Articulating the ideal: 50 years of interprofessional collaboration in <i>Medical Education</i>

Paradis, Elise; Pipher, Mandy; Cartmill, Carrie; Rangel, J. Cristian; Whitehead, Cynthia

doi:10.1111/medu.13331

Cited by 32 publications

(31 citation statements)

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“…Perspective taking may represent a useful skill to aid clinicians – juniors and seniors – to work together in a more effective manner. As individuals tend to have a more favourable attitude towards their in‐groups than towards out‐groups, encouraging a more inclusive team identity could also help overcome some of the barriers discussed in this study, a solution that aligns with current discourses of interprofessional collaboration …”

Section: Discussionmentioning

confidence: 88%

Exploring group boundaries and conflicts: a social identity theory perspective

et al. 2019

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Context In the clinical environment, health care professionals self‐categorise into different groups towards which they develop positive attitudes, whereas they view other groups less favourably. Social identity theory purports that these attitudes influence group processes and may foster conflicts that impede collaborative practice, although this relationship is poorly understood. This study used concepts from social identity theory to examine the interplay between group processes and conflicts, as well as the consequences of these conflicts, with the goal of identifying educational strategies to favour teamwork. Methods Semi‐structured interviews with 82 randomly selected physicians and nursing professionals working at a Swiss academic medical centre explored participants’ experiences of conflicts. Data analysis was informed by social identity theory and focused on interviews where group processes were highlighted by participants. The analysis sought to uncover how group processes were intertwined with conflicts and how they affected health care professionals. Results A total of 42 participants out of the initial pool of 82 interviews shared 52 stories of conflicts involving group processes. Most of these stories were shared by physicians and involved groups of physicians at different hierarchical levels. Conflicts and group processes were linked in two ways: (i) through processes of group membership when individuals struggled to join a relevant group, and (ii) through intergroup boundaries, such as when participants perceived that power differentials disadvantaged their own groups. Conflicts could lead to difficult experiences for clinicians who questioned their abilities, became disillusioned with their professional ideals and developed negative perceptions of other groups. Conclusions This study suggests that conflicts involving group processes may lead to stronger intergroup boundaries, challenging current educational efforts to favour teamwork in health care. Taking steps to create more inclusive groups and to encourage perspective taking may help manage intergroup conflict.

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Section: Discussionmentioning

confidence: 88%

Exploring group boundaries and conflicts: a social identity theory perspective

et al. 2019

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“…A key goal of education for collaboration is to improve interprofessional practice; such interventions traditionally have taken one of three key forms: improving knowledge or skills, establishing structured meetings or task distribution, or fostering team identities. 10 …”

Section: Defining Ipe and Education For Collaborationmentioning

confidence: 99%

Beyond the Lamppost: A Proposal for a Fourth Wave of Education for Collaboration

2018

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Interprofessional education (IPE) is an increasingly popular educational model that aims to educate health care students to be better collaborators by enabling them to learn with, from, and about each other. IPE’s rising popularity is evident in the increase in scholarship on this topic over the last few decades. In this Perspective, the authors briefly describe three historical “waves” of IPE: managing the health workforce through shared curriculum, maximizing population health through health workforce planning, and fixing individuals to fix health care. Using insights from the social sciences and past practice, they then discuss six reasons why the current third wave of IPE is likely to fall short of meeting its goals, including that (1) IPE is logistically complex and costly, (2) IPE is developmentally inappropriate, (3) the link between IPE and key outcomes is still missing, (4) IPE insufficiently engages with theory, (5) IPE rarely addresses power and conflict, and (6) health care is an inertial system that IPE is unlikely to change. The authors conclude by sharing their vision for a fourth wave of education for collaboration, addressing workplace systems and structures, which would combine undergraduate, uniprofessional education for collaboration with practice-based interventions.

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“…Others suggested that IPC represented more of an ideal than an implementable concept (Finn, ; Finn, Learmonth, & Reedy, ) and that communication channels in health care were so complex that it made it difficult for teams to collaborate (Dow et al, ; Rosenbaum, ). This is particularly true as teams come together and get dissolved continuously, resulting in team members not knowing each other (Paradis, Pipher, Cartmill, Rangel, & Whitehead, ). More recently, scholars have suggested that the notion of collaboration may only apply to a small fraction of interactions that occur in health care settings and proposed researching other types of interactions (Dow et al, ; Reeves, Xyrichis, & Zwarenstein, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…and get dissolved continuously, resulting in team members not knowing each other (Paradis, Pipher, Cartmill, Rangel, & Whitehead, 2017). More recently, scholars have suggested that the notion of collaboration may only apply to a small fraction of interactions that occur in health care settings and proposed researching other types of interactions (Dow et al, 2017;Reeves, Xyrichis, & Zwarenstein, 2018).…”

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confidence: 99%

Discussing teamwork in health care: from interprofessional collaboration to coordination and cooperation

Bochatay

2019

Health Info Libraries J

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This doctoral research investigates teamwork, specifically collaboration, at two different hospitals both of which were highly involved in the promotion of interprofessional collaboration. The analysis of the field observations and data collected revealed that this concept did not accurately reflect daily interactions between health care professionals, but that other forms of interaction such as coordination and cooperation were more frequent. Furthermore, the use of these more specific concepts to discuss teamwork in health care enabled important differences to be observed between the clinical settings. The impact of this research in practice suggests that adopting more specific concepts would make it easier to identify relevant literature and to design policies and educational programmes that address teamwork in health care. FJ.

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Articulating the ideal: 50 years of interprofessional collaboration in Medical Education

Cited by 32 publications

References 55 publications

Exploring group boundaries and conflicts: a social identity theory perspective

Exploring group boundaries and conflicts: a social identity theory perspective

Beyond the Lamppost: A Proposal for a Fourth Wave of Education for Collaboration

Discussing teamwork in health care: from interprofessional collaboration to coordination and cooperation

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