Evidence map›Paper›PMID 39962734›Full record

ArticleMedical education2025

Variability and gaps in teamwork assessment tools for health care teams in health professions education: A scoping review.

Justin J Choi, Sanne Schreurs, Peggy B Leung, John C Penner, Dario Torre, Andy Hickner, Allison Piazza, Steven J Durning, Pim W Teunissen, Lauren A Maggio

Abstract readScoping Review
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors.

Justin J ChoiDepartment of Medicine, Weill Cornell Medicine, New York, New York, USA.ORCID 0000-0003-3335-2750
Sanne SchreursDepartment of Educational Research and Development and the School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands.ORCID 0000-0002-0233-9775
Peggy B LeungDepartment of Medicine, Weill Cornell Medicine, New York, New York, USA.
John C PennerMedical Service, San Francisco VA Medical Center, Department of Medicine, University of California, San Francisco, California, USA.ORCID 0000-0002-7021-9409
Dario TorrePrograms of Assessment, University of Central Florida College of Medicine, Orlando, Florida, USA.
Andy HicknerSamuel J. Wood Library & C. V. Starr Biomedical Information Center, Weill Cornell Medical College, New York, New York, USA.ORCID 0000-0003-1922-3813
Allison PiazzaSamuel J. Wood Library & C. V. Starr Biomedical Information Center, Weill Cornell Medical College, New York, New York, USA.
Steven J DurningPrograms in Health Professions Education, Medicine and Pathology, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA.
Pim W TeunissenSchool of Health Professions Education, Department of Obstetrics and Gynecology, Maastricht University, Maastricht, The Netherlands.ORCID 0000-0002-0930-0048
Lauren A MaggioMedical Education, University of Illinois Chicago, Chicago, Illinois, USA.ORCID 0000-0002-2997-6133

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

purposeTeamwork is an essential component of health care and health professions education (HPE). The assessment of teamwork remains a significant challenge, and little is known about teamwork assessment tools (i.e. structured instruments or methods) used to examine the performance of health care teams within HPE. In this scoping review, the authors aimed to map and synthesize recent empirical studies of teamwork assessment tools in HPE.

methodArksey and O'Malley's framework was used to identify and select relevant studies, extract data, and examine the extent, range and nature of research activity across studies. The authors searched MEDLINE, Embase, CINAHL, ERIC and Web of Science for original research studies from January 2015 to March 2024. Studies were included if they (i) used quantitative, qualitative or mixed methods to develop and/or use an assessment tool for the performance of health care teams within HPE; (ii) focused on team-level assessments; and (iii) provided sufficient details on the teams and teamwork competencies being studied.

resultsTwelve studies were included. All studies used direct observations of health care teams to assess teamwork. The authors identified over 20 teamwork assessment tools developed and/or used-seven studies used previously published teamwork assessment tools; five studies developed new tools. Variability and ambiguity in definitions and conceptualizations of teamwork and its competencies was common; few were based on theoretical frameworks of teamwork. Gaps included a lack of attention to external factors that influence teamwork (e.g. workload and interruptions), limited exploration of team dynamics (e.g. hierarchy and power) and minimal consideration of patient roles.

conclusionsThis scoping review found significant variability and highlighted gaps in current approaches to the assessment of health care teams within HPE. Future work should improve clarity in definitions and conceptualizations of teamwork, conduct theory-building and theory-guided studies of teamwork assessment tools and perform rigorous evaluations of teamwork assessment tools that account for external factors, team dynamics and the role of patients.

Indexed as

Health OccupationsHealth PersonnelPatient Care TeamClinical CompetenceCooperative BehaviorHumans

Identifiers

PMID39962734
PMCPMC12355641

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.