Abstract
BackgroundInterprofessional communication (IPC) is integral to interprofessional teams working in the emergency medicine (EM) setting. Yet, the coronavirus disease 2019 pandemic has laid bare gaps in IPC knowledge, skills and attitudes. These experiences underscore the need to review how IPC is taught in EM.PurposeA systematic scoping review is proposed to scrutinize accounts of IPC programs in EM.MethodsKrishna's Systematic Evidence-Based Approach (SEBA) is adopted to guide this systematic scoping review. Independent searches of ninedatabases (PubMed, Embase, CINAHL, Scopus, PsycINFO, ERIC, JSTOR, Google Scholar and OpenGrey) and “negotiated consensual validation” were used to identify articles published between January 1, 2000 and December 31, 2020. Three research teams reviewed the data using concurrent content and thematic analysis and independently summarized the included articles. The findings were scrutinized using SEBA's jigsaw perspective and funneling approach to provide a more holistic picture of the data.ResultsIn total18,809 titles and abstracts were identified after removal of duplicates, 76 full-text articles reviewed, and 19 full-text articles were analyzed. In total, four themes and categories were identified, namely: (a) indications and outcomes, (2) curriculum and assessment methods, (3) barriers, and (4) enablers.ConclusionIPC training in EM should be longitudinal, competency- and stage-based, underlining the need for effective oversight by the host organization. It also suggests a role for portfolios and the importance of continuing support for physicians in EM as they hone their IPC skills.Highlights• IPC training in EM is competency-based and organized around stages.• IPC competencies build on prevailing knowledge and skills.• Longitudinal support and holistic oversight necessitates a central role for the host organization.• Longitudinal, robust, and adaptable assessment tools in the EM setting are necessary and may be supplemented by portfolio use.
Highlights
Interprofessional communication (IPC) is defined as the “sharing of information among members of different health care professionals to influence patient care positively”- highlighting the role of effective communication and collaboration within teams of health care professionals including physicians, nurses, technicians, administrative staff, and community service providers.[1]
IPC training in emergency medicine (EM) should be longitudinal, competency- and stage-based, underlining the need for effective oversight by the host organization. It suggests a role for portfolios and the importance of continuing support for physicians in EM as they hone their IPC skills
Each stage involves input from an expert team consisting of a medical librarian from the Yong Loo Lin School of Medicine (YLLSoM) at the National University of Singapore (NUS), clinicians specialized in EM at the National University Hospital and Singapore General Hospital, and local education experts and clinicians at the National Cancer Centre Singapore (NCCS), Palliative
Summary
Interprofessional communication (IPC) is defined as the “sharing of information among members of different health care professionals to influence patient care positively”- highlighting the role of effective communication and collaboration within teams of health care professionals including physicians, nurses, technicians, administrative staff, and community service providers.[1]. Journal of Medical Education and Curricular Development sensitive and appropriate communications[2] and facilitates history taking,[6] team working,[7] patient compliance,[10] and clinical outcomes.[11,12,13] Effective IPC improves patient satisfaction,[14,15,16,17,18] professional accountability and responsibility,[19] better-informed consent and reduced medical errors and harm.[20,21,22,23,24,25,26,27,28]. Interprofessional communication (IPC) is integral to interprofessional teams working in the emergency medicine (EM) setting. The coronavirus disease 2019 pandemic has laid bare gaps in IPC knowledge, skills and attitudes. These experiences underscore the need to review how IPC is taught in EM. PURPOSE: A systematic scoping review is proposed to scrutinize accounts of IPC programs in EM
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