NYU3T: Teaching, Technology, Teamwork
At NYU Grossman School of Medicine and NYU Rory Meyers College of Nursing, a model of interprofessional education called NYU3T: Teaching, Technology, Teamwork enhances undergraduate medical and nursing students’ competency in team-based care.
This four-year project fosters collaboration among physicians and nurses to enhance communication and care coordination for interprofessional healthcare teams. The project also has tested a curriculum for virtual interdisciplinary training of healthcare professionals and validated new technologies for health professions education.
Overseen by principal investigators Marc M. Triola, MD, at NYU Grossman School of Medicine, and Maja Djukic, PhD, RN, at NYU Rory Meyers College of Nursing, NYU3T is supported with funding from the Josiah Macy Jr. Foundation.
The NYU3T curriculum doesn’t replace traditional clinical experiences in either medicine or nursing. Rather, it affords students several advantages, such as the following:
- continuity of learning across their years of education, including simulated disease progression
- unique opportunities for interdisciplinary team building, including role-playing, working collaboratively in interdisciplinary notes, and formulating problem and care plan lists
- integration of basic science and clinical medicine
- contextually sensitive learning links into other comprehensive computer-based resources at NYU, as well as to the medical literature
A Model of Virtual, Interdisciplinary Learning
The NYU3T curriculum, which focuses on patient safety and quality improvement, consists of online learning modules, virtual patients, mannequin-based simulation, and clinical crossover to prepare medical and nursing students for interprofessional practice.
Web-Based Learning Modules
The didactic part of the NYU3T curriculum is provided in a series of one-hour web-based modules that include texts, images, videos, virtual teammates, and interactive exercises. The modules address interprofessional topics, such as healthcare team members’ roles and responsibilities, teams and teamwork, effective communication and conflict resolution, interdisciplinary care planning, and informatics.
A two-hour complementary virtual experience allows medical and nursing students to collaborate in virtual teams and see screen-based virtual patients along with simulated collaborative patient encounters.
Pairs of medical and nursing students are assigned two virtual patients who have congestive heart failure and experience a fall. They must “manage” these patients for two weeks.
Mannequin-Based Interprofessional Simulation
This voluntary 90-minute session of on-campus clinical simulation, held during the spring semester, allows medical and nursing students to apply communication and teamwork skills to encounters with robotic “patients” and faculty preceptors.
As part of regularly scheduled clinical sessions, students may participate in a clinical crossover. A nursing student can shadow medical students or a medical student can shadow nursing students.
Online Learning Modules
Several modules are available to download as zip files, including the following:
- Module 1: healthcare team members
- Module 2: teams and teamwork
- Module 3: communication and conflict resolution
- Module 4: informatics and health information technology
- Module 5: interprofessional care planning
- Module 6: virtual patient Emma Cook
- Module 7: virtual patient Lin Trang
- NYU3T Simulation Overview—Faculty Guide
- A Quick Reference Guide to Teaching Students About Interprofessional Teams
NYU3T Reference Materials for Students and Faculty in a Clinical Setting
- NYU3T: Teaching, Technology, Teamwork Web-Based Learning Modules
- A Quick Reference Guide to Learning About Interprofessional Teams
Geriatric Interdisciplinary Team Training
- Geriatric Interdisciplinary Team Training (GITT) Pocket Card
- Printable GITT Pocket Card
- Team Observation Tool
- Generic and Trade Name Chart for GITT Medication Glossary