Who Am I as a Healthcare Provider?

Ad Hoc ◽

Healthcare Delivery ◽

Healthcare Delivery System ◽

Team Members ◽

Professional Students ◽

Interprofessional Teams ◽

Acute Patient ◽

The U.S. healthcare delivery system relies on the formation of ad hoc teams of experienced, highly trained 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 healthcare professional students using virtual simulations and the emerging potential of virtual and augmented reality for health professional education.

Who Am I as a Healthcare Provider?

Virtual and Mobile Healthcare ◽

10.4018/978-1-5225-9863-3.ch051 ◽

2020 ◽

pp. 1028-1043

Author(s):

Rachel Umoren ◽

Natalia Rybas

Keyword(s):

Professional Education ◽

Ad Hoc ◽

Healthcare Delivery ◽

Healthcare Delivery System ◽

Team Members ◽

Professional Students ◽

Interprofessional Teams ◽

Acute Patient ◽

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.

Integrating an Awareness of Selfhood and Society into Virtual Learning - Advances in Educational Technologies and Instructional Design ◽

Who am I as a Healthcare Provider?

10.4018/978-1-5225-2182-2.ch011 ◽

2017 ◽

pp. 148-163 ◽

Cited By ~ 1

Author(s):

Rachel Umoren ◽

Natalia Rybas

Keyword(s):

Professional Education ◽

Ad Hoc ◽

Healthcare Delivery ◽

Healthcare Delivery System ◽

Team Members ◽

Professional Students ◽

Interprofessional Teams ◽

Acute Patient ◽

First Impressions, Team Satisfaction and Work-Related Flow: A Multilevel Analysis

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1541931218621177 ◽

2018 ◽

Vol 62 (1) ◽

pp. 782-786

Author(s):

Sarah Berger ◽

Jeffery Hanrahan ◽

Andrea Bizarro ◽

Robert Henning

Keyword(s):

Hierarchical Linear Modeling ◽

Ad Hoc ◽

First Impressions ◽

Linear Modeling ◽

Team Members ◽

Work Related ◽

Team Satisfaction ◽

The Individual ◽

Ad Hoc Teams ◽

Flow Experiences

First impressions of fellow team members, as well as individual satisfaction with one’s team, are each related to work-related flow experiences but they are rarely studied in combination. To address this gap we collected measures of all three in a laboratory study of dyadic teams (N=55). First impressions were assessed prior to the start of a management simulation task, and both team satisfaction and work-related flow were assessed afterwards. Hierarchical linear modeling revealed that measures of team satisfaction at both the individual and team levels were predictive of work-related flow experiences; an interaction between the discrepancy in first impression ratings within each team and individual ratings of team satisfaction was also found. Findings suggest that discrepancies in first impressions interact with team satisfaction in ways that may negatively impact work-related flow experiences, which in turn has the potential to impair team formation and performance effectiveness of ad hoc teams.

Australian Clinician’s Views on Interprofessional Education for Students in the Rural Clinical Setting

Journal of Research in Interprofessional Practice and Education ◽

10.22230/jripe.2012v2n2a68 ◽

2012 ◽

Vol 2 (2) ◽

Cited By ~ 3

Author(s):

Elisabeth Jacob ◽

Tony Barnett ◽

Karen Missen ◽

Merylin Cross ◽

Lorraine Walker

Keyword(s):

Clinical Education ◽

Ad Hoc ◽

Focus Group Discussions ◽

Group Discussions ◽

Careful Planning ◽

Team Members ◽

Common Goals ◽

Untapped Resource ◽

Structured Questionnaire

AbstractBackground: Collaboration between education providers and clinical agencies to develop models that facilitate cross-disciplinary clinical education for students is essential to produce work-ready graduates.Methods and Findings: This exploratory study investigated the perceptions of and opportunities for interprofessional education (IPE) from the perspectives of 57 clinical staff from three regional/rural health services across Victoria, Australia. Data were collected through a semi-structured questionnaire, interviews, and focus group discussions with staff from 15 disciplinary groups who were responsible for clinical education. Although different views emerged on what IPE entailed, it was perceived by most clinicians to be valuable for students in enhancing teamwork, improving the understanding of roles and functions of team members, and facilitating common goals for patient care. While benefits of IPE could be articulated by clinicians, student engagement with IPE in clinical areas appeared to be limited, largely ad hoc, and opportunistic. Barriers to IPE included: timing of students’ placements, planning and coordination of activities, resource availability, and current regulatory and education provider requirements.Conclusions: Without the necessary resources and careful planning and coordination, the integration of IPE as a part of students’ clinical placement experience will remain a largely untapped resource.

Interprofessional pedagogy in community settings: An autoethnographic study

Qualitative Social Work ◽

10.1177/1473325019852660 ◽

2019 ◽

Vol 19 (5-6) ◽

pp. 810-826

Author(s):

Heather Sloane ◽

Kendra Haas

Keyword(s):

Curriculum Design ◽

Professional Education ◽

Cultural Context ◽

Health Care Disparities ◽

Research Collaboration ◽

Team Members ◽

Team Interactions ◽

Work Education ◽

Social Separation

The Council for Social Work Education has made a commitment to participate in interprofessional education and interprofessional curriculum building. Across medical professions, there is a common concern about the consequences of poor teamwork and implicit bias. Both medical error and interpersonal misunderstanding are an important contribution to health care disparities. Introducing interprofessional education opportunities early in professional education, offering common assignments to all professions, having a committed interprofessional faculty, and involving interprofessional students in curriculum design are all considered important to quality interprofessional education. At the core of this study is a student authoethnographic investigation of three different interprofessional interventions as part of her MSW internship. This research collaboration involved regular mentoring discussions with her field instructor to flesh out cultural context and theoretical relevance of her observations. The writing and discussion experiences of this partnership brought up concerns about unaddressed complexity in interprofessional team interactions. Professional-centrism was observed regularly, and this lack of respect for difference among team members often foreshadows the respect patients received from the medical team. Social separation, empathy, and avoiding team conflict were also a focus.

INTERPROFESSIONAL SOCIALIZATION AND VALUING SCALE FOR HEALTH PROFESSIONAL STUDENTS WORKING WITH OLDER ADULTS

Innovation in Aging ◽

10.1093/geroni/igz038.1081 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

pp. S294-S294

Author(s):

David Cicala ◽

Nicholas Ang ◽

Jennifer Mendez ◽

Shanique Brown ◽

Martha Schiller

Keyword(s):

Medical Students ◽

Older Adult ◽

Healthcare Team ◽

Patient Centered ◽

Team Members ◽

Professional Students ◽

Wayne State University ◽

Need To Evaluate ◽

Perceived Experiences

Abstract Interprofessional education allows students from two or more professions the opportunity to collaboratively practice patient centered care. Given the importance of interprofessional education in helping individuals become effective team members and understanding their value to a healthcare team, there is a need to evaluate the experiences. The Interprofessional Socialization and Valuing Scale (ISVS), aims to measure self-perceived experiences with interprofessional collaborative teamwork, including the ability, value, and comfort in working with others. The Wayne State University Interprofessional Team Visit (IPTV) program is an older adult home visit program that places pharmacy, social work, occupational therapy, nursing, and medical students in teams. Students form teams of 3 different disciplines and interview the older adult to assess various aspects of health and wellbeing. In order to evaluate the interprofessional educational experiences of the students, they are given a pre- and post- survey utilizing the ISVS tool. 18 questions pertaining to perceptions of what students have learned about working with professionals from other disciplines. Students respond to each statement using a 7-point scale with 1 = “Not at All” and 7 = “To a Very Great Extent.” Statistical analysis is conducted in order to compare pre- to post-surveys and also assess differences between groups. It is found that ISVS scores increase from pre- to post-survey, second year medical students and third year pharmacy students feel more comfortable working in teams, and teams consisting of these two have higher average scores.

Patients’ Messages as Educators in an Interprofessional Health Education Program

Journal of Research in Interprofessional Practice and Education ◽

10.22230/jripe.2013v3n1a98 ◽

2013 ◽

Vol 3 (1) ◽

Cited By ~ 1

Author(s):

Shelley Doucet ◽

Heidi Lauckner ◽

Sandy Wells

Keyword(s):

Health Professional ◽

Healthcare System ◽

Professional Education ◽

Interprofessional Collaboration ◽

Active Role ◽

Health Professional Education ◽

Professional Students ◽

Health Professional Students ◽

People First

Background: Patients have traditionally played a passive role in health professional education. Health Mentors Programs are new, innovative interprofessional education initiatives that involve "health mentors" (volunteer community patient educators), who share their experiences navigating the healthcare system with an interprofessional team of four health professional students. The purpose of this research was to explore what motivated the patient educators to participate in the Dalhousie Health Mentors Program and what messages they wanted to instill in health professional students.Methods: Data were collected through seven semi-structured focus groups (N = 29) and one individual interview (N = 1), which were recorded and transcribed verbatim. Qualitative inductive thematic analysis was used to identify key themes.Findings: Our study demonstrated that patients want to play an active role in educating health professional students with the hope of improving the healthcare system. The mentors wanted to convey to the students the importance of interprofessional collaboration, understanding patients are people first, listening to patients, and understanding the visible and invisible impacts of living with chronic conditions.Conclusions: If we expect our students to become competent in providing interprofessional, patient-centred care, it is important that we provide opportunities for patients to be actively involved in health professional education, as they have important messages that cannot be taught from a textbook.

Portrait of Ms. Diaz: Empirical study of patient journey mapping instruction for medical professional students

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2020.12.026 ◽

2020 ◽

pp. 469-487

Keyword(s):

Professional Education ◽

Healthcare Delivery ◽

Virtual Classroom ◽

Medical Professional ◽

Educational Goals ◽

Patient Journey ◽

User Perceptions ◽

Professional Students ◽

Technical Issues ◽

Societal Problems

An interdisciplinary team of educators from medicine, design, and informatics piloted an online journey map (JM) exercise targeting 48 medical students and physicians assistants students. The JM exercise was designed to teach about patient empathy skills, person-centred care, and the socio-ecologic determinants of health. Prior to the exercise, the students were given a sample patient archetype introducing Ms. Diaz, a person with diabetes visiting a virtual clinic. Students worked in small groups to create a JM from Ms. Diaz’ perspective about, and experiences with, a telemedicine clinic. Our preliminary qualitative analysis of the JMs from the exercise showed that learners were able to create JMs that included all key sections including process phases, user perceptions, pain points, and design opportunities. Almost half of the responses focused upon socio-cultural and socio-technical issues as opposed to strictly clinical concerns. We believe this pilot shows the potential for journey maps to be used in health professional education to empathize with patients, identify societal problems in healthcare delivery, and design responsive solutions. Furthermore, the virtual classroom format highlights the scalability and extensibility of this strategy to a broad range of educational goals.

Interprofessional and Team-Based Continuing Education For Health Professionals

European Medical Health and Pharmaceutical Journal ◽

10.12955/emhpj.v4i0.356 ◽

2012 ◽

Vol 4 ◽

Author(s):

Biljana Gjorgjeska

Keyword(s):

Continuing Education ◽

Health Care Providers ◽

Administrative Support ◽

Quality Care ◽

Healthcare Delivery ◽

Health Professions ◽

Performance Criteria ◽

Care Providers ◽

Healthcare Delivery System

The benefits of implementing interprofessional and teambased programs are well recognized. However, for interprofes sional education to be effective and broadly implemented, the health professions, policymakers, insurers, academic institutions, health care providers, and regulatory bodies should embrace and adopt a new, interprofessional education framework. These stakeholders should create a shared value and vision for interprofessional health professions’ educa tion, research, and practice. This vision should be patientoriented and contain a measurable component across the entire educational continuum, from admission into a health professional program through retirement. Such a framework would maximize and value the strengths of individual professions in the integrated delivery of high quality care. Finally, in creating a successful model, a series of questions should be considered: how best can team competence be measured, how should individual behavioral changes be documented when we think of individual rather than teamlevel changes, how do we create and measure performance criteria based on shared understanding and experience in the practice setting? Within academic settings, there are more specific barriers including a lack of administrative support, financial and human resources for interprofessional education, conflicts in schedules and health professions’ curricula, and limitations to the time required to plan and implement faculty development for interprofessional learning. Finally, despite progress, there remain regulatory and professional barriers to achieving full and meaningful implementation of effective models. Recom mendations which are given emphasize that investing in research to evaluate the efficacy of continuing education and its impact on patient outcomes and the healthcare delivery system is inherent in this process.

Inquisitiveness: distributing rational thinking

Team Performance Management ◽

10.1108/tpm-10-2015-0044 ◽

2017 ◽

Vol 23 (1/2) ◽

pp. 66-81 ◽

Cited By ~ 3

Author(s):

Emanuele Bardone ◽

Davide Secchi

Keyword(s):

Design Methodology ◽

Ad Hoc ◽

Computational Simulation ◽

Herbert Simon ◽

Content Type ◽

Team Members ◽

Agent Based ◽

Working Together ◽

The Individual ◽

Purpose This study aims at redefining bounded rationality on the basis of a more socialized view of the individual. In doing so, it introduces “inquisitiveness” as a key disposition that some team members use to assemble and integrate knowledge when solving problems. Design/methodology/approach Using an agent-based computational simulation, this research models different simulated employees working together in “ad hoc” teams to solve problems. Findings Results show that inquisitiveness may work as an efficiency “driver” that, when present, economizes on the knowledge needed by team members to solve problems. In addition to that, results also show that environments with many problems are more suitable for inquisitive individuals to be effective. Originality/value Following the late Herbert Simon, the paper takes the stance that rationality should be redefined as a socially oriented process and introduces inquisitiveness as one – although probably not the only one – of the characteristics that help individuals and teams to make rational decisions.