Defense Date

2016

Document Type

Thesis

Degree Name

Master of Science

Department

Pharmaceutical Sciences

Abstract

Abstract

EXPLORING PREDICTORS OF TEAMWORK PERFORMANCE IN AN INTERPROFESSIONAL EDUCATION SETTING

By Danah M. Alsane, MS.

A thesis submitted in partial fulfillment of the requirements for the degree of Master of Pharmaceutical Science at Virginia Commonwealth University

Virginia Commonwealth University, 2016

Advisor: Patricia Slattum, Pharm.D., Ph.D.

Professor and Director of the Geriatric Pharmacotherapy Program

Department of Pharmacotherapy and Outcomes Science

Objectives: The primary objective of this study was to explain how individual characteristics influence teamwork development. In addition, it evaluated how teamwork development, in conjunction with content knowledge, impact students’ performance on a team-based project in an Interprofessional Quality Improvement and Patient Safety (IPQIPS) course.

Methods: This cross sectional study included medical, pharmacy, and nursing students enrolled in an IPQIPS course offered for the first time at VCU. Predictors of teamwork development examined included collective orientation (measured using the Collective Orientation Scale, which included dominance and affiliation subscales), and prior interprofessional teamwork experience (measured using self-report). The Team Development Measure (TDM) was used to measure teamwork development. The Statistical Process Control Quiz (SPCQ) was used to assess content knowledge acquired during the course. The final project score was used to evaluate students’ performance on a team-based project. Structural equation modeling was used to test study hypotheses.

Results: Among the proposed predictors (dominance, affiliation, and interprofessional teamwork experience), only dominance was related to TDM. No significant relationship was found between teamwork development combined with content knowledge and successful accomplishment of team-based project.

Conclusion: This study was the first to our knowledge to simultaneously assess the impact of individual characteristics on teamwork development, and how teamwork development (combined with individual student knowledge) influences students’ performance on team-based project in an interprofessional education setting. Although findings were not conclusive, several potential avenues for future study are highlighted.

Rights

© The Author

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

12-19-2016

Available for download on Tuesday, December 19, 2017

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