Determining Success Factors in Interprofessional Practice with Dynamic Teams

Background: The interprofessional healthcare team is dynamic to cope with complex issues and needs existing in the healthcare environment. Understanding the important factors that predict dynamic team effectiveness helps health educators to establish team training models that focus on improving collaborative student performance that facilitates their transition to practice and helps to improve the health and system outcomes. Objectives:1) Assess the impact of a practice-based interprofessional education (IPE) model on student attitudes and knowledge toward interprofessional teamwork.2) Evaluate predictors associated with team effectiveness among dynamic student teams participating in a practice-based IPE setting. Methods: This was an exploratory cross-sectional study using a multi-measures approach to evaluate dynamic student teams in a real-life environment. Measures include self-reported surveys, a knowledge test, video recording of team encounters, and an assessment of team healthcare plans. Regression analyses were conducted to assess predictors associated with team effectiveness. Results: The sample size was equal to 72 students and 48 clients who participated in 100 clinical sessions. Among the evaluation approaches, faculty and client ratings were robust to evaluate dynamic student team effectiveness (R-squared = 53.6 % and 41.7 %, respectively). The significant team predictors were related to team size and clinic site. Conclusion: Practice-based IPE models are an excellent opportunity for health professions students to improve their skills, knowledge, and attitudes toward interprofessional teamwork, preparing them for the collaborative-practice environment. The results of this study suggests that in practice-based IPE models faculty and client ratings can be used as an approach to evaluate dynamic student team effectiveness

Exploring Predictors of Teamwork Performance in an Interprofessional Education Setting

Abstract EXPLORING PREDICTORS OF TEAMWORK PERFORMANCE IN AN INTERPROFESSIONAL EDUCATION SETTING By Danah M. Alsane, MS. A thesis submitted in partial fulfillment of the requirements for the degree of Master of Pharmaceutical Science at Virginia Commonwealth University Virginia Commonwealth University, 2016 Advisor: Patricia Slattum, Pharm.D., Ph.D. Professor and Director of the Geriatric Pharmacotherapy Program Department of Pharmacotherapy and Outcomes Science Objectives: The primary objective of this study was to explain how individual characteristics influence teamwork development. In addition, it evaluated how teamwork development, in conjunction with content knowledge, impact students’ performance on a team-based project in an Interprofessional Quality Improvement and Patient Safety (IPQIPS) course. Methods: This cross sectional study included medical, pharmacy, and nursing students enrolled in an IPQIPS course offered for the first time at VCU. Predictors of teamwork development examined included collective orientation (measured using the Collective Orientation Scale, which included dominance and affiliation subscales), and prior interprofessional teamwork experience (measured using self-report). The Team Development Measure (TDM) was used to measure teamwork development. The Statistical Process Control Quiz (SPCQ) was used to assess content knowledge acquired during the course. The final project score was used to evaluate students’ performance on a team-based project. Structural equation modeling was used to test study hypotheses. Results: Among the proposed predictors (dominance, affiliation, and interprofessional teamwork experience), only dominance was related to TDM. No significant relationship was found between teamwork development combined with content knowledge and successful accomplishment of team-based project. Conclusion: This study was the first to our knowledge to simultaneously assess the impact of individual characteristics on teamwork development, and how teamwork development (combined with individual student knowledge) influences students’ performance on team-based project in an interprofessional education setting. Although findings were not conclusive, several potential avenues for future study are highlighted

Exploring Predictors for Teamwork Performance in an Interprofessional Quality Improvement and Patient Safety Course for Early Learners

Background: This study evaluated predictors of team development and performance on a final project in a large Interprofessional Quality Improvement and Patient Safety course.Methods and findings: Predictors examined were prior interprofessional teamwork experience and collective orientation preferences for dominance and affiliation. TheTeam Development Measure assessed perceived level of team development at the end of the course. Structural equation modelling was used to test the relationships, and only dominance was related to team development. Team development was not related to performance on the final project.Conclusions: This study is the first to simultaneously assess predictors of team development and the relationship between team development and course performance in interprofessional education. Although findings were not conclusive, several avenues for future study are highlighted