Journal articles: 'Interdisciplinary teams in healthcare'

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Çatal, Nihan, Daniel Amyot, Wojtek Michalowski, et al. "Supporting process execution by interdisciplinary healthcare teams: Middleware design for IBM BPM." Procedia Computer Science 113 (2017): 376–83. http://dx.doi.org/10.1016/j.procs.2017.08.350.

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Walton, Victoria, Anne Hogden, Janet C. Long, Julie K. Johnson, and David Greenfield. "How Do Interprofessional Healthcare Teams Perceive the Benefits and Challenges of Interdisciplinary Ward Rounds." Journal of Multidisciplinary Healthcare Volume 12 (December 2019): 1023–32. http://dx.doi.org/10.2147/jmdh.s226330.

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Connor, Elizabeth. "Healthcare Finance and Financial Management: Essentials for Advanced Practice Nurses and Interdisciplinary Care Teams." Journal of the Medical Library Association : JMLA 103, no. 2 (2015): 111. http://dx.doi.org/10.3163/1536-5050.103.2.015.

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Ferrell, Betty R., Haley Buller, Wendy Anderson, Judith A. Paice, and Doranne Donesky. "Interdisciplinary palliative care communication for quality palliative care: Outcomes of a statewide train-the-trainer course." Journal of Clinical Oncology 36, no. 34_suppl (2018): 83. http://dx.doi.org/10.1200/jco.2018.36.34_suppl.83.

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83 Background: Expert communication skills are essential for the delivery of effective palliative care across the domains of care. However, few healthcare providers receive formal communication training. The purpose of this presentation is to describe a train-the-trainer course for interprofessional hospital-based palliative care teams to prepare them to teach other healthcare professionals palliative care communication skills. Methods: This project was organized by the eight domains of the National Consensus Project (NCP) guidelines for quality palliative care and provided communication skills training for California-based teams. Funded by the Archstone Foundation, this 2-day train-the-trainer course included skill-building exercises and interactive discussions to assist participants in integrating communication skills-building into their clinical settings. Using a goal-directed method of teaching, the faculty assisted teams in developing three institutional goals for providing palliative care communication training to other healthcare professionals. Evaluation of the course included immediate post-course evaluation and follow-up evaluation at 6 and 9 months. Results: The first statewide interprofessional communication training took place in January 2018 with 26 palliative care teams consisting of primarily nurses, followed by social workers, chaplains and physicians. The 46 course participants’ post-course evaluations demonstrated high satisfaction with the course. On a scale of 1 to 5 (1 = lowest), the course met participants’ expectations and objectives (4.8). The teams’ pre-course goals focused on: 1) staff education, training and mentorship, and 2) institution-wide system changes involving communication with palliative care. Conclusions: A 6 and 9 month follow-up will evaluate team progress on institutional goals (e.g. status and implementation) and provide an update on the additional healthcare professionals trained by course participants and changes implemented within their health system.

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Alrwaihi, Salwa, V. Kehyayan, and Jessie M. Johnson. "Interdisciplinary shared governance: A literature review." Journal of Nursing Education and Practice 8, no. 4 (2017): 43. http://dx.doi.org/10.5430/jnep.v8n4p43.

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Objective: Interdisciplinary shared governance (IDSG) is important in healthcare to achieve quality and excellence in patient care. Initially adopted in healthcare facilities for the nursing discipline, the recent trend is to expand it to include other disciplines. This paper examined the factors that affect interdisciplinary collaboration that effect successful implementation of an IDSG model.Methods: A literature review on SG, interdisciplinary collaboration, and factors that may potentially influence its successful implementation was conducted.Results: The review of the literature identified several factors grouped under three major themes that affect IDSG. The first theme was individual factors that include the subthemes provider attitude, beliefs, interpersonal skills, and status quo. The second theme was shared factors that includes both individual as well as organizational factors. They include physician-nurse relationships, clear goals and vision, motivation, trust and respect, and team functional skills. Finally, the organizational factors refer to those that impact the working environment and influence decision making by members of the various interdisciplinary teams. These factors include organizational structure, organizational culture, leadership, education, resources, professional boundary, and role ambiguity.Conclusions: The IDSG requires that groups in different disciplines make informed decisions pertaining their work environment as well as those towards patient’s care.

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Newton, Kathryn T., and Aaron Ashley. "Introducing the Interdisciplinary Nature of Health Care Through Case Study Models." Journal of Education and Training Studies 8, no. 1 (2019): 20. http://dx.doi.org/10.11114/jets.v8i1.4600.

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Interprofessional education (IPE) is a critical area needed to improve the quality of healthcare. Stereotypes of other disciplines persist by healthcare workers, limiting the ability to work as a team. Knowledge of roles of healthcare professions is a key competency of IPE. An online, 12-week course was developed to introduce students to the interdisciplinary nature of healthcare through case study models. Through built-in links, students explore medical terminology, diagnostic testing, pathophysiology, treatment, and health professionals who work as a team to diagnose and treat the patient. A 24-question survey was administered to a convenience sample of 582 high school students. Results of paired-samples t-tests showed significant increases pre-training to post-training in: 1) knowledge of the different roles of health professionals, (n = 338, M = .71, SEM = .01) to post-training (M = .82, SEM = .01), t(337) = 11.08, p<.001, pη2 = .203, 2) and self-reported knowledge of roles of different health professions, pre-training (n = 338, M = 2.73, SEM = .30) to post-training (M = 3.60, SEM = .039), t(337) = 20.02, p < .001, pη2 = .543. Interestingly, students’ likelihood in a career in healthcare professions decreased significantly pre-training (n = 338, M = 4.30, SEM = .043) to post-training (M = 4.20, SEM = .06), t(337) = 2.21, p = .028, pη2 = .016. Introducing knowledge of health professions to this population may be critical in avoiding stereotypes before a student enters a chosen career path, increasing the likelihood of participation in interdisciplinary teams.

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Fernando, GVMC, and Sean Hughes. "Team approaches in palliative care: a review of the literature." International Journal of Palliative Nursing 25, no. 9 (2019): 444–51. http://dx.doi.org/10.12968/ijpn.2019.25.9.444.

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Background: Interdisciplinary team involvement is commonplace in many palliative care settings across the world. Teamwork is perceived by many experts as an indispensable functionality of palliative care teams. Significantly different structural and functional attributes of these teams between regional and organisational contexts could potentially act both as strengths and weaknesses towards their overall productivity. The sustainability and resilience of the team also has an indirect bearing on the team functioning. Aim: This article describes international evidence on dynamic palliative care teams with a view of how and when they function efficiently or adversely. Emphasis is also placed on studies that suggest means to mitigate the conflicts and limitations of teamwork in palliative care and related healthcare settings. Findings: Evidence strongly suggests that palliative care is best delivered through a multidisciplinary team approach. Conclusion: The overall performance of a healthcare team is largely determined by the supportive work environment built through effective communication, leadership skills and mutual respect.

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D Z, Joseph, Aminu B, Halilu S, et al. "Interdisciplinary Collaboration among Health Professionals: A Panacea for effective and Evidence-based Health Care delivery." Journal of Radiography and Radiation Sciences 34, no. 1 (2020): 12–23. http://dx.doi.org/10.48153/jrrs/2020/xqyr3082.

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Introduction: Interdisciplinary collaboration (IDC) is important in health care settings as the complex nature and demands of the health care work environment requires the expertise and knowledge of different individuals or specialists working together to solve multifaceted and complex patient care problems. Objective: To assess the health professionals' attitude towards the development of an interdisciplinary collaborative approach to patient care in health institutions and to systematically review the impact of IDC as a panacea for effective health outcomes in Nigeria. Methodology: The research is a systematic review that provides various approaches for studying interdisciplinary teams. Fifty articles were selected from different search engines such as Google, google scholar, science direct and research gate with the search term Interdisciplinary collaboration among health care professionals. Articles were arranged based on most relevant, relevant and closely related articles. Result: The study revealed that IDC is pivotal in evidence-based care and contributes immensely to effective and efficient health outcomes. It puts the patient at the centre of the healthcare team's focus and allows all health professionals, with the patient, to collaboratively provide input, be part of the decision making, and improve outcomes. Although there are several obstacles to IDC, adopting this team-based culture of mutual respect and understanding is possible and, in fact, necessary. Conclusion: This study reveals that there are many benefits to IDC. It can improve safety and healthcare delivery, as well as reduce costs. The interprofessional team supports patient and personnel engagement, organizational efficiency and innovation.

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Supiano, Katherine P. "Weaving Interdisciplinary and Discipline-Specific Content into Palliative Care Education: One Successful Model for Teaching End-of-Life Care." OMEGA - Journal of Death and Dying 67, no. 1-2 (2013): 201–6. http://dx.doi.org/10.2190/om.67.1-2.x.

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While palliative care is best delivered in an interdisciplinary format, courses teaching the interdisciplinary approach to palliative care are rare in healthcare education. This article describes a graduate-level course in palliative care for students in nursing, pharmacy, social work, and gerontology taught by faculty from each discipline. The overarching goals of this course are to convey core palliative care knowledge across disciplines, articulate the essential contribution of each discipline in collaborative care, and to define interdisciplinary processes learners need to understand and navigate interdisciplinary palliative care. Learning outcomes included increased knowledge in palliative care, enhanced attitudes in practice and application of skills to clinical practice settings, increased ability to contribute discipline-specific knowledge to their teams' discussions, and a sense of increasing confidence in participating in the care of complex patients, communicating with families, and contributing to the team as a member of their own discipline.

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Kitsios, Fotis, Thanos Papadopoulos, and Spyros Angelopoulos. "A Roadmap to the Introduction of Pervasive Information Systems in Healthcare." International Journal of Advanced Pervasive and Ubiquitous Computing 2, no. 3 (2010): 21–32. http://dx.doi.org/10.4018/japuc.2010070102.

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Pervasive healthcare is an emerging research discipline, which focuses on the development of pervasive and ubiquitous computing technology for healthcare environments. Information and Communication Technologies have dramatically evolved during the last decade, laying a solid foundation for the future generation of Ubiquitous Internet access. As a result, current efforts in research and development in the areas of pervasive healthcare, promote the formation of inter-disciplinary international teams of experts, scientists, researchers and engineers to create a new generation of applications and technologies that will facilitate the fully automated information cyberspace systems. The authors discuss the current state-of-the-art in the world of Telecommunications and Internet Technologies as well as new technological trends in the Internet and Automation Industries, while promoting research and development in the interdisciplinary projects conducted by multinational teams worldwide.

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Khaira, Manmeet, Annalise Mathers, Nichelle Benny Gerard, and Lisa Dolovich. "The Evolving Role and Impact of Integrating Pharmacists into Primary Care Teams: Experience from Ontario, Canada." Pharmacy 8, no. 4 (2020): 234. http://dx.doi.org/10.3390/pharmacy8040234.

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The movement to integrate pharmacists into primary care team-based settings is growing in countries such as Canada, the United States, the United Kingdom, and Australia. In the province of Ontario in Canada, almost 200 pharmacists have positions within interdisciplinary primary care team settings, including Family Health Teams and Community Health Centers. This article provides a narrative review of the evolving roles of pharmacists working in primary care teams, with a focus on evidence from Ontario, as well as drawing from other jurisdictions around the world. Pharmacists within primary care teams are uniquely positioned to facilitate the expansion of the pharmacist’s scope of practice, through a collaborative care model that leverages, integrates, and transforms the medication expertise of pharmacists into a reliable asset and resource for physicians, as well as improves the health outcomes for patients and optimizes healthcare utilization.

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Cohen, Tara N., Andrew C. Griggs, Falisha F. Kanji, et al. "Advancing team cohesion: Using an escape room as a novel approach." Journal of Patient Safety and Risk Management 26, no. 3 (2021): 126–34. http://dx.doi.org/10.1177/25160435211005934.

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Objective An escape room was used to study teamwork and its determinants, which have been found to relate to the quality and safety of patient care delivery. This pilot study aimed to explore the value of an escape room as a mechanism for improving cohesion among interdisciplinary healthcare teams. Methods This research was conducted at a nonprofit medical center in Southern California. All participants who work on a team were invited to participate. Authors employed an interrupted within-subjects design, with two pre- and post-escape room questionnaires related to two facets of group cohesion: (belonging – (PGC-B) and morale (PGC-M)). Participants rated their perceptions of group cohesion before, after, and one-month after the escape room. The main outcome measures included PGC-B/M. Results Sixty-two teams participated (n = 280 participants) of which 31 teams (50%) successfully “escaped” in the allotted 45 minutes. There was a statistically significant difference in PGC between the three time periods, F(4, 254) = 24.10, p < .001; Wilks’ Λ = .725; partial η2 = .275. Results indicated significantly higher scores for PGC immediately after the escape room and at the one-month follow-up compared to baseline. Conclusions This work offers insights into the utility of using an escape room as a team building intervention in interprofessional healthcare teams. Considering the modifiability of escape rooms, they may function as valuable team building mechanisms in healthcare. More work is needed to determine how escape rooms compare to more traditional team building curriculums.

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Bradham, Tamala S., Geneine Snell, and David Haynes. "Current Practices in Pediatric Cochlear Implantation." Perspectives on Hearing and Hearing Disorders in Childhood 19, no. 1 (2009): 32–42. http://dx.doi.org/10.1044/hhdc19.1.32.

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Abstract Technological advances, specifically cochlear implants, have significantly impacted the treatment of children with severe to profound hearing loss. There are, however, very few professional guidelines or resources providing direction for hearing healthcare providers who are serving children with cochlear implants. The following article discusses a comprehensive management protocol for interdisciplinary teams providing cochlear implant services for children.

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DeMiglio, Lily, and Allison Williams. "Factors Enabling Shared Care with Primary Healthcare Providers in Community Settings: The experiences of Interdisciplinary Palliative Care Teams." Journal of Palliative Care 28, no. 4 (2012): 282–89. http://dx.doi.org/10.1177/082585971202800407.

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Santana, Débora De Cerqueira, and Maria Rosa Da Silva. "A percepção de estudantes da área da saúde sobre o trabalho interdisciplinar: Experiência no projeto de extensão Sorriso de Plantão." Revista Brasileira de Extensão Universitária 11, no. 1 (2020): 13–24. http://dx.doi.org/10.36661/2358-0399.2020v11i1.10753.

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O objetivo deste estudo foi descrever a percepção dos estudantes da área da saúde sobre o trabalho interdisciplinar, no decorrer da formação e experiência no Projeto de Extensão Universitária Sorriso de Plantão. O projeto, criado em 2002, na Universidade Federal de Alagoas, atualmente em parceria com a Universidade Estadual de Ciências da Saúde de Alagoas, permite aos estudantes de diversos cursos da área da saúde atuarem em equipe interdisciplinar desde o início da formação profissional. O estudo exploratório, de abordagem qualitativa, entrevistou doze estudantes com mais de um ano de experiência no projeto para a produção dos dados. Os dados foram analisados com a técnica de Análise de Conteúdo de Bardin na modalidade temática. As categorias temáticas delineadas foram: entendimento sobre interdisciplinaridade durante a formação profissional em saúde; potencialidades e desafios do trabalho interdisciplinar: tarefa (im)possível? Com base nestas categorias, consideramos que as atividades extensionistas durante a formação podem superar visões mecanicistas e fragmentadoras do cuidado em saúde, dando lugar a uma formação holística, capaz de gerar novas respostas às demandas contemporâneas, ampliando o potencial de cada futuro profissional e as possibilidades dos coletivos trabalharem interdisciplinarmente. Palavras-chave: Ensino Superior; Formação em Saúde; Saúde Pública Health students' perceptions on interdisciplinary work: experience at the outreach project smile on duty Abstract: The purpose of this study is to report on health students' perceptions on interdisciplinary work throughout education and experience at the University Outreach Project Smile on Duty. This project, created in 2002 at the Universidade Federal de Alagoas, now in partnership with Universidade Estadual de Ciências da Saúde de Alagoas, allows health students from multiple subfields to act in multidisciplinary teams from the beginning of their academic education. For this study, 12 students with more than 1 year of experience in the project were interviewed from an exploratory, qualitative approach. Bardin's techniques for content was used to study the data. The thematic categories proposed were: understanding on interdisciplinarity during academic education in health sciences; potential and challenges of interdisciplinary work: (im)possible task? Based on these categories, we believe that outreach activities during academic education may help students to overcome fragmented and overly technical views about health work, capable of generating new responses to contemporary demands, promoting their potential to work collectively and answer to the current demands of interdisciplinary healthcare. Keywords: Higher Education; Health Training; Public Health

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Fadaak, Raad, Jan M. Davies, Marlot Johanna Blaak, et al. "Rapid conversion of an in-patient hospital unit to accommodate COVID-19: An interdisciplinary human factors, ethnography, and infection prevention and control approach." PLOS ONE 16, no. 1 (2021): e0245212. http://dx.doi.org/10.1371/journal.pone.0245212.

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Background In response to the Coronavirus disease-19 (COVID-19) pandemic, in-patient units in hospitals around the world have altered their patient care routines and Infection Prevention and Control (IPC) practices. Our interdisciplinary team of applied Human Factors (HF), ethnography, and IPC experts assisted one Unit, normally serving general surgical and orthopedic patients, as it rapidly converted to deliver COVID-19-specific care. This paper describes the conversion experience of the Unit, and outlines broader lessons for other acute care teams faced with similar issues. Methods We deployed walkthroughs, simulations, and ethnography to identify important safety gaps in care delivery processes on the Unit. These interventions were undertaken using interdisciplinary theories of implementation that combined systems-level HF perspectives, ethnographic approaches, and individual-level IPC perspectives. Timely recommendations were developed and delivered to Unit staff for feedback and implementation. Results We describe three interventions on the Unit: 1) the de-cluttering and re-organization of personal protective equipment (PPE); 2) the reconfiguring of designated ‘dirty’ tray tables and supplies; and 3) the redesign of handling pathways for ‘dirty’ linens and laundry. Each of these interventions was implemented to varying degrees, but all contributed to discussions of safety and IPC implementation that extended beyond the Unit and into the operations of the broader hospital. Conclusions Leveraging our team’s interdisciplinary expertise and blended approaches to implementation, the interventions assisted in the Unit’s rapid conversion towards providing COVID-19-specific care. The deployment and implementation of the interventions highlight the potential of collaboration between HF, ethnography, and IPC experts to support frontline healthcare delivery under pandemic conditions in an effort to minimize nosocomial transmission potential in the acute healthcare setting.

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Drivenes, Karin, Stein Bergan, and Oddvar Saether. "Drug therapy in patients subject to outpatient compulsory mental health care." European Journal for Person Centered Healthcare 4, no. 1 (2016): 40. http://dx.doi.org/10.5750/ejpch.v4i1.1052.

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Rationale, aims and objectives: The use of coercion in mental health services is controversial. Little is known about drug therapy in patients subject to ambulant compulsory mental healthcare. The purpose of this study was to describe the drug therapy and follow-up in patients subject to ambulant compulsory mental healthcare at Sorlandet Hospital, Norway and, if possible, to improve drug therapy through specific advice from a consultant pharmacist.Method: Relevant information was obtained from the medical records of the included patients. Drug reviews were processed. Identified drug-related problems (DRPs) were presented to the interdisciplinary treatment teams and initiatives were documented. Results: Of the 101 patients subject to ambulant compulsory mental healthcare, 77 patients met the inclusion criteria. On average each patient used 3.6 drugs overall. All patients were using at least one antipsychotic agent, 83 % used depot injections. We identified 68 DRPs in 51 patients. Of these, 54 DRPs were concurred by the psychiatrist treating the patient. The most common type of concurred DRP was "lack of monitoring". The most common initiative was "discussion in the multidisciplinary team or with the patient". Conclusion: Even though the indication was clear, drugs were not always prescribed. Or they were prescribed in too low doses, according to the request of the patient. Among the presented DRPs a high proportion was concurred on, but few alterations were made immediately. A pharmacist can contribute to improving drug therapy, but pharmacists are not currently regular members of the interdisciplinary treatment team.

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Natasha Petry, Jordan Baye, Aissa Aifaoui, et al. "Implementation of wide-scale pharmacogenetic testing in primary care." Pharmacogenomics 20, no. 12 (2019): 903–13. http://dx.doi.org/10.2217/pgs-2019-0043.

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The convergence of translational genomics and biomedical informatics has changed healthcare delivery. Institutional consortia have begun implementing lab testing and decision support for drug–gene interactions. Aggregate datasets are now revealing the impact of clinical decision support for drug–gene interactions. Given the pleiotropic nature of pharmacogenes, interdisciplinary teams and robust clinical decision support tools must exist within an informatics framework built to be flexible and capable of cross-talk between clinical specialties. Navigation of the challenges presented with the implementation of five steps to build a genetics program infrastructure requires the expertise of multiple healthcare professionals. Ultimately, this manuscript describes our efforts to place pharmacogenomics in the hands of the primary care provider integrating this information into a patient’s healthcare over their lifetime.

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Klemp, Jennifer R., Kristin A. Stegenga, Wendy McClellan, et al. "Adult survivors of childhood cancer: Development of a regional transistions program." Journal of Clinical Oncology 31, no. 31_suppl (2013): 217. http://dx.doi.org/10.1200/jco.2013.31.31_suppl.217.

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217 Background: With increased survival rates, adult survivors of childhood cancers (ASCC) face lifelong screening and healthcare needs. Given increasing costs and demands across healthcare institutions, there is a significant need for survivorship models that emphasize regional collaboration, transition of pediatric patients to adult care, and focus on survivor-centered outcomes. Specific aims: Over the last two years, the presenters developed and implemented a survivor-centered regional approach to meet ASCC needs, addressing system, provider, and survivor barriers to successful transition and ongoing ASCC care. Methods: The presenters will describe community engagement strategies utilized to build a successful, sustainable survivor-centered approach across the region. The Midwest Cancer Alliance (MCA), the outreach arm of University of Kansas Cancer Center (KUCC), provides a supportive, neutral environment to bridge institution-specific concerns. Interdisciplinary teams from Children’s Mercy Hospital and University of Kansas’ Pediatrics department developed a formal working group with KUCC adult-focused partners. The group has taken an inclusive approach, bringing together pediatric and adult healthcare teams as well as expertise in outreach, patient navigation, telemedicine, education, and evaluation/research. Emphasis will be placed on how the team has prioritized needs-driven deliverables across metropolitan and rural communities. Results: The transitions program has maintained monthly working group meetings; completed a survivor needs assessment and disseminated findings; and initiated a cross-institutional transitions clinic. The team is collaborating on a comprehensive survivorship training approach to educate regional healthcare providers. The presenters will describe the team’s performance improvement processes to monitor outcomes and continuously refine the ASCC/AYA model. Conclusions: Community engagement is an ideal platform for regional program development to meet ASCC survivor needs. Future steps include measuring program outcomes, working toward EHR integration, increasing survivor input, and incorporating education into residency/fellowship training.

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Cassarino, Marica, Katie Robinson, Rosie Quinn, et al. "Effectiveness of early assessment and intervention by interdisciplinary teams including health and social care professionals in the emergency department: protocol for a systematic review." BMJ Open 8, no. 7 (2018): e023464. http://dx.doi.org/10.1136/bmjopen-2018-023464.

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IntroductionFinding cost-effective strategies to improve patient care in the emergency department (ED) is an increasing imperative given growing numbers of ED attendees. Encouraging evidence indicates that interdisciplinary teams including health and social care professionals (HSCPs) enhance patient care across a variety of healthcare settings. However, to date no systematic reviews of the effectiveness of early assessment and/or interventions carried by such teams in the ED exist. This systematic review aims to explore the impact of early assessment and/or intervention carried out by interdisciplinary teams including HSCPs in the ED on the quality, safety and cost-effectiveness of care, and to define the content of the assessment and/or intervention offered by HSCPs.Methods and analysisUsing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standardised guidelines, we will conduct a systematic review of randomised controlled trials (RCTs), non-RCTs, controlled before–after studies, interrupted time series and repeated measures studies that report the impact of early assessment and/or intervention provided to adults aged 18+ by interdisciplinary teams including HSCPs in the ED. Searches will be carried in Cumulative Index of Nursing and Allied Health Literature, Embase, Cochrane Library and MEDLINE from inception to March 2018. We will also hand-search the reference lists of relevant studies. Following a two-step screening process, two independent reviewers will extract data on the type of population, intervention, comparison, outcomes and study design. The quality of the studies will be appraised using the Cochrane Risk of Bias Tool. The findings will be synthesised in a narrative summary, and a meta-analysis will be conducted where appropriate.Ethics and disseminationEthical approval will not be sought since it is not required for systematic reviews. The results of this review will be disseminated through publication in a peer-review journal and presented at relevant conferences.Trial registration numberCRD42018091794.

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Faul, Anna, Pamela Yankeelov, and Sam Cotton. "Fostering an Understanding of Interprofessional Approaches to Geriatrics." Innovation in Aging 4, Supplement_1 (2020): 444. http://dx.doi.org/10.1093/geroni/igaa057.1436.

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Abstract Serving older adults with multiple chronic conditions and variable social, emotional, or physical support effectively within the primary care setting requires an interdisciplinary approach to care, together with the integration of novel approaches to care coordination (Dorr et al, 2006). The purpose of this study is to examine the use of interprofessional learning models to educate a healthcare workforce that meets the needs of older adults by integrating geriatrics with primary care, maximizing patient engagement, and transforming the healthcare system. Specifically, the targeted learners for this curriculum were from a healthcare system in Belize that had no previous specialty training in interprofessional geriatrics care. The 4-day training took place in Belize with an interprofessional group of healthcare professionals that included social work, nursing and medicine. 100 learners participated in the trainings and including participants from social work, nursing and medicine. To evaluate the program, Kirkpatrick’s Training Evaluation Model (Kirkpatrick & Kirkpatrick, 2005) was used to determine if learners were satisfied with the content (reaction), skilled (knowledge & skill) and confident in their abilities to utilize the curriculum (application of knowledge & skills). Analysis showed that learners, irrespective of discipline, were satisfied with the program. All disciplines experienced significant differences in their self-efficacy with working on interdisciplinary teams from pre to post assessments. Specifically, there was an increase in learner’s confidence related to learning to work together cooperatively with other professions and how to communicate effectively with other members of an interprofessional team. Implications for future interprofessional curriculum will be discussed.

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Moore, Cameron, Joseph Lee, James Milligan, and Lora Giangregorio. "Physical activity as medicine among family health teams: an environmental scan of physical activity services in an interdisciplinary primary care setting." Applied Physiology, Nutrition, and Metabolism 40, no. 3 (2015): 302–5. http://dx.doi.org/10.1139/apnm-2014-0387.

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A Family Health Team (FHT) is a multi-disciplinary primary healthcare model that may be an ideal setting to engage patients in physical activity. An environmental scan was conducted to determine the prevalence and characteristics of physical activity services offered by FHTs in Ontario. Of the 186 FHTs, 102 (55%) completed the survey. Almost 60% of responding FHTs offered a physical activity service; however, the availability, duration, size, and target population of the services varied depending on the individual FHT.

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Okuyama, Junko, Hiroyuki Sasaki, Shuji Seto, et al. "WBF-2019 Core Research Cluster of Disaster Science Planning Session as Disaster Preparedness: Participation in a Training Program for Conductor-Type Disaster Healthcare Personnel." Journal of Disaster Research 15, no. 7 (2020): 900–912. http://dx.doi.org/10.20965/jdr.2020.p0900.

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Introduction: Health professionals and support staff need to be prepared for disasters and know how to respond. This study aimed to examine a one-day “Conductor-type disaster healthcare management personnel” training course and its effect among healthcare professionals. Tohoku University and Fukushima Medical University are experienced in disaster response preparedness and they conducted the one-day course comprising multiple sessions at the World Bosai Forum-2019 (WBF-2019). Method: The course introduced the recent activities of four groups: the Practical Disaster Risk Reduction Research Group; the Natural Science Research Group; the Disaster Humanities Research Group; and the Disaster Medicine Research Group. Unifying four scientific areas based on the theory of the disaster cycle, the research field “disaster science” has been created through interdisciplinary cooperation. The participants completed reports, which were then analyzed using the KJ method. Discussion: The program participants wanted to gain practical knowledge about disasters and have a multifaceted perspective on disaster response. Participants who attended other sessions had an interest in comparing their training with the training provided by other sessions on disaster preparedness. Comparisons included determining the effectiveness of high-level disaster medical preparations from a multilateral viewpoint and involving an interdisciplinary research team in disaster medical preparations to prepare for future disaster events. Conclusion: The participants identified that interdisciplinary activities lead to an improvement in knowledge, skills, or attitudes toward disaster preparedness. There needs to be a greater focus on disaster medicine care teams, including research on both past and future disasters.

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Grant, K., D. Lee, I. Cheng, and G. Baker. "P089: Reducing preventable patient transfers from long-term care facilities to emergency departments: a scoping review." CJEM 22, S1 (2020): S96—S97. http://dx.doi.org/10.1017/cem.2020.295.

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Introduction: Emergency Department (ED) crowding is an international health system issue that is worsening. Further, ED crowding and “hallway medicine” has been identified as one of the most significant healthcare challenges currently facing Canadians. One contributor is preventable transfers from long-term care facilities (LTCFs) to Emergency Departments (EDs). In Canada, there were 63,752 LTCF patient transfers to the ED in 2014, with 24% (15,202) of them due to potentially preventable conditions. Each preventable transfer exposes patients to transport and hospital-related complications, and costs the healthcare system thousands of dollars. There have been many proposed and studied interventions aimed at alleviating the issue, but few attempts to assess and evaluate different interventions across institutions in a systematic manner. Methods: A scoping review of the literature using three electronic databases was conducted. A scoping review methodology was used due to the range of interventions and the heterogeneity in study design and outcome. Inclusion criteria included: studies on interventions designed to reduce transfers from LTCFs, studies that reported key outcomes such as number of ED transfers, and studies with a control or comparison group. Articles were screened by two independent reviewers (Cohen's k = 0.68), and study quality was assessed using the National Heart, Lung, Blood Institute quality assessment tools. Results: Findings were organized into five intervention types (telemedicine, outreach teams, interdisciplinary teams, integrated approaches, and other), and both a tabular and narrative synthesis was completed. Eleven studies had a good quality assessment rating, 13 studies had a fair rating, and two studies had a poor rating. Twenty out of the 26 studies reported statistically significant reductions in ED transfer rate, ranging from 10-70%. Interdisciplinary healthcare teams staffed within LTCFs were the most effective interventions. Conclusion: There are several promising interventions that have successfully reduced the number of preventable transfers from LTCFs to EDs, in a variety of health system settings. Further analysis of the relative resource requirements of each intervention, and practices that can enable successful implementation are needed to inform healthcare policy and administrative decision making. Widespread implementation of these interventions has the potential to considerably reduce ED crowding.

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Rotenstein, Lisa, Katherine Perez, Diana Wohler, et al. "Preparing health professions students to lead change." Leadership in Health Services 32, no. 2 (2019): 182–94. http://dx.doi.org/10.1108/lhs-02-2018-0011.

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Purpose Health care systems increasingly demand health professionals who can lead interdisciplinary teams. While physicians recognize the importance of leadership skills, few receive formal instruction in this area. This paper aims to describe how the Student Leadership Committee (SLC) at the Harvard Medical School Center for Primary Care responded to this need by creating a leadership curriculum for health professions students. Design/methodology/approach The SLC designed an applied longitudinal leadership curriculum and taught it to medical, dentistry, nursing, public health and business students during monthly meetings over two academic years. The perceptions of the curriculum were assessed via a retrospective survey and an assessment of team functioning. Findings Most teams met their project goals and students felt that their teams were effective. The participants reported increased confidence that they could create change in healthcare and an enhanced desire to hold leadership positions. The sessions that focused on operational skills were especially valued by the students. Practical implications This case study presents an effective approach to delivering leadership training to health professions students, which can be replicated by other institutions. Social implications Applied leadership training empowers health professions students to improve the health-care system and prepares them to be more effective leaders of the future health-care teams. The potential benefits of improved health-care leadership are numerous, including better patient care and improved job satisfaction among health-care workers. Originality/value Leadership skills are often taught as abstract didactics. In contrast, the approach described here is applied to ongoing projects in an interdisciplinary setting, thereby preparing students for real-world leadership positions.

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Abramson, Tobi A., and Martha Siegel. "AN INTERDISCIPLINARY PEDAGOGICAL APPROACH THAT HARNESSES COLLABORATIVE NETWORKS." Innovation in Aging 3, Supplement_1 (2019): S152. http://dx.doi.org/10.1093/geroni/igz038.547.

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Abstract Opportunities abound in healthcare and non-healthcare for innovative pedagogy, products, and services to address the growth of the aging population and ageism. ‘Aging-in-place’ homes and healthcare settings, often ill-prepared to meet aging needs, require redesign to incorporate designs that are responsive to an older or disabled person’s needs. This pedagogical approach used interprofessional/cross-disciplinary collaborative learning to incorporate a person-centered approach to developing evidence-based interior design solutions to transform homes, healthcare environments, and communities. This pedagogical collaboration built networks across disciplines, provided a unique learning environment by focusing on student learning through engagement of cross-discipline undergraduate and graduate students and external collaborators (older adults, healthcare systems). All students participated in the live project within and outside of the classroom utilizing print materials, didactic learning, experiential activities, research, technology, site visits, client interviewing, recording data, team meetings, and designing and presenting a solution to a panel of judges. Assessments indicated students’ appreciation of the project for their professional development and an enhanced understanding of teamwork strategies and cross-disciplinary classrooms for interprofessional learning. This pedagogical approach broke down academic silos and deserves more attention in academia to prepare students with the skills to work with an aging population. As the population ages, it is essential that college courses include approaches to decrease ageism and lead to the building of the workforce. Collaborative learning builds the foundation and networks that will help emerging professionals meet the needs of an aging population.

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Silveira, Claudia Winter da, and Miriam Guterres Dias. "Social Work competencies in Matrix Support in Mental Health / As competências do Serviço Social no Apoio Matricial em Saúde Mental." Argumentum 10, no. 3 (2018): 150–61. http://dx.doi.org/10.18315/argumentum.v10i3.23048.

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The Support Matrix is technical-pedagogical support technology and back-stop assistance to Primary Healthcare, provided for within the Unitary Health System (Sistema Único de Saúde (SUS)), which questions the hegemonic organisational and technical-assistance model, proposing links and support among teams with a view to delivering integration and Care resolution. It implies that professional Social Work actions in Mental Health Support Teams have been built and legitimised historically in the field of public policy. Social workers and managers agree that the social worker translates social reality, from the interdisciplinary and inter-sectorial perspective, providing concreteness, directional and visibility to the profession, and form part of the set of professional actions within the SUS.Keywords: Health Policy. Mental Health Policy. Unitary Health System. Matrix Support.Social Work.

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Lopez-Jeng, Cassie, and Steven D. Eberth. "Improving Hospital Safety Culture for Falls Prevention Through Interdisciplinary Health Education." Health Promotion Practice 21, no. 6 (2019): 918–25. http://dx.doi.org/10.1177/1524839919840337.

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Background. Falls are a serious public health problem, with an estimated 37.3 million falls a year requiring medical assistance. Improving hospital culture to address safety and falls prevention is a major organizational challenge that requires interdisciplinary teams and evidence-based education to change individual behaviors and improve outcomes. Methods. We collaborated with an interdisciplinary team of health practitioners at a critical access hospital to develop a health education program tailored to their internal assessment of falls and safety issues. The resulting program used the Five As behavior change model and evidence-based health education. Education session activities and posttests were used to measure participant outcomes, and the Agency for Healthcare Research and Quality (AHRQ) Hospital Survey on Patient Safety Culture was distributed hospital-wide to measure patient safety culture pre- and postintervention. Results. Participants reported increased knowledge, attitudes, and motivations with attendance at education sessions. The AHRQ Hospital Survey showed positive improvements in 10 of the 11 composite categories, 4 of which were statistically significant. Conclusion. The use of the Five As, along with an interdisciplinary health education approach, can improve individual hospital employee falls prevention knowledge, attitudes, and motivations. That individual-level change can improve patient safety culture at the organizational level.

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Naufel, Mark. "The Luminosity Lab—An Interdisciplinary Model of Discovery and Innovation for the 21st Century." Technology & Innovation 21, no. 2 (2020): 115–21. http://dx.doi.org/10.21300/21.2.2020.115.

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Historically, higher education institutions have been designed with a focus on developing mastery and furthering the body of knowledge within distinct academic disciplines. Unfortunately, this intended design has resulted in a lack of collaboration between academic units and has stifled interdisciplinary research between students and faculty across domains. The Luminosity Lab, located at Arizona State University, is an archetype for a new model of collaborative interdisciplinary research teams. Exceptional students are hand-selected from all areas of the university and come together to fuse youthful spirit, academic prowess, and business acumen—the makings of a 'great group.' Students work together to produce system-level projects that are capable of having a large-scale societal impact. Building upon concepts from systems engineering, the lab employs the use of a view model to analyze current and future systems from various viewpoints (e.g., enterprise, functional, computational, engineering, technology, services, standards). By leveraging the strengths of systems thinking, strategic design, and agile methodologies, our interdisciplinary team is positioned to tackle systemic challenges in domains such as healthcare, energy, education, and global climate. This model of interdisciplinary research was tested at Arizona State University across three academic years with participation from over 100 students, who represented more than 20 academic disciplines. The results have shown successful integration of interdisciplinary expertise to identify unmet needs, design innovative concepts, and develop research-informed solutions. By adopting this approach, higher education institutions can begin to break down the walls that exist between academic units and start to use a holistic view of research and innovation for solving global issues.

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Lee, Su-Jung, Min-Sun Park, and Sung-Ok Chang. "Healthcare Professionals’ Perceptions of Function-Focused Care Education for Nursing Home Practitioners." International Journal of Environmental Research and Public Health 18, no. 14 (2021): 7587. http://dx.doi.org/10.3390/ijerph18147587.

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A nursing home (NH) care environment necessitates a shared cognition-based education model that maintains effective function-focused care (FFC). This study’s aim was to explore healthcare professionals’ perceptions of function-focused care education for the development of an education model using a shared mental model (SMM) in NHs. Semi-structured interviews with 30 interdisciplinary practitioners from four different professions (nurses, physical therapists, occupational therapists, and social workers) and focus group interviews with 12 experts were conducted. Data were analyzed using content analysis, and the education model development was guided by the shared mental models for data interpretation and formation. Our FFC interdisciplinary educational model incorporates four key learning components: learning contents, educational activities, educational goals/outcome, and environment, and four types of SMMs: team, task, team interaction, and equipment. As for educational contents, a team’s competencies with FFC were found to be team knowledge (physical and psychosocial functional care), team skills to perform FFC successfully (motivation, coaching and supporting, managing discomfort), and team attitude (possessing philosophy perceptions regarding FFC). As for learning outcomes, the shared cognition-based education model suggests not only the evaluation of practitioners, but also the assessment of residents’ aspects.

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Schneider, Catherine E., Alycia A. Bristol, Ariel Ford, Shih-Yin Lin, and Abraham A. Brody. "THE IMPACT OF ALIVIADO DEMENTIA CARE HOSPICE EDITION TRAINING PROGRAM ON HOSPICE STAFF’S DEMENTIA SYMPTOM KNOWLEDGE." Innovation in Aging 3, Supplement_1 (2019): S851. http://dx.doi.org/10.1093/geroni/igz038.3130.

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Abstract A lack of high quality dementia training for healthcare workers is a key barrier to effective care for persons with dementia (PWD), a vulnerable and increasing population across the care continuum. Hospice agencies in particular are underprepared to care for this population, although annually about 17% of hospice patients have a primary diagnosis of dementia and an additional 28% as a comorbidity. Aliviado Dementia Care-Hospice Edition is an interdisciplinary, evidence-based quality improvement program developed to assist hospice interdisciplinary teams in caring for PWD and their caregivers. Interdisciplinary hospice team members in two agencies were enrolled in online training modules, which addressed multiple areas including pain, behavioral and psychological symptoms of dementia (BPSD), and working with caregivers. They were also provided a toolkit to integrate training in daily practice. Changes in knowledge, confidence and attitudes were tested before and after training and paired t-tests were utilized to evaluate the program’s effect. Thirty-five individuals completed the program and pre/post tests. Paired t-tests showed clinically and statistically significant increases in knowledge, attitudes and confidence in five of 10 domains including depression knowledge and confidence and BPSD knowledge, confidence and interventions. The greatest increase was in using BPSD interventions (18.5% increase, p-value: 0.0002), depression confidence (15.9% increase, p-value: 0.006) and BPSD confidence (12.6% increase, p-value: 0.02). Aliviado is an evidence-based, systems-level intervention shown to improve clinical knowledge, attitudes and confidence in treating pain and BPSD in PWD. This training could be used to produce systems-level practice change for hospice interdisciplinary team members serving PWD.

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Cain, Cindy L. "Agency and Change in Healthcare Organizations: Workers’ Attempts to Navigate Multiple Logics in Hospice Care." Journal of Health and Social Behavior 60, no. 1 (2019): 3–17. http://dx.doi.org/10.1177/0022146518825379.

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There is no doubt that the organization of healthcare is currently shifting, partly in response to changing macrolevel policies. Studies of healthcare policies often do not consider healthcare workers’ experiences of policy change, thus limiting our understanding of when and how policies work. This article uses longitudinal qualitative data, including participant observation and semistructured interviews with workers within hospice care as their organizations shifted in response to a Medicare policy change. Prior to the policy change, I find that the main innovation of hospice—the interdisciplinary team—is able to resist logics from the larger medical institution. However, when organizational pressures increase, managers and workers adjust in ways that reinforce medical logics and undermine the interdisciplinary team. These practices illustrate processes by which rationalization of healthcare affects workers’ experiences and the type of care available to patients.

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Babikian, Victoria, Lena Kadota, and Allison Valeriano. "Interdisciplinary Medical And Dental Desensitization For People With Autism." Armenian Journal of Special Education 2, no. 2 (2020): 98–116. http://dx.doi.org/10.24234/se.2020.2.2.238.

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Premier HealthCare, a member of the YAI Network, specializes in outpatient healthcare services (such as primary care, dentistry, psychiatry, rehabilitation, psychotherapy, psychological testing, and nutrition) for people with intellectual and developmental disabilities in New York City. This is one of the most in need, yet underserved, groups of medical and dental patients. Many people with autism spectrum disorder (ASD) have difficulty understanding the significance of healthcare procedures and become overwhelmed by the unfamiliar environment and sensory input of medical and dental practices. They may also have difficulty with communication and socialization, which can exacerbate anxiety and challenging behaviors such as self-stimulation, self-injury, aggression, and tantrums. Additionally, this heightened level of stress can potentially translate into disruptive behaviors or physical reactions to avoid treatment. These challenges combined with a lack of healthcare professionals trained and experienced in working with people with ASD can result in ineffective preventative care and high-cost procedures.  At Premier HealthCare, a desensitization program was initiated to increase functional participation in medical and dental exams and decrease use of physical restraints or general anesthesia for people with ASD. An interdisciplinary team of occupational therapists, behavior analysts, doctors, nurses, and dentists collaborate to address how to make medical and dental procedures more tolerable for patients with special needs using a protocol comprising of four main stages: evaluation, treatment, generalization, and maintenance. They work with caregivers to provide person-centered individualized care, ultimately leading to decreased anxiety, fear, and aggressive behaviors; increased participation; and better health outcomes for people with autism.

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Mallinson, Trudy, Gaetano R. Lotrecchiano, Lisa S. Schwartz, et al. "Pilot analysis of the Motivation Assessment for Team Readiness, Integration, and Collaboration (MATRICx) using Rasch analysis." Journal of Investigative Medicine 64, no. 7 (2016): 1186–93. http://dx.doi.org/10.1136/jim-2016-000173.

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Healthcare services and the production of healthcare knowledge are increasingly dependent on highly functioning, multidisciplinary teams, requiring greater awareness of individuals’ readiness to collaborate in translational science teams. Yet, there is no comprehensive tool of individual motivations and threats to collaboration that can guide preparation of individuals for work on well-functioning teams. This prospective pilot study evaluated the preliminary psychometric properties of the Motivation Assessment for Team Readiness, Integration, and Collaboration (MATRICx). We examined 55 items of the MATRICx in a sample of 125 faculty, students and researchers, using contemporary psychometric methods (Rasch analysis). We found that the motivator and threat items formed separate constructs relative to collaboration readiness. Further, respondents who identified themselves as inexperienced at working on collaborative projects defined the motivation construct differently from experienced respondents. These results are consistent with differences in strategic alliances described in the literature—for example, inexperienced respondents reflected features of cooperation and coordination, such as concern with sharing information and compatibility of goals. In contrast, the more experienced respondents were concerned with issues that reflected a collective purpose, more typical of collaborative alliances. While these different types of alliances are usually described as representing varying aspects along a continuum, our findings suggest that collaboration might be better thought of as a qualitatively different state than cooperation or coordination. These results need to be replicated in larger samples, but the findings have implications for the development and design of educational interventions that aim to ready scientists and clinicians for greater interdisciplinary work.

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Makaroun, Lena, Gloria Klima, Michele Nichols, Keri Rodriguez, Ann O’Hare, and Ann-Marie Rosland. "Multidisciplinary Healthcare Providers’ Perspectives on Managing Suspected Elder Abuse in the Healthcare Setting." Innovation in Aging 4, Supplement_1 (2020): 868–69. http://dx.doi.org/10.1093/geroni/igaa057.3214.

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Abstract Elder abuse (EA) is common and has devastating health consequences, yet is rarely detected by healthcare professionals. Veterans are at high risk for EA, and the VA has unique resources (e.g., comprehensive social work services) that can help address EA in the healthcare setting. This qualitative study aimed to assess perceived barriers and facilitators to detecting, reporting, intervening on and monitoring EA for VA providers. Providers from two VA facilities were recruited to participate in a one-on-one semi-structured interview. Transcripts of audio-recorded interviews were analyzed using thematic content analysis. Participants (n=22) were 82% female, age 33-64 years, had 4-25 years practicing in VA, and varied in discipline (e.g., nurse, physician, social worker) and practice setting (e.g., emergency department, geriatrics, primary care). For detecting EA, patient and caregiver cognitive impairment were frequently cited barriers, while an interdisciplinary team approach and ability to do home visits were noted facilitators. Common challenges with reporting EA to adult protective services (APS) were perceived lack of APS follow up and discrepancies in VA provider and APS investigator findings. While removing a patient from an unsafe living situation was a frequently cited successful intervention, providers also expressed feeling conflicted when infringing on patient autonomy. Poor communication with APS, patient loss to follow up, and caregiver interference made monitoring EA cases more difficult; intensive case management and in-home services facilitated monitoring. In conclusion, healthcare professionals see interdisciplinary care, in-home care, and better coordination with APS as key facilitators to managing suspected EA in the healthcare setting.

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Cohn, Ellen R., and Jana Cason. "Telepractice, Telehealth, and Telemedicine: Acquiring Knowledge From Other Disciplines." Perspectives of the ASHA Special Interest Groups 1, no. 18 (2016): 19–29. http://dx.doi.org/10.1044/persp1.sig18.19.

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Telepractice for speech-language pathology and audiology operates within a complex and dynamic environment that is beset with many influencers: state and federal regulations, state professional licensure boards, reimbursement policies, standards and guidelines, and the interests of powerful financial drivers. While much that is written about telepractice does not reference telemedicine-based standards and guidelines, the latter can provide valuable information. Knowledge of the aspirational practices of other healthcare professions will benefit speech-language pathologists (SLPs) and audiologists and is essential for practitioners who work as part of interdisciplinary teams. The aspirational practices of other professions can also be drawn upon when devising telepractice curricula for university programs.

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Côté, A., N. Gaucher, and A. Payot. "P038: Does the pediatric emergency department have a role in pediatric palliative care?" CJEM 19, S1 (2017): S90—S91. http://dx.doi.org/10.1017/cem.2017.240.

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Introduction: Very little is known regarding the emergency department’s (ED) role in the care of paediatric patients with complex chronic and life-limiting illnesses. In fact, the provision of paediatric palliative care (PPC) in the paediatric ED has, of yet, never been explored. This study aims to explore pediatric emergency medicine healthcare professionals’ perspectives regarding their role in PPC and to compare these to other health care professionals’ understandings of the ED’s role in PPC. Methods: Interdisciplinary semi-structured focus groups were held with healthcare providers from pediatric emergency medicine, pediatric palliative care, pediatric complex care and pediatric intensive care. Exploratory open-ended questions introduced naturally occurring discussions and interactions. Data was transcribed in full and analysed using NVivo© software. Data analysis was performed by thematic analysis and theoretical sampling. Results: From January to October 2016, 58 participants were interviewed; most were female nurses and physicians. ED providers seek to maintain continuity of care and uphold pre-established wishes throughout PPC patients’ ED visits by listening and supporting the patient and family, evaluating the clinical situation, communicating with primary care teams and organising rapid admissions to wards. Some ED providers recognized having no choice to provide palliative care approach under certain circumstances despite thinking it might not be part of their culture and role. Each interdisciplinary team demonstrated particular values and cultures, influencing their understandings of the ED’s role in PPC; continuity of care is complicated by these distinct philosophies. Limitations to providing PPC in the ED are related to unsuitable physical environments, lack of uninterrupted time, efficiency expectations, unknown patients, provider lack of knowledge and moral distress. Solutions were directed at improving communication between teams and humanizing care to develop a sensibility to quality PPC in the ED. Conclusion: Although the perspective of pediatric ED’s role in caring for PPC patients is heterogeneous, several barriers to providing high quality emergency PPC can be overcome. Future studies will explore the experiences of PPC families presenting to the ED.

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Reamey, Rebecca Avery. "4576 Driving Research: An Interdisciplinary, Vibrant, Engaged Network (DRIVEN)." Journal of Clinical and Translational Science 4, s1 (2020): 60–61. http://dx.doi.org/10.1017/cts.2020.209.

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OBJECTIVES/GOALS: We focus on the following mission aligned activities centered upon optimizing the culture around inclusion, equity and diversity in the clinical and translational research faculty at UAB: To identify, support and promote Diversity, Equity and Inclusion (DEI) faculty award recognition and leadership program participation locally, regionally and nationallyTo identify, support and promote senior faculty representation on DEI-focused regional, national, and international scientific advisory committees of foundation, professional society and federal programsTo identify opportunities and support the development of competitive DEI-focused foundation, professional society and federal grant applicationsTo support the academic advancement, promotion and tenure among DRIVEN communityTo sponsor and convene professional development and social activities for the DRIVEN communityMETHODS/STUDY POPULATION: A partnership of the Center for Clinical and Translational Science Training Academy and the Scientific Community of Outcomes Researchers (SCOR), DRIVEN is a multi-faceted solution to enhance workforce diversity by promoting individual and collective professional development, recognition, and advancement to foster an inclusive, equitable, and diverse research workforce. DRIVEN provides a platform, a community, and a common place where individuals can access resources to more easily identify opportunities aligned with their specific research goals, as well as peer and network support at every step along their professional journey. DRIVEN is uniquely aligned to assist investigators with applying for funding through NIH diversity supplements, foundation opportunities, and other national awards. RESULTS/ANTICIPATED RESULTS: DRIVEN provides networking opportunities, information, and writing support for funding opportunities. Since its inception, less than a year ago, we have seen an increase in writing groups, matched investigators with funding opportunities, and provided networking opportunities for mentors and mentees to meet and for peer mentoring to occur. The interest and momentum surrounding DRIVEN both from internal advisory groups and external advisory groups is significant and will only continue with the endorsement of UAB leadership. DRIVEN is expected to be used as a tool for the recruitment and retention of diverse faculty not only within the UAB community but across the CCTS Partner Network thus changing healthcare in the region. DISCUSSION/SIGNIFICANCE OF IMPACT: According to the NIH, research shows that diverse teams who capitalize on innovative ideas and distinct perspectives outperform less diverse teams. Not only is achieving diversity in the biomedical research workforce critical, but providing diverse researchers with access to support and community is competitive necessity.

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Dyess, Amy Leigh, Jordyn Shelby Brown, Natasha Dianne Brown, Katherine Merrill Flautt, and Lisa Jayroe Barnes. "Impact of interprofessional education on students of the health professions: a systematic review." Journal of Educational Evaluation for Health Professions 16 (October 23, 2019): 33. http://dx.doi.org/10.3352/jeehp.2019.16.33.

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Purpose: Interprofessional education (IPE) is a concept that allows students from different health professions to learn with and from each other as they gain knowledge about their chosen professions and the professions of their colleagues. The purpose of this systematic review was to determine the effectiveness of IPE in the academic preparation of students of the health professions.Methods: A search was conducted of the PubMed and CINAHL databases using the following eligibility criteria: IPE including students from 3 or more healthcare professions, IPE exposure within academic coursework, measurement of attitudes and/or perceptions as outcomes, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.Results: The search yielded 870 total articles. After screening, 7 articles remained for review. All studies reported a positive impact of IPE on the education of students of the health professions.Conclusion: Evidence showed that IPE activities were an effective tool for improving attitudes toward interdisciplinary teamwork, communication, shared problem-solving, and knowledge and skills in preparation for collaboration within interdisciplinary teams.

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Remington, Michaela, and Cynthia Kong. "Use of a daily rounding checklist on the Clinical Teaching Unit improves interdisciplinary communication around discharge." Paediatrics & Child Health 23, suppl_1 (2018): e15-e15. http://dx.doi.org/10.1093/pch/pxy054.038.

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Abstract BACKGROUND As the care needs of the paediatric inpatient population become increasingly complex, demands for hospitalization and efficient patient flow have resulted in the need for increased attention to discharge processes. Inefficient discharges impact flow throughout the healthcare system, extend length of stay, increase health care costs and decrease patient satisfaction. As a large inpatient service with high staff turnover, our Clinical Teaching Unit (CTU) experiences considerable variability in approach to discharge planning. Prior work at our institution has recognized inconsistent practice and gaps in communication around discharge planning as challenges to efficient patient discharge. OBJECTIVES Using quality improvement (QI) methodology, we aimed to decrease discharge delays on CTU, by implementing a process to identify and document patient specific discharge criteria. By focusing on discharge criteria, we sought to improve communication regarding discharge goals and patient readiness between care members, encouraging early discharge planning. DESIGN/METHODS We implemented a standardized CTU rounding checklist for use during daily inpatient rounds. On this checklist, physicians were instructed to document clear, patient-specific discharge criteria. Use of the checklist was encouraged through multiple avenues, including announcements at educational events, real time feedback on use to the front-line care teams and a monthly competition between resident teams. Through Plan-Do-Study-Act (PDSA) cycles, we collected feedback from the multidisciplinary team, and the checklist underwent multiple iterations to optimize use. CTU inpatient rounds were observed weekly and outcome, process and balance measures were collected. RESULTS With implementation of the checklist, a cultural shift towards explicit, thoughtful discussion of discharge criteria and planning was observed on daily patient rounds. Identification of patient specific discharge criteria increased from less than 30% to over 90% after implementation of the checklist. The purposeful documentation of discharge criteria received positive nursing feedback, and nursing awareness of discharge goals improved from 20–30% to over 70%. Improvements were sustained over a six-month period. CONCLUSION This QI project utilized a daily rounding checklist to engage care teams in purposeful conversations around discharge on rounds. By documenting patient-specific discharge criteria, interdisciplinary communication was improved and bedside nurses felt better informed of discharge goals. Future project directions include the development of diagnosis specific standardized discharge criteria, exploration of specific discharge barriers, and identification of institution-specific resources that may help alleviate these delays to further improve discharge efficiency.

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Mezzich, Juan E., James Appleyard, and Tesfamicael Ghebrehiwet. "Interdisciplinary Collaboration and the Construction of Person Centered Medicine." International Journal of Person Centered Medicine 4, no. 3 (2015): 149–55. http://dx.doi.org/10.5750/ijpcm.v4i3.482.

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One of the core concepts of Person Centered Medicine is the cultivation and promotion of relationships at all levels. In fact, this concept is one the eight key ideas emerging from an ongoing study on the systematic conceptualization and measurement of person- and people-centered care. Interest in the importance of relationships in medicine and healthcare has been long and widely observed and has even led to attempts to rethink and organize medical care by focusing on this concept under terms such as relationship-based and relational medicine.

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Kiraly, Tristan, Shelagh Quinn, Janice Fyfe, and Edith Kernerman. "Walk the Doc Talk." Clinical Lactation 7, no. 2 (2016): 49–56. http://dx.doi.org/10.1891/2158-0782.7.2.49.

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There is limited research on interdisciplinary communication between lactation consultants (International Board Certified Lactation Consultant [IBCLC]) and other healthcare professionals. An online survey assessed how healthcare professionals (physicians, surgeons, and alternative practitioners) perceive lactation consultants and what language, forms of communication, and practices are helpful. Participants (N = 75) indicated mostly positive experiences. Negative experiences included lack of communication or dissatisfaction with experience or outcome. Breastfeeding terms were, on average, “somewhat clear,” and several were correlated with perceived adequacy of breastfeeding knowledge. Participants indicated that communications from lactation consultants should include a plan for follow-up, an outline of the safety and rationale for use of potentially unfamiliar treatments, and contact information. The preferred form of communication varied. Improving interdisciplinary communication and collaboration will likely result in better support for breastfeeding dyads.

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Blue, Dawn I., Geraldine C. Fike, Guillermo Escalante, Yeon Kim, and Jose A. Munoz. "Simulation as a Multidisciplinary Team Approach in Healthcare Programs in an Urban University Setting." International Journal of Social Science Studies 6, no. 12 (2018): 61. http://dx.doi.org/10.11114/ijsss.v6i12.3749.

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Background: In the hospital setting, patients are usually cared for by a nurse and multidisciplinary teams which may include physical therapists, social workers, and public health workers. However, students in health care programs usually will not experience interdisciplinary scenarios developing needed skills. Combining classes and replacing certain curriculum activities with patient simulation projects that include several departments may improve their educational experience and success. Simulation is technology used to enhance instruction resources for all students. Simulation not only captures the attention of the video-game generation but actively engages students in the learning process. Simulation can be a valuable experience to keep students actively involved in learning by offering the opportunity to apply knowledge learned to the clinical setting, thus making it real. It is compelling to consider the impact of simulation in increasing the competency of students when they are in the work force while decreasing error rate and impacting the quality of care.Methods: A mixed method approach involved simulation experience followed by data collection via survey.Results: Students across all disciplines reported increased ability for collaboration and communication.Conclusions: Demonstrated the value of introducing the students to teamwork and collaboration experiences via simulation.

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Gabrilove, Janice Lynn, Peter Backeris, Louise Lammers, et al. "2527 Mount Sinai health hackathon: Harnessing the power of collaboration to advance experiential team science education." Journal of Clinical and Translational Science 2, S1 (2018): 58. http://dx.doi.org/10.1017/cts.2018.218.

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OBJECTIVES/SPECIFIC AIMS: Innovation in healthcare is increasingly dependent on technology and teamwork, requiring effective collaboration between disciplines. Through an intensive team-based competition event, Mount Sinai Health Hackathon 2017, aimed to harness the power of multidisciplinary and transdisciplinary collaboration to foster innovation in the field of cancer. Participants were immersed in an intensive weekend working in teams to develop technology solutions to important problems affecting patients and care providers in the field of cancer. The learning objectives were to enable participants to: Identify cancer-related healthcare problems which lend themselves to technology-based solutions. Delineate key behaviors critical to multidisciplinary team success Identify optimal strategies for communicating in multidisciplinary teams. Engage and inspire participants to apply knowledge of technology to meaningfully impact clinical care and well-being. METHODS/STUDY POPULATION: The Mount Sinai Health Hackathon is an annual 48-hour team-based competition, using a format adapted from guidelines provided by MIT Hacking Medicine. The 2017 event gathered a total of 87 participants (120 registered), representing 17 organizations from as far away as California, with a diverse range of backgrounds in bioinformatics, software and hardware, product design, business, digital health and clinical practice. The overall participation model included: Phase 0: Health Hackathon 101 summer workshops; Phase 1: pre-Hackathon priming activities using online forums Trello and Slack; Phase 2: a 48-hour onsite hackathon to catalyze innovation through problem sharing, solution pitches, team formation and development of prototype solutions; Phase 3: competitive presentations to judges and prize awards; Phase 4: a suite of post-hackathon support to stimulate continued development of innovations. The event sponsored by ConduITS, was also co-sponsored by Persistent Systems, IBM Watson, Tisch Cancer Institute, Sinai AppLab, Sinai Biodesign and other ISMMS Institutes. Mentors circulated throughout the event to support the teams in the technical, clinical, and business development aspects of their solutions. In total, the 14 teams formed during the Hackathon, created innovations ranging from diagnostic devices, networking apps, artificial intelligence tools, and others. The top 3 teams were each awarded $2500 to support their projects’ future development. RESULTS/ANTICIPATED RESULTS: Qualitative and quantitative post-event survey data revealed the Hackathon experience fostered collaborative attitudes and a positive experience for participants, providing insight into the potential benefits of team science. In the post-event survey (n=24) 92% of participants reported that the experience increased their ability to solve problems and 96% made new professional or personal connections. In addition, 96% of respondents would attend future Hackathon events and 75% reported they were likely to continue working on their project after the Hackathon. Qualitative feedback from 1 participant reported it was: “a wonderful event that really highlighted how much interdisciplinary team science can achieve.” Along with intermediate support interactions, including the winning teams participating in a Shark Tank style event with pitches to external entrepreneurs and investors, all teams will be followed up in 6 months time to determine if participants continue to work on projects, file new patents, create new companies, or leverage the new connections made through the Health Hackathon experience. DISCUSSION/SIGNIFICANCE OF IMPACT: Our experience indicates that a Health Hackathon is a compelling and productive forum to bring together students, trainees, faculty, and other stakeholders to explore tech-based solutions to problems in cancer and other areas of biomedicine. It is a valuable tool to foster collaboration and transdisciplinary team science and education. Follow-up analysis will determine to what extent the Mount Sinai Health Hackathon is contributing to an ecosystem that encourages professionals and trainees in healthcare and in technology development to work together to address unmet needs in healthcare with innovative technology solutions.

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Journal articles on the topic 'Interdisciplinary teams in healthcare'

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