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Simulation-based training (SBT) is a methodology for providing systematic and structured learning experiences. The effectiveness of this methodology depends partly on the quality of the performance measurement practices one is using. Performance during SBT must be diagnosed; that is, the causes of effective and ineffective performance must be determined. Diagnostic measurement drives the systematic decisions concerning corrective feedback and remediation.

AIMS: This study measured the effect of aviation-style team training on 3 surgical teams from different specialties. It focused on team working and communication, particularly briefing, time-out, and debriefing, and sought to understand how improvements in team skills could be implemented in a broad range of naturalistic surgical environments to improve safety, quality, and efficiency.

Student-run free clinics (SRFCs) often include an interprofessional group of health professions students and preceptors working together toward the common goal of caring for underserved populations. Therefore, it would seem that these clinics would be an ideal place for students to participate in an interprofessional collaborative practice and for interprofessional education to occur.

On 10 September 2012 United States Health and Human Services Secretary, Kathleen Sebelius, announced the selection of a National Coordinating Center for Interprofessional Education and Collaborative Practice. Her announcement confirmed that the University of Minnesota Academic Health Center would lead the center in partnership with other educational and health care delivery sites around the country.

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INTRODUCTION: The frequency of adverse events in the operating theatre has been linked to the quality of teamwork and communication. Developing suitable measures of teamwork may play a role in reducing errors in surgery. This study reports on the development and evaluation of a method for measuring operating-theatre teamwork quality.

OBJECTIVE: Tracheal intubation in the pediatric intensive care unit is often performed in emergency situations with high risks. Simulation has been recognized as an effective methodology to train both technical and teamwork skills. Our objectives were to develop a feasible tool to evaluate team performance during tracheal intubation in the pediatric intensive care unit and to apply the tool in the clinical setting to determine whether multidisciplinary teams with a higher number of simulation-trained providers exhibit more proficient performance.

BACKGROUND AND OBJECTIVES: Currently available tools to measure teamwork, an essential component of primary care, are generally very resource intensive and thus cannot be administered frequently. To explore the possibility of developing a brief teamwork-assessment instrument, we first administered 29 questions about teamwork from the Practice Environment Checklist (PEC) to all members of six clinical teams in a residency outpatient practice (n=56). We found that the scale assessed a single dimension of teamwork and that a five item survey has acceptable reliability (Cronbach alpha=0.89).

BACKGROUND: Multidisciplinary teamwork is recommended for various disorders and it has been suggested that it is a way to meet the new challenges and demands facing general practitioners (GPs) in modern society. Attempts to introduce the method in primary care have failed partly due to GPs' unwillingness to participate. The aim of this study was to measure attitudes towards collaboration among GPs and district nurses (DN) and to investigate whether there is a correlation between a positive attitude toward collaboration and high self-esteem in the professional role.

This study examined the psychometric properties of an assessment tool for measuring attitudes toward physician-nurse collaboration. A survey addressing areas of responsibility, expectations, shared learning, decision making, authority, and autonomy was administered to first-year medical and nursing students. Factor analysis of the survey indicated that the survey measured four underlying constructs of shared education and collaborative relationships, caring as opposed to curing, nurse's autonomy, and physician's authority.