scholarly journals Interprofessional Teamwork: Are we ready for skills assessment?

2018 ◽  
Author(s):  
Sandrijn van Schaik ◽  
Christy Kim Boscardin ◽  
Bridget O'Brien ◽  
Shelley Adler
Keyword(s):  
Interprofessional Collaboration ◽  
Cultural Barriers ◽  
Skills Assessment ◽  
Assessment Instruments ◽  
Point Scale ◽  
Team Members ◽  
Effective Feedback ◽  
Interprofessional Teamwork ◽  
Qualitative Work ◽  
Competency Based

Increasing focus on interprofessional collaboration and competency-based assessment requires adequate instruments to assess collaborative practice competencies. We aimed to develop and validate an instrument to assess individual interprofessional teamwork skills among healthcare teams across low-acuity settings. Based on prior qualitative work, we created a 25-item instrument which we pilot tested among 3 sets of interprofessional teams (including learner teams and teams of experienced providers). We collected 397 completed instruments, from 143 raters rating 170 team members across the different teams. Unfortunately, team members consistently assigned their team members high ratings (means of 4.5-4.9 on 5-point scale), prohibiting further meaningful analysis to establish validity. As an explanation of our findings, we postulate that generosity bias and complex interprofessional dynamics played a role. We conclude that cultural barriers that impede effective feedback across professions need to be addressed before development of additional assessment instruments will be of use.

scholarly journals Interprofessional work in operating rooms: a qualitative study from Sri Lanka

2021 ◽  
Author(s):  
Vathsala Jayasuriya-Illesinghe ◽  
Sepali Guruge ◽  
Bawantha Gamage ◽  
Sherry Espin
Keyword(s):  
Sri Lanka ◽  
Interprofessional Collaboration ◽  
Contextual Factors ◽  
Operating Rooms ◽  
Team Members ◽  
Interprofessional Teamwork ◽  
Similar Work ◽  
Surgical Errors ◽  
Relational Factors ◽  
And Gender

Background A growing body of research shows links between poor teamwork and preventable surgical errors. Similar work has received little attention in the Global South, and in South Asia, in particular. This paper describes surgeons’ perception of teamwork, team members’ roles, and the team processes in a teaching hospital in Sri Lanka to highlight the nature of interprofessional teamwork and the factors that influence teamwork in this setting. Methods Data gathered from interviews with 15 surgeons were analyzed using a conceptual framework for interprofessional teamwork. Results Interprofessional teamwork was characterized by low levels of interdependency and integration of work. The demarcation of roles and responsibilities for surgeons, nurses, and anesthetists appeared to be a strong element of interprofessional teamwork in this setting. Various relational factors, such as, professional power, hierarchy, and socialization, as well as contextual factors, such as, patriarchy and gender norms influenced interprofessional collaboration, and created barriers to communication between surgeons and nurses. Junior surgeons derived their understanding of appropriate practices mainly from observing senior surgeons, and there was a lack of formal training opportunities and motivation to develop non-technical skills that could improve interprofessional teamwork in operating rooms. Conclusions A more nuanced view of interprofessional teamwork can highlight the different elements of such work suited for each specific setting. Understanding the relational and contextual factors related to and influencing interprofessional socialization and status hierarchies can help improve quality of teamwork, and the training and mentoring of junior members.

scholarly journals Interprofessional work in operating rooms: a qualitative study from Sri Lanka

2021 ◽  
Author(s):  
Vathsala Jayasuriya-Illesinghe ◽  
Sepali Guruge ◽  
Bawantha Gamage ◽  
Sherry Espin
Keyword(s):  
Sri Lanka ◽  
Interprofessional Collaboration ◽  
Contextual Factors ◽  
Operating Rooms ◽  
Team Members ◽  
Interprofessional Teamwork ◽  
Similar Work ◽  
Surgical Errors ◽  
Relational Factors ◽  
And Gender

Background A growing body of research shows links between poor teamwork and preventable surgical errors. Similar work has received little attention in the Global South, and in South Asia, in particular. This paper describes surgeons’ perception of teamwork, team members’ roles, and the team processes in a teaching hospital in Sri Lanka to highlight the nature of interprofessional teamwork and the factors that influence teamwork in this setting. Methods Data gathered from interviews with 15 surgeons were analyzed using a conceptual framework for interprofessional teamwork. Results Interprofessional teamwork was characterized by low levels of interdependency and integration of work. The demarcation of roles and responsibilities for surgeons, nurses, and anesthetists appeared to be a strong element of interprofessional teamwork in this setting. Various relational factors, such as, professional power, hierarchy, and socialization, as well as contextual factors, such as, patriarchy and gender norms influenced interprofessional collaboration, and created barriers to communication between surgeons and nurses. Junior surgeons derived their understanding of appropriate practices mainly from observing senior surgeons, and there was a lack of formal training opportunities and motivation to develop non-technical skills that could improve interprofessional teamwork in operating rooms. Conclusions A more nuanced view of interprofessional teamwork can highlight the different elements of such work suited for each specific setting. Understanding the relational and contextual factors related to and influencing interprofessional socialization and status hierarchies can help improve quality of teamwork, and the training and mentoring of junior members.

Nonclinical Core Competencies and Effects of Interprofessional Teamwork in Disaster and Emergency Response Training and Practice: A Pilot Study

2013 ◽  
Vol 7 (4) ◽  
pp. 395-402 ◽  
Author(s):  
Jennifer Peller ◽  
Brian Schwartz ◽  
Simon Kitto
Keyword(s):  
Cognitive Skills ◽  
Disaster Response ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Evidence Base ◽  
Response Data ◽  
Competency Training ◽  
Interprofessional Teamwork ◽  
The Relationship ◽  
Depth Interviews

AbstractObjectiveTo define and delineate the nontechnical core competencies required for disaster response, Disaster Medical Assistance Team (DMAT) members were interviewed regarding their perspectives and experiences in disaster management. Also explored was the relationship between nontechnical competencies and interprofessional collaboration.MethodsIn-depth interviews were conducted with 10 Canadian DMAT members to explore how they viewed nontechnical core competencies and how their experiences influenced their perceptions toward interprofessonalism in disaster response. Data were examined using thematic analysis.ResultsNontechnical core competencies were categorized under austere skills, interpersonal skills, and cognitive skills. Research participants defined interprofessionalism and discussed the importance of specific nontechnical core competencies to interprofessional collaboration.ConclusionsThe findings of this study established a connection between nontechnical core competencies and interprofessional collaboration in DMAT activities. It also provided preliminary insights into the importance of context in developing an evidence base for competency training in disaster response and management. (Disaster Med Public Health Preparedness. 2013;0:1–8)

Handling Ethical Dilemmas in Multidisciplinary Teams

2014 ◽  
Author(s):  
Jill Thistlethwaite ◽  
Wendy Hawksworth
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Mental Health Problems ◽  
Ethical Issues ◽  
Interprofessional Collaboration ◽  
Ethical Dilemmas ◽  
Multidisciplinary Teams ◽  
Team Members ◽  
Secondary Health Care

This chapter explores the concept and practice of teamwork and interprofessional collaboration in the support and treatment of clients with mental health problems. Mental health care provision is complex, ethically challenging, and frequently delivered via mental health care teams (MHCT) in both primary and secondary health care settings. We consider how such teams may work together optimally using values-based and client-centered approaches. We discuss the nature of and reasons for conflict arising in multidisciplinary MHCTs, focusing on ethical dilemmas that occur where there is diversity amongst team members in respect of personal, professional, and/or organizational values. The specific ethical issues discussed are: boundary issues; receiving gifts; confidentiality, and involuntary treatment and restraint. Three case studies are used to provide examples of values in action.

scholarly journals Giving effective feedback to psychiatric trainees

2009 ◽  
Vol 15 (2) ◽  
pp. 123-128 ◽  
Author(s):  
Nick Brown ◽  
Louise Cooke
Keyword(s):  
Clinical Performance ◽  
Daily Practice ◽  
Educational Process ◽  
Effective Feedback ◽  
Assessment Feedback ◽  
Workplace Based Assessment ◽  
Competency Based ◽  
Process Feedback ◽  
The Uk

SummaryFeedback is an essential part of the learning process. Feedback can be positive or negative, constructive or destructive, minimal or in depth. It must always occur and should never be ignored. The role of effective feedback is critical in the modern postgraduate medical educational process in the UK, with its emphasis on competency-based curricula and workplace-based assessment. Feedback is not new in medical education and has been shown in research to be effective in bringing about change, particularly improvement in clinical performance. There are clear principles and features of good and bad feedback and these are highlighted, along with descriptions of models for use in daily practice.

scholarly journals Evaluation of interprofessional teamwork modules implementation in an emergency department – A mixed-methods case study of implementation fidelity

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jenny Liu ◽  
Sari Ponzer ◽  
Nasim Farrokhnia ◽  
Italo Masiello
Keyword(s):  
Emergency Department ◽  
Mixed Methods ◽  
Interprofessional Collaboration ◽  
Implementation Process ◽  
Implementation Fidelity ◽  
Work Conditions ◽  
Mixed Methods Case Study ◽  
Interprofessional Teamwork ◽  
Initial Implementation

Abstract Background The need for interprofessional collaboration has been emphasized by health organizations. This study was part of a mixed-methods evaluation of interprofessional teamwork modules implementation in an emergency department (ED), where a major intervention was didactic training of team roles and behaviours in combination with practice scenarios. The aim of the study was to evaluate the implementation of interprofessional teamwork modules from a staff perspective and focus on how implementation fidelity may be sustained. Methods In this mixed-methods case study we triangulated staff data from structured observations, semi-structured interviews, and a questionnaire repeated at intervals over 5 years. A protocol of key team behaviours was used for the observations conducted in June 2016 and June 2018, 1½ and 3½ years after the initial implementation. A purposeful sample of central informants, including nursing and medical professionals and section managers, was interviewed from May to June 2018. The interview guide consisted of open-ended questions about the experiences of interprofessional teamwork modules and the implementation process. The questionnaire consisted of five statements about the perceived workload, interprofessional collaboration and patient satisfaction, where each was rated on a Likert scale. Results Good fidelity to four out of five key team behaviours was observed during the first year. However, fidelity was sustained only for one key team behaviour after 3 years. We conducted a qualitative content analysis of 18 individual interviews. The theme Enjoying working together, but feeling less efficient emerged of the interprofessional teamwork modules, despite shorter ED stays for the patients. Negative experiences of the staff included passive team leaders and slow care teams. The theme Stimulating to create, but challenging to sustain emerged of the implementation process, where barriers were not adressed and implementation fidelity not sustained. The staff questionnaire showed that the perceived work conditions was improved in periods of high fidelity, but deteriorated to pre-implementation levels as fidelity to the key team behaviours decayed in 2018. Conclusions Extensive planning and successful initial implementation were not enough to sustain the key behaviour changes in the study. The use of implementation frameworks can be helpful in future projects.

scholarly journals EVALUATION OF SOLUS PER AQUA (SPA) FIELD TRAINING PROGRAM IN MATARAM

2019 ◽  
Vol 7 (5) ◽  
pp. 618-625
Author(s):  
Siti Istiningsih ◽  
Zulfiati Syahrial ◽  
Mulyono Abdurrahman
Keyword(s):  
Training Program ◽  
Learning Outcomes ◽  
Program Implementation ◽  
Evaluation Research ◽  
Qualitative Approach ◽  
Assessment Instruments ◽  
Test Results ◽  
Level Ii ◽  
Analysis Technique ◽  
Competency Based

Purpose: This study aims to evaluate the components of preparation (antecedents), the components of the transaction (transaction) and the components of learning outcomes (outcomes). Methodology: This research is evaluation research using a qualitative approach supported by a quantitative approach. The data of this study were collected using documentation, observations, and interviews, analyzed by the Stake Model analysis technique, which compares the results obtained with predetermined standards. Results: The results of the study shows the Compensation for the identification of needs analysis, vision mission, and program implementation objectives are appropriate, the curriculum used is a competency-based curriculum with SKKNI standards, the educational qualifications requirements of instructors have not fulfilled the requirements as Level II Spa educators, infrastructure facilities are well met , the financing requirements are well fulfilled, the transaction component of mastery of facilitators and instructors in preparing learning materials is not good enough, and the components of learning outcomes (outcomes) in Spa training on good cognitive aspects, on psychomotor aspects are very good, and test results all Spa training program participants are good. Implications: This research contributes to the form of development of competency test assessment instruments that have not previously been available at the BP-PAUD and Dikmas NTB Lab site.

scholarly journals PELAKSANAAN PENILAIAN AUTENTIK DALAM PEMBELAJARAN BAHASA JEPANG DI KELAS X SMK NEGERI 1 SINGARAJA BERBASIS KURIKULUM 2013

2021 ◽  
Vol 7 (2) ◽  
pp. 171
Author(s):  
Kadek Apriliani ◽  
Gede Satya Hermawan ◽  
Yeni Yeni
Keyword(s):  
Language Learning ◽  
Performance Appraisal ◽  
Descriptive Analysis ◽  
Authentic Assessment ◽  
Knowledge Assessment ◽  
Japanese Language ◽  
Skills Assessment ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Assessment Rubric

The purpose of this paper is to describe the implementation of authentic assessment and assessment instruments used in carrying out authentic assessments in Japanese language learning in class X SMK Negeri 1 Singaraja. Data collection methods used in this study were observation, interviews and document study. Data were analyzed using qualitative descriptive analysis. The subjects used in this study were class X SMK Negeri 1 Singaraja. The object of this research is the implementation and assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja. The results showed that the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja includes knowledge assessment using oral test techniques and assignments. Attitude assessment uses observation or observation techniques and attitude assessment journals. Assessment of skills using performance appraisal techniques. The assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja are online RPP, syllabus, knowledge assessment rubric, attitude assessment journal, speaking skills assessment rubric, writing skills assessment rubric and listening skills assessment rubric.

scholarly journals THE EFFECT OF LEARNING STRATEGY AND INITIAL KNOWLEDGE ON THE ABILITY TO DEVELOP WRITING SKILLS ASSESSMENT INSTRUMENTS

2020 ◽  
Vol 7 (2) ◽  
pp. 329-339
Author(s):  
Edi Puryanto ◽  
Yumna Rasyid ◽  
Fathiathy Murtadho
Keyword(s):  
Learning Strategies ◽  
Writing Assessment ◽  
Learning Strategy ◽  
Writing Skills ◽  
Advance Organizer ◽  
Skills Assessment ◽  
Assessment Instruments ◽  
Study Program ◽  
Assessment Skills ◽  
Initial Knowledge

This study was aimed at identifying the the effect of learning strategies and initial knowledge  on the ability in developing writing skills assessment instruments for students in the Indonesian Language and Literature Education Study Program, FBS, UNJ. The method used in this research was experimental research with 46 samples. Sample 3 PB1 was treated with metacognition strategy and sample 3 PB2 was treated, with strategy advance organizer. The research instrument was a test of the ability to develop writing skills assessment instruments and a test of initial knowledge. After testing the hypothesis with the ANOVA test, in the 2 X 2 calculation table, Fcount (Inter-A) 6.008> Ftable 4.200 at the level of α = 0.05, indicating that H1 is accepted and Ho is rejected. This means that there are differences in ability to develop writing skills assessment instruments between students who are treated with metacognition strategies and strategies advance organizer. Furthermore, testing the hypothesis about the effect of the interaction of learning strategies and initial knowledge on the ability to develop writing skills assessment instruments and testing prior knowledge, data shows arithmetic (AxB interaction) = 5.485> ftable = 4,200 on the level of α = 0.05, H1 accepted and Ho rejected. That is, there is an interaction effect between learning strategies (metacognition strategies and strategies advance organizer) and initial knowledge (high and low) on the ability to develop writing assessment skills instruments. The learning outcomes of the ability to develop students' writing assessment skills instruments are influenced by learning strategies and initial knowledge.

scholarly journals From ideal to real: a qualitative study of the implementation of in situ Interprofessional Simulation-Based Education

2021 ◽  
Author(s):  
Mindy Ju ◽  
Naike Bochatay ◽  
Kathryn Robertson ◽  
James Frank ◽  
Bridget O’Brien ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Qualitative Case Study ◽  
Psychological Safety ◽  
Considerable Variability ◽  
Interprofessional Teamwork ◽  
Simulation Based ◽  
Competency Based ◽  
The Ideal

Abstract Background: Despite the widespread adoption of interprofessional simulation-based education (IPSE) in healthcare as a means to optimize interprofessional teamwork, data suggest that IPSE may not achieve these intended goals due to a gap between the ideals and the realities of implementation. Methods: We conducted a qualitative case study that used the framework method to understand what and how core principles from guidelines for interprofessional education (IPE) and simulation-based education (SBE) were implemented in existing in situ IPSE programs. We observed simulation sessions and interviewed facilitators and directors at seven programs. Results: We found considerable variability in how IPSE programs apply and implement core principles derived from IPE and SBE guidelines with some principles applied by most programs (e.g., “active learning”, “psychological safety”, “feedback during debriefing”) and others rarely applied (e.g., “interprofessional competency-based assessment”, “repeated and distributed practice”). Through interviews we identified that buy-in, resources, lack of outcome measures, and power discrepancies influenced the extent to which principles were applied. Conclusion: To achieve IPSE’s intended goals of optimizing interprofessional teamwork, programs should transition from designing for the ideal of IPSE to realities of IPSE implementation.

Sign in / Sign up

Export Citation Format

Share Document