You are here:

The benefits of interprofessional learning and teamwork in primary care ambulatory training settings
ARTICLE

, , , , Oregon Health & Science University, United States ; , Biobehavioral Nursing and Health Systems, United States ; , Oregon Health & Science University, United States

Journal of Interprofessional Education & Practice Volume 15, Number 1, ISSN 2405-4526 Publisher: Elsevier Ltd

Abstract

New skills for assembling, working effectively in, and leading teams are needed to prepare the next generation of health professionals who work in outpatient settings.To report on a qualitative analysis conducted with 27 residency primary care training programs that included multiple health professional learners.Twenty-seven focus groups were conducted with family medicine, general internal medicine and general pediatrics faculty, clinic staff, and diverse groups of learners to identify benefits of learning together in ambulatory primary care practices. Independent and consensus open and axial coding techniques applied to focus group field notes with consensus meetings identified emergent themes.Four themes were beneficial: Development of Personal Relationships, Improved Education, Improved Patient Care and Improved Job Satisfaction. Enablers to realizing benefits involved leadership support, co-location of learners and having adequate space for team huddles, which allowed health professionals to collaborate and learn together. Barriers to achieving benefits included top-down leadership approaches, poor communication, and lack of knowledge of roles and professions. Inadequate staffing, space constraints, scheduling challenges and clinic productivity pressures made interprofessional learning difficult.Clinic culture, structures and operations both enable or create barriers to interprofessional learning.

Citation

Carney, P.A., Thayer, E.K., Palmer, R., Galper, A.B., Zierler, B. & Eiff, M.P. (2019). The benefits of interprofessional learning and teamwork in primary care ambulatory training settings. Journal of Interprofessional Education & Practice, 15(1), 119-126. Elsevier Ltd. Retrieved June 25, 2022 from .

This record was imported from Journal of Interprofessional Education & Practice on June 3, 2019. Journal of Interprofessional Education & Practice is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.xjep.2019.03.011

Keywords

References

View References & Citations Map
  1. Hoff, T., Weller, W., & DePuccio, M. (2012). The Patient-Centered Medical Home: a review of recent research. Med Care Res Rev, 69(5), pp. 619-644.
  2. Jabbarpour, Y., DeMarchis, E., Bazemore, A., & Grundy, P. (2017). The Impact of Primary Care Practice Transformation on Cost, Quality, and Utilization: Annual Review of Evidence 2016-2017. Available online: https://www.pcpcc.org/resource/impact-primary-care-practice-transformation-cost-quality-and-utilization.
  3. Clay, M.A., Silkon, A.L., & Lypson, M.L. (2013). Teaching while learning while practicing: reframing faculty development for the patient-centered medical home. Acad Med, 88(9), pp. 1215-1219.
  4. Headrick, L., Barton, A.J., & Ogrinc, G. (2012). Results of an effort to integrate quality and safety into medical and nursing curriculum and foster joint learning. Health Aff, 31(12), pp. 2669-2680.
  5. Leasure, E.L., Jones, R.R., & Meade, L.B. (2013). There is no "I" in teamwork in the patient-centered medical home: defining teamwork competencies for academic practice. Acad Med, 88(5), pp. 585-592.
  6. Weinstein, R.S., Brandt, B.F., Gilbert, J.H.V., & Schmitt, M.H. (2013). Bridging the quality chasm: interprofessional teams to the rescue?. Am J Med, 126(4), pp. 276-277.
  7. Eiff, M.P., Green, L.A., & Holmboe, E. (2016). A model for catalyzing educational and clinical transformation in primary care: outcomes from a partnership among family medicine, internal medicine, and pediatrics. Acad Med, 91(9), pp. 1293-1304.
  8. Asch, D.A., Nicholson, S., Srinivas, S.K., Herrin, J., & Epstein, A.J. (2014). How do you deliver a good obstetrician? Outcome-based evaluation of medical education. Acad Med, 89(1), pp. 24-26.
  9. Carraccio, C.L., & Englander, R. (2013). From Flexner to competencies: reflections on a decade and the journey ahead. Acad Med, 88(8), pp. 1067-1073.
  10. Sirovich, B.E., Lipner, R.S., Johnston, M., & Holmboe, E.S. (2014). The association between residency training and internists' ability to practice conservatively. JAMA Internal Medicine, 174(10), pp. 1640-1648.
  11. Interprofessional Education Collaborative (IPEC) Expert Panel (2011). Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, D.C.: Interprofessional Education Collaborative. Available online: https://www.aamc.org/download/186750/data/core_competencies.pdf.
  12. Abu-Rish, E., Kim, S., & Lapio, C. (2012). Current trends in interprofessional education of health sciences students: a literature review. J Interprofessional Care, 26(6), pp. 444-451.
  13. Kirkpatrick Partners (2017). The New World Kirkpatrick Model. Available online: https://www.kirkpatrickpartners.com/Our-Philosophy/The-New-World-Kirkpatrick-Model.
  14. Aungst, T.D., & Belliveau, P. (2015). Leveraging mobile smart devices to improve interprofessional communications in inpatient practice setting: a literature review. J Interprofessional Care, 29(6), pp. 570-578.
  15. Balogun, S.A., Rose, K., Thomas, S., Owen, J., & Brashers, V. (2015). Innovative interprofessional geriatric education for medical and nursing students: focus on transitions in care. QJM: Int J Med, 108(6), pp. 465-471.
  16. Joyal, K.M., Katz, C., Harder, N., & Dean, H. (2015). Interprofessional education using simulation of an overnight inpatient ward shift. J Interprofessional Care, 29(3), pp. 268-270.
  17. Kraft, S., Wise, H.H., Jacques, P.F., & Burik, J.K. (2013). Discharge planning simulation: training the interprofessional team for the future workplace. J Allied Health, 42(3), pp. 175-181.
  18. Kusnoor, A.V., & Stelljes, L.A. (2016). Interprofessional learning through shadowing: insights and lessions learned. Med Teach, 38(12), pp. 1278-1284.
  19. Institute of Medicine; Board on Global Health; Committee on Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes (2015). Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press.
  20. Saldaña, J. (2009). The Coding Manual for Qualitative Researchers. Los Angeles, CA: Sage Publications Ltd.
  21. Johnson, B., & Christensen, L.B. (2012). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Thousand Oaks, Calif: SAGE Publications.
  22. Creswell, J.W. (2007). Qualitative Inquiry & Research Design: Choosing Among Five Approaches. Thousand Oaks, CA: Sage Publications Ltd.
  23. Farlow, J.L., Goodwin, C., & Sevilla, J. (2015). Interprofessional education through service learning: lessons from a student-led free clinic. J Interprofessional Care, 29(3), pp. 263-264.
  24. Haggarty, D., & Dalcin, D. (2014). Student-run clinics in Canada: an innovative method of delivering interprofessional education. J Interprofessional Care, 28(6), pp. 570-572.
  25. Bode, S.F., Giesler, M., Heinzmann, A., Kruger, M., & Straub, C. (2016). Self-perceived attitudes toward interprofessional collaboration and interprofessional education among different health care professionals in pediatrics. GMS Journal of Medical Education, 33(2).
  26. Smith, K.M., Scott, D.R., Barner, J.C., DeHart, R.M., Scott, J.D., & Martin, S.J. (2009). Interprofessional education in six US colleges of pharmacy. Am J Pharmaceut Educ, 73(4).
  27. Lash, D.B., Barnett, M.J., Parekh, N., Shieh, A., Louie, M.C., & Tang, T.T.-L. (2014). Perceived benefits and challenges of interprofessional education based on a multidisciplinary faculty member survey. Am J Pharmaceut Educ, 78(10).
  28. Baker, L., Egan-Lee, E., Martimianakis, M.A., & Reeves, S. (2011). Relationships of power: implications for interprofessional education. J Interprofessional Care, 25(2), pp. 98-104.
  29. Stout, S., Zallman, L., Arsenault, L., Sayah, A., & Hacker, K. (2017). Developing high-functioning teams: factors associated with operating as a "real team" and implications for patient-centered medical home development. Inquiry: A J Med Care Org, Provis Financ, 54.
  30. Allan, H., Bryan, K., Clawson, L., & Smith, P. (2005). Developing an interprofessional learning culture in primary care. J Interprofessional Care, 19(5), pp. 452-464.
  31. deGruy, F.V. (2015). Integrated care: tools, maps, and leadership. J Am Board Fam Med, 28, pp. S107-S110.
  32. Decker, S., & Acton, C. (2012). Simulation based education: spurring an Institution's culture toward IPE. Clin Simulat Nurs, 8(8), p. e388.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References