The Effectiveness of a Measurement System and Feedback Process on Teamwork Medical Clerkship Education

BACKGROUND: In undergraduate medical education, there is limited consensus on how to reliably assess healthcare students' performance in essential teamwork skills that support patient safety and effective care coordination across diverse clinical learning environments. Additionally, there is a need for audit-and-feedback (A/F) systems that can collect, analyze, and interpret learner data in ways that provide timely and actionable feedback for instructors operating in fast-paced clinical settings. Team FIRST is a longitudinal teamwork and communication curriculum aligned with AAMC core competencies and grounded in team science, which demonstrates that nontechnical skills such as communication and coordination improve interdisciplinary team performance and patient care delivery. This project describes the development and evaluation of an A/F system designed to monitor the impact of Team FIRST instruction within clerkship education. LOCAL PROBLEM: At our institution, no standardized A/F system exists to deliver timely, interpretable reports that support faculty feedback on students' teamwork, communication, and care coordination competencies within clinical contexts. As a result, faculty lack reliable data to assess learner performance and guide improvement within the Team FIRST curriculum. AIM: To develop and implement a measurement system and analytic process for the Team FIRST audit-and-feedback system within Emergency Medicine, Surgical, and Pediatric clerkship rotations, increasing system fidelity from a baseline of 0% to a target of 80% by January 2026. INTERVENTION: Team FIRST is a five-year institutional initiative designed to integrate teamwork-based education and assessment into the medical school clinical curriculum. Module 4 (M4), the fourth of five structured curricular components, focuses on teamwork and patient handover skills during clerkship rotations. This project implemented iterative, PDSA-guided interventions to develop a proof-of-concept A/F dashboard that synthesizes quantitative and qualitative learner data from pre- and post-activity surveys and delivers structured feedback to faculty through periodic reports and debrief sessions. RESULTS: Initial pilot testing of the proof-of-concept dashboard identified critical gaps in report timing, data visualization, and usability, resulting in low faculty satisfaction ratings. These findings informed iterative redesign and a subsequent reassessment of implementation strategies through root cause analysis and process mapping CONCLUSION: Developing a sustainable and feasible A/F system for teamwork clerkship education requires alignment with end-user requirements, standardized data collection processes, and adaptability to high-intensity clinical learning environments. Early findings underscore the importance of iterative design and stakeholder engagement to improve A/F system fidelity and support future scalability across clerkship rotations.

Author dc:creator

• Anaya, Ryan Anthony

Contributors dc:contributor

• Reed, W. Gary
• Irving, Annette
• Phelps, Eleanor
• Chandran, Neethu K.

• Clinical Clerkship
• Education, Medical, Undergraduate
• Educational Measurement
• Interprofessional Relations
• Program Evaluation
• Quality Improvement

Language dc:language

en

Identifier

1596185256

OAI identifier oai:identifier

oai:utswmed-ir.tdl.org:2152.5/10839