Resource Center

With the growing interest in interprofessional education and practice, methods to evaluate the effectiveness of related curricular activities are essential. The purpose of this study was twofold: (1) to assess the attitudes of students in medicine, nursing, occupational therapy, and physical therapy toward interprofessional education using the Interdisciplinary Education Perception Scale and Readiness for Interprofessional Learning Scale and (2) to compare data with normative data previously reported.

Teamwork and the interprofessional collaboration of all health professions are a guarantee of patient safety and highly qualified treatment in patient care. In the daily clinical routine, physicians and nurses must work together, but the education of the different health professions occurs separately in various places, mostly without interrelated contact. Such training abets mutual misunderstanding and cements professional protectionism, which is why interprofessional education can play an important role in dismantling such barriers to future cooperation.

The need for osteopathic geriatric academic leaders who are educators and researchers is well recognized. The University of Medicine and Dentistry of New Jersey-School of Osteopathic Medicine's Geriatric Residency program, a federally funded Faculty Training Project in Geriatric Medicine and Dentistry, has served as a model program in the osteopathic medical profession since its inception in 1989.

Medicare requires all hospice agencies to conduct regular interdisciplinary team meetings to facilitate collaboration within the team and to coordinate holistic plans of patient care. This study takes a preliminary look at hospice agencies' preparation of interdisciplinary team members for collaboration within team meetings and aims to explain hospices' strategies for training and assessing the collaborative strength of interdisciplinary team meetings.

The Objective Structured Clinical Evaluation (OSCE) has become the criterion standard for the assessment of clinical competence in undergraduate and postgraduate medical and other health professional programs.

BACKGROUND: A modified nontechnical skills (NOTECHS) scale for trauma (T-NOTECHS) was developed to teach and assess teamwork skills of multidisciplinary trauma resuscitation teams. In this study, T-NOTECHS was evaluated for reliability and correlation with clinical performance.
METHODS: Interrater reliability (intraclass correlation coefficient) and correlation with the speed and completeness of resuscitation tasks were assessed during simulation-based teamwork training and during actual trauma resuscitations.

PURPOSE: Understanding the transformation of primary care practices to patient-centered medical homes (PCMHs) requires making sense of the change process, multilevel outcomes, and context. We describe the methods used to evaluate the country's first national demonstration project of the PCMH concept, with an emphasis on the quantitative measures and lessons for multimethod evaluation approaches.

The Teamwork – Knowledge, Skills, and Ability (KSA) Test was developed by Stevens and Campion to operationalize their comprehensive taxonomy of teamwork competencies. The test is generally considered ‘valid’ and has been used frequently in organizations. Our review of the literature found an average criterion validity of.20 for the Teamwork-KSA Test, although there was considerable variability across studies. We could find no research on the item properties, factor structure, or subscale reliabilities, and no extensive investigations of the nomological net of this test.

Improving the U.S. health care system requires simultaneous pursuit of three aims: improving the experience of care, improving the health of populations, and reducing per capita costs of health care. Preconditions for this include the enrollment of an identified population, a commitment to universality for its members, and the existence of an organization (an "integrator") that accepts responsibility for all three aims for that population.

This study reviews the literature on groups to determine the knowledge, skill, and ability (KSA) requirements for teamwork. The focus is on: (1) KSAs rather than personality traits; (2) team rather than technical KSAs; and (3) the individual rather than team level of analysis. Fourteen specific KSAs are derived. Then, the implications of these teamwork KSAs for the modification or development of human resource (HR) management systems are determined, and research issues are discussed.