Application of the team objective structured clinical encounter (TOSCE) for continuing professional development amongst postgraduate health professionals.

Gordon, Morris; Uppal, Elaine; Holt, Kath; Lythgoe, Jeanne; Mitchell, Allison; Hollins Martin, Caroline J

Abstract

Educators in healthcare face significant challenges trying to improve interprofessional teamworking skills, with a lack of clarity on how to teach and evaluate such skills. Previously, the team objective structured clinical encounter (TOSCE) has been reported as a teaching and assessment tool, but it has been used primarily in homogenous groups of undergraduates. An interprofessional team of educators set out to evaluate the TOSCE as a teaching intervention amongst a large interprofessional group of postgraduate nurses and midwives. After the TOSCE, 83% of participants reported that they were more aware of potential weaknesses in teamworking and 60% felt more able to work in a team.Mean Likert scale ratingswere 4/5 for usefulness, enjoyment and relevance. The TOSCE is a feasible tool for teamwork skill assessment in the demanding postgraduate interprofessional setting and requires further investigation to ascertain its potential for formative and summative assessment of skills.

Citation

Gordon, M., Uppal, E., Holt, K., Lythgoe, J., Mitchell, A., & Hollins Martin, C. J. (2012). Application of the team objective structured clinical encounter (TOSCE) for continuing professional development amongst postgraduate health professionals. Journal of Interprofessional Care, 27, 191-193. https://doi.org/10.3109/13561820.2012.725232

• Journal Article Type: Article
• Publication Date: Aug 21, 2012
• Deposit Date: Aug 7, 2015
• Publicly Available Date: Aug 7, 2015
• Print ISSN: 1356-1820
• Electronic ISSN: 1469-9567
• Publisher: Taylor & Francis
• Peer Reviewed: Peer Reviewed
• Volume: 27
• Pages: 191-193
• DOI: https://doi.org/10.3109/13561820.2012.725232
• Keywords: Action research; interprofessional learning; teamwork
• Public URL: http://researchrepository.napier.ac.uk/id/eprint/8959
• Publisher URL: http://dx.doi.org./10.3109/13561820.2012.725232