite of obstetric complications.
Tweetable
1‐day, off‐site, simulation‐based team training did not reduce a composite of obstetric complications.
Tweetable
1‐day, off‐site, simulation‐based team training did not reduce a composite of obstetrical complications.
•Cooperative learning using complex instruction technique was adopted as a new teaching strategy.•Students were required to develop board game integrating three courses in six weeks.•Task given ...improved understanding, strengthened teamwork and nurtured creativity.
To produce well-rounded students with excellent teamwork skills and creativity, one of the teaching strategies that can be adopted in engineering education is cooperative learning. This study aims to enhance creativity, deep learning and improve teamwork skills among the third-year chemical engineering students using cooperative learning strategy. Complex instruction method is adopted by instructing the students to develop a board game and embed technical based questions, which are related to kinetic and reactor design subject (KRD) and other two courses, as part of the integrated project. The reflections from the students, the findings from the survey and the evaluation of the students’ outputs, suggested that though they enjoyed the activity, it was a challenging and a complex task, which in turn provoked their thoughts, creativity and made them acquired teamwork skills.
Teamwork skills in the Romanian academic environment Lincă, Florentina Ionela; Anghel, Gabriela Alina; Matei, Florentina Lavinia
Journal of Education, Society & Multiculturalism (Online),
12/2023, Volume:
4, Issue:
2
Journal Article
Peer reviewed
Open access
Abstract Teamwork skills are considered essential for personal, academic and professional achievement, so universities are increasingly integrating them into their syllabuses. Within this context, ...teamwork skills have been gaining close attention, as they are considered essential competencies in an increasingly more globalised, dynamic and complex world. New employees are asked if they have teamwork skills, can resolve specific work issues or have the required skills to handle the new challenges posed by today’s society. In this study, we aimed to investigate the differences between students regarding their demographic characteristics (age category, education level) according to the level of development of their teamwork skills. The results revealed statistically significant differences between the different categories of students and the level of development of teamwork skills. It is important that teamwork skills are developed from the years of undergraduate studies. Both in our sample, but also in other studies from the literature, these students obtain low scores for this competence.These results can be used to create training programs for teachers and students in the development of teamwork skills.
There are hardly any instruments to measure teamwork
from an individual approach. This applies both in interprofessional teams or not, and in teams involved in health, social care, and other areas. ...The Individual Behavior Analysis (IBA) scale measures efficacious behavior in work teams. It is one of the few instruments proposed in the literature to measure personal skills necessary for teamwork. Only a previous exploratory analysis of the scale was informed in another study. This article analyzes its internal structure using different confirmatory factor analyses and its internal consistency, with a sample of 815 employees working for Spanish social organizations in the geriatric field, both private and public. The results of the definitive version adapted to Spanish, referred to as Individual Behavior Analysis -25, indicate a good fit of the model to the data and good reliability. Factor analysis confirmed the existence of two factors: Communication skills and Acceptance, with good internal consistency coefficients. This scale is a useful instrument for assessing, based on the reviewed literature, two of the most important individual skills an efficacious team should have.
Best practices for group assessment tasks Bayne, Lyndie; Birt, Jacqueline; Hancock, Phil ...
Journal of accounting education,
June 2022, 2022-06-00, Volume:
59
Journal Article
Peer reviewed
•Accounting curricula should include a variety of group assessment tasks.•Group set-up and providing tools to engage in group activities is pivotal.•Group assessment design should necessitate ...discussion and collaboration.•Measures to combat academic dishonesty in an online and remote learning environment.•Self and peer assessment tools to encourage teamwork and mitigate free-rider issues.
The development of teamwork skills for future employability has been noted as a critical skill that graduates require. This paper reports on best practices for the assessment of group work and the development of teamwork skills. We explore distinctions between ‘in-class versus take-home’, ‘multiple choice versus essay style’ and ‘online versus paper-based’ group assessments. Interviews were conducted with 21 key stakeholders involved with two final-year financial accounting units at an Australian university. Overall, we find that students perceive value from a variety of group assessment types throughout their degree for the development of teamwork skills. Benefits and challenges relating to various group assessment types are presented. We tabulate our best practices for group assessment tasks and offer techniques to improve the effectiveness of group assessments in developing teamwork skills.
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