Teamwork: relevance and interdependence of interprofessional education

Abstract

OBJECTIVE Determine the perception of university students regarding interprofessional and interdependent work between team members in their inclusion in primary care.METHODS Analytical cross-sectional study. The sampling had a probabilistic, stratified random type with 95% confidence and 5% margin of error. Seven-hundred and four students of Public Universities in Santiago (Chile) answered self-administered questionnaire.RESULTS Ninety-seven point eight of students say that interprofessional work is important; 27.1% of them declare that their university did not seem to show that their study plans were important. The professionals listed as most important in teams are physicians and nurses.CONCLUSIONS Spaces for development and institutional support are key elements to promote interprofessional work. If this competence can involve each academic unit in their different formative spaces there will be a significant contribution to said promotion. Teamwork is a pending task.

Formation in Interprofessional Education in Nursing and Medical Students Globally. Scoping review

“…In an IPE experience with 704 medical and nursing students in primary health care (PHC), perception regarding interprofessional work and interdependence evidences that 98% consider that interprofessional work is important, with women being most critical on the level of importance on teamwork ( p <0.01), along with being more demanding in considering it essential in PHC ( p = 0.035). ( 46 ) In relation with the attitudes of educators with respect to an IPE experience, professors who had participated in IPE reported higher intention to participate or continue participating than professors without experience in such. The combination of the disposition perceived by administrators and attitudes toward IPE was the best predictor of the intention to participate in IPE, although no significant differences were detected among the groups of professors with respect to these attitudes.…”

“…The level of evidence in this thematic is predominantly significant, with seven articles, of which one is in level 2( 42 ) for being of mixed methodology and the other six in level 3( 39 , 41 , 43 , 45 ) due to being qualitative studies. Only two articles had a level of effectiveness in 4B( 46 , 47 ) due to being cross-sectional correlational descriptive studies.…”

Interprofessional Education and Integration with Primary Care: A Systematic Review

“…Thus, health education remains directed to the traditional demands of the market, far from the complaints for changes and integration of teachingservice-community. Imminent to traditional pedagogical conceptions, there are many health professionals who have difficulties working together, repeating a fragmented care model, little resolutive and that reinforces corporatism, superior-subordinate interactions and professional isolation (Ely & Toassi, 2018;Tamayo, Besoaín-Saldaña, Aguirre, & Leiva, 2017).…”

The Effect of Contect, Input and Process in Achieving Interprofessional Communication and Teamwork Competences

“…Hakikat teamwork adalah terlibatnya seluruh tim dari seluruh profesi untuk memecahkan masalah pasien bersama-sama. 4 Kegagalan tenaga kesehatan dalam praktik kolaboratif terutama dalam komunikasi menyebabkan terjadinya medical error dan outcome pasien tidak tercapai dengan optimal. 3 Insiden-insiden buruk yang terjadi dalam tataran praktik kolaboratif pada umumnya disebabkan karena kegagalan dalam mengkomunikasikan informasi-informasi krusial antar tenaga kesehatan terutama dokter dan perawat.…”