Abstract:

The ability to work effectively with others as part of a team has been identified as a highly desirable skill in today’s workforce (1-3). However, it has been noted that gathering individuals together for tasks that require interdependent collaboration does not always result in effective team performance. Left to their own devices, students in groups or teams tend to revert to the “divide and conquer” approach. Introduction to true teamwork principles and processes is needed to develop the important attributes sought by current employers. This presentation will focus on the development and evaluation of a teamwork and leadership course in a health sciences curriculum based in an Academic Health Center. Students in the course operate as ‘consulting teams’ for community organizations, using teamwork skills to analyze, strategize and develop projects to fulfill the described needs of the organization.

The undergraduate students in the course are representative of the Millennial generation and have unique characteristics which necessitate a re-invention of the educational paradigm. This involves a shift in the classroom to a learner-centered environment. The Millennials are considered to be different than any previous generation; they are more tolerant, more diverse, civic minded, and technologically savvy. Even though the Millennial generation has been given specific direction and feel pressure in their lives from others they are still a conventional generation, in that they respect authority, rules and other cultures more than previous generations. Millennial students training to be Allied Health Professionals should be prepared to function as a successful and active member of the healthcare team. Application of teamwork principles in the context of a service-learning experience allowed the faculty to meet student needs. The course design was based upon Wilson’s millennial adaptation (4) of Chickering & Gamson’s principles of good teaching (5).

Research explores the relationships and associations of course design and the learning preferences of this generation. This presentation will explore course construction, continuous improvement and research endeavors related to the course.

References:
[1] Robles, M. (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace, 75(4), 453 – 465.
[2] Salas, E., Stag, K.C., & Burke, C.S. (2004). 25 years of team effectiveness in organizations: Research themes and emerging needs. In C.L. Robertson (Ed), International review of industrial organizational psychology, vol 19, pp. 47 -92. New York: Wiley
[3] Hart Research Associates (2010). Raising the bar: Employers’ views on college learning in the wake of the economic downturn, Association of American Colleges and Universities, Washington, DC.
[4] Wilson, S. (2004). Teaching and learning and millennial students. New Directions for Student Services. no. 106, Summer: 59 – 70.
[5] Chickering, A.W. & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39 (7), 3-7.

Keywords:

Teamwork, Millennial, healthcare, course design.