scholarly journals Developing a team-based assessment strategy: direct observation of interprofessional team performance in an ambulatory teaching practice

MedEdPublish ◽  
2021 ◽  
Vol 11 ◽  
pp. 6
Author(s):  
Lyndonna Marrast ◽  
Joseph Congliaro ◽  
Alana Doonachar ◽  
Aubrey Rogers ◽  
Lauren Block ◽  
...  
Keyword(s):  
Conflict Resolution ◽  
Direct Observation ◽  
Team Performance ◽  
Teaching Practice ◽  
The United States ◽  
Team Collaboration ◽  
Interprofessional Team ◽  
Individual Assessment ◽  
Field Notes ◽  
Trained Observers

Background: High functioning interprofessional teams may benefit from understanding how well (or not so well) a team is functioning and how teamwork can be improved. A team-based assessment can provide team insight into performance and areas for improvement. Though individual assessment via direct observation is common, few residency programs in the United States have implemented strategies for interprofessional team (IPT) assessments. Methods: We piloted a program evaluation via direct observation for a team-based assessment of an IPT within one Internal Medicine residency program. Our teams included learners from medicine, pharmacy, physician assistant and psychology graduate programs. To assess team performance in a systematic manner, we used a Modified McMaster-Ottawa tool to observe three types of IPT encounters: huddles, patient interactions and precepting discussions with faculty. The tool allowed us to capture team behaviors across various competencies: roles/responsibilities, communication with patient/family, and conflict resolution. We adapted the tool to include qualitative data for field notes by trained observers that added context to our ratings. Results: We observed 222 encounters over four months. Our results support that the team performed well in measures that have been iteratively and intentionally enhanced – role clarification and conflict resolution. However, we observed a lack of consistent incorporation of patient-family preferences into IPT discussions. Our qualitative results show that team collaboration is fostered when we look for opportunities to engage interprofessional learners. Conclusions: Our observations clarify the behaviors and processes that other IPTs can apply to improve collaboration and education. As a pilot, this study helps to inform training programs of the need to develop measures for, not just individual assessment, but also IPT assessment.

scholarly journals El Nacimiento del Pueblo Mestizo: Critical Discourse on Historical Trauma, Community Resilience and Healing

2021 ◽  
Vol 48 (3) ◽  
pp. 265-275
Author(s):  
Lisa Cacari Stone ◽  
Magdalena Avila ◽  
Bonnie Duran
Keyword(s):  
Public Health ◽  
Service Learning ◽  
Mexican Americans ◽  
Research Question ◽  
Historical Trauma ◽  
The United States ◽  
Policy Implications ◽  
Border Region ◽  
Indigenous Populations ◽  
Field Notes

Purpose. Historical trauma has been widely applied to American Indian/Alaska Native and other Indigenous populations and includes dimensions of language, sociocultural, and land losses and associated physical and mental disorders, as well as economic hardships. Insufficient evidence remains on the experiences of historical trauma due to waves of colonization for mixed-race Mexican people with indigenous ancestry (el pueblo mestizo). Research Question. Drawing from our critical lenses and epistemic advantages as indigenous feminist scholars, we ask, “How can historical trauma be understood through present-day discourse of two mestizo communities? What are public health practice and policy implications for healing historical trauma among mestizo populations?” Methodology and Approach. We analyzed the discourse from two community projects: focus groups and ethnographic field notes from a study in the U.S.–Mexico border region (2012–2014) and field notes and digital stories from a service-learning course in northern New Mexico (2016–2018). Findings. Our analysis describes the social and historical experiences of Mexicans, Mexican Americans, Chicanas/os, and Nuevo Mexicano peoples in the southwestern border region of the United States. We found four salient themes as manifestations of “soul-wound”: (1) violence/fear, (2) discrimination/shame, (3) loss, and (4) deep sorrow. Themes mitigating the trauma were community resiliency rooted in “querencia” (deep connection to land/home/people) and “conscientizacion” (critical consciousness). Conclusion. Historical trauma experienced by mestizo Latinx communities is rooted in local cultural and intergenerational narratives that link traumatic events in the historic past to contemporary local experiences. Future public health interventions should draw on culturally centered strength-based resilience approaches for healing trauma and advancing health equity.

Articulating an alternative: the contribution of John Burton

1995 ◽  
Vol 21 (2) ◽  
pp. 197-208 ◽  
Author(s):  
David J. Dunn
Keyword(s):  
United States ◽  
United Kingdom ◽  
Conflict Resolution ◽  
Academic Career ◽  
The United States ◽  
Research Society ◽  
Research Association ◽  
The United Kingdom ◽  
Peace Research ◽  
George Mason University

Taken together, these four volumes comprise the Conflict Series, and represent the fruits of work completed by John Burton, with others, in the last years of his formal academic career in the United States, at the United States Institute of Peace in Washington, DC, and at the Center for Conflict Resolution at George Mason University in Virginia. Burton has now ‘retired’ (though he still writes vigorously) to his native Australia, and that event, together with the appearance of these works, prompts this synoptic evaluation of them in the context of Burton's life and previous work. What makes this particularly interesting in the case of John Burton is that his career has been less than singular; first a civil servant, then a diplomat, then an academic, he moved from Australia, then to the United Kingdom and thence to the United States, with various stops along the way. Though he has written a great deal—books, articles and conference papers—and was a key participant in the organization of the peace research movement in the 1960s, especially the International Peace Research Association and the Conflict Research Society in the United Kingdom (and is described on the back cover of CRP as ‘the founder of the field of conflict resolution’), he was never a professor during his extended residence i n the United Kingdom at, first, University College, London, and then at the University of Kent, achieving that status only later, at George Mason University.

Provider Education About Pneumococcal Vaccination Practices for Older Adults

2019 ◽  
Vol 34 (7) ◽  
pp. 432-438
Author(s):  
Kimberly C. McKeirnan ◽  
Karen Colorafi ◽  
Shannon G. Panther ◽  
Darryl Potyk ◽  
John McCarthy
Keyword(s):  
Project Team ◽  
Lessons Learned ◽  
Community Pharmacies ◽  
Academic Detailing ◽  
Care Providers ◽  
Interprofessional Practice ◽  
Team Members ◽  
Interprofessional Team ◽  
Medical Clinics ◽  
Field Notes

OBJECTIVE: To describe an interdisciplinary academic detailing project implemented to address low pneumococcal immunization rates. SETTING: Two medical clinics and four community pharmacies in rural Washington state. PRACTICE DESCRIPTION: The two medical clinics and four community pharmacies were all located in two rural counties and serve geographically large rural areas. PRACTICE INNOVATION: Academic detailing is an evidence-based approach designed to change clinical practice and improve decision-making. Our team utilized the academic detailing model to provide educational outreach to local rural health care providers. The detailing team visited each clinic and pharmacy on a defined schedule and provided information to physicians, clinic administrators, nurses, pharmacists, pharmacy technicians, medical assistants, and clinic front-end staff. MAIN OUTCOME MEASUREMENTS: The project team maintained detailed field notes from each academic detailing the visit and met to debrief about each encounter. From the field notes, through the process of thematic analysis and analytic memoing, the project team produced a list of "lessons learned" that could be used to guide other interprofessional teams wishing to embark on an academic detailing project. RESULTS: We have identified four key "lessons learned": Interprofessional team members bring different strengths to the project; using same-discipline team members paved the way for success; involving students aids in educating future practitioners in interprofessional practice; and scheduling meetings in advance is important. CONCLUSION: We described an approach to enhanced academic detailing using interprofessional team delivery, bringing interprofessional practice into the real-world practice setting.

A Systems Study on Interprofessional Collaboration in Healthcare

2021 ◽  
Vol 12 (3) ◽  
pp. 93-108
Author(s):  
Hironobu Matsushita ◽  
Carole Orchard ◽  
Katsumi Fujitani ◽  
Kaori Ichikawa
Keyword(s):  
Interprofessional Collaboration ◽  
Japanese Version ◽  
Face Validity ◽  
Validity And Reliability ◽  
Alpha Coefficient ◽  
Cross Sectional ◽  
Team Collaboration ◽  
Interprofessional Team ◽  
Excellent Internal Consistency ◽  
Acute Healthcare

This study aims to translate and adapt the Assessment of Interprofessional Team Collaboration Scale II (AITCS-II) cross-culturally for effective and systemic use in Japan, to describe floor and ceiling values, and to examine in terms of such criteria as reliability and face and content validity. The AITCS-II was translated from English into Japanese to develop the Japanese version of the Assessment of Interprofessional Team Collaboration Scale II (hereinafter referred to AITCS-II-J). Then, cross-sectional and cross-professional data analyses were carried out to seek evidence of construct validity. Analysis demonstrated good content and face validity. With a Cronbach's alpha coefficient greater than 0.9 (r varied from 0.912 to 0.940), the AITCS-II-J exhibited excellent internal consistency. The AITCS-II-J showed evidence of acceptable validity and reliability; therefore, this measurement system will be useful for informing the enhancement of interprofessional team collaboration within the Japanese acute healthcare context.

scholarly journals Crossing Borders in Search of the Mother-Daughter Story: Interdependence across Time and Distance

2008 ◽  
Vol 89 (4) ◽  
pp. 631-639
Author(s):  
Ruth Ann Belknap
Keyword(s):  
United States ◽  
Data Collection ◽  
Narrative Analysis ◽  
The United States ◽  
Mothers And Daughters ◽  
Analysis Techniques ◽  
Mexican Culture ◽  
Mother Daughter Relationship ◽  
Field Notes ◽  
Distance Data

Although studies have identified the importance of the mother–daughter relationship and of familism in Mexican culture, there is little in the literature about the mother–daughter experience after daughters have migrated to the United States. This study explores relationships between three daughters in America and their mothers in Mexico, and describes ways in which interdependence between mothers and daughters can be maintained when they are separated by borders and distance. Data collection included prolonged engagement with participants, field notes, and tape-recorded interviews. Narrative analysis techniques were used. Findings suggest mother–daughter interdependence remains. Some aspects may change, but the mother–daughter connection continues to influence lives and provide emotional and, to a lesser extent, material support in their lives.

scholarly journals Student Leadership At The University

2010 ◽  
Vol 7 (2) ◽  
Author(s):  
Ann T. Hilliard
Keyword(s):  
Conflict Resolution ◽  
Time Management ◽  
Student Leadership ◽  
Leadership Skills ◽  
The United States ◽  
Community Action ◽  
Clear Understanding ◽  
The Future ◽  
University Leaders ◽  
The University

The focus of this article is about the utilization of student leadership at the University.  Based on research, student leadership opportunities at the university have been frequently at a low percentage (Zimmerman, Burkhart, 2002).  The researcher identifies practical ways to involve students in various leadership activities. Emphases are placed on the definition of leadership, characteristics of strong leadership, importance of stakeholders, early involvement, expectations of today’s leaders, and benefits of student leadership at the university.  The three ways to look at leadership includes a respond to an idea that the future is unknown and there is not any one model for leadership, prepare for the future by embracing and creating the capacity for change, participate in organized learning and look at collective leadership that helps in the capacity to change.  There are many characteristics of strong leadership based on the needs of the organization.  A strong sense of moral purpose, a clear understanding of the dynamics of change, having academic and emotional intelligence and being able to connect with people, demonstrating a commitment to developing and sharing new ideas and knowledge and being able to be coherent in the middle of chaos are some common characteristics of strong leadership.  Leadership today is not the position of one individual.  Stakeholders play a key role in the aim toward effective leadership at the university.  Leadership is motivated by the increase complexity of university reform efforts for organizational improvement.  There is a need for more individuals to participate in the reform effort to ensure greater university success.  The role of university leaders and partnerships is to identify, promote and develop student leadership skills.  Stakeholders are key individuals within the university’s leadership system.  These stakeholders are frequently identified as alumni, community leaders/supporters, faculty, staff, students and parents.  Students’ early involvement in leadership activities provide opportunities for volunteer services,  internships in experiential activities, collaborative activities as group projects, engagement in services related to civic activities, assisting faculty in conducting workshops and university assessment and working with other students to create a community of inclusive learners on various tasks.  Today, students are expected to demonstrate effective time management, show ability to set goals, build positive relationships, use effective conflict resolution skills, show an interest in helping others to build their leadership skills, become involved in community action programs and promote understanding and respect across racial and ethnic groups.  Over fifty-five students participated summer 2009 in leadership workshop opportunities at a large land grant university in the mid-west of the United States of America. Students stated that the workshops were beneficial, because the workshops helped students to improve ability to set goals, show more interest in developing leadership skills in others, gain a sense of personal clarity and their own values, gain improved conflict resolution/ better decision making skills, deal better with complex and uncertainties, willing to take on more risk and are able to use leadership theories and practices in an meaningful manner.  

Mass Casualty Triage: An Evaluation of the Science and Refinement of a National Guideline

2011 ◽  
Vol 5 (2) ◽  
pp. 129-137 ◽  
Author(s):  
E. Brooke Lerner ◽  
David C. Cone ◽  
Eric S. Weinstein ◽  
Richard B. Schwartz ◽  
Phillip L. Coule ◽  
...  
Keyword(s):  
Public Health ◽  
United States ◽  
The United States ◽  
Mass Casualty Incident ◽  
Mass Casualty ◽  
National Guideline ◽  
Public Health Preparedness ◽  
The Core ◽  
Individual Assessment ◽  
Triage Category

ABSTRACTMass casualty triage is the process of prioritizing multiple victims when resources are not sufficient to treat everyone immediately. No national guideline for mass casualty triage exists in the United States. The lack of a national guideline has resulted in variability in triage processes, tags, and nomenclature. This variability has the potential to inject confusion and miscommunication into the disaster incident, particularly when multiple jurisdictions are involved. The Model Uniform Core Criteria for Mass Casualty Triage were developed to be a national guideline for mass casualty triage to ensure interoperability and standardization when responding to a mass casualty incident. The Core Criteria consist of 4 categories: general considerations, global sorting, lifesaving interventions, and individual assessment of triage category. The criteria within each of these categories were developed by a workgroup of experts representing national stakeholder organizations who used the best available science and, when necessary, consensus opinion. This article describes how the Model Uniform Core Criteria for Mass Casualty Triage were developed.(Disaster Med Public Health Preparedness. 2011;5:129-137)

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