Changing stress while stressing change: The role of interprofessional education in mediating stress in the introduction of a transformative technology

Abstract

The introduction of a transformative technology into practice settings can affect the functioning of interprofessional teams, placing stress on interprofessional relationships, thus slowing adoption and change. This study explored the potential of an interprofessional education (IPE) approach to mediate this stress and facilitate the adoption of a transformative technology- Image Guided Radiation Therapy (IGRT). Oncologists, physicists, and therapists in radiation medicine who attended an interprofessional IGRT Education Course were interviewed about perceived benefits and stressors to IPE and to interprofessional practice (IPP) in the IGRT context. A modified grounded theory approach was used to conduct 14 interviews, with 200 minutes of interview time recorded. In introducing IGRT, participants noted interprofessional stress in understanding and adopting new technology. IPE offered common terminology, appreciation for others' knowledge, and a holistic framework for practice. Outcomes were thought to foster collaboration, efficiency, and improved professional role definition. Time constraints and power relations were noted to be residual stressors exacerbated by IPE, but were thought to be transient. IPE can thus be of benefit in the implementation of transformative technologies such as IGRT, through mediation of interprofessional stress inherent in change. Interprofessional knowledge, collaboration, and efficiency in practice facilitate the development and adoption of a new practice model.

Evaluation of high-fidelity simulation training in radiation oncology using an outcomes logic model

“…The field of radiation oncology is expected to continue to evolve [17] and postgraduate training programs for RO, MP and RTT must adapt to keep pace with clinical practice [1]. In addition to evolving clinical content the practice of medicine is changing with greater emphasis on interprofessional teams [2, 18]. In CanMEDS 2015, the updated competency framework for physicians, the competencies of ‘effective teams’, ‘interprofessional heath care’ and patient quality and safety are explicitly defined as key concepts [18].…”

“…In addition to improving skills acquisition, simulation offers an opportunity to teach and assess competencies such as teamwork, and interprofessional collaboration. However, there are challenges with interprofessional team training including addressing interprofessional content depth versus interprofessional learning objectives [2] and professional territoriality. Our study has demonstrated that radiation medicine trainees from RO, MP and RTT have limited clinical exposure to each other in traditional educational models.…”

“…Traditional educational and assessment techniques such as lectures, clinical observerships, written examinations and objective structured clinical exams (OSCEs) are not independently adequate to address modern competencies with respect to interprofessional education and practice (IPE, IPP) [2], team-based competencies [3], and imaging literacy [1]. …”

Stories at Work: Writing to Learn, Care, and Collaborate in Radiation Therapy

“…1 For example, highly experienced therapists are often challenged to master new technologies, learning alongside (and sometimes quite differently from) younger generations of therapists. They become novices in some senses, even as they teach students who are interacting with patients for the first time.…”

Radiation therapist perspectives on cone-beam computed tomography practices and response to information

“…3,7,8 A number of studies have recognised the need to ensure radiation therapists possess the knowledge and skills necessary to manage new clinical information presented during the course of treatment delivery. 7,11,13 More recently, however, there has been increased focus on the evolving uses of CBCT images made possible through harnessing this additional soft-tissue information, such as adaptive planning, without considering the consequences for radiation therapists or the interprofessional team in which they work. Some have also discussed a shift in responsibility for assessment of positioning accuracy and approaches to achieve this.…”