Interprofessional undergraduate clinical learning: results from a three year project in a Danish Interprofessional Training Unit
On entering higher education students become professionally socialized, and parallel with this, stereotyping takes place, students developing a more positive assessment of their own roles than those of other professions. This difference between the view of their own and other professions can contribute to creating cognitive and social boundaries between professions that hinder sharing of knowledge, which can result in poor cooperation.
Initial findings from the TUILIP (Trent Universities Interprofessional Learning in Practice) project
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/18989811
'The unknown becomes the known': collective learning and change in primary care teams.
CONTEXT: The growing emphasis on teamwork within the National Health Service (NHS) has made it a priority to understand how health care teams learn together and cope with change.
OBJECTIVES: This study aimed to explore how collective learning and change happen in primary care teams and how the process varies across the disciplines of general medical practice, pharmacy and dentistry.
METHODS: This study reports on qualitative data gathered from 10 primary care teams over 1 year, by means of observational visits and 38 semi-structured interviews.
Assessing interprofessional teamwork in a videoconference-based telerehabilitation setting
We studied the workings of a rehabilitation team in a videoconference setting to note the pros and cons of videoconferencing in the development of interprofessional care plans (ICPs). We recorded every videoconference held by the teams of the specialized centre and the regional centre for clients with traumatic brain injuries over an 18-month period. Thirteen recorded videoconferences, lasting for 30-98 min, were analysed through an observation grid.
Team effectiveness in academic primary health care teams
Primary health care is undergoing significant organizational change, including the development of interdisciplinary health care teams. Understanding how teams function effectively in primary care will assist training programs in teaching effective interprofessional practices. This study aimed to explore the views of members of primary health care teams regarding what constitutes a team, team effectiveness and the factors that affect team effectiveness in primary care.
Building best practice in faculty development for interprofessional collaboration in primary care
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19005957
Developing leadership in rural interprofessional palliative care teams
This project brought together community-based practitioners and academics to develop and deliver interventions designed to enhance the leadership abilities of the designated leaders of seven rural/small town-based palliative care teams. Members of these community-based teams have already gained recognition for their teams' leadership and service delivery in their communities. All of the teams had worked closely with most members of the academic team prior to this project.
Examining the impact of a specialist care homes support team
AIM:
To examine the work and perceived impact of a dedicated specialist care homes support team.
METHOD:
A constructivist methodology was adopted. Data were collected in the form of semi-structured interviews and focus groups with staff, telephone interviews with managers, observation of meetings and teaching sessions, and analysis of documents.
FINDINGS:
Team meetings in specialist palliative care: asking questions as a strategy within interprofessional interaction
In this article, I explore what happens when specialist palliative care staff meet together to discuss patients under their care. Many studies (e.g., Atkinson) have discussed how health care practitioners in various settings use rhetorical strategies when presenting cases in situations such as ward rounds and team meetings. Strategies for arguing and persuading are central to medical practice in the interprofessional context.
Making interprofessional education work: the strategic roles of the academy
Faculties (i.e., schools) of medicine along with their sister health discipline faculties can be important organizational vehicles to promote, cultivate, and direct interprofessional education (IPE). The authors present information they gathered in 2007 about five Canadian IPE programs to identify key factors facilitating transformational change within institutional settings toward successful IPE, including (1) how successful programs start, (2) the ways successful programs influence academia to bias toward change, and (3) the ways academia supports and perpetuates the success of programs.