A best evidence systematic review of interprofessional education: BEME Guide no. 9

Hammick, Marilyn; Freeth, Della; Koppel, Ivan; Reeves, Scott; Barr, Hugh

doi:10.1080/01421590701682576

Cited by 956 publications

(824 citation statements)

References 36 publications

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“…15 Prior reviews have examined teamwork training and interventions, as well as the outcomes of effective teams. 1,[16][17][18][19][20][21][22][23][24] These reviews have advanced the understanding of 'what works' to improve teamwork (i.e. curricula and interventions), but they do not fully answer the critical question of how teamwork is best measured in healthcare.…”

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confidence: 99%

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

et al. 2013

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OBJECTIVE: Valid teamwork assessment is imperative to determine physician competency and optimize patient outcomes. We systematically reviewed published instruments assessing teamwork in undergraduate, graduate, and continuing medical education in general internal medicine and all medical subspecialties. DATA SOURCES: We searched MEDLINE, MEDLINE In-process, CINAHL and PsycINFO from January 1979 through October 2012, references of included articles, and abstracts from four professional meetings. Two content experts were queried for additional studies. STUDY ELIGIBILITY: Included studies described quantitative tools measuring teamwork among medical students, residents, fellows, and practicing physicians on single or multi-professional (interprofessional) teams. STUDY APPRAISAL AND SYNTHESIS METHODS:Instrument validity and study quality were extracted using established frameworks with existing validity evidence. Two authors independently abstracted 30 % of articles and agreement was calculated. RESULTS: Of 12,922 citations, 178 articles describing 73 unique teamwork assessment tools met inclusion criteria. Interrater agreement was intraclass correlation coefficient 0.73 (95 % CI 0.63-0.81). Studies involved practicing physicians (142, 80 %), residents/fellows (70, 39 %), and medical students (11, 6 %). The majority (152, 85 %) assessed interprofessional teams. Studies were conducted in inpatient (77, 43 %), outpatient (42, 24 %), simulation (37, 21 %), and classroom (13, 7 %) settings. Validity evidence for the 73 tools included content (54, 74 %), internal structure (51, 70 %), relationships to other variables (25, 34 %), and response process (12, 16 %). Attitudes and opinions were the most frequently assessed outcomes. Relationships between teamwork scores and patient outcomes were directly examined for 13 (18 %) of tools. Scores from the Safety Attitudes Questionnaire and Team Climate Inventory have substantial validity evidence and have been associated with improved patient outcomes. LIMITATIONS: Review is limited to quantitative assessments of teamwork in internal medicine. CONCLUSIONS:There is strong validity evidence for several published tools assessing teamwork in internal medicine. However, few teamwork assessments have been directly linked to patient outcomes. 3,4 Recognizing this, the Institute of Medicine, the Joint Commission, the Agency for Healthcare Research and Quality (AHRQ), and others have made teamwork a top priority in their recommendations for improving healthcare. [5][6][7][8][9] Teamwork is also prominently positioned within the American Board of Internal Medicine (ABIM) requirements for maintenance of certification for internists, 10 as well as the Accreditation Council for Graduate Medical Education's core competencies, 11 milestones, 12 and medical student competencies. 13 As such, every physician at the undergraduate, graduate, and continuing professional level must demonstrate competency in teamwork.While there is broad agreement on the imperative to improve teamwork, there is littl...

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Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

et al. 2013

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“…16,17 When chiropractic services are integrated into medical systems, the results may include improved patient outcomes, decreased use of other health care services, greater likelihood of adherence to clinical practice guidelines, satisfaction among stakeholders, and decreased health care costs. 7,18,19 Barriers to chiropractic integration into medical settings may exist. One barrier may be the lack of interprofessional education.…”

Section: Discussionmentioning

confidence: 99%

A Survey of American Chiropractic Association Members’ Experiences, Attitudes, and Perceptions of Practice in Integrated Health Care Settings

Bronston¹,

Austin-McClellan

Lisi

et al. 2015

Journal of Chiropractic Medicine

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Objective: The purpose of this study is to examine the self-report of experiences, attitudes, and perceived educational needs of American Chiropractic Association members regarding practice in integrated health care settings. Methods: This was a descriptive observational study of the American Chiropractic Association members. Participants completed an electronic survey reporting their current participation and interest in chiropractic integrated practice. Results: The survey was completed in 2011 by 1142 respondents, for a response rate of 11.8%. The majority of respondents (82.9%) did not currently practice in an integrated setting, whereas 17.1% did. Those practicing in various integrated medical settings reported delivering a range of diagnostic, therapeutic, and case management services. Participation in administrative and scholarly activities was less common. Respondents not practicing in integrated settings reported being interested in delivering a very similar array of clinical services. Doctors of chiropractic practicing in hospital or outpatient medical facilities reported frequent engagement in interprofessional collaboration. Both nonintegrated and integrated respondents reported very similar educational interests on a range of clinical topics.

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“…Ceci sous-tend le bien-fondé de l'éducation interprofessionnelle qui veut qu'« en apprenant ensemble, il est plus facile de travailler ensemble ». D'où l'importance de former nos futurs professionnels de la santé à collaborer et à travailler en équipe au cours de leur cursus (Hammick, Freeth, Koppel, Reeves, & Barr, 2007 ;Reeves et al, 2010). Depuis 2008, Curran à Terre-Neuve a inclus les étudiants en psychologie clinique au programme d'éducation interprofessionnelle tant au niveau universitaire que communautaire, avec des praticiens (Curran et al, 2012).…”

Section: Perspective Canadienne De La Collaboration Entre Les Médecinunclassified

Collaboration médecine-psychologie : évolution des mentalités en Belgique et évolution du système de soins de santé au Canada

Chomienne

Vanneste

Grenier

et al. 2016

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L’expertise des psychologues dans l’évaluation et la prise en charge des troubles communs de santé mentale comme l’anxiété et la dépression qui sont fréquents en soins primaires et co-morbides avec les maladies chroniques font des psychologues une ressource essentielle pour les médecins. Les psychologues représentent un large bassin de professionnels spécialisés dans le diagnostic et la pratique de la psychothérapie ; la collaboration médecins-psychologues est d’autant plus critique dans le contexte visant à augmenter l’accès des populations aux traitements psychologiques et aux psychothérapies. Cet article se veut un regard sur l’état de la collaboration entre médecins et psychologues en Belgique et au Canada. Il examine l’évolution des mentalités entre ces deux professions dans une perspective européenne belge et la façon dont le contexte et le système de soins de santé publique au Canada influencent le potentiel de collaboration entre ces deux professions. Les études démontrent la volonté et la facilité qu’ont ces deux professions à collaborer. Mais ceci doit être appuyé par des structures systémiques et académiques facilitantes notamment dans l’apprentissage précoce à la collaboration dans le cursus de ces professions.Objectives 1) To give a portrait of the evolving mentalities prevailing in Belgium on the collaboration between psychologists and general practitioners, and identify the barriers to the development of the collaboration between those two health professionals 2) To report on the primary care reform in Canada, its role in fostering collaborative practice in primary mental health and on the strategies needed to improve collaboration.Methods Literature search using PubMed and Google Scholar.Results Because of the unmet need of psychologists in primary care, general practitioners and psychologists have a propensity to work together. However to facilitate the collaborative process there needs to be system changes and clear definition of scopes of practices. Both countries are at different levels of implementing change. In Belgium for example it is only very recently that the autonomous practice of clinical psychology has been acknowledged. In Canada although the primary care reform has put forward and supported collaborative care, focus on mental health is insufficient. Early reports on collaborative care in the new models of care inconsistently report improved health outcomes. Strategies to improve collaborative care are looking at teaching future health professionals on how to work together by integrating inter-professional education.Conclusion Both the health care system and graduate training need to support foster and teach collaborative care

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A best evidence systematic review of interprofessional education: BEME Guide no. 9

Cited by 956 publications

References 36 publications

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

A Survey of American Chiropractic Association Members’ Experiences, Attitudes, and Perceptions of Practice in Integrated Health Care Settings

Collaboration médecine-psychologie : évolution des mentalités en Belgique et évolution du système de soins de santé au Canada

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