Background: Teamwork training is an essential component of health professional student education. A valid and\nreliable teamwork self-assessment tool could assist students to identify desirable teamwork behaviours with the\npotential to promote learning about effective teamwork. The aim of this study was to develop and evaluate a selfassessment\nteamwork tool for health professional students for use in the context of emergency response to a mass\ncasualty.\nMethods: The authors modified a previously published teamwork instrument designed for experienced critical care\nteams for use with medical and nursing students involved in mass casualty simulations. The 17-item questionnaire\nwas administered to students immediately following the simulations. These scores were used to explore the\npsychometric properties of the tool, using Exploratory and Confirmatory Factor Analysis.\nResults: 202 (128 medical and 74 nursing) students completed the self-assessment teamwork tool for students.\nExploratory factor analysis revealed 2 factors (5 items - Teamwork coordination and communication; 4 items -\nInformation sharing and support) and these were justified with confirmatory factor analysis. Internal consistency was 0.\n823 for Teamwork coordination and communication, and 0.812 for Information sharing and support.\nConclusions: These data provide evidence to support the validity and reliability of the self-assessment teamwork tool\nfor students This self-assessment tool could be of value to health professional students following team training\nactivities to help them identify the attributes of effective teamwork.
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