Introduction:

The university educational field of medical sciences and current theoretical approaches impose migration to new forms of collaborative work such as teamwork. Teamwork in higher medical teaching is a scarcely researched transversal competence, and this article examines the operational processes that take place during it and that affect its performance, as well as what happens within the group throughout of the interaction of the people who are part of it.

Objectives:

to evaluate the characteristics of the internal functioning and the dynamics of teamwork as a transversal competence to be developed in the teaching - methodological work by the faculty.

Methods:

to evaluate teamwork, a collective self-evaluation survey of this competence was designed and validated by means of experts, based on the analysis of the indicators and models collected in the literature consulted.

Results:

The collective self-evaluation of the internal functioning of teamwork in the field of medical teaching showed (uncertainty, initial disorientation about the mission and vision, intergroup and task conflicts, power struggles, communication difficulties, opposing interests of organization, team and members). Democratic leadership, consensus in decision-making, participatory communicational context, collaboration and conflict management characterized the polysemic team dynamic.

Conclusions:

what defines work teams as transversal competence is their internal functioning and constantly evolving dynamics.

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