scholarly journals Listening to Clinical Teams: Developing Strategies to Support Sustained STAR-VA Implementation

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 538-539
Author(s):  
Kyle Page ◽  
Karen Benson ◽  
Laura Wray ◽  
Michele Karel ◽  
Kim Curyto
Keyword(s):  
Implementation Strategies ◽  
Shared Vision ◽  
Collaborative Problem Solving ◽  
Readiness Assessment ◽  
Virtual Training ◽  
Team Members ◽  
Program Evaluations ◽  
Mapping Tool ◽  
Training Materials ◽  
Regional Community

Abstract Feedback obtained from program evaluations and interviews with CLC team members who participated in STAR-VA helped to inform the development of sustained implementation strategies guided by the CFIR-ERIC Mapping Tool. A CLC readiness assessment was developed to guide selection of new champions and assess for local team readiness to implement STAR-VA. Virtual training materials were developed along with a champion training checklist to prepare additional champions and support team training. We identified key implementation steps and optional strategies to support sustained implementation, developed a sustained implementation guide, associated sustained implementation checklist, and sustainability toolkit. We are piloting a regional community of practice model, encouraging development of and building on relationship networks to promote use of program tools, collaborative problem-solving, feedback, and a shared vision for implementation. We will discuss the importance of tailored strategies for integrating new practices into usual care.

scholarly journals A systematic approach to context-mapping to prepare for health interventions: development and validation of the SETTING-tool in four countries

2021 ◽  
Vol 6 (1) ◽  
pp. e003221
Author(s):  
Evelyn A Brakema ◽  
Rianne MJJ van der Kleij ◽  
Charlotte C Poot ◽  
Niels H Chavannes ◽  
Ioanna Tsiligianni ◽  
...  
Keyword(s):  
Health Workers ◽  
Rapid Assessment ◽  
Implementation Strategies ◽  
Implementation Fidelity ◽  
Chronic Respiratory Disease ◽  
Health Interventions ◽  
Successful Implementation ◽  
Mapping Tool ◽  
Implementation Failure ◽  
Development And Validation

Effectiveness of health interventions can be substantially impaired by implementation failure. Context-driven implementation strategies are critical for successful implementation. However, there is no practical, evidence-based guidance on how to map the context in order to design context-driven strategies. Therefore, this practice paper describes the development and validation of a systematic context-mapping tool. The tool was cocreated with local end-users through a multistage approach. As proof of concept, the tool was used to map beliefs and behaviour related to chronic respiratory disease within the FRESH AIR project in Uganda, Kyrgyzstan, Vietnam and Greece. Feasibility and acceptability were evaluated using the modified Conceptual Framework for Implementation Fidelity. Effectiveness was assessed by the degree to which context-driven adjustments were made to implementation strategies of FRESH AIR health interventions. The resulting Setting-Exploration-Treasure-Trail-to-Inform-implementatioN-strateGies (SETTING-tool) consisted of six steps: (1) Coset study priorities with local stakeholders, (2) Combine a qualitative rapid assessment with a quantitative survey (a mixed-method design), (3) Use context-sensitive materials, (4) Collect data involving community researchers, (5) Analyse pragmatically and/or in-depth to ensure timely communication of findings and (6) Continuously disseminate findings to relevant stakeholders. Use of the tool proved highly feasible, acceptable and effective in each setting. To conclude, the SETTING-tool is validated to systematically map local contexts for (lung) health interventions in diverse low-resource settings. It can support policy-makers, non-governmental organisations and health workers in the design of context-driven implementation strategies. This can reduce the risk of implementation failure and the waste of resource potential. Ultimately, this could improve health outcomes.

Assessing Surgical Teamwork Competencies During Moments of Uncertainty Using OR Black Box

2021 ◽  
Vol 10 (1) ◽  
pp. 267-271
Author(s):  
Taylor Incze ◽  
Sonia Pinkney ◽  
Mark Fan ◽  
Patricia Trbovich
Keyword(s):  
Prospective Observational Study ◽  
Visual Analysis ◽  
Team Leadership ◽  
Black Box ◽  
Collaborative Problem Solving ◽  
Evidence Based ◽  
Team Members ◽  
Quality Healthcare ◽  
Collaborative Problem ◽  
Effective Care

Teamwork is an essential aspect to maintaining high-quality healthcare. This is especially true during times of uncertainty, when collaborative problem solving is necessary for clinical teams to adapt and deliver safe and effective care. We conducted a prospective observational study using audio/visual analysis captured by OR Black Box. Human factors experts transcribed and coded the videos using an evidence-based teamwork framework, specific to healthcare. We identified teamwork competencies that were either present or absent during moments of uncertainty in the operating room. Four main team roles (nurses, anesthesiologists, surgeons and trainees) were studied. We identified 3539 instances of teamwork, during 180 hours of surgical observation, and categorized them into 7 competencies. Team leadership was expressed significantly more often by surgeons compared to other team members whereas backup behaviour was expressed significantly more by nurses. Understanding how each team role uniquely contributes to teamwork can help develop specific and actionable teamwork interventions, which could ultimately lead to increased safety in the OR.

Identifying Strategies for Robust Survivorship Program Implementation: A Qualitative Analysis of Cancer Programs

2021 ◽  
Author(s):  
Soohyun Hwang ◽  
Burcu Bozkurt ◽  
Tamara Huson ◽  
Sarah Asad ◽  
Lauren Richardson ◽  
...  
Keyword(s):  
Program Implementation ◽  
Health Care Professionals ◽  
Implementation Strategies ◽  
The United States ◽  
Survivorship Care ◽  
Team Members ◽  
Care Plans ◽  
Care Processes ◽  
Key Stakeholders ◽  
Template Analysis

PURPOSE The Commission on Cancer seeks to promote robust survivorship programs among accredited cancer programs. In practice, cancer programs' survivorship programs range from cursory (eg, developing care plans without robust services) to robust (eg, facilitating follow-up care). To inform cancer programs' future efforts, in this study, we identified the implementation strategies that cancer programs used to achieve robust survivorship programs, distinguishing them from cursory programs. METHODS We sampled 39 cancer programs across the United States with approaches to survivorship program implementation ranging from cursory to robust on the basis of LIVESTRONG survivorship care consensus elements. Within sampled cancer programs, we conducted in-depth semistructured interviews with a total of 42 health care professionals. We used template analysis to distinguish implementation strategies used in cancer programs with robust survivorship programs from strategies that yielded cursory survivorship programs. RESULTS Cancer programs with robust survivorship programs established clear systems survivorship care and formal committees to improve the survivorship care processes. They sought buy-in from multiple stakeholders to leverage cancer program resources and defined clear roles with shared accountability among multidisciplinary groups. By contrast, cancer programs with cursory survivorship programs reported less consistency in survivorship care processes and lacked buy-in from key stakeholders. They had limited resources, faced persistent structural concerns, and had insufficient clarity in roles among team members. CONCLUSION Accrediting bodies may consider incorporating the implementation strategies that robust survivorship programs have used as guidance for supporting cancer programs in operationalizing survivorship care and evaluating the use of these strategies during the accreditation and review process.

scholarly journals See No Evil, Hear No Evil, Stop No Evil: Institutional-Level Tracking to Combat Mistreatment of Residents and Fellows

2019 ◽  
Vol 11 (5) ◽  
pp. 601-605 ◽  
Author(s):  
Taj Mustapha ◽  
Yedam Ho ◽  
John S. Andrews ◽  
Michael J. Cullen
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Primary Source ◽  
University Of Minnesota ◽  
Multiple Sources ◽  
Team Members ◽  
Institutional Level ◽  
Graduate Medical ◽  
Program Evaluations ◽  
New Information

ABSTRACT Background Mistreatment of trainees, including discrimination and harassment, is a problem in graduate medical education. Current tools to assess the prevalence of mistreatment often are not administered institutionally and may not account for multiple sources of mistreatment, limiting an institution's ability to respond and intervene. Objective We describe the utility of a brief questionnaire, embedded within longer institutional program evaluations, measuring the prevalence of different types of trainee mistreatment from multiple sources, including supervisors, team members, colleagues, and patients. Methods In 2018, we administered a modified version of the mistreatment questions in the Association of American Medical Colleges Graduation Questionnaire to investigate the prevalence and sources of mistreatment in graduating residents and fellows. We conducted analyses to determine the prevalence, types, and sources of mistreatment of trainees at the institutional level across graduate medical education programs. Results A total of 234 graduating trainees (77%) from the University of Minnesota—Twin Cities completed the questions. Patients were cited as the primary source of mistreatment in 5 of 6 categories, including both direct and indirect offensive remarks, microaggressions, sexual harassment, and physical threats (paired t test comparisons from t = 3.92 to t = 9.71, all P < .001). The only category of mistreatment in which patients were not the most significant source was humiliation and shaming. Conclusions Six questions concerning types and sources of trainee mistreatment, embedded within an institutional survey, generated new information for institutional-, departmental- and program-based future interventions. Patients were the greatest source for all types of mistreatment except humiliation and shaming.

An Evidence-Based Model of Virtual Team Training and Development

2018 ◽  
Vol 9 (2) ◽  
pp. 65-79 ◽  
Author(s):  
Brian J. Galli
Keyword(s):  
Training Program ◽  
Virtual Teams ◽  
Virtual Team ◽  
Virtual Training ◽  
Team Members ◽  
Team Success ◽  
Prior Literature ◽  
Engineering Information ◽  
Technology Product ◽  
Evidence Based Model

The purpose of this article is to outline a training regimen for virtual team members and leaders, based on prior literature on the particular issues and unique skills necessary for individuals who work in this type of environment. The training program proposes four main modules, beginning with introductory training via a kickoff meeting, followed by subsequent modules that delve into factors that have been shown to be crucial for virtual team success. The study's approach provides guidance on the design and execution of various in-person and virtual training sessions, including content, potential delivery modes, timing, and assessment of learning objectives. In total, the proposed training program is designed to be flexible in terms of project types (e.g., engineering, information technology, product development) but is well-suited for virtual teams and employees who work extensively in a virtual environment.

scholarly journals Collaborating With Style: Using an Agent-Based Model to Simulate Cognitive Style Diversity in Problem Solving Teams

2019 ◽  
Author(s):  
Samuel Lapp ◽  
Kathryn Jablokow ◽  
Christopher McComb
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Collaborative Problem Solving ◽  
Design Problems ◽  
Team Members ◽  
Agent Based ◽  
Collaborative Problem ◽  
Problem Solving Teams ◽  
Problem Solving Behavior

Abstract Collaborative problem solving can be successful or counterproductive. The performance of collaborative teams depends not only on team members’ abilities, but also on their cognitive styles. Cognitive style measures differences in problem-solving behavior: how people generate solutions, manage structure, and interact. While teamwork and problem solving have been studied separately, their interactions are less understood. This paper introduces the KAI Agent-Based Organizational Optimization Model (KABOOM), the first model to simulate cognitive style in collaborative problem solving. KABOOM simulates the performance of teams of agents with heterogeneous cognitive styles on two contextualized design problems. Results demonstrate that, depending on the problem, certain cognitive styles may be more effective than others. Also, intentionally aligning agents’ cognitive styles with their roles can improve team performance. These experiments demonstrate that KABOOM is a useful tool for studying the effects of cognitive style on collaborative problem solving.

scholarly journals Transforming Virtual Team-Based Learning for Rural Healthcare Staff: What the Pandemic Taught Us

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 739-740
Author(s):  
Eve Gottesman ◽  
Helen Fernandez ◽  
Judith Howe
Keyword(s):  
Rural Areas ◽  
Healthcare Providers ◽  
Veterans Health ◽  
Health Administration ◽  
Web Based ◽  
Virtual Training ◽  
Team Members ◽  
Medical Centers ◽  
History Of

Abstract During COVID-19, many training programs pivoted to virtual formats. For the Rural Interdisciplinary Team Training (RITT) Program, funded by the Veterans Health Administration as part of the Geriatric Scholars Program, there were unique challenges. Given a history of successful accredited in-person, team-based workshops for staff at rural and remote clinics, program developers needed to quickly devise a plan for an effective virtual training for team members working separately from each other. Without the ability to provide in-person education and training, rapid pivoting to virtual modalities was essential for ongoing education of those providing care for older adults. Using a web-based platform, team members and expert trainer facilitation, participants engaged in lively discussions and reflection using the chat feature. RITT adapted the curriculum to better meet the needs of busy healthcare providers working during the pandemic, including increased discussion of how COVID affects older Veterans. Three virtual RITT workshops were held between March 2020 and February 2021 with 64 participants from 12 rural clinics and medical centers. Over 90% of participants agreed or strongly agreed that they were satisfied with the virtual workshop, comparable to those participating in the in-person workshop in earlier years. Similar to others, we have found that the ability to flex a curriculum has benefits to both learners and educators and increases the reach of educational opportunities in gerontology and geriatrics. Particularly in rural areas where travel may be challenging, a virtual format may be a desirable long-term solution for the RITT program.

scholarly journals Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism

2021 ◽  
Vol 10 (7) ◽  
pp. 247
Author(s):  
Elizabeth McGhee Hassrick ◽  
Wendy Shih ◽  
Heather Nuske ◽  
Sarah Fulton Vejnoska ◽  
Samantha Hochheimer ◽  
...  
Keyword(s):  
Problem Solving ◽  
Social Relationships ◽  
Children With Autism ◽  
Educational Interventions ◽  
Collaborative Problem Solving ◽  
School Transitions ◽  
Lower Income ◽  
Financial Barriers ◽  
Team Members ◽  
Collaborative Problem

Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially buffer a child with autism from the adverse effects caused by care disruptions. Qualities of social relationships, including trust and collaborative problem solving, can be measured using social network analysis. This study investigates if two different types of TAC relationships, defined as (1) the level of trust among team members and (2) the degree of collaborative problem solving among team members, are associated with perceived successful transitions for children with autism from lower income families. Findings suggested that TAC trust is significantly associated with the outcome of transition success for children with autism immediately post-transition.

scholarly journals Comparing Output from Two Methods of Participatory Design for Developing Implementation Strategies: Traditional Contextual Inquiry vs. Rapid Crowd Sourcing

2021 ◽  
Author(s):  
Emily Becker-Haimes ◽  
Brinda Ramesh ◽  
Jacqueline Buck ◽  
Heather J. Nuske ◽  
Kelly A. Zentgraf ◽  
...  
Keyword(s):  
Participatory Design ◽  
Qualitative Interviews ◽  
Implementation Strategies ◽  
Design Methods ◽  
Crowd Sourcing ◽  
Team Members ◽  
Implementing Change ◽  
Collection Practices ◽  
Technological Platform ◽  
Innovation Tournament

Abstract BackgroundParticipatory design methods are a key component of designing tailored implementation strategies. These methods vary in the resources required to execute and analyze their outputs. No work to date has examined the extent to which the output obtained from different approaches to participatory design varies.MethodsWe concurrently used two separate participatory design methods: 1) field observations and qualitative interviews and 2) rapid crowd sourcing (an innovation tournament). Our goal was to generate information to tailor implementation strategies to increase the use of evidence-based data collection practices among one-to-one aides working with children with autism. Each method was executed and analyzed by study team members blinded to the output of the other method. We estimated the personnel time and monetary costs associated with each method to further facilitate comparison.ResultsObservations and interviews generated nearly double the number of implementation strategies (n = 26) than did the innovation tournament (n = 14). When strategies were classified into clusters from the Expert Recommendations for Implementing Change (ERIC) taxonomy, there was considerable overlap in the content of identified strategies. Strategies derived from observations and interviews were more specific than those from the innovation tournament. Nine strategies (23%) reflected content unique to observations and interviews and 4 (10%) strategies were unique to the innovation tournament. Only observations and interviews identified implementation strategies related to adapting and tailoring to context; only the innovation tournament identified implementation strategies that used incentives. Observations and interviews required more than three times the personnel hours than the innovation tournament, but the innovation tournament was more costly overall due to the technological platform used.ConclusionsThere was substantial overlap in content derived from observations and interviews and the innovation tournament. However, each yielded unique information. To select the best participatory design approach to inform implementation strategy design for a particular context, researchers should carefully consider what each method may elicit and weigh the resources available to invest in the process.Trial RegistrationN/A

scholarly journals PELATIHAN DAN PENDAMPINGAN PENGGUNAAN KIT IPA DI SD NEGERI 34 CAKRANEGARA

2021 ◽  
Vol 1 (1) ◽  
pp. 14-19
Author(s):  
Baiq Niswatul Khair ◽  
Fitri Puji Astria ◽  
K. Sri Kusuma Wardani ◽  
Nurwahidah Nurwahidah ◽  
N L P. Nina Sriwarthini ◽  
...  
Keyword(s):  
Secondary Education ◽  
Primary Education ◽  
Learning Process ◽  
Learning Activities ◽  
Classroom Learning ◽  
Learning Methods ◽  
Team Members ◽  
Training Materials ◽  
Opening Stage ◽  
Education Process

The Ministerial Regulation on Basic and Secondary Education Process Standards ensures that the learning process in primary education should be enjoyable. Fun learning can be obtained through scientific-based learning such as practicum or business. But in reality, learning is conventional, namely lectures and discussions. The utilization of sciences KIT as a learning medium that is owned is never used in classroom learning activities. This is shown from the sciences KIT which is still neatly stored and looks dusty. The reason the sciences KIT was not used was because of the inability of the teacher because they had never received training and the training would damage the sciences KIT used so that the teacher preferred to use conventional learning methods and media. The strategy carried out in this service uses several methods of lectures and presentations, question and answer/discussion, and mentoring. Activities that have been implemented can be said to run smoothly according to the planned schedule. There are no obstacles and problems during the activity and all team members can attend every activity. The whole series of activities starting from the opening stage, delivering training materials, training to closing went smoothly without any meaningful school.

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