Anaesthetists' Non-Technical Skills (ANTS): Evaluation of a behavioural marker system
BACKGROUND: Non-technical skills are critical for good anaesthetic practice but are not addressed explicitly in normal training. Realization of the need to train and assess these skills is growing, but these activities must be based on properly developed skills frameworks and validated measurement tools. A prototype behavioural marker system was developed using human factors research techniques. The aim of this study was to conduct an experimental evaluation to establish its basic psychometric properties and usability.
It's Time We Become A Learning Team
This presentation was delivered on October 10, 2014 to the Thomas Jefferson University Interprofessional Education Summit.
Effect of compensation method on the behavior of primary care physicians in managed care organizations: Evidence from interviews with physicians and medical leaders in Washington State
The perceived relationship between primary care physician compensation and utilization of medical services in medical groups affiliated with one or more among six managed care organizations in the state of Washington was examined. Representatives from 67 medical group practices completed a survey designed to determine the organizational arrangements and norms that influence primary care practice and to provide information on how groups translate the payments they receive from health plans into individual physician compensation.
Primary care physician compensation method in medical groups: Does it influence the use and cost of health services for enrollees in managed care organizations?
CONTEXT: Growth of at-risk managed care contracts between health plans and medical groups has been well documented, but less is known about the nature of financial incentives within those medical groups or their effects on health care utilization.
OBJECTIVE: To test whether utilization and cost of health services per enrollee were influenced independently by the compensation method of the enrollee's primary care physician.
Integrating problem-based learning in a nursing informatics curriculum
In recent years employers in health care organizations have been recognizing the need for nurses to enter the workforce with a set of informatics competencies. Numerous nursing informatics programs have been established worldwide. The challenge becomes to explore innovative tools that will equip nurses with the appropriate skills to utilize information technology to improve health care quality and patient safety and redesign health care services.
The Macy Interprofessional Collaborative Project, the University of Washington
Through multiyear grants awarded by the Macy and Hearst Foundations, the Macy Interprofessional Collaborative is in year two of developing a simulation-based, team training program. The program's overall goal is to improve the delivery of safe, high quality care by increasing interprofessional team communication. The training will be validated and incorporated into existing, credit-based curricula in health sciences schools and will include both a faculty development component and an exportable web-based toolkit for adaptation of the training at other health science institutions.
A survey of nursing faculty needs for training in use of new technologies for education and practice
This study describes nursing faculty's use, knowledge of, and training needs associated with distance learning, simulation, telehealth, and informatics tools in nursing education and practice. Web-based surveys were completed by 193 faculty members from nursing schools in the western United States. More than half of the respondents were frequent users of distance learning and informatics tools. Approximately 66% of faculty reported they were competent with distance learning and informatics tools.
Current trends in interprofessional education of health sciences students: A literature review
There is a pressing need to redesign health professions education and integrate an interprofessional and systems approach into training. At the core of interprofessional education (IPE) are creating training synergies across healthcare professions and equipping learners with the collaborative skills required for today's complex healthcare environment. Educators are increasingly experimenting with new IPE models, but best practices for translating IPE into interprofessional practice and team-based care are not well defined.