A kickstart guide to interprofessional fieldwork (clinical placements)
Based on experiences with interprofessional education in health professional education, this guide provides the key approaches to establish effective interdisciplinary/interprofessional team learning during clinical placements/rotations. The guide can be used to establish an interprofessional team based placement or program of placements with multiple industry hosts. The guide gives an overview of the essential dimensions required to establish and evaluate interprofessional placements. This includes tips, suggested readings and several proforma tools.
Patients’ and health professionals’ perceptions of teamwork in primary care
This study aimed to test both the feasibility of undertaking a collaborative method of enquiry as a means of investigating patient perceptions about teamwork in the context of their current health care, and also to compare and contrast these views with those of their usual health professionals in New Zealand suburban health practice settings.
Interprofessional learning: The solution to collaborative practice in primary care
This paper outlines the basis of interprofessional education, its relationship to interdisciplinary teamwork in primary care clinical practice, and describes a New Zealand model of postgraduate interprofessional education. Barriers to the implementation of interprofessional education in NZ were identified as well as possible solutions. In NZ, despite health authorities advocating clinical teamwork and interprofessional education, a variety of structural and attitudinal barriers challenge the development and practice of interprofessional education.
Interprofessional education: training for teamwork
The successful delivery of primary care– led care requires effective teamwork and interprofessional practice (IPP) on the part of all health professionals. This sounds sensible, and is often assumed, but is much less often achieved.
Undergraduate interprofessional education and building teamwork skills in general practice
This article is the first of two “back-to-back” perspectives by professionals debating opposing views as to whether IPE in the undergraduate years is essential to building teamwork skills in general practice. This perspective argues it is too late to start learning teamwork skills as graduates, when clinical responsibility and patient-care stakes are high. For any complex clinical skill, practice for novices is best done in a safe learning environment, and teamwork is no exception.
Utilizing Cross-Sector Partnerships to Reduce Behavioral Health Disparities in Older Adults
This toolkit describes the landscape of resources that influence older adults and their behavioral health needs and to provide meaningful guidance for partnering across sectors to improve outcomes for diverse older adults.
Interdisciplinary collaboration: working in teams for patient care
Summary: In New Zealand, doctors work in collaborative interdisciplinary teams, particularly in the management of patients with long-term and complex conditions, and have an important role in supporting the further development of collaborative models of care. There are models of shared care between disciplines, across health sectors, including a range of health and professional groups as well as partnering with patients, family and whānau. Within teams, role clarification is necessary together with the building of professional trust in other disciplines’ specialist skills.
Strategies for First-Time Interprofessional Teachers and Those Developing New IPE Programs
Six strategies are designed to overcome commonly recognised problems and enable first-time teachers to more confidently develop or engage in IPE, thus supporting students to attain skills in interprofessional collaboration. These include: join an existing IPE team; observe and collaborate with experienced IPE teachers; contribute to the development of new IPE programs; seek institutional support; undertake IPE evaluation and research; and gain high-level institutional endorsement.
