Multidisciplinary Medical Team Development among Medical Students through Role Assignment during Simulation Based Teaching Scenarios; A Randomized, Single Blind Study

Abstract

Provision of effective healthcare is not possible without functional multidisciplinary teams. Early instruction in healthcare team formation and function cannot be overemphasized in present times. Medical curricula and examinations award grades for and positively re-enforce behaviours required for team function, in an increasing number of medical institutions. There is an urgent need for team-oriented educational strategies at undergraduate level that are backed by evidence. Our research aims to study the effectiveness of “Role Assignment” during simulation scenarios, as a teaching strategy for developing multidisciplinary teamwork behaviours in undergraduate medical students. Randomized, controlled, experimental study; Two groups of medical students were randomly assigned to experimental, (E), and control, (C), groups. 34 members of E were given 4 assignments that required a “Team Leader”. 37 members of C were taught in conventional group format aided by 4 PowerPoint lectures. Both groups took pre and post-tests. They were tested with simulation based clinical scenarios requiring stabilization of acute trauma victims. A behaviourally anchored rating scale to rate skills representative of effective teamwork by students was used to rate each group. Data was analysed using SPSS V-21. No statistically significant difference was observed in Post-Test scores between E vs. C. Statistically significant difference was observed in most skills/traits required for effective teamwork. E attained higher mean scores for all teamwork attributes compared with C. Role assignment during scenario based teaching gives higher scores in several skills required for functioning in medical teams compared with conventional teaching through lectures.