Implementing an evidence-based competency model for science team training and evaluation: TeamMAPPS.

INTRODUCTION: In response to a call issued by the National Research Council to investigate the knowledge, skills, and attitudes of effective science teams, we designed a team training program for conducting science in collaborative contexts. METHODS: We reviewed the literature to develop an evidence-based competency model for effective science teams along with exemplary behaviors that can be used for founding team training and evaluation. We discuss the progress of teamwork and team development research that serves as a foundation for this work, as well as previous research involving team-based competencies. RESULTS: Three overarching competencies emerged from the literature as key for science team effectiveness: psychological safety, awareness and exchange, and self-correction and adaptation. These competencies are fully described, including their evidence base. CONCLUSIONS: We developed a competency model and implementation plan for a team training program specific to science teams - TeamMAPPS (Team Methods to Advance Processes and Performance in Science). This paper details steps in the implementation process, including plans for consortia dissemination, evaluation, and future development.

To join or not to join: an investigation of individual facilitators and inhibitors of medical faculty participation in interdisciplinary research teams.

Interdisciplinary research (IDR) teams are an important mechanism for facilitating medical breakthroughs. This study investigates the role of individual-level predictors of the choice to join a new IDR team at a major medical institution. We collected survey data from a sample of 233 faculty members who were given the opportunity to participate in IDR teams that had recently formed around a wide range of medical topic areas. Our results suggest that even under supportive organizational conditions, some medical experts were more likely to participate than others. Specifically, basic and translational researchers, associate professors, and faculty with distinctive topic area expertise and with more experience collaborating across departmental boundaries participated at a greater rate than their peers. Our findings have implications for research, practice, and policy focused on overcoming the challenges of drawing together diverse medical experts into IDR teams with the potential to advance knowledge to prevent, cure, and treat complex medical conditions.