Catalyzing and sustaining communities of collaboration around interprofessional care: An evaluation of four educational programs
This paper describes the “Catalyzing and Sustaining Communities of collaboration around interprofessional care” project, funded by Canadian Ministry of Health and Long Term Care, to encourage health care workers in Ontario to work collaboratively to improve job satisfaction, achieve efficiencies within the health care system and enhance the delivery of patient care.
Interprofessional information work: Innovations in the use of the chart on internal medicine teams
An abundance of evidence suggests that communication in interprofessional healthcare teams is a complex endeavour. Even relatively simple communication processes involving information work - the gathering, storage, retrieval and discussion of patient information - may be fraught with pitfalls, and yet teams manage to conduct their daily information work, often with a high degree of effectiveness.
Structuring Communication Relationships for Interprofessional Teamwork (SCRIPT): A cluster randomized controlled trial
BACKGROUND: Despite a burgeoning interest in using interprofessional approaches to promote effective collaboration in health care, systematic reviews find scant evidence of benefit. This protocol describes the first cluster randomized controlled trial (RCT) to design and evaluate an intervention intended to improve interprofessional collaborative communication and patient-centred care.
Interprofessional education for practitioners working with the survivors of violence: Exploring early and longer-term outcomes on practice
Traditionally, practitioners working with the survivors of violence have been offered little in the way of formal education to help them understand why violence occurs and how they can collaborate to support survivors in an effective manner. To help address this need, a team led by one of the authors developed an innovative interprofessional course entitled, "Society, Violence and Practice".
Structuring Communication Relationships for Interprofessional Teamwork (SCRIPT): A cluster randomized controlled trial
BACKGROUND: Despite a burgeoning interest in using interprofessional approaches to promote effective collaboration in health care, systematic reviews find scant evidence of benefit. This protocol describes the first cluster randomized controlled trial (RCT) to design and evaluate an intervention intended to improve interprofessional collaborative communication and patient-centred care.
A best evidence systematic review of interprofessional education: BEME Guide no. 9
BACKGROUND AND REVIEW CONTEXT: Evidence to support the proposition that learning together will help practitioners and agencies work better together remains limited and thinly spread. This review identified, collated, analysed and synthesised the best available contemporary evidence from 21 of the strongest evaluations of IPE to inform the above proposition. In this way we sought to help shape future interprofessional education and maximize the potential for interprofessional learning to contribute to collaborative practice and better care.
Delivering practice-based interprofessional education to community mental health teams: Understanding some key lessons
This paper describes a project that offered an interprofessional education (IPE) experience to two community mental health teams (CMHTs) based in separate inner city locations. Team members were offered three weekly workshops that aimed to enhance their understanding of interprofessional collaboration and improve their collective work as a team. A multi-method research design was employed to evaluate the impact of the workshops. Data were collected at four points in time: before, directly after, three months and 12 months following the workshops.
Re-examining the evaluation of interprofessional education for community mental health teams with a different lens: Understanding presage, process and product factors
This paper revisits the formative evaluation of a pilot project that offered in-service interprofessional education (IPE), which is designed to enhance the collaborative practice, to two UK community mental health teams (CMHTs). While the IPE was well received and resulted in some improvements in team functioning, wider successes were elusive. Specifically, collaborative action plans were not implemented, and the pilot programme was ultimately not rolled out to other CMHTs.
Knowledge translation and interprofessional collaboration: Where the rubber of evidence-based care hits the road of teamwork
Knowledge-translation interventions and interprofessional education and collaboration interventions all aim at improving health care processes and outcomes. Knowledge-translation interventions attempt to increase evidence-based practice by a single professional group and thus may fail to take into account barriers from difficulties in interprofessional relations. Interprofessional education and collaboration interventions aim to improve interprofessional relations, which may in turn facilitate the work of knowledge translation and thus evidence-based practice.
Effectiveness of pre-licensure interprofessional education and post-licensure collaborative interventions
In this paper we scanned and summarized the empirical research evidence and found that the effects of pre-licensure interprofessional education on patient/client care are unknown. In contrast, for post-licensure collaboration interventions, there is a growing body of evidence suggesting positive effects on the delivery of care. The coverage of this latter evidence, however, is patchy, being especially weak in primary care.