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Team Skills (team + skill)

Distribution by Scientific Domains

Medical Sciences	83%

Selected Abstracts

Broad-based incentive plans, HR practices and company performance

HUMAN RESOURCE MANAGEMENT JOURNAL, Issue 4 2009
Maya K. Kroumova
The purpose of this paper is to further develop our knowledge of the complementarities between broad-based incentives and human resource (HR) management practices, and their combined impact on company performance. We focus on three HR practices that are expected, separately and in combination, to enhance the effectiveness of broad-based plans: information sharing, upward communication, and training in team skills. Using a sample of 305 Canadian firms, we find that companies with broad-based incentive plans have lower levels of upward communication and higher levels of information sharing compared with companies that do not offer incentives to the majority of their workforce. Further, we find that companies with broad-based incentive plans are more productive compared with companies with no such plans, and the presence of supporting HR practices increases their productivity advantage even further. In particular, upward communication combined with broad-based incentives has a strong positive relationship with productivity. [source]

Medical dominance in multidisciplinary teamwork: a case study of discharge decision-making in a geriatric assessment unit

JOURNAL OF NURSING MANAGEMENT, Issue 1 2001
DipSocAdmin, DipSocWork, G. Gair MA
Aim, To investigate the degree of medical dominance in multidisciplinary teams in a geriatric assessment unit by focusing on decision-making with regard to patient discharge. Background, The persistence of medical dominance in multidisciplinary teamwork has been widely assumed but insufficiently researched, particularly through close observation of team practice. The present study seeks to rectify this by examining the extent of medical dominance in two multidisciplinary teams working in a hospital-based geriatric assessment unit. Methods, Team practice was analysed by observing and audiotaping five case review meetings in each team and by semi-structured interviews with team members. Results, In terms of level of contribution, the issues raised at meetings, and the team responses to discharge initiation, a lower than expected level of medical dominance was identified. This lower than expected level is related to consultants' views on the nature of rehabilitation, leading to a consensus amongst team members as to the purpose of geriatric assessment, and to a high level of team stability. Conclusion, Reducing the level of medical dominance encourages the contributions of all team members and thus enhances patient care. More training in team skills would also be beneficial, including interprofessional training. [source]

Target-focused medical emergency team training using a human patient simulator: effects on behaviour and attitude

MEDICAL EDUCATION, Issue 2 2007
Carl-Johan Wallin
Context, Full-scale simulation training is an accepted learning method for gaining behavioural skills in team-centred domains such as aviation, the nuclear power industry and, recently, medicine. In this study we evaluated the effects of a simulator team training method based on targets and known principles in cognitive psychology. Methods, This method was developed and adapted for a medical emergency team. In particular, we created a trauma team course for novices, and allowed 15 students to practise team skills in 5 full-scale scenarios. Students' team behaviour was video-recorded and students' attitude towards safe teamwork was assessed using a questionnaire before and after team practice. Results, Nine of 10 observed team skills improved significantly in response to practice, in parallel with a global rating of team skills. In contrast, no change in attitude toward safe teamwork was registered. Conclusion, The use of team skills in 5 scenarios in a full-scale patient simulator environment implementing a training method based on targets and known principles in cognitive psychology improved individual team skills but had no immediate effect on attitude toward safe patient care. [source]

Developing Expert Medical Teams: Toward an Evidence-based Approach

ACADEMIC EMERGENCY MEDICINE, Issue 11 2008
Rosemarie Fernandez MD
Abstract Current health care literature cites communication breakdown and teamwork failures as primary threats to patient safety. The unique, dynamic environment of the emergency department (ED) and the complexity of patient care necessitate the development of strong interdisciplinary team skills among emergency personnel. As part of the 2008 Academic Emergency Medicine Consensus Conference on "The Science of Simulation in Healthcare," our workshop group identified key theory and evidence-based recommendations for the design and implementation of team training programs. The authors then conducted an extensive review of the team training literature within the domains of organizational psychology, aviation, military, management, and health care. This review, in combination with the workshop session, formed the basis for recommendations and need for further research in six key areas: 1) developing and refining core competencies for emergency medicine (EM) teams; 2) leadership training for emergency physicians (EPs); 3) conducting comprehensive needs analyses at the organizational, personnel, and task levels; 4) development of training platforms to maximize knowledge transfer; 5) debriefing and provision of feedback; and 6) proper implementation of simulation technology. The authors believe that these six areas should form an EM team training research platform to advance the EM literature, while leveraging the unique team structures present in EM to expand team training theory and research. [source]

Teaching and Assessing Procedural Skills Using Simulation: Metrics and Methodology

ACADEMIC EMERGENCY MEDICINE, Issue 11 2008
Richard L. Lammers MD
Abstract Simulation allows educators to develop learner-focused training and outcomes-based assessments. However, the effectiveness and validity of simulation-based training in emergency medicine (EM) requires further investigation. Teaching and testing technical skills require methods and assessment instruments that are somewhat different than those used for cognitive or team skills. Drawing from work published by other medical disciplines as well as educational, behavioral, and human factors research, the authors developed six research themes: measurement of procedural skills; development of performance standards; assessment and validation of training methods, simulator models, and assessment tools; optimization of training methods; transfer of skills learned on simulator models to patients; and prevention of skill decay over time. The article reviews relevant and established educational research methodologies and identifies gaps in our knowledge of how physicians learn procedures. The authors present questions requiring further research that, once answered, will advance understanding of simulation-based procedural training and assessment in EM. [source]