Enhancing patient safety through teamwork training
The effective reduction of medical errors depends on an environment of safety for patients in both clinically based and systems-oriented arenas. Formal teamwork training is proposed as a systems approach that will achieve these ends. In a study conducted by (Dynamics Research Corporation,) weaknesses and error patterns in Emergency Department teamwork were assessed, and a prospective evaluation of a formal teamwork training intervention was conducted. Improvements were obtained in five key teamwork measures, and most importantly, clinical errors were significantly reduced.
Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students.
This paper presents the initial findings from a longitudinal quantitative study of two cohorts of students who entered the 10 pre-qualifying programmes of the Faculty of Health and Social Care, University of the West of England (UWE), Bristol, UK. The overall aim of the study is to explore students' attitudes to collaborative learning and collaborative working, both before and after qualification.
Changing organizational structure of an interdisciplinary student-run clinic: A case study of Phillips Neighborhood Clinic
As a clinic with limited resources, and operated solely by volunteers, the PNC has experienced many changes in its volunteer and leadership bodies. These changes occur usually during leadership transition and are often the result of volunteer initiative to expand the services and quality of those services offered at the clinic. Changes typically arise for one of four reasons:
Future Oriented—changes to expand and improve the clinic
Problem Solving—changes to adapt to challenges or issues
A comparison of interprofessional perceptions and working relationships among health and social care students: the results of a 3-year intervention
A longitudinal quantitative study in an English faculty of health and social care explored the effects of a pre-qualifying interprofessional curriculum for students from 10 professional programmes. Students on the interprofessional curriculum completed questionnaires containing four attitude scales on entry to the faculty, during their second year and at the end of their final year.
IPAS: Interprofessional Attitudes Scale
IPAS is a scale designed to assess attitudes that relate to the 2011 Core Competencies for Interprofessional Collaborative Practice. IPAS is one of the first scales to focus specifically on the Core Competencies. IPAS consists of 27 items in 5 sub-scales, which we have called "Teamwork, Roles, and Responsibilities", "Patient-Centeredness", "Interprofessional Biases", "Diversity & Ethics", and "Community-Centeredness". IPAS was created from factor analysis of survey data collected from over 700 student respondents at the University of Utah Health Sciences Center in 2012.
Educating Health Professionals to Use an Evidence Base: Current Reality, Barriers, and Related Actions
The Institute of Medicine explores the existing evidence-base related to education of health professionals in evidence-based practice, the educational and regulatory barriers to integrating this topic area in the academic and continuing education settings, proposed actions for overcoming these barriers, and model schools or educational programs offering curricula in this topic area. Embedded in this paper are questions that will serve to initiate the development of strategies for reform of health professions education.
Educating Health Professionals to Improve Quality of Care: Current Reality, Barriers, and Related Actions
The Institute of Medicine explores the existing evidence-base related to the education of health professionals in quality improvement, the educational and regulatory barriers to integrating this approach in the academic and continuing education settings, proposed actions for incorporating quality improvement into health professions education, and model schools or educational programs offering curricula in this area. Embedded in this paper are questions that will serve to initiate the development of strategies for reform of health professions education.
Educating Health Professionals in Teams: Current Reality, Barriers, and Related Actions
The Institute of Medicine explores the existing evidence-base related to the education of health professionals in interdisciplinary teams, the educational and regulatory barriers to incorporating interdisciplinary teams in the academic and continuing education settings, proposed actions to overcome these barriers, and model schools or educational programs using interdisciplinary teams.
Keys to Successful Implementation of Interprofessional Education: Learning Location, Faculty Development, and Curricular Themes
Although there is evidence to support implementing interprofessional education (IPE) in the health sciences, widespread implementation in health professions education is not yet a reality. Challenges include the diversity in location and settings of schools and colleges, i.e., many are not located within an academic health center.
National Center Journal Club #6: "There Is No “I” in Teamwork in the Patient-Centered Medical Home: Defining Teamwork Competencies for Academic Practice
Teamwork is essential for the safe, reliable delivery of health care, but creating health care teams that function effectively in patient-centered medical homes (PCMH) remains challenging.
In this webinar, Dr. Emily Leasure and Dr. M. Nawal Lutfiyya discussed the challenges of building health care teams that operate well in a PCMH environment.