Collaborative Attitude Research Articles

A Proposed Framework for Interprofessional Curriculum Integration

Within health professional education, an integrated curriculum is not uncommon, yet clarity with integrating interprofessional activities into uniprofessional curricula remains elusive. This paper hopes to open a dialogue about approaches to the integration of interprofessional competency development within health professions curricula. An Interprofessional Framework for Curricular Integration is proposed as a means to support educators with reflecting on their current interprofessional activities, and to identify possible ways to achieve greater integration within their own uniprofessional programs. The framework highlights the explicit roles of educators and patient partners in the design and delivery of the interprofessional experience to support the students’ learning. Exploring integration approaches of interprofessional experiences in uniprofessional curriculum allows the opportunity to examine ways to optimally integrate development of interprofessional collaborative practice knowledge, skills and attitudes, and better ensure that our health professions programs prepare collaborative-ready health professionals who function effectively within complex health systems.

Patient-reported outcome measurements (PROMs): Use during the physical therapy practice and associated factors

ObjectiveTo assess the current level of routine use of psychosocial-related patient-reported outcome measurements (PROMs) in physical therapy practice and which physical therapist-level factors are associated with the use of these measurement instruments. MethodsWe conducted an online survey study among Spanish physical therapists involved in the treatment of LBP patients in Public Health Service, Mutual Insurance Companies, and private practice during 2020. Descriptive analyses were conducted for reporting the number and instruments utilized. Thus, sociodemographic and professional features differences between PTs using and not using PROM were analyzed. ResultsFrom 485 physiotherapists completing the questionnaire nationwide, 484 were included. A minority of therapists routinely used psychosocial-related PROMs (13.8%) in LBP patients and only 6.8% did so through standardized measurements instruments. The Tampa Scale for Kinesiophobia (28.8%) and the Pain Catastrophizing Scale (15.1%) were used most frequently. Physiotherapists working in Andalucía and País Vasco regions, in private practice environments, educated in psychosocial factors evaluation and management, considering psychosocial factors during the clinical practice and expecting patients’ collaborative attitudes demonstrated significantly greater use of PROMS (p < 0.05). ConclusionsThis study showed that the majority of physiotherapists in Spain do not use PROMs for evaluating LBP (86.2%). From those physiotherapists using PROMs, approximately the half use validated instruments such as the Tampa Scale for Kinesiophobia or the Pain Catastrophizing Scale while the other half limit their evaluation to anamnesis and non-validated questionnaires. Therefore, developing effective strategies to implement and facilitate the use of psychosocial-related PROMs would enhance the evaluation during the clinical practice.

A Comparative Model Analysis of Predictors of Community Pharmacists’ Collaborative Practices in Two Southwestern States in Nigeria

Background: In community pharmacy practice, pharmacists are expected to engage in collaborative activities to deliver quality service to clients. However, due to the hybrid nature (social and commercial dimensions) of the practice, certain subjective behavioral norms-competitive and information-sharing behavior may have potential influence on the collaborative behaviors of community pharmacists&#x0D; Objectives: Based on the theory of planned behavior framework, the study tests the influence of subjective norms-competitive behavior and information-sharing practices on the collaborative behavior of community pharmacists; and, investigated possible differences in the perception of respondents in two southwestern states in Nigeria&#x0D; Methods: A cross-sectional quantitative study with randomly administered questionnaires to 421 community pharmacists from two purposively selected states- Lagos (230) and Ogun (191) in southwest Nigeria. A structural equation model was developed using Analysis of Moment Structures software (AMOS). Group differences were evaluated using the chi-square difference test.&#x0D; Results: Competitive behavior and information-sharing behavior are substantial predictors of collaborative behaviors among community pharmacists (R2=0.97, p&lt;0.001). Multigroup analysis revealed differences in perception between respondents in the densely populated and less densely populated settings. Model comparisons revealed insignificant group differences.&#x0D; Conclusion: The study confirmed that information-sharing and competitive behavior have a positive and significant influence on collaborative behavior. The findings of the study imply that no link exists between the geographical placement of community pharmacists and differences in their practice behavior. Professional associations and regulatory bodies should provide training and engage in participatory workshops to strengthen the right collaborative attitudes among community pharmacists. The study provides a theoretical framework for further studies in inter- and intra-professional relations among healthcare professionals.

Collaborative Practice between Doctors and Nurses in Patients Management: Attitude of Teamwork

Background: Interprofessional collaboration is essential in providing higher-quality health services and ensuring patient safety.Objective: This study aims to assess the attitude of cooperation between doctors and nurses as first line health workers in an academic health facility and explore their perspectives on the collaboration attitude between doctors and nurses.Methods: This study used a mixed-method design. The quantitative sample was chosen randomly but with total sampling for the primary clinic. Data on the attitude of cooperation between doctors and nurses from the questionnaire results were analyzed descriptively. The sample for the qualitative study was selected purposively, each health service consisted of 1 doctor and one nurse, so the number of informants was six. The qualitative data were transcribed verbatim and analyzed qualitatively using the constant comparative method.Results: The results showed that of 84 respondents, 54 doctors, and 30 nurses, 95% showed a good teamwork attitude. Some respondents (5%) showed a bad attitude, especially on three items, namely item no 4 (doctors do not have the right to change the treatment plan that has been made), 13 (doctors do not have to be the final determinant) and 18 (possibility of other professions to become leaders). The results of the qualitative analysis show that there are five final themes, namely: 1. teamwork is good; 2. the role of the profession; 3. the importance of interprofessional communication; 4. openness to receive feedback; 5—patient safety and PCC.Conclusion: Both professions have distinct but equal and complementary roles in patient management, each with their own advantages or capabilities. Open communication, which includes getting criticism, can help overcome a poor cooperative attitude.

The Use of Personal Learning Environment to Support an Online Collaborative Strategy in Vocational Education Pedagogy Course

Online distance learning, on the one side, makes the learning process more efficient and flexible. However, on the other hand, it produces learning loss within a particular educational period and makes students less enthusiastic about building a collaborative attitude. In general, online learning platform providers have provided support for collaboration activity features, but in reality, they have not been able to support effective interaction. Experts believe that using the Personal Learning Environment (PLE) as an IT tool in the learning process can help create an effective online collaboration environment. This study found that PLE was proven to increase collaborative activities in online learning significantly. The reflection feature is the type of PLE that has the most significant influence on creating a good collaboration environment. The research also found that suitable collaborative activities can increase students' understanding of TVET pedagogy.

Implementation of Policy “Praktisi Mengajar” in Higher Education

The main component in education is the development of the quality of educational processes and outcomes. The Teaching Practitioner Policy is the government's effort to improve the quality of education, so that there is a link and match between education and employment. The purpose of this research is to analyze how the policy implementation of teaching practitioners in tertiary institutions is implemented. The method used is qualitative with the type of field research (field research). Collecting data using interviews, observation and documentation. The results of the study show that there are 4 main factors that influence the implementation of teaching practitioners' policies. (1) continuous communication and outreach through offline media, online media, and social media; (2) there are sufficient resources, from human resources (regulators, lecturers and practitioners), financial resources, and adequate facilities; (3) the disposition of policy implementers who have an attitude of commitment, mutual collaboration, and positive behavior. (4) a clear bureaucratic structure in terms of the flow of implementation and division of tasks for policy implementers, from ministries, universities, to practitioners. Thus, the authors recommend that all matters that influence the successful implementation of this teaching practitioner policy to always be improved and made continuous improvements.

Community Organising in the Social Distancing Era of Pandemic

Community organisation is one of the social work methods striving towards creating a self-reliant community built on community action promoting a collaborative and cooperative attitude facilitated by collective consciousness. COVID-19 pandemic created constraints on social work practice, especially community organisation. The pandemic affected the world irrespective of class, creed, race, and sex, and the possible remedy suggested is social distancing and social isolation. Social isolation prevents an infected person from accessing community services and communication. Social distancing is a measure that promotes community members to physical distancing and later restricts all interaction with the assistance of virtual platforms. This challenges the practice of community organisation that promotes sustainable development incorporating balanced growth of four capitals that have interplay among economy, society and environment. The practice of social distancing nurtured a distancing consciousness against the human nature of communitarian living, which demands addressing issues related to mental health, public health, economic life, and a safe environment. These challenges pave the way for community organisation’s creative and constructive practice, forming a virtual community rooted in volunteerism built on an existential approach. It thus facilitates meeting the needs of individuals and communities in the distanced era, and resource mobilisation both internally and externally, and networking serves as the best tool for the same. However, this requires revisiting and re-reading the current philosophy, principles and values of community organisation and adapting new strategies where the community organiser is challenged to opt right approach that blends micro, meso and macro, which aims at collective consciousness enhancement. The key to this positioning of individuals and community is to focus on its strength, i.e., a strength-based approach, but without ignoring that the situation is the determinant of the approach. Nevertheless, the challenge to the community organiser is to remove social isolation or social distancing barriers by enhancing the knowledge horizon of both society and profession, improving skills, understanding the suitable approaches required in the situation and thus becoming a hub as a community facilitator.

Medical Students’ Attitude towards Physician-Pharmacist Collaboration in Dongola, Northern State, Sudan

Background: Assessing the attitude of collaborative relationship between physicians and pharmacists at the undergraduate level is an important aspect in determining their future collaborative outcome. Objective: To assess the attitudes of medical students at University of Dongola towards physician-pharmacist collaboration. Method: A cross-sectional descriptive study was conducted in the Faculty of Medicine, University of Dongola. Data was collected via online Google form questionnaire from medical students in their first and last two years. Descriptive and comparative analyses were performed using SPSS, version 26. Mann-Whitney Rank Sum Test was used to analyze the statistical significance at p Results: Two hundreds and thirty-three students completed the questionnaire with a response rate of 100%. Students expressed relatively positive attitude towards physician-pharmacist collaboration with a total mean score of (mean = 50.2; SD = 4.8). Female students revealed more collaborative attitude (mean = 51.4; SD = 4.4) than their male counterparts (mean = 47.5; SD = 5.2; p = 0.041). There was a significant correlation between age and score (p ≤ 0.001) and those who were ≥21 years old revealed more collaborative attitude. There was no significant score difference between students in the first two years and those in the last two years (p = 0.985). Conclusion: Students expressed relatively positive attitude towards physician-pharmacist collaboration. Besides, female students demonstrated more collaborative attitudes than their male counterparts. The study also revealed the significance of improving this collaborative relationship between physicians and pharmacists.

Collaborative attitudes and perceived usefulness to increase the intentions to use internet banking

Collaborative attitudes and perceived usefulness to increase the intentions to use internet banking

Collaborative attitudes and perceived usefulness to increase the intentions to use internet banking

Collaborative attitudes and perceived usefulness to increase the intentions to use internet banking

An Innovation Sprint to Promote Problem-solving and Interprofessional Skills Among Pharmacy and Public Health Students

Objective. Innovation sprints are a novel pedagogy where small groups of students find creative solutions to problems. The purpose of this study was to extend our understanding of innovation sprint pedagogical design by investigating the impact of an innovation sprint on Doctor of Pharmacy (PharmD) students' and Master of Public Health (MPH) students' interprofessional collaboration and problem-solving skills. We hypothesized that the innovation sprint would increase student self-efficacy and that interprofessional collaborative behaviors would be demonstrated by individuals on a team.Methods. MPH and third-year PharmD students were assigned to teams and participated in a required two-hour innovation sprint. Faculty observed student teams and evaluated their interprofessional collaboration skills using a rubric modeled after the Modified McMaster-Ottawa Scale. Students completed a postprogram survey assessing their interprofessional collaborative behaviors and attitudes toward the innovation sprint.Results. Of the 133 students participating in the innovation sprint, 127 completed the postprogram survey (response rate=95%). Faculty determined that 123 students (92%) met the interprofessional collaboration competencies. The mean interprofessional collaborative competencies attainment survey scores increased for both PharmD and MPH students. Qualitative analyses highlighted themes of interprofessional collaboration and problem-solving skills that students valued. Overall, students enjoyed working with each other and engaging in creative problem-solving.Conclusion. An interprofessional innovation sprint involving PharmD and MPH students demonstrated a positive impact on student self-assessed interprofessional collaboration and problem-solving skills. Further, faculty observed a high rate of interprofessional behaviors within student teams. Based on these findings, an innovation sprint may be an effective pedagogical tool to enhance students' skills in these areas.

Assessment of eHealth literacy to reduce financial toxicity and improve shared decision-making in cancer patients: A cross-sectional study.

This study aimed to investigate the associations between eHealth literacy, preferences for financial decision-making, and financial toxicity (FT) in a sample of Chinese cancer patients. Eligible cancer patients were invited to participate in a cross-sectional survey from January to April 2021. Three measures (eHealth literacy scale, control preference scale, and COST) were used to analyze patients' eHealth literacy, decisional preferences, and FT, respectively. Wilcoxon signed-rank test and Kruskal-Wallis H test assessed the differences between population subgroups. Binary logistic and multivariate linear regression models were used to assess the relationships between eHealth literacy, decisional preferences, and FT. A total of 590 cancer patients completed the questionnaire. We found that high FT was associated with poor ECOG performance, severe cancer stage, and longer cancer duration. Patients who preferred to adopt collaborative attitude toward decision-making showed a significantly higher eHealth literacy. However, there was an inverse relationship between eHealth literacy and a patient-driven attitude toward decision-making in female cancer patients. Regression analysis indicated that patients who were highly educated and actively employed might report a higher eHealth literacy. A significant relationship was found between high eHealth literacy and low FT. However, this relationship became insignificant when the background characteristics of cancer patients were taken into account. A relationship between enhanced eHealth literacy, preference for collaborative decision-making, and low risk of FT is identified. Interventions to improve patients' ability to use quality and reliable web-based information on cancer care should be encouraged.

Impact of Interprofessional Student Teams at a Remote Area Medical Event in Rural Appalachia.

Education in interprofessional collaboration is vital to expand healthcare access, especially in areas of higher disparity. To address this need, interprofessional faculty collaborators incorporated undergraduate and graduate health profession students into teams at an annual Remote Area Medical event in rural Appalachia between 2017 and 2020. This article evaluates the impact of an interprofessional student teams model on both patient care experience and students' interprofessional collaboration attitudes and behaviors. Student volunteers completed pre- and post-event surveys containing questions about demographics, open-ended questions, and questions from two instruments: the Student Perceptions of Interprofessional Clinical Education-Revised Instrument, Version 2 (SPICE-R2) and the Interprofessional Collaborative Competency Attainment Scale-Revised (ICCAS-R). Quantitative data were analyzed statistically; qualitative data thematically. Tally forms collected patient care interventions that were compared to regional health disparities. Two years of survey data and four years of intervention data were analyzed. There was an increase (p < 0.001) in the post-event survey SPICE-R2 factors (teamwork, healthcare outcomes, and roles and responsibilities) in 2020 but not in 2019. ICCAS-R mean post-event composite scores increased (p < 0.05) in both 2019 and 2020. Qualitative coding of open-ended responses revealed interprofessional competency themes and provided event feedback. Over 5,900 health-disparity-focused interventions were completed between 2017 and 2020. Students participating in interprofessional teams demonstrate changes in attitudes towards the interprofessional approach to care, an improved ability to collaborate interprofessionally, and a positive impact on patient care interventions. The findings allow educators to understand how experiential interprofessional education influences students' interprofessional attitudes and beliefs while benefitting patient care.

Moving from tangibility toward digitalization: investigating team dynamics and facilitator support among medical students in conventional and digital small-group tutorials

BackgroundSmall group tutorials (SGT) promotes self-directed learning and is widely used in medical education. The coronavirus pandemic (COVID-19) has accelerated the trend toward SGT digitalization, with unclear effect. We hypothesize that team dynamics and facilitator support influence SGT satisfaction in digital versus conventional SGT.MethodsDuring the spring semester of year 2021, medical students (the second, third, and fourth year; n = 433) participating in conventional face-to-face and digital SGT curricula were enrolled. Participating students completed the collaborative learning attitude scale (including team dynamics, team acquaintance, and facilitator support dimensions) and teamwork satisfaction scale, previously validated for small-group collaborative learning, and chose preference between conventional or digital SGT in future curricula. Exploratory factor analysis (EFA) was performed to extract the essential structural factors of these scales. Paired t-tests were conducted to compare differences in different dimensions and satisfaction between the conventional and digital SGT settings. Two sets of multiple regression analyses were done; one with team satisfaction scale results and the other with preference for digital SGT as the dependent variable were used to evaluate determinants of these two variables.ResultsThe EFA results revealed that the original collaborative learning attitude scale was concentrated on two dimensions: team dynamics and facilitator support. No significant differences were noted between the SGT settings for the two dimensions and teamwork satisfaction. Regression analyses showed that teamwork dynamics was independently correlated with teamwork satisfaction in both conventional and digital SGT. Facilitator support was positively correlated with teamwork satisfaction in conventional, but not digital SGT. Higher teamwork satisfaction was an important determinant of preference for digital SGT among medical students.ConclusionsTeam dynamics were closely linked to teamwork satisfaction among medical students in both conventional and digital SGT, while the role of facilitator support became less obvious during digital SGT.

Collaborative Learning for Professional Development: A Review of Research Methods and Instruments

This paper analyzes teacher collaboration research studies based on the research methods and tools used in these studies. As a researchmethodology, 36 studies were systematically collected from research databases such as EBSCO, ERIC, and search engines such as GoogleScholar, based on the selection criteria and themes. Across the studies, they were analyzed using thematic data analysis. According to thefindings, collaborative dimensions and activities, teachers’ beliefs and perceptions on their collaboration, teachers’ room to communicate,teacher-to-teacher dialogue, the way teachers work together, and collaborative attitudes are factors in developing research methods andtools used in previous studies of teacher collaboration in schools. Furthermore, previous studies have included various participants such asadministrators, teachers, staff members in schools, parents, families, community members and school board members. Informal collaboration,professional learning experience and peer collaboration, school culture, social networks, leadership and school management teams,sustainability in financial and physical conditions of schools and well-planned in-service teacher education programs based on collaborativeknowledge creation are factors that influence teacher collaboration. Different conceptual frameworks and instruments have been usedto describe teacher collaboration, such as the Teacher Collaboration Improvement Framework (TCIF), the Community of Practice (CoP), theTeacher Collaboration Assessment Survey (TCAS) and the Professional Learning Community-Revised (PLCR) instrument. According to thefindings, more research on the term “interprofessional collaboration” in the field of teacher education is required because collaborationbetween representatives of different professions is now essential for school improvement. The findings of this study have the potential tocontribute to future research in teacher collaboration and interprofessional collaboration in education.

Strategic Behavior Categorization in Information Technology Outsourcing: An Analysis Based on Knowledge Transfer and Relational Governance

This paper proposes a strategic behavior categorization between the contractor and the provider in information technology (IT) outsourcing. We identified four behaviors (or attitudes) focusing specifically on the contractors’ attitudes: (a) conservative, (b) collaborative, (c) opportunistic, and (d) transformational. Theoretical concepts from IT Outsourcing, Relational Governance, and Knowledge Transfer were used to derive the study hypotheses. A questionnaire was developed to collect the information to test the hypotheses. An empirical analysis of a sample of 247 Brazilian companies was used, supporting the grouping of the companies as follows: 38.49% of them had the conservative attitude; 29.14% of them had the collaborative attitude; 14.97% of them had the opportunistic attitude; and 17.40% of them had the transformational attitude. We found that the relational attitudes should be adjusted to the individual contractors’ conditions, specific characteristics, and sectors. Our results also emphasize that the type of outsourced activity (traditional or customized) enables the managers to identify the need to balance the participation in relational governance. This study brings innovations to the understanding of the importance of the relationship between the contractor and the supplier, supporting, for example, the prioritization of new relational profiles according to the level of the IT service that was contracted, whether it is traditional or customized.

Exploring the impact of interprofessional simulation on the professional relationships of trainee pharmacists and medical students: a constructivist interview study

Members of clinical teams can hold stereotyped views of one another that can form barriers to interprofessional cohesion and collaboration. Interprofessional education (IPE) is often championed as a way of teaching individuals to be better team players through the adoption of collaborative attitudes and behaviours. However, the potentially detrimental effects of IPE are not well understood. This study used the social identity approach (SIA) as a lens to explore the impact of interprofessional simulation on the identities and professional relationships of trainee pharmacists and medical students. Across three different locations in Scotland, trainee pharmacists were paired with medical students to participate in immersive simulation scenarios with post-scenario debriefs. Participants were individually interviewed shortly after their simulation session, using a semi-structured interview schedule based on SIA. Transcripts were analysed using template analysis, with sub-categorizations of SIA forming the initial coding template. Twenty-five interviews were undertaken across both groups. The interprofessional simulation session effectively challenged pre-existing stereotypes. For the trainee pharmacists, the alteration of self-stereotypes influenced motivation through self-enhancement and, in turn, altered group norms via the promotion of genuine collaboration and joint decision-making. However, social comparisons focussed on status remained prominent. This study has shown that interprofessional simulation can effectively challenge and alter stereotypes (including self-stereotypes), but social comparisons may be less easy to overcome in this context. As it continues to be embedded within healthcare education, the limitations of IPE must be better understood to ensure that the potential value of such opportunities is maximized.

Comparison of simulation-based interprofessional education and video-enhanced interprofessional education in improving the learning outcomes of medical and nursing students: A quasi-experimental study

BackgroundUse of interprofessional education has greatly expanded and is widely used to foster interprofessional collaborative practice competency in health professionals, especially during medical emergencies. Identifying the interprofessional education delivery mode that can maximize learning outcomes within available resources is crucial for achieving the sustainability of an interprofessional education program. ObjectivesTo examine the learning outcomes of simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education modules and to analyze the variable costs between these two interprofessional education modules. DesignA prospective quasi-experimental study. SettingA medical university in Northern Taiwan. Participants24 medical students and 48 nursing students enrolled in a 4-week simulation-based interprofessional education or video-enhanced interactive discussion interprofessional education program. MethodsStudents' medical task performance, critical medical task performance, team behavior performance, and interprofessional collaboration attitude were examined at the pretest and posttest by using an objective structured checklist and team performance rating scale with a hands-on simulation model and structured questionnaires. The variable costs for simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education were estimated upon the completion of the course. ResultsAll learning outcomes significantly improved for both the groups from the pretest to posttest. After the intervention, the simulation-based interprofessional education group exhibited significantly higher scores in medical task performance, critical medical task performance and team behavior performance than the video-enhanced interactive discussion interprofessional education group at the posttest. No significant difference was noted in interprofessional collaboration attitude between the groups. Cost analysis revealed that the simulation-based interprofessional education program was approximately two times more expensive in terms of staffing costs and required 1.3 times greater space charges than the video-enhanced interactive discussion interprofessional education program. ConclusionBoth simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education modules effectively improved medical and nursing students' medical task performance, critical medical task performance and team behavior performance. The simulation-based interprofessional education group had more favorable learning outcomes, but the associated costs were higher. Educators should consider both learning outcomes and cost when choosing a design strategy simulation-based interprofessional education vs. video-enhanced interactive discussion interprofessional education for interprofessional education module development.

Nurse-Physician Inter-Professional Collaboration and Associated Factors at Public Hospitals in Dessie City, Amhara, Northeastern Ethiopia, 2021.

IntroductionNurse–physician collaboration is an integral part of quality improvement in health care. Collaboration enables individuals to work together to achieve defined and common health purposes. There is limited evidence related to nurse–physician inter-professional collaboration and its associated factors in Ethiopia, particularly in Dessie city public hospitals.ObjectiveTo assess nurse–physician inter-professional collaboration and associated factors at public hospitals in Dessie city, Ethiopia, 2021.MethodsAn institutional-based cross-sectional study was conducted among nurses and physicians at public hospitals in Dessie city. A self-administered questionnaire was used for data collection. Stratified simple random sampling techniques were used to select study participants proportional to the sample size allocation. The final sample size was 260 and allocated proportionally to Dessie Comprehensive Specialized Hospital and Boru Meda General Hospital. The data were entered and analyzed using EPI-data version 4.6 and SPSS version 26 software respectively. During analysis, p-values less than 0.25 in binary logistic regression were entered into multivariable logistic regression. Finally, p-values less than 0.05 in multi-variable logistic regression were considered statically significant.ResultsThe mean score for inter-professional collaboration was 97.40 ± 19.6SD. In this study, inter-professional collaboration among nurses and physicians was 44.2%. This study showed that favorable attitude [AOR=3.205; CI: 1.781–5.766], respondents working in the gynecological department [AOR=0.210; CI: 0.052–0.849], satisfied organizational support [AOR=2.062; CI: 1.140–3.729] and urban residents [AOR=3.996; CI: 1.069–14.931] were factors associated with nurse–physician inter-professional collaboration.ConclusionIn this study, nurse–physician inter-professional collaboration was low. Training on the importance of health teamwork, timely monitoring and evaluation of organizational support, and professional empowerment towards a favorable attitude of nurse–physician inter-professional collaboration shall be provided at hospital levels. Routine assessment and timely intervention of the gynecological department for nurse–physician inter-professional collaboration shall be done at hospital levels. Moreover, both quantitative and qualitative research shall be performed for future research.

Visualizing Collaboration in Teamwork: A Multimodal Learning Analytics Platform for Non-Verbal Communication

Developing communication skills in collaborative contexts is of special interest for educational institutions, since these skills are crucial to forming competent professionals for today’s world. New and accessible technologies open a way to analyze collaborative activities in face-to-face and non-face-to-face situations, where collaboration and student attitudes are difficult to measure using traditional methods. In this context, Multimodal Learning Analytics (MMLA) appear as an alternative to complement the evaluation and feedback of core skills. We present a MMLA platform to support collaboration assessment based on the capture and classification of non-verbal communication interactions. The developed platform integrates hardware and software, including machine learning techniques, to detect spoken interactions and body postures from video and audio recordings. The captured data is presented in a set of visualizations, designed to help teachers to obtain insights about the collaboration of a team. We performed a case study to explore if the visualizations were useful to represent different behavioral indicators of collaboration in different teamwork situations: a collaborative situation and a competitive situation. We discussed the results of the case study in a focus group with three teachers, to get insights in the usefulness of our proposal. The results show that the measurements and visualizations are helpful to understand differences in collaboration, confirming the feasibility the MMLA approach for assessing and providing collaboration insights based on non-verbal communication.