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Journal of Medical Education

Abstract

Introduction: Students can perform medical tasks through simulation, utilize clinical skills and knowledge to solve problems, and improve with repeated practices and feedback. To enhance students' proficiency in the Accreditation Council for Graduate Medical Education (ACGME) core competencies, we developed an educational program called Teamwork Oriented Interprofessional Simulation (TOPS). Our study's purpose is to evaluate the effectiveness of students' attitudes toward "team resource management (TRM), "simulation," and "inter-professional education (IPE)" of the TOPS course. Methods: This study adopts a one-group pretest-posttest design. First, the questionnaire's validity of the expert opinions was confirmed, and internal consistency was evaluated using Cronbach's alpha test. Next, we implemented the TOPS curriculum. Finally, data collected were analyzed with paired t-test (using the statistical software SPSS) to determine the influence of students' attitudes on the three dimensions. Results: The questionnaire demonstrated adequate internal validation with Cronbach's alpha coefficients above 0.7. Eighty-three participants, including 51 medical and 32 nursing students, completed the questionnaire before and after attending the TOPS program. The average scores of students' perceptions towards TRM, IPE, and simulation increased from the pre-test to the post-test, with values of 4.05 to 4.35, 4.22 to 4.61, and 3.92 to 4.27, respectively. Completing the course led to statistically significant improvement in students' attitudes towards the three dimensions. Conclusions: Team-based simulation enhances interprofessional learning, effective communication, understanding of teamwork, and collaboration in a low-risk environment. Developing a team-based simulated interprofessional curriculum is recommended to enhance undergraduate students' core competencies.

First Page

197

Last Page

206

DOI

10.6145/jme.202309_27(3).0003

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