Factors in implementing interprofessional education and collaborative practice initiatives: Findings from key informant interviews

Barker, Keegan K.; Bosco, Carmela; Oandasan, Ivy

doi:10.1080/13561820500082974

Cited by 89 publications

(69 citation statements)

References 4 publications

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“…Residents and senior clinicians in other studies have also identified their domain as medical knowledge, while downplaying the importance of IP team-based care skills. 10,23 However, this study is the first to the author's knowledge to explore resident perceptions of IP team-based care within their continuity clinics and to show that IP team function is not the sole determinant of the educational impact of IP teamwork.…”

Section: Discussionmentioning

confidence: 99%

Internal Medicine Residents’ Perceptions of Team-Based Care and its Educational Value in the Continuity Clinic: A Qualitative Study

2015

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BACKGROUND :In order to teach residents how to work in interprofessional teams, educators in graduate medical education are implementing team-based care models in resident continuity clinics. However, little is known about the impact of interprofessional teams on residents' education in the ambulatory setting. OBJECTIVE: To identify factors affecting residents' experience of team-based care within continuity clinics and the impact of these teams on residents' education. DESIGN: This was a qualitative study of focus groups with internal medicine residents. PARTICIPANTS: Seventy-seven internal medicine residents at the University of California San Francisco at three continuity clinic sites participated in the study. APPROACH: Qualitative interviews were audiotaped and transcribed. The authors used a general inductive approach with sensitizing concepts in four frames (structural, human resources, political and symbolic) to develop codes and identify themes. KEY RESULTS: Residents believed that team-based care improves continuity and quality of care. Factors in four frames affected their ability to achieve these goals. Structural factors included communication through the electronic medical record, consistent schedules and regular team meetings. Human resources factors included the presence of stable teams and clear roles. Political and symbolic factors negatively impacted team-based care, and included low staffing ratios and a culture of ultimate resident responsibility, respectively. Regardless of the presence of these factors or resident perceptions of their teams, residents did not see the practice of interprofessional team-based care as intrinsically educational. CONCLUSIONS: Residents' experiences practicing teambased care are influenced by many principles described in the interprofessional teamwork literature, including understanding team members' roles, good communication and sufficient staffing. However, these attributes are not correlated with residents' perceptions of the educational value of team-based care. Including residents in interprofessional teams in their clinic may not be sufficient to teach residents how team-based care can enhance their overall learning and future practice.

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Section: Discussionmentioning

confidence: 99%

Internal Medicine Residents’ Perceptions of Team-Based Care and its Educational Value in the Continuity Clinic: A Qualitative Study

2015

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“…The American Council on Pharmaceutical Education [30], the Pew Health Professions Committee [31], the United States Institute of Medicine [13], and the University of Minnesota [32] had begun work on defining and delineating interprofessional competencies for healthcare planning and delivery. In Canada, Health Canada [10], the Canadian Interprofessional Health Collaborative [CIHC] [7], HealthForceOntario [11], Barker and Oandasan [8], and Barker, Bosco, and Oandasan [9] described the need for interprofessional competencies and provided strategies to move toward improved interprofessional care.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Worldwide, healthcare services could be improved by providing interprofessional, collaborative, patient-centred care that improves patient outcomes while reducing healthcare costs [7][8][9][10][11][12][13][14]. Yet, despite the diverse and extensive literature on change management and human resources management, few empirically based models provide the breadth and depth necessary to deal with the complexities of transforming current healthcare systems into care planning and delivery systems that are interprofessional, evidence-based, and cost-effective.…”

Section: Introductionmentioning

confidence: 99%

The Development of Competencies in Interprofessional Health Care for Use in Health Science Educational Programs

Tashiro¹,

Byrne²,

Kitchen³

et al. 2011

JRIPE

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Background: The Health Education Technology Research Unit (HETRU) at the University of Ontario Institute of Technology (UOIT) has developed an interprofessional framework for use as a learning map to create computer-based simulations that can automatically assess interprofessional competencies of undergraduate health sciences students.Methods: Our interprofessional competency framework was developed through an iterative process of competency mapping. Each iteration involved: 1) a literature review of interprofessional competencies, 2) the mapping of these competencies within a meaningful taxonomy, and 3) the review of the mapping by an expert panel of educators and clinicians. Findings and Conclusions:After three iterations, the research team developed a competency taxonomy that mapped interprofessional competencies from our literature reviews into six competency domains and three cross-cutting themes for each domain. The competency matrix was then used as a learning map to define learning resources related to interprofessional education and learning activities associated with such resources to help students develop competencies in interprofessional healthcare planning and delivery. Interactive, computer-based clinical simulations were then developed to portray opportunities in which the learning resources and activities could be explored and to provide more realistic exposure to complexities in healthcare planning and delivery.Keywords: Interprofessional education; Health sciences; Competencies; Technology Introduction A broad base of recent work has provided new models for exploring the complexity of factors leading to the ineffective articulation of healthcare services [1][2][3][4][5][6]. Worldwide, healthcare services could be improved by providing interprofessional, collaborative, patient-centred care that improves patient outcomes while reducing healthcare costs [7][8][9][10][11][12][13][14]. Yet, despite the diverse and extensive literature on change management and human resources management, few empirically based models provide the breadth and depth necessary to deal with the complexities of transforming current healthcare systems into care planning and delivery systems that are interprofessional, evidence-based, and cost-effective.Interestingly, the concept of patient-centered care [15] Exploring new ways of providing care has led to the resurgence of interest in interprofessional healthcare collaboration. This interest is due to health system renewal, emerging health and human resource issues, and continuity and co-ordination of care [10]. The belief underlying the support for interprofessional care is that working with members of other professions will result in the provision of more highly integrated, patient-centred care; in addition, the complexity of most health problems requires a co-ordinated approach to understanding and management [19]. Although advocates for interprofessional education have tried to move forward in implementing this approach, one of the most difficult arenas to estab...

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“…The local IPE Champion can be defined as the leader and ambassador for both the strategic and operational aspects of the curriculum with management and research responsibilities (Barker et al 2005;Oandasan & Reeves 2005). Their major task is to maintain strong partnerships across professions, organisations and institutions (Bjørke & Haavie 2006;Gilbert 2005).…”

Section: Insert Table 141 Herementioning

confidence: 99%

Faculty Development for Interprofessional Education and Practice

Anderson¹,

Hean²,

O’Halloran³

et al. 2013

Faculty Development in the Health Professions

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Factors in implementing interprofessional education and collaborative practice initiatives: Findings from key informant interviews

Cited by 89 publications

References 4 publications

Internal Medicine Residents’ Perceptions of Team-Based Care and its Educational Value in the Continuity Clinic: A Qualitative Study

Internal Medicine Residents’ Perceptions of Team-Based Care and its Educational Value in the Continuity Clinic: A Qualitative Study

The Development of Competencies in Interprofessional Health Care for Use in Health Science Educational Programs

Faculty Development for Interprofessional Education and Practice

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