Interprofessional education involving didactic TeamSTEPPS® and interactive healthcare simulation: A systematic review

• Published in: Journal of interprofessional care Vol. 32; no. 6; pp. 657 - 665
• Main Authors: Welsch, Lauren A, Hoch, Johanna, Poston, Rebecca Deal, Parodi, V. Andrea, Akpinar-Elci, Muge
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis 02-11-2018; Taylor & Francis Ltd
• Subjects: Appraisal; didactic learning; Didacticism; Educational research; Health care; interactive learning; Interdisciplinary aspects; Interdisciplinary education; Interprofessional education; Learning environment; Medical education; Simulation; Systematic review; Teaching methods; TeamSTEPPS; Teamwork; TeamSTEPPS; interprofessional education; interactive learning; systematic review; simulation; didactic learning
• ISSN: 1356-1820; 1469-9567
• DOI: 10.1080/13561820.2018.1472069

The didactic portion of TeamSTEPPS®, which focuses on teaching teamwork and communication, coupled with interactive simulation methods provides a unique interprofessional education (IPE) learning environment. Across the literature there are a wide variety of such programs described, but there is not a consensus on the most effective methodology. A systematic review was therefore undertaken to synthesize, critically appraise, and evaluate existing literature on IPE programs that utilize didactic TeamSTEPPS in conjunction with interactive healthcare simulation. EBSCO and PubMed databases were searched from inception through March 2017 using predetermined inclusion and exclusion criteria. The initial search yielded 66 articles which was reduced to 42 peer-reviewed publications after duplicates were removed. An additional 2 articles were identified via hand search. Therefore, 44 articles were identified and reviewed and 11 studies met all inclusion criteria. Critical appraisal was performed using The Medical Education Research Study Quality Instrument and Newcastle-Ottawa Scale-Education instruments. The outcome measures associated with each program as well as specifics of the didactic portion and interactive healthcare simulation are further explored in this review. It is anticipated that the findings from this systematic review will aid in the development of future evidence-based interprofessional programs.