Essentials of Ambulatory Care: An Interprofessional Workshop to Promote Core Skills and Values in Team-based Outpatient Care

Borman-Shoap, Emily; King, Erica R.; Hager, Keri D.; Adam, Patricia; Chaisson, Nicole; Dierich, Mary; Mustapha, Taj; Buum, Heather Thompson

doi:10.15766/mep_2374-8265.10714

Cited by 8 publications

(9 citation statements)

References 9 publications

(8 reference statements)

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“…Combining medicine and pharmacy learners may enhance not only toxicology knowledge, but also an understanding of the roles and skills of each profession. Interprofessional education programs have shown to improve health care learners' skills, knowledge of other professions' roles, and their attitudes toward interprofessional health care teams 8,9,10 . The authors did pilot the physical activity with three fourth‐year pharmacy students in the experiential setting prior to using the online format and anecdotally found it to be an effective method of refreshing these students' toxicology skills.…”

Section: Discussionmentioning

confidence: 99%

Solving the toxicology mystery: An educational activity focused on team‐based problem‐solving

Blue

Zaheer

2020

J Am Coll Clin Pharm

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IntroductionToxicology is traditionally taught in a lecture‐based format. This type of instruction makes it difficult to assess clinical thinking skills. A team‐based learning activity utilizing puzzles was developed for third‐year pharmacy students at the University of Minnesota College of Pharmacy to practice both knowledge retention and clinical application skills.MethodsThe puzzles used in this activity addressed key concepts in toxicology on lower cognitive levels, such as identifying and naming the toxicity. Solving the puzzles revealed clues to a patient case. Students were then tasked with compiling and analyzing these clues to successfully identify the toxicity and recommend appropriate treatment. After finishing the activity, the students completed a short assessment to provide feedback on the program.ResultsIn the allotted 90 minutes, all 20 groups of eight or nine students correctly completed the puzzles, analyzed the clues, identified the specific toxicity, and created an appropriate treatment regimen. Ninety percent of groups reported that the activity enhanced their learning of toxicology, noting that the activity was engaging, promoted teamwork, and allowed application of knowledge to practical settings. Groups were also asked how the program could be improved, and responses included incorporating more facilitators, making the puzzles more challenging, and to clarify a particular puzzle.ConclusionThis team‐based escape room‐style activity successfully engaged teams of students in applying their clinical knowledge to solve key concept toxicology puzzles and also identify and treat a poisoned patient case. Feedback provided will be used to improve and expand future team‐based learning activities.

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Section: Discussionmentioning

confidence: 99%

Solving the toxicology mystery: An educational activity focused on team‐based problem‐solving

Blue

Zaheer

2020

J Am Coll Clin Pharm

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“…8,9 In order for doctors to be well equipped for their task of providing continuity of care between PC and the hospital setting, intraprofessional collaboration (intraPC) needs to receive special attention during postgraduate training. 10 This can be realised by intraprofessional education (intraPE). 11 However, the distance, both physical and conceptual, between PC and MS workplace and teaching environments seems to be a deeply rooted obstacle to this strategy.…”

Section: Introductionmentioning

confidence: 99%

“…Both curricula and clinical commitments limit the time PC residents and MS residents can work together. 10,11 As a result, the opportunity to build on and learn from and about the strengths of each other is limited. Because the proximity of different professions in shared educational and clinical spaces and sufficient time allocation can help to build mutual rapport, 12 it is precisely the proximity that requires specific attention when organising intraPE.…”

Section: Introductionmentioning

confidence: 99%

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Chances for learning intraprofessional collaboration between residents in hospitals

et al. 2020

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Context: Intraprofessional collaboration (intraPC) between primary care (PC) doctors and medical specialists (MSs) is becoming increasingly important. Patient safety issues are often related to intraPC. In order to equip doctors well for their task of providing good quality and continuity of care, intraPC needs explicit attention, starting in postgraduate training. Worldwide, PC residents undertake a hospital placement during their postgraduate training, where they work in proximity with MS residents. This placement offers the opportunity to learn intraPC. It is yet unknown whether and how residents learn intraPC and what barriers to and opportunities for exist in learning intraPC during hospital placements. Methods: We performed an ethnographic non-participatory observational study in three emergency departments and three geriatric departments of five hospitals in the Netherlands. This was followed by 42 in-depth interviews with the observed residents and supervisors. The observations were used to feed the questions for the in-depth interviews. We analysed the interviews iteratively following the data collection using template analysis. Results: Hospital wards are rich in opportunities for learning intraPC. These opportunities, however, are seldom exploited for various reasons: intraPC receives limited attention when formulating placement goals, so purposeful learning of intraPC hardly takes place; residents lack awareness of the learning of intraPC; MS residents are not accustomed to searching for expertise from PC residents; PC residents adapt to the MS role and they contribute very little of their PC knowledge, and power dynamics in the hospital department negatively influence the learning of intraPC. Therefore, improvements in mindset, professional identity and power dynamics are crucial to facilitate and promote intraPC. Conclusions: Intraprofessional collaboration is not learned spontaneously during hospital placements. To benefit from the abundant opportunities to learn intraPC, adjustments to the setup of these placements are necessary. Learning intraPC is promoted when there is a collaborative culture, hierarchy is limited, and there is dedicated time for intraPC and support from the supervisor. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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“…15 Many existing interprofessional team-oriented interventions and curricula available in MedEdPORTAL and elsewhere address important skills but do not address team building and team development under these challenging circumstances. 16–20 To maximize uptake and use of communication and teamwork skills, it is critical that trainees and their team members have time to establish relationships, learn teamwork skills, and practice using them together outside the busy pace of a typical day in clinic.…”

Section: Introductionmentioning

confidence: 99%

Team Retreats for Interprofessional Trainees and Clinic Staff: Accelerating the Development of High-Functioning Teams

et al. 2018

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IntroductionTeams are critical to managing the health care needs of patients with part-time trainee providers. High-functioning teams require trusting relationships among trainees and staff and opportunities to learn and practice skills together. Irregular trainee schedules, time-limited training programs, and lack of protected time for team development during clinic can hinder development of high-functioning teams.MethodsTo provide time for team development, we created an annual half-day team retreat for interprofessional trainees and staff at three San Francisco Veterans Affairs primary care clinics. We used principles of high-functioning teams and relationship-centered communication to develop retreat content, then trained interprofessional faculty members to facilitate and role-model this content. Retreat objectives and content focused on building relationships, establishing team goals, clarifying roles, and learning communication skills. Postretreat surveys and qualitative content analysis of comments and team goals evaluated retreat objectives and opportunities for improvement.ResultsBetween 2011 and 2017, 16 team retreats were attended by 232 interprofessional trainees and 77 unique staff (some attended multiple times). Thirty-seven faculty facilitated. Most participants strongly agreed that they knew their team members better personally and professionally after the retreat (M = 4.7 out of 5, n = 368); 78% of teams (n = 65) submitted SMART goals addressing high-functioning teams. Participants’ comments consistently reflected the benefits of protected time for team building.DiscussionThis team retreat supports team development among trainees and staff on primary care teams by promoting relationship building, role clarity, communication, and team processes. It can be valuable for all interprofessional participants.

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Essentials of Ambulatory Care: An Interprofessional Workshop to Promote Core Skills and Values in Team-based Outpatient Care

Cited by 8 publications

References 9 publications

Solving the toxicology mystery: An educational activity focused on team‐based problem‐solving

Solving the toxicology mystery: An educational activity focused on team‐based problem‐solving

Chances for learning intraprofessional collaboration between residents in hospitals

Team Retreats for Interprofessional Trainees and Clinic Staff: Accelerating the Development of High-Functioning Teams

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