When I say … team reflexivity

Schmutz, Jan B.; Eppich, Walter

doi:10.1111/medu.13768

Cited by 13 publications

(11 citation statements)

References 4 publications

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“…Lastly, interviewees suggested that team reflections needed improvement. Team reflexivity, a team's reflection and subsequent action, is said to promote team learning and adaptation to reach the team's goals [20,41]. Notwithstanding this, team reflexivity appeared to be a bridge too far in our study, a finding that resembles those of other studies in education [42] and clinical teaching teams [36].…”

Section: Discussionsupporting

confidence: 59%

“…These constructive conflicts eventually lead to a new idea or shared understanding [17,18]; suppose a microbiologist, pharmacologist and public health scientist together agree upon a relevant student case about antibiotics in which indications, mechanisms and threats are intertwined. A systematic review on team learning in organisations has provided important insights into the generic influencing factors which were all related to team dynamics, such as social cohesion and reflexivity (teams acting upon reflection) [19,20]. These findings, however, essentially reflected business teams aiming at products, profits and performance, rather than academic teams pursuing educational quality.…”

Section: Introductionmentioning

confidence: 99%

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Working beyond disciplines in teacher teams: teachers’ revelations on enablers and inhibitors

et al. 2020

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Introduction Health professions education faces transitions from monodisciplinary to integrated education and from soloist teachers to interdisciplinary teacher teams. Interdisciplinary teamwork has been found complex and prone to conflict. Teachers’ perceptions of why some teams work and learn as a real interdisciplinary team and others do not are lacking in this setting. We studied the factors that teachers perceive as enabling and/or inhibiting interdisciplinary team learning. Methods In this exploratory, qualitative study, we conducted 17 semi-structured, vignette-guided interviews with teachers recruited from diverse disciplines in undergraduate health professions programmes at Maastricht University, the Netherlands, through maximum variation sampling. Team learning research informed data collection and template analysis. Results We identified three themes representing the factors that teachers perceived to influence interdisciplinary team learning: ‘alignment/misalignment with the educational philosophy’ (regarding personal attributes, tendencies and motivation), ‘leadership practices’ (encompassing team vision, responsibility and reflection), and ‘involvement in organisational processes’ (covering organisational decision-making, support and learning opportunities). For interdisciplinary team learning in development of integrated education, teachers emphasised their personal ability to move beyond disciplinary boundaries. Shared team leadership enabled the creation of a shared vision, shared responsibility, and team reflection. Lastly, teacher involvement in educational management, peer support and learning was considered important. Discussion To work beyond disciplines in health professions education, teachers should take an interest in integrated education, share responsibility and work in an environment where people continuously learn from others. Organisations can facilitate this by involving teachers in decision-making processes and providing faculty development aimed to foster shared leadership and team reflection.

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Section: Discussionsupporting

confidence: 59%

Section: Introductionmentioning

confidence: 99%

Working beyond disciplines in teacher teams: teachers’ revelations on enablers and inhibitors

et al. 2020

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“…As a result, much recent research in both the teamwork and healthcare domains has focused on such aspects as communication (Mills et al, 2008;Sacks et al, 2015), team cognition (McNeese, 2016), and training (Alsabri et al, 2020;Hughes et al, 2016;Weaver et al, 2014), leading to significant advancements in our understanding in how to improve teamwork and increase overall team performance in healthcare (Buljac-Samardzic et al, 2010). For example, a recent metaanalysis conducted by Schmutz and Eppich (2019) including articles involving 1,390 teams found that teamwork is positively related to performance, and effective communication is considered a hallmark of teamwork, leading to multiple studies seeking to identify its conceptual and applied importance (Marlow et al, 2018(Marlow et al, , 2017Salas et al, 2008). The healthcare context is highly dynamic with much information embedded throughout, meaning effective communication using verbal and nonverbal means is essential to respond to the evolving situation and to share information critical for appropriate care of the patient.…”

Section: Introductionmentioning

confidence: 99%

Communication and Teamwork During Telemedicine-Enabled Stroke Care in an Ambulance

et al. 2021

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Objective The purpose of this study is to understand the communication among care teams during telemedicine-enabled stroke consults in an ambulance. Background Telemedicine can have a significant impact on acute stroke care by enabling timely intervention in an ambulance before a patient reaches the hospital. However, limited research has been conducted on understanding and supporting team communication during the care delivery process for telemedicine-enabled stroke care in an ambulance. Method Video recordings of 13 simulated stroke telemedicine consults conducted in an ambulance were coded to document the tasks, communication events, and flow disruptions during the telemedicine-enabled stroke care delivery process. Results The majority (82%) of all team interactions in telemedicine-enabled stroke care involved verbal interactions among team members. The neurologist, patient, and paramedic were almost equally involved in team interactions during stroke care, though the neurologist initiated 48% of all verbal interactions. Disruptions were observed in 8% of interactions, and communication-related issues contributed to 44%, with interruptions and environmental hazards being other reasons for disruptions in interactions during telemedicine-enabled stroke care. Conclusion Successful telemedicine-enabled stroke care involves supporting both verbal and nonverbal communication among all team members using video and audio systems to provide effective coverage of the patient for the clinicians as well as vice versa. Application This study provides a deeper understanding of team interactions during telemedicine-enabled stroke care that is essential for designing effective systems to support teamwork.

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“…Fundamentally, SA relies on team reflexivity-an organizational behavior concept describing a team's deliberate and systematic reflection on shared objectives, strategies, and outcomes of past performance in order to adapt for improved future performance. 12 While this concept is newly applied in healthcare, many strategies for improving SA ultimately target team reflexivity, which may be categorized in relation to an action or event (Figure 2). Safety huddles offer an opportunity for healthcare teams to reflect on patients at risk of deterioration before an event takes place, and to generate plans to mitigate and/or escalate these risks.…”

Section: Team Reflexivitymentioning

confidence: 99%

Clinical progress note: Situation awareness for clinical deterioration in hospitalized children

Sosa

Galligan

Brady

2022

Journal of Hospital Medicine

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When I say … team reflexivity

Abstract: Team reflexivity, defined as ‘a team's ability to reflect on objectives, strategies, processes, and outcomes of past and current performance with adaptation,’ drives Schmutz and Eppich's analysis of its impact on learning and care.

Cited by 13 publications

References 4 publications

Working beyond disciplines in teacher teams: teachers’ revelations on enablers and inhibitors

Working beyond disciplines in teacher teams: teachers’ revelations on enablers and inhibitors

Communication and Teamwork During Telemedicine-Enabled Stroke Care in an Ambulance

Clinical progress note: Situation awareness for clinical deterioration in hospitalized children

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