Implementing the Team STEPPs Primary Care Curriculum in the BIDMC Crimson
Care Collaborative (CCC) Interprofessional Student-Faculty Practice
Bhushan, Ambika Msc*, Griffin, Cassidy BS+, Kerkhof, Deanna BS+, Lopez, Diana BA*, Dolce, Maria PhD RN CNE%, Weinstein, Amy MD*,@, DiVall,
Margarita PharmD MEd BCPS♮
*Harvard Medical School; +Bouvé College of Health Sciences, +Northeastern University; %School of Nursing and ♮School of Pharmacy, Northeastern University; @BIDMC
Results
Problem
 Group dynamics of teams are challenging, especially those
involving diverse professions
 Dearth of successful models for interprofessional collaboration
 The BIDMC-Crimson Care Collaborative (CCC) is an
interprofessional student-faculty chronic disease management
practice that aims to enhance collaboration among health
professionals.
Aim
 To promote interprofessional collaboration,
we implemented and evaluated the
TeamSTEPPS core curriculum in designated
sessions, during which Northeastern students
and faculty have been integrated to create
care teams of medical, pharmacy and nurse
practitioner students.
 Data show an increase in affirmative responses for all
statements from the pre-survey (N=80) to the post-survey
(N=13), with statistically significant increases (p<0.05) for the
following:
 Patients are a critical component of the care team
 High-performing teams in healthcare share
characteristics in common with high-performing teams in
other industries
 It is important for leaders to take time to discuss
plans with their team members for each patient
 It is important to monitor the emotional and
physical status of other team members.
 At baseline, attitudes toward team-based care
were positive; differences were noted between
health professional student groups in attitudes
towards team structure and communication.
Lessons Learned
 The core elements of the Team STEPPS
curriculum are noted in Figure 1.
Intervention
Figure 1. Core Elements of the Team STEPPs
Curriculum*
 One student and one faculty co-led four 1/2 hour Team
STEPPs didactic sessions that included a mix of lecture and
small group case discussion.
 To evaluate impact, student attitudes towards team care were
measured before and after curriculum completion using the
TeamSTEPPs Teamwork Attitudes Questionnaire (T-TAQ).
*Figure reference: Clancy
CM, Tornberg DN.
TeamSTEPPS: assuring
optimal teamwork in clinical
settings. Am J Med Qual.
2007;22:214-217.
For more information, please contact: Ambika Bhushan, e-mail: ambika_bhushan@hms.harvard.edu
 The TeamSTEPPs curriculum paired
with practical experience promotes
more positive and inclusive attitudes
towards teamwork.
Next Steps
 Further data analysis will take place after another
cycle of the curriculum and will be presented at the
Collaborating Across Borders conference
(September 29th – October 2nd, 2015)