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Comparing attitudes towards teamskills using the Objective Structured Behavioural Exam (OSBE)
Author(s) -
Keane Aisling,
McCullough Stephen,
Wilson David
Publication year - 2009
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.23.1_supplement.476.2
Subject(s) - harm , active listening , medical education , psychology , test (biology) , task (project management) , focus group , health care , quality (philosophy) , nursing , medicine , social psychology , paleontology , philosophy , business , management , communication , epistemology , marketing , economics , biology , economic growth
Communication failure between healthcare professionals is a leading cause of inadvertent patient harm. The OSBE is a new methodology to test synergy within a team using a subject based approach; however it may also be used to compare attitudes towards teamskills between different student populations. Undergraduate medical (n = 271) and nursing students (n = 158) were organised into groups and asked to work as a team to solve similar histology related tasks in a given amount of time. Questionnaires were given before and after the task and the answers were compared between the two groups. Both medical (40.8%) and nursing students (39%) felt they lacked confidence to speak their minds. Additionally, both medical (23.5%) and nursing (25%) students regard organisational skills as a key factor to the success of the team. However, the cohorts differed when they were asked which quality they would most like to improve upon. Medical students (35%) regarded active listening as one of the key areas they would like to develop, whereas nursing students (25%) considered that organisational skills and focus was of more importance. Both medical (91%) and nursing students (96%) stated that they felt the exercise was extremely beneficial because it helped them identify areas of their teamskills that they needed to work on.