Graduation Date

Spring 5-10-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Programs

Medical Sciences Interdepartmental Area

First Advisor

Elizabeth L. Beam

Second Advisor

Laura D. Bilek

Third Advisor

Victoria L. Kennel

Fourth Advisor

Devin R. Nickol

Abstract

The need for effective healthcare teams is widely recognized, yet strategies for team education and evaluation remain areas of ongoing investigation. This study presents a longitudinal, interprofessional tele-team learning initiative designed to enhance health professions students’ collaborative skills through Salas’ “Big Five” of Teamwork and Gittell’s Relational Coordination Theory. Additionally, the project aimed to mitigate social isolation among stroke survivors by forming nine interprofessional tele-teams composed of students from medical nutrition therapy, nursing, occupational therapy, physical therapy, and speech-language pathology. Over six virtual meetings, these teams engaged with stroke survivors, assisting them in progressing toward self-selected goals.

Using an explanatory sequential mixed-methods design, the study examined outcomes for students and stroke survivors, characteristics of team dynamics and effectiveness in the context of relational coordination, and the feasibility of the Relational Coordination Survey (RCS) in assessing team communication and relationships. Quantitative data from 32 students and nine stroke survivors demonstrated significant improvements in the Relative Mastery Scale (p=0.039), RCS (p< 0.001) Interprofessional Collaborative Competency Attainment Scale (p =0.031). Qualitative case analyses of two tele-teams with distinct RCS patterns provided insights into team dynamics, while RCS network mapping identified areas for improvement, including Communication Frequency, Shared Knowledge, Shared Goals, and Communication Accuracy, with Mutual Respect consistently strong. Findings suggest benefits for both students and stroke survivors, highlight effective team behaviors, and validate the RCS as a feasible tool for interprofessional education, offering practical insights for advancing healthcare team effectiveness.

Comments

2025 Copyright, the authors

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