Research Article

Teamwork Skills, Satisfaction, and Knowledge Level in Rehabilitation Students assessment through Team Observed Structured Clinical Examination

Abstract

Objective: Team Observed Structured Clinical Examination (TOSCE) has been stated as an powerful approach of formative assessment resources, which is regarded an essential element of students' performance in a team format. Considering the massive importance of teamwork in rehabilitation. This study aimed to implement an intervention focused on enhancing teamwork skills within diverse groups of rehabilitation students, employing TOSCE as a tool for assessment and improvement.
Methods: Forty-nine fourth-year undergraduate students specializing in audiology, physical therapy, and speech therapy constituted the three groups in our study. Students in each major were randomly divided into four groups. Students were asked to complete the teamwork (19-item scale of Lencioni) and satisfaction (Researcher-made scale) questionnaires after TOSCE. A knowledge assessment questionnaire was also conducted at pre- and post-TOSCE time points.
Results: There was no significant difference between the average score of the teamwork (F=1.508, P>0.05) and satisfaction (F=3.508, P>0.05) levels across different majors. We found that all participants had high scores on both teamwork and satisfaction scales. By comparing the pre-test and post-test knowledge assessment, it was found that in all groups, there was a statistically significant difference between the pre-and post-test results (P<0.05). The students obtained a higher score after the implementation of the TOSCE.
Conclusion: The TOSCE method provides a valuable and viable educational opportunity for rehabilitation students to receive feedback on their clinical performance, enhance their knowledge, and, most importantly, lead to a positive feeling of teamwork among students.

1. Harden RM, Stevenson M, Downie WW, Wilson G. Assessment of clinical competence using objective structured examination. Br Med J. 1975;1(5955):447-51.
2. Amiri M, Nickbakht M. The objective structured clinical examination: A study on satisfaction of students, faculty members, and tutors. Life Sci J. 2012;9(4):4909-11.
3. Nickbakht M, Amiri M, Latifi SM. Study of the reliability and validity of objective structured clinical examination (OSCE) in the assessment of clinical skills of audiology students. Global journal of health science. 2013;5(3):64.
4. Amini M, Moghadami M, Kojuri J, Abbasi H, Abadi AAD, Molaee NA, et al. Using TOSCE (Team Objective Structured Clinical Examination) in the second national medical sciences olympiad in Iran. Journal of Research in Medical Sciences: the Official Journal of Isfahan University of Medical Sciences. 2012;17(10):975.
5. Sulaiman ND, Shorbagi SI, Abdalla NY, Daghistani MT, Mahmoud IE, Al-Moslih AM. Group OSCE (GOSCE) as a formative clinical assessment tool for pre-clerkship medical students at the University of Sharjah. Journal of Taibah University Medical Sciences. 2018;13(5):409-14.
6. Singleton A, Smith F, Harris T, Ross‐Harper R, Hilton S. An evaluation of the team objective structured clinical examination (TOSCE). Medical Education. 1999;33(1):34-41.
7. Symonds I, Cullen L, Fraser D. Evaluation of a formative interprofessional team objective structured clinical examination (ITOSCE): A method of shared learning in maternity education. Medical teacher. 2003;25(1):38-41.
8. Biran L. Self‐assessment and learning through GOSCE (group objective structured clinical examination). Medical Education. 1991;25(6):475-9.
9. Lindsay P, Bayley M, Hellings C, Hill M, Woodbury E, Phillips S. Canadian best practice recommendations for stroke care (updated 2008). Cmaj. 2008;179(12):S1-S25.
10. Alberts MJ, Latchaw RE, Selman WR, Shephard T, Hadley MN, Brass LM, et al. Recommendations for comprehensive stroke centers: a consensus statement from the Brain Attack Coalition. Stroke. 2005;36(7):1597-616.
11. Group PSW, Effectiveness RCoPoLC, Unit E, editors. Stroke in childhood: clinical guidelines for diagnosis, management and rehabilitation2004: Royal College of Physicians.
12. Körner M, Bütof S, Müller C, Zimmermann L, Becker S, Bengel J. Interprofessional teamwork and team interventions in chronic care: A systematic review. Journal of interprofessional care. 2016;30(1):15-28.
13. Barnard R, Jones J, Cruice M. Communication between therapists and nurses working in inpatient interprofessional teams: Systematic review and meta-ethnography. Disability and rehabilitation. 2020;42(10):1339-49.
14. Franz S, Muser J, Thielhorn U, Wallesch CW, Behrens J. Inter-professional communication and interaction in the neurological rehabilitation team: a literature review. Disability and rehabilitation. 2020;42(11):1607-15.
15. Paxino J, Denniston C, Woodward-Kron R, Molloy E. Communication in interprofessional rehabilitation teams: a scoping review. Disability and Rehabilitation. 2022;44(13):3253-69.
16. Nijhuis BJ, Reinders-Messelink HA, de Blécourt AC, Olijve W, Groothoff JW, Nakken H, et al. A review of salient elements defining team collaboration in paediatric rehabilitation. Clinical rehabilitation. 2007;21(3):195-211.
17. Jain S, Kumar S, Tankhiwale N. Team based objective formative assessment method for postgraduate students: Evaluation of students’ clinical performance and perceptions. The Journal of Medical Research. 2016;2(2):47-52.
18. Ghanbari S, Beheshtirad R. The Effect of Organizational Silence on Reduction of Teamwork and Organizational Performance Based on Balanced Scorecard (BSC)(Case Study of Kermanshah Razi University staff). Journal of Applied Sociology. 2017;27(4):47-60.
19. Kirkpatrick D, Kirkpatrick J. Evaluating training programs: The four levels: Berrett-Koehler Publishers; 2006.
20. Elstein AS, Schwarz A. Clinical problem solving and diagnostic decision making: selective review of the cognitive literature. Bmj. 2002;324(7339):729-32.
21. Spencer J. Learning and teaching in the clinical environment. BmJ. 2003;326(7389):591-4.
22. Kogan JR, Holmboe ES, Hauer KE. Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review. Jama. 2009;302(12):1316-26.
23. Ludwig AB, Raff AC, Lin J, Schoenbaum E. Group observed structured encounter (GOSCE) for third-year medical students improves self-assessment of clinical communication. Medical Teacher. 2017;39(9):931-5.
24. Abbaszadeh-Amirdehi M, Talebi G, Gholamnia-Shirvani Z, Ghaemi-Amiri M, Taghipour M, Javanshir K, et al. Assessment through Objective Structured Clinical Examination: How to Promote the Satisfaction of Physiotherapy Students. Journal of Modern Rehabilitation. 2022.
25. Rushton A. Formative assessment: a key to deep learning? Medical teacher. 2005;27(6):509-13.
26. Cantillon P, Sargeant J. Giving feedback in clinical settings. Bmj. 2008;337.
27. Jönsson A, editor Definitions of formative assessment need to make a distinction between a psychometric understanding of assessment and “evaluative judgment”. Frontiers in Education; 2020: Frontiers Media SA.
28. Burgess A, van Diggele C, Roberts C, Mellis C. Feedback in the clinical setting. BMC medical education. 2020;20(2):1-5.
IssueArticles in Press QRcode
SectionResearch Article(s)
Keywords
Teamwork, Team observed structured clinical examination, Rehabilitation, Student
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
1.
Amiri M, Orakifar N, Taheri F, Kajeali N, Pirayeh N, Tavakoli M, Hosseini Beidokhti M, Saadat M, Behdarvandiandan A, Spltani M, Bayat A, Heidari P. Teamwork Skills, Satisfaction, and Knowledge Level in Rehabilitation Students assessment through Team Observed Structured Clinical Examination. jmr. 2024;(-).