Primary Care Progress
Primary Care Progress (PCP) is a 501(c)3 non-profit organization working to revitalize the primary care system and build a new interprofessional generation of leaders in primary care. PCP is harnessing a student-led grassroots mobilization strategy, teaching students and other trainees skills in leadership, innovation, and advocacy so they can launch local campaigns to promote primary care, advance innovations in care delivery, and accelerate educational reform.
Phillips Neighborhood Clinic- Service Model, Community Involvement, and Interdisciplinary Teamwork
The Phillips Neighborhood Clinic (PNC) is a completely student run clinic that offers free, high quality, comprehensive care to a patient population that otherwise lacks access to such services. The PNC achieves this through three main principles:
(1)interdisciplinary care, (2) student leadership, and (3) community collaboration.
This document explains the three PNC principles.
Occupational Therapy Code of Ethics
The 2015 Occupational Therapy Code of Ethics (Code) of the American Occupational Therapy Association (AOTA) is designed to reflect the dynamic nature of the profession, the evolving health care environment, and emerging technologies that can present potential ethical concerns in research, education, and practice. AOTA members are committed to promoting inclusion, participation, safety, and well-being for all recipients in various stages of life, health, and illness and to empowering all beneficiaries of service to meet their occupational needs.
Mind Tools: Forming, Storming, Norming, and Performing
You can't expect a new team to perform well when it first comes together.
Forming a team takes time, and members often go through recognizable stages as they change from being collections of strangers to united groups with common goals. Bruce Tuckman's Forming, Storming, Norming, and Performing model describes these stages. When you understand it, you can help your new team become effective more quickly.
This article and website will look at how you can use this model to build a highly productive team.
Learning in interprofessional teams: AMEE Guide no 3
This guide is for health and social care professionals who teach or guide others' learning before and after qualification, in formal courses or the workplace. It clarifies the understanding of interprofessional learning and explores the concept of teams and team working. Illustrated by examples from practice, the practicalities of effective interprofessional learning are described, and the underlying concepts of patient-centred care, excellent communication, development of capacity and clarity of roles that underpin this explored.
Interprofessional resuscitation rounds: a teamwork approach to ACLS education
Purpose: We developed and implemented a series of interprofessional resuscitation rounds targeting fourth year nursing and medical students, and junior residents from a variety of specialty programs.
Interprofessional education: The student perspective
The Toronto Rehabilitation Institute (Toronto Rehab) is a current leader in the movement of
Innovative health care delivery teams: Learning to be a team player is as important as learning other specialised skills
Purpose: The purpose of the paper is to show that free flowing teamwork depends on at least three aspects of team life: functional diversity, social cohesion and superordinate identity.
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.
Core Competencies for Interprofessional Collaborative Practice
This report is organized in the following fashion: first, we provide key definitions and principles that guided us in identifying core interprofessional competencies. Then, we describe the timeliness of interprofessional learning now, along with separate efforts by the six professional education organizations to move in this direction. We identify eight reasons why it is important to agree on a core set of competencies across the professions.
