New York University School of Medicine, New York University College of Nursing
Principal Investigators: Marc M. Triola, M.D., Maja Djukic, Ph.D., R.N.
: to provide NYU medical and nursing students with longitudinal exposure to a diverse patient population and systematic interdisciplinary education in the competencies of team-based care.
The goals of NYU3T are to:
- Create a physical and virtual environment that fosters physicians and nurses working together.
- Develop a well-tested curriculum for interdisciplinary team training of health professionals.
- Validate new methods and technologies to teach health professionals.
- Create a large cadre of well-trained professionals competent in interdisciplinary team skills.
NYU3T Learning Activities
NYU3T students experience a longitudinal clinical experience including a curriculum on interdisciplinary, team-based healthcare delivery and interdisciplinary instruction using didactics, Virtual Patients, mannequin-based simulation, and web-based learning modules.
Web-Based Learning Modules:
- 5 modules, 1 hour each throughout a single semester
- This series of web-based activities (through text, images, video and interactive exercises) addresses Healthcare Team Members, Teams & Teamwork, Communication & Conflict Resolution, Interdisciplinary Care Planning, and Informatics.
- For medical students, these modules are part of the Practice of Medicine module, within P.L.A.C.E.
- For nursing students, these modules are part of Professional Nursing
- Total hours per student each semester: Approximately 5
- A complementary virtual experience allows medical and nursing students to collaborate in virtual teams and see Virtual Patients (VPs) in parallel with simulated collaborative patient encounters.
- Students are be paired in groups of medical and nursing students; each interdisciplinary team is assigned a panel of 2 VPs to manage over the course of two weeks each.
- For medical students these modules are part of the Practice of Medicine module, within P.L.A.C.E.
- For nursing student these modules are part of Adult and Elder III
- Total hours per student each semester: Approximately 2
Mannequin-based IP Simulation:
- A voluntary session during the spring semester in de novo groups based on scheduling.
- Students apply communication and teamwork skills in a simulated clinical situation with both medical and nursing students. These sessions use robotic human simulators as patients.
- NYU3T Faculty precept these sessions.
- Total hours per student each semester: Approximately 1.5 on-campus clinical simulation
- As part of regularly scheduled clinical sessions, students may complete a ‘clinical cross-over’ which is a shadowing experience with a nurse for medical students or a physician for nursing students.
- Total hours per student each semester: Approximately 3 clinical
Available NYU3T Curricular Materials
Online Learning Modules:
The following modules are available to the general public via our Compass system: http://vp21.med.nyu.edu
- Healthcare Team Members
- Teams and Teamwork
- Communication and Conflict Resolution
- Informatics and HIT
- Interdisciplinary Care Planning
- Virtual Patient Emma Cook
- Virtual Patient Lin Trang
- NYU3T module content (Word)
- NYU3T module content (PDF)
- NYU3T module 1 files and media
- NYU3T module 2 files and media
- NYU3T module 3 files and media
- NYU3T module 4 files and media
- NYU3T module 5 files and media
- NYU3T module 6 files and media
- NYU3T module 7 files and media
- Assessment measures can be found via:
- Tsukuda RA. Focused instruments. In: Heinemann GD, Zeiss AM, eds. Team Performance in Health Care: Assessment and Development. New York, NY: Kluwer Academic / Plenum Publishers; 2002:123-168.
- Siegler EL, Hyer K, Fulmer T, Mezey M. Core measures for the GITT program. In: Siegler EL, Hyer K, Fulmer T, Mezey M, eds. New York, NY: Springer Publishing Company; 1998:259-277.
- Duncan TG, McKeachie WJ. The making of the motivated strategies for learning questionnaire. Educational Psychologist. 2005;40(2):117-128.
- Cook DA, Beckman TJ, Thomas KG, et al. Measuring motivational characteristics of courses: Applying Keller’s instructional materials motivation survey to a web-based course. Acad Med. 2009:84(11):1505-1509.
NYU3T Quick Reference Materials for Students and Faculty in a clinical setting:
NYU3T Simulation Resources:
Teams and Teamwork
Team Member Roles and Responsibilities
Ethics and Teams
Other online resources and sites:
Abstract: New York University School of Medicine and New York University College of Nursing are collaborating on a four year project funded by the Josiah Macy, Jr. Foundation to support the development of NYU3T: Teaching, Technology, Teamwork, which will provide NYU medical and nursing students with longitudinal exposure to systematic interdisciplinary education in the competencies of team-based care. This program will foster collaborative learning between our nursing and medical students, and generate the evidence base needed to inform the use of a technology-enhanced, interdisciplinary curriculum to efficiently teach a large and diverse group of health care learners. It will leverage NYU’s current and evolving curricula, combined with innovative web-based educational tools, to provide our learners with a longitudinal panel of virtual ambulatory patients that serve as the exemplars by which interdisciplinary teaching occurs. This program will improve outcomes, through applied practice and progressive mastery, in team-based care.
Anticipated Benefits and Outcomes: For medical and nursing students, this project will not replace any clinical experiences; rather it affords them several key advantages:
Conclusion: NYU3T: Teaching, Technology, Teamwork addresses essential challenges facing health education. With generous support from the Macy Foundation, we have the resources necessary to build on our previous knowledge and work to rapidly address these areas of urgent need. We anticipate that this work will have tremendous and lasting effects throughout the health care education environment.
- 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 the medical literature.