A Systematic Scoping Review on Pedagogical Strategies of Interprofessional Communication for Physicians in Emergency Medicine

Abstract

Background Interprofessional communication (IPC) is integral to interprofessional teams working in the emergency medicine (EM) setting. Yet, the coronavirus disease 2019 pandemic has laid bare gaps in IPC knowledge, skills and attitudes. These experiences underscore the need to review how IPC is taught in EM. Purpose A systematic scoping review is proposed to scrutinize accounts of IPC programs in EM. Methods Krishna's Systematic Evidence-Based Approach (SEBA) is adopted to guide this systematic scoping review. Independent searches of ninedatabases (PubMed, Embase, CINAHL, Scopus, PsycINFO, ERIC, JSTOR, Google Scholar and OpenGrey) and “negotiated consensual validation” were used to identify articles published between January 1, 2000 and December 31, 2020. Three research teams reviewed the data using concurrent content and thematic analysis and independently summarized the included articles. The findings were scrutinized using SEBA's jigsaw perspective and funneling approach to provide a more holistic picture of the data. Results In total 18,809 titles and abstracts were identified after removal of duplicates, 76 full-text articles reviewed, and 19 full-text articles were analyzed. In total, four themes and categories were identified, namely: (a) indications and outcomes, (2) curriculum and assessment methods, (3) barriers, and (4) enablers. Conclusion IPC training in EM should be longitudinal, competency- and stage-based, underlining the need for effective oversight by the host organization. It also suggests a role for portfolios and the importance of continuing support for physicians in EM as they hone their IPC skills. Highlights • IPC training in EM is competency-based and organized around stages. • IPC competencies build on prevailing knowledge and skills. • Longitudinal support and holistic oversight necessitates a central role for the host organization. • Longitudinal, robust, and adaptable assessment tools in the EM setting are necessary and may be supplemented by portfolio use.

Effectiveness of a Mobile App in Reducing Therapeutic Turnaround Time and Facilitating Communication between Caregivers in a Pediatric Emergency Department: A Randomized Controlled Pilot Trial

“…However, the contextual complexity of the high-risk, time-constrained ED environment segregates caregivers from one another and presents a challenge to optimal interprofessional information exchange that is often interrupted and fragmented [ 11 , 51 , 52 , 53 ]. Poor communication wastes time and is associated with inefficient patient care, loss of information, jeopardized patient safety, and lower job satisfaction [ 12 , 13 , 54 ]. The U.S. Joint Commission International has made interprofessional communication one of its main goals to improve patient safety [ 55 ].…”

“…Coupled with the role played by the built environment and the functional need to care for multiple patients simultaneously, this contributes to scatter caregivers, who must work as a team and in close vicinity to ensure quality care and a timely and seamless process. It also prevents accurate, synchronous communication [ 11 ] and safe collaborative emergency care [ 12 , 13 ]. Up to 80% of healthcare professionals’ time in the ED is spent on communication in addition to any other tasks actively being performed at the same time, such as medication handling [ 14 ].…”

Evidence-guided approach to portfolio-guided teaching and assessing communications, ethics and professionalism for medical students and physicians: a systematic scoping review

“…A Systematic Evidence-Based Approach (SEBA) guided Systematic Scoping Review (SSR) (henceforth SSR in SEBA) is proposed to map CEP portfolio use in medicine to guide the design, structuring and support of a proposed programme 13–17 20–22 24 25 27–50. Given space constraints, we briefly describe the six stages in the construction of SSRs in SEBA in figure 1 and more advanced details of the systematic approach, split approach, jigsaw perspective, funnelling process, reiterative process and synthesis of SSR in online supplemental appendix A 16 27 28 35 41 48 51–56…”

“…As sociocultural constructs, 2 CEP competencies are shaped by the individual's personal experiences, motivations, enthusiasm, idealism, abilities, competencies, virtues, expectations, knowledge, skills, emotions and attitudes (henceforth narratives); their values, beliefs and principles (henceforth belief systems) 3 ; their clinical experiences, competencies, training, insights and confidence (henceforth clinical insights); [4][5][6][7] and their practice, clinical, social, cultural, academic, research and personal considerations (henceforth contextual considerations). [8][9][10][11][12] However, while previous reviews into the teaching of ethics, [13][14][15] communication [16][17][18][19][20][21][22] and professionalism [23][24][25] suggest the use of portfolios could provide a personalised, holistic and longitudinal perspective of CEP skills, knowledge and attitudes and support of developing competencies, we are aware of little progress in designing such platforms. Impetus for mapping current use of CEP portfolios also arises from the notion that developing CEP competencies shapes how medical students and physicians (henceforth clinician) 'think, act and feel like a physician' 26 or their professional identity formation (henceforth PIF).…”

“…However, while previous reviews into the teaching of ethics,13–15 communication16–22 and professionalism23–25 suggest the use of portfolios could provide a personalised, holistic and longitudinal perspective of CEP skills, knowledge and attitudes and support of developing competencies, we are aware of little progress in designing such platforms. Impetus for mapping current use of CEP portfolios also arises from the notion that developing CEP competencies shapes how medical students and physicians (henceforth clinician) ‘think, act and feel like a physician’26 or their professional identity formation (henceforth PIF) 27.…”