Teams in Medicine

2021 ◽  
pp. 137-156
Author(s):  
Gia Merlo
Keyword(s):  
Interprofessional Education ◽  
Healthcare Workers ◽  
Medical Schools ◽  
Patient Simulations ◽  
Team Members ◽  
Clinical Scenarios ◽  
Team Based Learning ◽  
Problem Solve ◽  
Or Team ◽  
Training Modules

To effectively diagnose and treat patients, physicians must often cooperate, coordinate, and problem-solve with other healthcare workers. Successful teams in medicine define and work toward shared goals, employ the pertinent and appropriate qualifications of each member, and establish trust in other team members. Task-shifting passes certain roles onto other team members so that physicians can focus on their key areas of responsibility. A number of medical schools have adopted interprofessional education to train today’s physicians, but there are other strategies that are also being explored. Training modules such as Crew Resource Management and TeamSTEPPSTM are being adapted to the needs of the healthcare field. High-fidelity patient simulations are being used to replicate common situations encountered by healthcare workers. Also, many medical schools are using problem-based or team-based learning practices through which students work with one another to tackle and reason through clinical scenarios.

scholarly journals Medical students’ readiness and perceptions about Interprofessional Education: A cross sectional study

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Hana Zamil ◽  
Sultan Ayoub Meo
Keyword(s):  
Medical Students ◽  
Professional Identity ◽  
Interprofessional Education ◽  
Positive Impact ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Roles And Responsibilities ◽  
Clinical Scenarios

Objectives: Interprofessional Education (IPE) provides an environment where learners demonstrate the knowledge, skills and attitude required to manage the complex clinical scenarios in a collaborative and interprofessional manner. The actual sphere of influence of Interprofessional Education in many medical schools has been limited. Therefore, the present study aim was to evaluate the medical students’ readiness and perception of Interprofessional Education in a medical college in Saudi Arabia. Methods: This questionnaire based cross sectional study was executed in the Department of Physiology, College of Medicine, King Saud University during the period September 2016 to December 2017, using the 19-item Readiness for Interprofessional Learning Scale (RIPLS) with four subscales teamwork and collaboration, negative professional identity, positive professional identity and roles and responsibilities. The questionnaire was e-mailed to 1411 medical students and responses were analyzed using 5-point Likert scale. Results: A total of 158 medical students and trainees responded to the survey, 69 (43.6%) were males and 89 (56.4%) were females. The majority of participants 122-148 (77-94%) acknowledged the positive impact of IPE on teamwork and collaboration, more than two thirds 105 (64.45%) disagreed with negative attitude and 110-126 (70-80%) showed positive professional identity. Conclusions: Medical students showed a positive perception and ready to adopt the Interprofessional Educational allied activities in medical schools. The shared academic events would improve in clarifying the roles and responsibilities of medical students in health care professions. doi: https://doi.org/10.12669/pjms.36.4.2214 How to cite this:Alzamil H, Meo SA. Medical students’ readiness and perceptions about Interprofessional Education: A cross sectional study. Pak J Med Sci. 2020;36(4):---------. doi: https://doi.org/10.12669/pjms.36.4.2214 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Educator–student talk during interprofessional simulation-based teaching

2019 ◽  
Vol 6 (4) ◽  
pp. 206-213
Author(s):  
Bianca N Jackson ◽  
Alana Brady ◽  
Philippa Friary ◽  
Andrea Braakhuis ◽  
Julia Sekula ◽  
...  
Keyword(s):  
Problem Solving ◽  
Speech Acts ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Language Therapy ◽  
Simulated Learning ◽  
Question Types ◽  
Clinical Scenarios ◽  
Level Problem ◽  
Problem Solve

BackgroundSimulated learning environments are increasingly common in interprofessional education (IPE). While reflection is key to simulated learning, little is known about the nature of these conversations during simulation. The aim of this exploratory paper was to quantify communicative features of conversations during interprofessional simulation scenarios between dietetics students, speech-language therapy students and their educators.MethodsConversations between students and educators during the pauses between simulated scenario phases were recorded and transcribed. Student and educator utterances were quantitatively analysed for speech acts, question types and elements of IPE (clinical reasoning, roles and responsibilities, client and family centred care, interprofessional collaboration, clinical procedural tasks).ResultsAcross 1340 utterances from six scenarios, analyses of conversational speech acts and question types highlighted similar patterns of usage between two educators despite different clinical scenarios and professional backgrounds. Educators used a minimally higher proportion of open compared with closed questions, and higher-level problem-solving questions predominated in comparison to simple factual questioning. Educators used more requests for action and attention and students displayed more performative and responsive acts (p<0.05). Students were exposed to all elements of IPE through conversations in all scenarios.ConclusionsConversations during pauses in immersive simulated scenarios between educators and students enable rich IPE opportunities and higher-level problem-solving. Educators encouraged students to problem solve within and across disciplines with open questions. Educators provided few factual responses to questions themselves rather diverting questions back to the students. This approach to the analysis of conversation can support educators to evaluate their own communication during interprofessional simulations.

From whom do we learn group norms? Low-ranking group members are perceived as the best sources

2020 ◽  
Author(s):  
Jennifer E Dannals ◽  
Emily Reit ◽  
Dale T. Miller
Keyword(s):  
Social Norms ◽  
Correlation Study ◽  
Team Members ◽  
Norm Perception ◽  
Lower Ranking ◽  
Group Members ◽  
Groups And Teams ◽  
Or Team ◽  
And Behavior ◽  
To Receive

Social norm perception is ubiquitous in small groups and teams, but how individuals approach this process is not well understood. When individuals wish to perceive descriptive social norms in a group or team, whose ad- vice and behavior do they prefer to rely on? Four lab studies and one Teld survey demonstrate that when in- dividuals seek information about a team’s social norms they prefer to receive advice from lower-ranking indi- viduals (Studies 1–4) and give greater weight to the observed behavior of lower-ranking individuals (Study 5). Results from correlation (Study 3) and moderation (Study 4) approaches suggest this preference stems from the assumption that lower-ranking team members are more attentive to and aware of the descriptive social norms of their team. Alternative mechanisms (e.g., perceived similarity to lower-ranking team members, greater honesty of lower-ranking team members) were also examined, but no support for these was found.

scholarly journals Current practice and perceptions of safety protocols for the use of intraperitoneal chemotherapy in the operating room: results of the IP-OR international survey

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Daniel Clerc ◽  
Martin Hübner ◽  
K.R. Ashwin ◽  
S.P. Somashekhar ◽  
Beate Rau ◽  
...  
Keyword(s):  
Operating Room ◽  
Intraperitoneal Chemotherapy ◽  
Current Practice ◽  
High Volume ◽  
International Survey ◽  
Protection Measures ◽  
Team Members ◽  
Cleaning Staff ◽  
The Individual ◽  
Or Team

Abstract Objectives To assess the risk perception and the uptake of measures preventing environment-related risks in the operating room (OR) during hyperthermic intraperitoneal chemotherapy (HIPEC) and pressurized intraperitoneal aerosol chemotherapy (PIPAC). Methods A multicentric, international survey among OR teams in high-volume HIPEC and PIPAC centers: Surgeons (Surg), Scrub nurses (ScrubN), Anesthesiologists (Anest), Anesthesiology nurses (AnesthN), and OR Cleaning staff (CleanS). Scores extended from 0–10 (maximum). Results Ten centers in six countries participated in the study (response rate 100%). Two hundred and eleven responses from 68 Surg (32%), 49 ScrubN (23%), 45 Anest (21%), 31 AnesthN (15%), and 18 CleanS (9%) were gathered. Individual uptake of protection measures was 51.4%, similar among professions and between HIPEC and PIPAC. Perceived levels of protection were 7.57 vs. 7.17 for PIPAC and HIPEC, respectively (p<0.05), with Anesth scoring the lowest (6.81). Perceived contamination risk was 4.19 for HIPEC vs. 3.5 for PIPAC (p<0.01). Information level was lower for CleanS and Anesth for HIPEC and PIPAC procedures compared to all other responders (6.48 vs. 4.86, and 6.48 vs. 5.67, p<0.01). Willingness to obtain more information was 86%, the highest among CleanS (94%). Conclusions Experience with the current practice of safety protocols was similar during HIPEC and PIPAC. The individual uptake of protection measures was rather low. The safety perception was better for PIPAC, but the perceived level of protection remained relatively low. The willingness to obtain more information was high. Intensified, standardized training of all OR team members involved in HIPEC and PIPAC is meaningful.

scholarly journals Applying Established Guidelines to Team-Based Learning Programs in Medical Schools

2014 ◽  
Vol 89 (4) ◽  
pp. 678-688 ◽  
Author(s):  
Annette W. Burgess ◽  
Deborah M. McGregor ◽  
Craig M. Mellis
Keyword(s):  
Medical Schools ◽  
Team Based Learning ◽  
Learning Programs

scholarly journals Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators

2016 ◽  
Vol 4 ◽  
pp. 41-49 ◽  
Author(s):  
Courtney West ◽  
Lori Graham ◽  
Ryan T. Palmer ◽  
Marissa Fuqua Miller ◽  
Erin K. Thayer ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Medical Schools ◽  
Barriers And Facilitators ◽  
Common Practices

Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

2009 ◽  
pp. 1334-1349
Author(s):  
Elizabeth Avery Gomez ◽  
Dezhi Wu ◽  
Katia Passerini ◽  
Michael Bieber
Keyword(s):  
Active Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Team Members ◽  
Face To Face ◽  
Computer Mediated ◽  
Team Based Learning ◽  
Team Interactions ◽  
The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-toface classroom and enable active learning between face-to-face class times. This article presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a Web-based environment through the use of computer-mediated communications tools (discussion Web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment, and learning in such a Web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

Noise in Endoscopic Sinus and Skull Base Surgery Operating Rooms

2020 ◽  
pp. 194589242097652
Author(s):  
Marc Levin ◽  
Kelvin Zhou ◽  
Ethan C. Sommer ◽  
Hitansh Purohit ◽  
Jeffery Wells ◽  
...  
Keyword(s):  
Skull Base ◽  
Patient Outcomes ◽  
Noise Exposure ◽  
Skull Base Surgery ◽  
Noise Measurement ◽  
Scrub Nurse ◽  
Noise Levels ◽  
Team Members ◽  
Noise Measurements ◽  
Or Team

Background Noise in the operating room (OR) contributes to miscommunication among team members and may negatively impact patient outcomes. Objectives This study aimed to quantify noise levels during endoscopic sinus and skull base surgery. The secondary aim was to understand how OR team members perceive noise during endoscopic sinus and skull base surgery. Methods Noise levels were measured using the validated phone application SoundMeter X 10.0.4 (r1865) (Faber Acoustical, Utah, USA) at the ear-level of the surgeon, scrub nurse, circulating nurse, and anesthesiologist. At the end of each surgery, OR team members were asked to complete a six-question questionnaire about noise during that surgery. Results One thousand four hundred and two noise measurements were recorded across 353 trials. The loudest mean noise measurement was 84.51 dB and maximum noise measurement was 96.21 dB at the ear-level of the surgeon. Noise was significantly higher at the ear-level of the surgeon and scrub nurse in comparison to the circulating nurse (p = .000) and anesthesiologist (p = .000). Forty percent of questionnaire respondents believed noise was a problem and 38% stated that noise caused communication issues during surgery. Conclusion Surgeons and scrub nurses have significantly higher noise exposure in comparison to circulating nurses and anesthesiologists during endoscopic sinus and skull base surgery. For these members of the OR team, noise is also identified as problematic and causing issues with communication. Mechanisms to reduce potential noise may be implemented to improve communication and patient outcomes in endoscopic sinus and skull base surgery.

Who Am I as a Healthcare Provider?

2020 ◽  
pp. 1028-1043
Author(s):  
Rachel Umoren ◽  
Natalia Rybas
Keyword(s):  
Professional Education ◽  
Interprofessional Education ◽  
Ad Hoc ◽  
Healthcare Delivery ◽  
Healthcare Delivery System ◽  
Team Members ◽  
Professional Students ◽  
Interprofessional Teams ◽  
Acute Patient ◽  
Ad Hoc Teams

The U.S. healthcare delivery system relies on the formation of ad hoc teams of highly-trained, experienced, providers of various specialties. The providers work in interprofessional teams that converge to address situations around acute patient care. Various models of virtual training provide structured opportunities for interprofessional education, whereby learners engage with roles and responsibilities essential for their professions and active collaboration with other team members. This learning is transformative as it influences the development of professional identity and teamwork skills needed for successful collaborative practice in interprofessional teams. This chapter explores the role of training health care professional students using virtual simulations and the emerging potential of virtual and augmented reality for health professional education.

Sign in / Sign up

Export Citation Format

Share Document