Searchable Title

Self-Assessment Teamwork Tool for Students (SATTS) Questionnaire (appears in: Development of a Self-Assessment Teamwork Tool for Use by Medical and Nursing Students.) Copyright: Creative Commons License.

Reference Type

Journal Article

Authors, Section

Gordon, C. J.; Jorm, C.; Shulruf, B.; Weller, J.; Currie, J.; Lim, R.; Osomanski, A.

Title, Section

Self-Assessment Teamwork Tool for Students (SATTS) Questionnaire (appears in: Development of a Self-Assessment Teamwork Tool for Use by Medical and Nursing Students.) Copyright: Creative Commons License.

Publication Year

2016

Journal Title

BMC Medical Education

Volume

16

Issue

1

Pages

218

Availability

online

PMID

PMID: 27552977

DOI

10.1186/s12909-016-0743-9

Abstract

Full text is in Additional File 1 on the website. BACKGROUND: Teamwork training is an essential component of health professional student education. A valid and reliable teamwork self-assessment tool could assist students to identify desirable teamwork behaviours with the potential to promote learning about effective teamwork. The aim of this study was to develop and evaluate a self-assessment teamwork tool for health professional students for use in the context of emergency response to a mass casualty. METHODS: The authors modified a previously published teamwork instrument designed for experienced critical care teams for use with medical and nursing students involved in mass casualty simulations. The 17-item questionnaire was administered to students immediately following the simulations. These scores were used to explore the psychometric properties of the tool, using Exploratory and Confirmatory Factor Analysis. RESULTS: 202 (128 medical and 74 nursing) students completed the self-assessment teamwork tool for students. Exploratory factor analysis revealed 2 factors (5 items - Teamwork coordination and communication; 4 items - Information sharing and support) and these were justified with confirmatory factor analysis. Internal consistency was 0.823 for Teamwork coordination and communication, and 0.812 for Information sharing and support. CONCLUSIONS: These data provide evidence to support the validity and reliability of the self-assessment teamwork tool for students This self-assessment tool could be of value to health professional students following team training activities to help them identify the attributes of effective teamwork.

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