TOGETHERR: A universal framework for designing teamworking teaching

Abstract

Effective teamworking among healthcare professionals is critical to patient safety and delivering care; however, it remains a challenging concept to teach to students with limited clinical experience.¹ Currently, there is little structured guidance for healthcare educators in how to approach and design these learning activities. We aimed to develop a universal framework for teaching teamworking values and skills.

To identify the core components necessary for effective teamworking teaching, we designed, delivered and evaluated a classroom-based, teamworking activity. Second-year medical students participated in timed, small group escape rooms that followed a fictional patient from admission to discharge. Puzzles involved reviewing clinical documentation, understanding multidisciplinary team roles and solving logic tasks.

Students subsequently completed a reflective questionnaire, structured on activity theory, followed by facilitator-led group discussions to highlight key learning points. A total of 242 responses were received, and results were thematically analysed.

The session successfully demonstrated transformative learning of teamworking values and skills, and improved appreciation of their clinical relevance. Nine core components of effective design of teamworking teaching were identified and combined to form the TOGETHERR framework:

The TOGETHERR framework can be employed by undergraduate and postgraduate healthcare educators to provide structure for effective teamworking teaching.