Each year, academic efforts related to Innovations in Emergency Medicine Education (IEME) are presented as part of the Society for Academic Emergency Medicine Annual Meeting. Submission for consideration for presentation as IEME exhibits follows a different format, timeline, and judging process from the scientific abstracts. This year, we received 83 IEME submissions and accepted 20 for presentation. It is with pleasure that the editors of AcademicEmergency Medicine publish in this issue the abstracts of the IEME exhibits that will be presented at the 2009 SAEM Annual Meeting in New Orleans, LA, May 14–17. These abstracts are published as they were received, with minimal editing, corrections, or clarifications; the authors are solely responsible for their content.
Teamwork Training for Interdisciplinary Applications
Article first published online: 1 APR 2009
© 2009 by the Society for Academic Emergency Medicine
Academic Emergency Medicine
Special Issue: 2009 SAEM Annual Meeting Abstracts
Volume 16, Issue Supplement s1, pages S277–S278, April 2009
How to Cite
Foster, B., Durham, C., Sawning, S., Frush, K., Sherwood, G., Hobgood, C., Promes, S., Woodyard, D. and Hollar, D. (2009), Teamwork Training for Interdisciplinary Applications. Academic Emergency Medicine, 16: S277–S278. doi: 10.1111/j.1553-2712.2009.00392_10.x
- Issue published online: 1 APR 2009
- Article first published online: 1 APR 2009
- Cited By
Safe healthcare delivery in the emergency department is a team sport. Medical educators seek efficient and effective methods to teach and practice teamwork skills to all levels of interdisciplinary learners with the goal of enhancing communication, insuring smooth clinical operations, and improving patient safety. We present a new interdisciplinary, health professions teamwork curriculum, modified from TeamSTEPPS, that is efficient, effective, and can be delivered using multiple teaching modalities. This flexible curriculum structure begins with a brief didactic core designed to orient the learners to team concepts and invest them in the rationale for focusing on teamwork skills. This is followed by one of four additional instructional modalities: traditional didactic, interactive audience response didactic, low-fidelity simulation (role play), and high-fidelity patient simulation. Each of these additional modalities can be utilized singly or in combination to enhance the learners’ attitudes, knowledge, and skills in team-based behaviors. Interdisciplinary cases have been defined, piloted, modified, and deployed at two major universities across more than 400 learners. Interdisciplinary simulation scenarios range from team-based role play to high-fidelity human patient simulation. Assessment cases using standardized patients are designed for interdisciplinary applications and focus on observable team-based behaviors rather than clinical knowledge. All of these cases have accompanying assessment instruments for attitudes, knowledge, and skills. These instruments may be used for formative assessment to provide feedback to the learners and standardize the faculty's information delivery. If used in a summative manner they provide data for course completion criteria, remediation, or competency assessment.