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Igor Karnjuš, Kristina Martinović, Jakob Renko, and Patrik Pucer
and feasible, it lacks validation for real and simulated paediatric and clinical
events (Couto et al., 15).
Another tool that also produced positive results in terms of psychomet-
ric properties was the T-NOTECHS tool. The T-NOTECHS was developed to
teach and assess the teamwork skills in multidisciplinary trauma resuscita-
tion teams (Pires et al., 17). The tool is divided into five domains: leadership,
cooperation and resource management, communication and interaction, as-
sessment and decision-making, and situation awareness/coping with stress
(Briggs et al., 15). The T-NOTECHS shows good construct validity and mod-
erate internal consistency and inter-rater agreement (Repo et al., 19). It has
good sensitivity with adequate content validity, face validity and feasibility,
but further evidence is needed to support its reliability in real-time settings
(Stevenson et al., ).
Other tools included in this review require further investigation to fully as-
sess their quality before they can be recommended for use in multidiscipli-
nary simulation training. Five NTS tools received a generally positive rating
for their inter-rater reliability and internal consistency, with at least moderate
quality evidence, but further testing is needed to assess their construct va-
lidity. Importantly, none of the tools in this review were deemed unsuitable
for multidisciplinary simulation training, as there was no strong evidence of
inadequacies in their psychometric properties.
In our literature review, we focused exclusively on tools used to assess NTS
in multidisciplinary teams. Higham et al. (19) state that it is crucial that each
assessment tools be customised for the specific medical speciality and stage
of training. Given the distinctive characteristics of different medical special-
ities, individual disciplines have sought to develop more targeted tools to
assess more specific NTS. In health care, over 7 different assessment tools
for NTS have been developed over the years, posing challenges for educators
when selecting the most suitable one. Moreover, there is increasing recog-
nition of the need for multidisciplinary simulation-based training to foster
collaboration between healthcare professionals, as it enhances teamwork
and communication as the fundamental skills for optimal patient care (Elen-
du et al., 4). In order to facilitate this, it is essential to have tools that assess
broader NTS that are vital for effective interprofessional collaboration.
The increasing use of digital simulation technologies, encompassing vir-
tual reality (VR), augmented reality (AR), and artificial intelligence-driven
training tools, has led to substantial advancements in the field of healthcare
simulation-based education. These technologies offer an immersive and in-
teractive learning environment, enabling multidisciplinary healthcare teams
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