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Development and validation of an instrument for measuring the quality of teamwork in teaching teams in postgraduate medical training (TeamQ).

Slootweg IA, Lombarts KM, Boerebach BC, Heineman MJ, Scherpbier AJ, van der Vleuten CP - PLoS ONE (2014)

Bottom Line: In terms of teamwork, the clinical teachers scored residents' empowerment as the highest TeamQ scale and feedback culture as the area that would most benefit from improvement.The high response rates and the low number of evaluations needed for reliably measuring teamwork indicate that TeamQ is feasible for use by teaching teams.Future research could explore the effectiveness of feedback on teamwork in follow up measurements.

View Article: PubMed Central - PubMed

Affiliation: Professional Performance Research group, Center of Expertise in Evidence-based Education, Academic Medical Center, University of Amsterdam, Amsterdam, the Netherlands; Department of Educational Development and Research, University of Maastricht, Maastricht, the Netherlands.

ABSTRACT

Background: Teamwork between clinical teachers is a challenge in postgraduate medical training. Although there are several instruments available for measuring teamwork in health care, none of them are appropriate for teaching teams. The aim of this study is to develop an instrument (TeamQ) for measuring teamwork, to investigate its psychometric properties and to explore how clinical teachers assess their teamwork.

Method: To select the items to be included in the TeamQ questionnaire, we conducted a content validation in 2011, using a Delphi procedure in which 40 experts were invited. Next, for pilot testing the preliminary tool, 1446 clinical teachers from 116 teaching teams were requested to complete the TeamQ questionnaire. For data analyses we used statistical strategies: principal component analysis, internal consistency reliability coefficient, and the number of evaluations needed to obtain reliable estimates. Lastly, the median TeamQ scores were calculated for teams to explore the levels of teamwork.

Results: In total, 31 experts participated in the Delphi study. In total, 114 teams participated in the TeamQ pilot. The median team response was 7 evaluations per team. The principal component analysis revealed 11 factors; 8 were included. The reliability coefficients of the TeamQ scales ranged from 0.75 to 0.93. The generalizability analysis revealed that 5 to 7 evaluations were needed to obtain internal reliability coefficients of 0.70. In terms of teamwork, the clinical teachers scored residents' empowerment as the highest TeamQ scale and feedback culture as the area that would most benefit from improvement.

Conclusions: This study provides initial evidence of the validity of an instrument for measuring teamwork in teaching teams. The high response rates and the low number of evaluations needed for reliably measuring teamwork indicate that TeamQ is feasible for use by teaching teams. Future research could explore the effectiveness of feedback on teamwork in follow up measurements.

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Flowchart of different steps in developing and validating TeamQ measurement instrument.
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pone-0112805-g001: Flowchart of different steps in developing and validating TeamQ measurement instrument.

Mentions: The generalizability analysis based on the formula presented in the methods section revealed that 5 to 6 completed evaluations were needed to obtain reliability coefficients for the scale of 0.60, 5 to 7 evaluations were needed for a coefficient of 0.70, 6 to 8 evaluations were needed for a coefficient of 0.80 and 7 to 10 evaluations were needed for a coefficient of 0.90. The smallest number of evaluations were needed to obtain reliable measures for the team leadership scale and the greatest number were needed to obtain reliable measures for the residents' empowerment scale (Table 6). The observed reliability measures of the TeamQ scales for teaching teams that completed 2 to 5 evaluations ranged from 0.69 for decision-making to 0.93 for team leadership. The reliability for teams that completed 6 to 9 or 10 or more evaluations was >0.72 for seven scales; only the resident empowerment scale had low reliability levels (0.53 and 0.39 respectively) (Table 7). Figure 1 visualizes all the different steps in developing and validating TeamQ questionnaire.


Development and validation of an instrument for measuring the quality of teamwork in teaching teams in postgraduate medical training (TeamQ).

Slootweg IA, Lombarts KM, Boerebach BC, Heineman MJ, Scherpbier AJ, van der Vleuten CP - PLoS ONE (2014)

Flowchart of different steps in developing and validating TeamQ measurement instrument.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4231160&req=5

pone-0112805-g001: Flowchart of different steps in developing and validating TeamQ measurement instrument.
Mentions: The generalizability analysis based on the formula presented in the methods section revealed that 5 to 6 completed evaluations were needed to obtain reliability coefficients for the scale of 0.60, 5 to 7 evaluations were needed for a coefficient of 0.70, 6 to 8 evaluations were needed for a coefficient of 0.80 and 7 to 10 evaluations were needed for a coefficient of 0.90. The smallest number of evaluations were needed to obtain reliable measures for the team leadership scale and the greatest number were needed to obtain reliable measures for the residents' empowerment scale (Table 6). The observed reliability measures of the TeamQ scales for teaching teams that completed 2 to 5 evaluations ranged from 0.69 for decision-making to 0.93 for team leadership. The reliability for teams that completed 6 to 9 or 10 or more evaluations was >0.72 for seven scales; only the resident empowerment scale had low reliability levels (0.53 and 0.39 respectively) (Table 7). Figure 1 visualizes all the different steps in developing and validating TeamQ questionnaire.

Bottom Line: In terms of teamwork, the clinical teachers scored residents' empowerment as the highest TeamQ scale and feedback culture as the area that would most benefit from improvement.The high response rates and the low number of evaluations needed for reliably measuring teamwork indicate that TeamQ is feasible for use by teaching teams.Future research could explore the effectiveness of feedback on teamwork in follow up measurements.

View Article: PubMed Central - PubMed

Affiliation: Professional Performance Research group, Center of Expertise in Evidence-based Education, Academic Medical Center, University of Amsterdam, Amsterdam, the Netherlands; Department of Educational Development and Research, University of Maastricht, Maastricht, the Netherlands.

ABSTRACT

Background: Teamwork between clinical teachers is a challenge in postgraduate medical training. Although there are several instruments available for measuring teamwork in health care, none of them are appropriate for teaching teams. The aim of this study is to develop an instrument (TeamQ) for measuring teamwork, to investigate its psychometric properties and to explore how clinical teachers assess their teamwork.

Method: To select the items to be included in the TeamQ questionnaire, we conducted a content validation in 2011, using a Delphi procedure in which 40 experts were invited. Next, for pilot testing the preliminary tool, 1446 clinical teachers from 116 teaching teams were requested to complete the TeamQ questionnaire. For data analyses we used statistical strategies: principal component analysis, internal consistency reliability coefficient, and the number of evaluations needed to obtain reliable estimates. Lastly, the median TeamQ scores were calculated for teams to explore the levels of teamwork.

Results: In total, 31 experts participated in the Delphi study. In total, 114 teams participated in the TeamQ pilot. The median team response was 7 evaluations per team. The principal component analysis revealed 11 factors; 8 were included. The reliability coefficients of the TeamQ scales ranged from 0.75 to 0.93. The generalizability analysis revealed that 5 to 7 evaluations were needed to obtain internal reliability coefficients of 0.70. In terms of teamwork, the clinical teachers scored residents' empowerment as the highest TeamQ scale and feedback culture as the area that would most benefit from improvement.

Conclusions: This study provides initial evidence of the validity of an instrument for measuring teamwork in teaching teams. The high response rates and the low number of evaluations needed for reliably measuring teamwork indicate that TeamQ is feasible for use by teaching teams. Future research could explore the effectiveness of feedback on teamwork in follow up measurements.

Show MeSH