Abstract

The development of cocurricular professional skills and capabilities by undergraduates that are linked to formal academic learning is difficult to measure at the program level within higher-education institutions. Feedback from employers, educators, and students suggests that teamwork capability in graduates is highly sought after, but it is hard for students to prove mastery. In the Bachelor of Medical Science (BMedSci) program at UNSW Sydney, we initiated a program-wide Comprehensive Teamwork Learning and Assessment (CTLA) model by supporting assessment tasks focused on building teamwork capabilities by combining them with self- and peer-evaluation of teamwork skills awareness and development, ePortfolio implementation, and a teamwork satisfaction survey. These CTLA model elements support student reflective practice and awareness of teamwork skills attainment. Our CTLA model involved tracking, mapping, and selecting assessment tasks that built relevant teamwork skills and incorporated standards-based criteria that directly addressed teamwork skills development using an adapted AAC&U VALUE rubric for teamwork, the UNSW Teamwork Skills Development Framework. This process integrated teamwork learning across all the medical sciences, which included teamwork content knowledge and technical skills that articulated with professional skills development. We implemented this system using Workshop UNSW in Moodle for teachers to monitor and students to evaluate teamwork skills progression for themselves and their peers. Students used ePortfolio/reflective blogging on WordPress to document and reflect on their development of professional teamwork skills as a key part of this approach. Students were surveyed regarding their satisfaction levels at the completion of the teamwork assessment tasks across the program. Study outcomes demonstrated the innovative CTLA model and assessment approaches improved teamwork skills awareness and attainment in the medical science program at UNSW.