Factors Influencing the Effectiveness of Health Teams

Rubin, Irwin M.; Beckhard, Richard

doi:10.2307/3349352

Cited by 66 publications

(24 citation statements)

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“…In addition, the course did not compete with other curriculum requirements or philosophies. Rubin and Beckhard (1972), in discussing primary health care teams warn us that…”

Section: Interdisciplinary Clinical Geriatrics Course (Icgc)mentioning

confidence: 97%

“…On the other hand, it may seem naive to expect honesty and trust in academia, where competition, jealousy, and cooption of others' energies and accomplishments are not uncommon (Harris, 1978;Satin & Saxe, 1979;Satin et al, 1985). But honesty, trust, and respect among participants are essential to interdisciplinary education (Rubin & Beckhard, 1972). It is only in this atmosphere that disciplines can communicate their values, knowledge, and skills, and learn those of other disciplines.…”

Section: Honesty Trust and Respect Among Educatorsmentioning

confidence: 98%

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The Difficulties of Interdisciplinary Education: Lessons From Three Failures and a Success

Satin

1987

Educational Gerontology

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Four real education programs illustrate the vicissitudes of interdisciplinary education. Five essential factors are (1) interdisciplinary education must be a primary program goal consistent with other major goals; (2) controlling educational authorities must be committed to it; (3) it may have to exist outside the main academic structure because of its inherent conflict with that structure; (4) honesty, trust, and respect are essential to the interdisciplinary endeavor; and (5) resources must be sufficient for interdisciplinary as well as traditional education. These factors are not often present, so that interdisciplinary education will exist as research and demonstration programs that support those dedicated to this approach and contribute to others by example. They require independence, academic support, selfdirection, and adequate and stable resources.

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“…In addition, the course did not compete with other curriculum requirements or philosophies. Rubin and Beckhard (1972), in discussing primary health care teams warn us that…”

Section: Interdisciplinary Clinical Geriatrics Course (Icgc)mentioning

confidence: 97%

Section: Honesty Trust and Respect Among Educatorsmentioning

confidence: 98%

The Difficulties of Interdisciplinary Education: Lessons From Three Failures and a Success

Satin

1987

Educational Gerontology

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“…Rubin and Beckhard (1972) identified four key elements of interprofessional team learning. Listed in a hierarchy of importance for team effectives, they are as follows: (1) goals, (2) roles, (3) procedures, and (4) interpersonal issues (GRPI).…”

Section: Introductionmentioning

confidence: 99%

“…Listed in a hierarchy of importance for team effectives, they are as follows: (1) goals, (2) roles, (3) procedures, and (4) interpersonal issues (GRPI). These elements have been studied in detail, and their impact on team dynamics is well established (Rubin and Beckhard, 1972;Plovnick et al, 1978). Members of the interdisciplinary team are able to learn skills to become proficient in utilizing GRPI elements necessary for the team's development and interprofessional learning process (Rubin et al, 1975).…”

Section: Introductionmentioning

confidence: 99%

Interprofessional education in gross anatomy: Experience with first‐year medical and physical therapy students at Mayo Clinic

Hamilton¹,

Yuan²,

Lachman³

et al. 2008

Anatomical Sciences Ed

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Interprofessional education (IPE) in clinical practice is believed to improve outcomes in health care delivery. Integrating teaching and learning objectives through cross discipline student interaction in basic sciences has the potential to initiate interprofessional collaboration at the early stages of health care education. Student attitudes and effectiveness of IPE in the context of a combined gross anatomy course for first-year students in Doctor of Physical Therapy (DPT) and Doctor of Medicine (MD) degrees curricula were evaluated. Integrated teams of MD and DPT students participated in part of the gross anatomy dissection course at Mayo Medical School. A survey was administered to 42 MD and 28 DPT students that assessed their attitudes toward IPE and cooperation among health care professionals. Pre- and post-experience surveys were evaluated. Positive comments were related to opportunities for developing a better understanding of the nature and scope of each other's programs, encouraging teamwork and communication, mutual respect, and reducing the perceptual divide between disciplines. Ninety-two percent of the students agreed that interprofessional learning would help them in becoming a more effective member of the health care team. This initial experience with IPE in gross anatomy provides a basis for continued development of interdisciplinary educational strategies.

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“…This effort required leadership and encouragement. 26 , 27 We had to decide who was to assume responsibility for organizing meetings, setting long-term strategy, and maintaining a vision,26 and we needed someone to keep the team focused on its mission and goals in the face of the inevitable resistance to change. 19 ,28 The group selected one member to be responsible for overall leadership but also began a process of recognizing greater individual leadership in specific areas.…”

Section: Establishing a Teammentioning

confidence: 99%

Putting Population-Based Care Into Practice: Real Option or Rhetoric?

Taplin

Galvin

Payne

et al. 1998

The Journal of the American Board of Family Medicine

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Background: Efforts to improve care have focused on population-based approaches, though little practical information exists about implementation.Methods: This report reviews relevant literature on teamwork in the context of a time-series evaluation of a demonstration project to reorganize care of a single panel of patients in a managed care setting. The proportion of the study panel achieving recommended levels for breast and colon cancer screening, warfarin control, and diabetic eye care was compared with the surrounding practice panels and the managed care population as a whole. Using unconditional lOgistic regression, we compared changes within popUlations between March 1993 and March 1995, and the rate of change between populations during the same period.Results: A model of team care was successfully implemented. Colon (occult blood in the stool) and breast (mammography) screening increased more rapidly in the study population than in the surrounding

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Factors Influencing the Effectiveness of Health Teams

Cited by 66 publications

References 0 publications

The Difficulties of Interdisciplinary Education: Lessons From Three Failures and a Success

The Difficulties of Interdisciplinary Education: Lessons From Three Failures and a Success

Interprofessional education in gross anatomy: Experience with first‐year medical and physical therapy students at Mayo Clinic

Putting Population-Based Care Into Practice: Real Option or Rhetoric?

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