Building Community: Developing Skills for Interprofessional Health Professions Education and Relationship-Centered Care

Walker, Patricia Hinton; Baldwin, DeWitt C.; Fitzpatrick, Joyce J.; Ryan, Sheila; Bulger, Roger J.; DeBasio, Nancy; Hanson, Charlene M.; Harvan, Robin Ann; Johnson-Pawlson, Jean; Lacey, Bernadine; Ladden, Mary Joan; McLaughlin, Christopher; Selker, Leopold G.; Sluyter, David; Vanselow, Neal A.

doi:10.3928/0098-9134-19980301-09

Cited by 8 publications

(6 citation statements)

References 2 publications

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“…The scholarship of application refers to the use of action research or implementation and evaluation of knowledge as a legitimate form of scholarship. Based upon the work of Boyer (1990) and others (Seifer, 1998;Walker et al, 1998), Federal funding and expectations for program outcomes should support a stronger element of the scholarship of application.…”

Section: Discussion/implicationsmentioning

confidence: 96%

“…Community-centered care projects focus on intervening with systems rather than just individuals, although both are affected. This nding reveals a need for educational programs, as required by accrediting agencies, to prepare students in the competencies previously identi ed by a Presidential Interdisciplinary Health Education Panel (Walker et al, 1998).…”

Section: Discussion/implicationsmentioning

confidence: 96%

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Improved rural access to care: dimensions of best practice

Jensen

Royeen

2002

Journal of Interprofessional Care

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This article describes the processes and outcomes of an action research project targeted at describing 'best practice' as experienced by interdisciplinary rural health projects funded by the Quentin N. Burdick Program for Rural Interdisciplinary Training, a Federally funded training grant competition in the USA. Each of 15 rural interdisciplinary health training projects across the areas of mental health, chronic disease, diabetes, minority health, and geriatrics was used to build a qualitative case study representing best practice experiences in projects focused on improving rural access to care. Across these programs, best practice is seen in the integrated dimensions of connections, community, and culture. In the USA, academic institutions build meaningful authentic connections with rural communities as they work together in meeting community needs, while demonstrating sensitivity and respect for cultural perspectives. Implications are offered in the context of higher education, health care delivery, and Federal initiatives within the USA.

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Section: Discussion/implicationsmentioning

confidence: 96%

Section: Discussion/implicationsmentioning

confidence: 96%

Improved rural access to care: dimensions of best practice

Jensen

Royeen

2002

Journal of Interprofessional Care

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“…On the enabling side, the professionalization of health care means that the average education level in modern hospitals far exceeds that of organizations in other sectors, providing an organizational climate that is unusually welcoming to critical thought as well as well-designed and executed research. Needs for improving interprofessional teamwork are already firmly on the radar screens of health care educators (e.g., Hawryluck, Espin, Garwood, Evans, & Lingard, 2002;Walker, Baldwin, Fitzpatrick, & Ryan, 1998), providing all the more opportunity for meaningful collaborations with OB researchers. Indeed, reviews of what creates high performance teams focus primarily, if not exclusively, on organizational behavior phenomena (e.g., Donaldson & Mohr, 2000;Nelson et al, 2002).…”

Section: Implications For Ob Researchmentioning

confidence: 99%

“…The role of effective interdisciplinary coordination and communication is gaining acceptance as a necessary component of improved patient care (O'Neil, 1992;Risser et al, 1999;Walker et al, 1998;Williams, Rose, & Simon, 1999). There is increasing interest in improving health professionals' ability to work interdisciplinarily; graduate education programs are experimenting with new methods for interprofessional instruction, both during professional education (Larson, 2005;Walker et al, 1998) and after with intact health service teams (Manning & Debakey, 2001;. Care providers are also examining the effects of interdisciplinary team structures themselves (e.g., Baggs, Norton, Schmitt, & Sellers, 2004;Seeman, 2000).…”

Section: Quality Improvementmentioning

confidence: 99%

Worldviews in collision: conflict and collaboration across professional lines

Garman

Leach

Spector³

2006

J Organ Behavior

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SummaryThe process of providing health services in hospitals is inherently interdisciplinary; many of the challenges to enhancing quality and safety involve the human aspects of this interdisciplinary system. Each of the major disciplines-physicians, nurses, allied health providers, and health administrators-represent qualitatively distinct sets of goals and professional values, influencing not only current behavior but also who chooses these roles in the first place. Once a career is selected, the educational process further fortifies these differences, such that new professionals enter the workplace with fundamentally divergent perspectives on how care should be provided and how processes should be improved. These differences are in some ways functional but in other ways create work patterns that are both dysfunctional and very puzzling to outsiders. In this paper, we provide a guide to hospital organizational behavior through the lenses of professional preparation and interprofessional conflict. We review research on career choice, education, and cross-disciplinary teamwork in healthcare, and end with a set of implications for organizational behavior researchers.

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“…A 1975 analysis revealed, however, that "multiprofessional student collaborative education has not been universally accepted and frank skepticism is expressed by some." 32 Today, with increased attention to interprofessional health professions education and delivery of care, [33][34][35][36] one hopes that academic medical centers can make more progress in integrating these elements in their expansion plans than did educators and practitioners during the expansion in the 1960s and 1970s.…”

Section: Interdisciplinary Health Professions Education and Care Delimentioning

confidence: 99%

Medical School Expansion: Déjà Vu All Over Again?

Mallon

2007

Academic Medicine

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The first two decades of the 21st century may well be viewed by future generations as the second great expansion of post-Flexnerian medical education in the United States. Given that medical schools are now significantly increasing class size for only the second time in 100 years, it is instructive to remember the last era -- the 1960s and 1970s -- when these challenges were also forefront in the minds of the medical education community.A review of the literature from that period indicates that medical educators had similar concerns as today: the cost of expansion, national health policy, graduate medical education, community-based clinical education, interdisciplinary health professions education and care delivery, and the management of expansion efforts. Two other issues not fully represented in the literature from the 1960s and 1970s are apparent in 2007: graduating a diverse cadre of physicians and creating regional four-year branch campuses. While many concerns about medical school expansion from 50 years ago are with us today, one of the most significant responses from the 1960s and 1970s -- a large influx of federal funding -- does not appear on today's horizon. The novel strategies that today's generation of medical educators will adopt to address projected physician shortages are still emerging.

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Building Community: Developing Skills for Interprofessional Health Professions Education and Relationship-Centered Care

Cited by 8 publications

References 2 publications

Improved rural access to care: dimensions of best practice

Improved rural access to care: dimensions of best practice

Worldviews in collision: conflict and collaboration across professional lines

Medical School Expansion: Déjà Vu All Over Again?

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