Teamwork Practices Research Articles

7.N. Skills building seminar: Mental health Care Access Game: training health professionals to decrease health care inequalities

Abstract Overcoming health inequalities is a global challenge, especially in mental health care, and requires intersectoral strategies to be delivered in different formats. In Brazil, as well as other world settings, the Primary health care (PHC) takes a strategic role to organize and integrate public health services, representing a key component to guarantee universal and equitable access to health system actions and services. Although the relevant and increasing global burden of mental health disorders, stigma and concentration of mental health care at specialized services contribute to a huge gap in mental health care. Thus, considering PHC geographic closeness and bond with community and families’ context of life, it is a key component to mental health care access. Continuous improvement of public health services work process is one of the strategies adopted to overcome inequalities. At this context, the Health Care Planning (HCP) is a methodology used nationwide in Brazil aiming to organize healthcare networks and health services work processes, with a focus on adding value to the care offered. The HCP method is used by the mental health care in PHC project (SMAPS, from Portuguese), which is developed in three Brazilian states supporting the mental health care in PHC. At one of SMAPS steps, the thematic of access to the psychosocial care network by PHC is discussed and at this context, the ‘Access Game’ was developed and used as educational technology. It is noteworthy that this game has already been performed in 130 PHC services in Brazil, with the participation of 2190 health professionals. The present workshop aims to present a proposal of workshop developed by SMAPS, based on gamification, to qualify access and integrality of care for people who need of mental health care. It focuses on knowledge transferring throughout participants engagement at two playful activities. Activity 1) Access Game: it was designed to be replicated at different cultural and geographic context, from settings with higher vulnerability and low resources to high technology settings. The game presents and enable discussing the histories of five characters who represent people that look for mental health care at PHC. The game presents and enable discussing the histories of five characters who represent people that seek access to mental health care in PHC. Participants play in a board game and may come across illustrations that help trigger discussions about barriers to access mental health care, as well as PHC strengths that contribute to overcome barriers and ensure integrality of care. Figures that illustrate PHC potentialities and strategies make the player move some spaces forward, while those that represent the barriers of access to the PHC service make the player go back some spaces. Activity 2) Visible thinking routine: participants will complete the following sentence about “Access to mental health care”: “I used to think..., Now I think...”. Key messages • The Access Game can be used to qualify access and integrality of care of people with mental health care needs. This game was designed to be replicated in different cultural and geographical contexts. • The use of games in adults teaching enable students to reflect on their practices and thus contributing to teamwork and health care practices improvement.

Philosophical Analysis of Pragmatic Nursing Inquiry

The paper discusses the role of pragmatism and critical thinking integration within nursing practices as viewed from a philosophical angle in relation to paradigms, beliefs, and ways to solve problems. This study focuses on scrutinizing knowledge claims, querying presuppositions, and evaluating implications as this form the basis for the developing idea about pragmatic nursing inquiry. An empirical validation is proposed to establish the significance of pragmatic nursing inquiry in fostering teamwork, patient-centered care, and evidence-based practice. The study tests quantitative and qualitative theories toward providing excellent patient care, quality education, and improving theory advancement. This paper develops a framework for transforming the way nurses practice through pragmatism and critical thinking.

A case study on generative learning approaches in a studio and flipped class-room setting for increased learning outcomes

Teaching and learning during Covid-19 have been strongly affected by lockdowns, isolated online learning, and the sudden requirement to alternatively assess students while considering the effect internet-based information sources. Here, we present outcomes on the learning outcome of students returning from distance learning into the face-to-face mode, studying the subject “Embedded Mechatronic Systems” employing increasingly methods of Generative Learning Theory (GLT) in a flipped classroom environment, using studio and project-based learning approaches. By introducing a group project component, the formerly disconnected laboratory components become strongly connected with students being exposed to practical aspects and teamwork, generating reflected reports and videos of their practical work. To overcome the effects of Covi-d19, tighter assessments, and in-person engagements is emphasised. Viva-voces have been introduced and AI invigilated final exams have been altered to in-class room quizzes, while monitoring the cohort’s performance over 3 sessions. Our data indicate that face-to-face learning and hands-on practice with peers using self-testing and self-explaining strategies enacts higher outcomes, opposed to remote modes of teaching. Our results exemplify on how to move back into face-to-face teaching with future steps to increase learning outcomes using the flipped classroom, GLT, and a studio setting being discussed.

Reveal, Inspect, Adapt: Bridging the Gap Between Teamwork Theory and Practice in Corporate IT Projects

This paper presents a rationale for establishing collaboration between corporate IT projects and those conducting empirical research on teamwork. A review of teamwork research reveals gaps in many teamwork models: the influence of context of performance, the mechanisms of team development over time, and data generated by practitioners in naturalistic settings. The paper describes the Scrum framework for executing projects in IT departments in terms of input artifacts, output artifacts, team processes, and the role of organizational context. Given the lack of quantitative project outputs, the method describes how Thematic Analysis and qualitative research are needed to convert project outputs to insights on team processes. This method of conducting research on team performance aligns closely with the Macroergonomics framework for research and its attention to team, task, context, and study with practitioners in naturalistic settings.

Exploration of the teaching mode of engineering training combining virtual and reality

This study explores an engineering training teaching mode combining virtual and reality, aiming at improving students' practical ability and innovative thinking. Virtual simulation technology is used to provide students with a real engineering environment, establish a public practice support platform for students. Students can engage in practical operations and teamwork to cultivate their ability to solve practical problems. The results show that this teaching mode can effectively improve students' learning interest, learning effect and ability, and is of great significance for training senior talents in the engineering field.

Exploring the Innovative Mode of Engineering Cost Education in the Context of Double High

In the current double-high context, the traditional education model cannot meet the needs of the industry and students, so there is a need to explore innovative models. This includes promoting internships, practical training, hands-on teaching, and innovating curriculum and teaching methods. Through these innovative initiatives, engineering cost education can enhance students' practical skills, teamwork, and problem-solving abilities to meet the needs of industry development. At the same time, the introduction of information technology, diversified teaching methods, and personalized teaching can improve teaching effectiveness and students' learning experience. Such innovative exploration can help cultivate high-quality engineering cost talents and promote a close match between education and industry needs.

Preparing Career-ready Students by Building Effective Virtual Teamwork Skills

As the food industry becomes globally connected, it is essential to provide Food Science students with experience working in virtual teams before they enter the workforce. Working in teams virtually brings extra challenge due to a lack of face-to-face interactions. FSHN 230, Professional Issues in Food Science (asynchronously online), provided students the opportunity to practice virtual teamwork skills. Low, medium, and high dosage team projects allowed for experiential learning and practice in virtual teamwork. Team effectiveness (psychological safety, dependability, structure and clarity, meaning, and impact) was closely monitored using team members’ evaluations of the team at the middle and end of the semester. Students' perceptions of learning were assessed using a survey at the end of the instructional period. Across all teams, students were most likely to report experiencing psychological safety and dependability in their virtual teams and least likely to report experiencing the work as meaningful. Across all teams, students were most likely to perceive the virtual team project as assisting with learning about food science-related careers. As higher education continues to create real-world simulations to teach skills, such as virtual teamwork, more effort may be needed to help students connect classroom activities and career-ready skills to real-world expectations.

Healthcare professionals and pregnant and post-natal women's perceptions of interprofessional collaboration in a maternity care facility: A qualitative study from Botswana

ObjectiveTo explore the perceptions of healthcare professionals and pregnant and post-natal women regarding interprofessional collaboration in a maternity care setting in Botswana, a low-to-middle-income country in Sub-Sahara Africa. DesignA descriptive qualitative design using in-depth interviews with forty participants, including healthcare professionals and women in maternity wards. Data were transcribed and thematically analysed. SettingAntenatal, delivery and post-natal maternity wards in a referral hospital that provides basic and specialist care in Botswana. ParticipantsWe interviewed 13 pregnant and post-natal women and 27 healthcare professionals in the maternity care wards. FindingsParticipants perceived several interrelated factors that influenced the delivery of interprofessional collaborative care. Interpersonal factors such as poor communication, disrespectful behaviours and inadequate teamwork practices prevented interprofessional collaboration. Other barriers to collaboration included lack of understanding of each other's roles and responsibilities, ineffective coordination of resources, hierarchical power struggles and poor collaborative leadership. Key conclusionsEffective interprofessional collaboration remains elusive in this maternity care setting. Healthcare systems in low-to-middle-income countries may benefit from interventions for healthcare professionals to learn and practice interprofessional collaborative care.

Effect of Open Book Management and Teamwork on Productivity among Staff of Teaching Hospitals in Southeast Nigeria

Background: Open book management (OBM) is a style of management in which employees learn about an organizational operation, contribute to it, and get rewarded for meeting financial targets. A method of running an organization in which the information received by employees should not only help them operate effectively but also assist them to understand how the company is run. Objectives: The aim of this article is to determine the effect of OBM and teamwork on productivity among staff in public tertiary hospital in Southeast Nigeria. Materials and Methods: A cross-sectional analytic study was done among 500 staff of 5 public tertiary hospitals in Southeast Nigeria. The respondents were selected using a multistage sampling technique. Information obtained includes sociodemographic profile, staff disposition, knowledge of hospital policy and management, level of cooperation among staff, level of teamwork, productivity, and employees’ job satisfaction, and these were assessed using 5-point Likert scale. Data were analyzed using SPSS version 20.0; chi-square and Pearson's correlations were used to test the level of relationship. Results: Five hundred respondents participated in the study. All respondents had tertiary education; 38.8% had work experience ranging from 1 to 5 years, whereas 61.2% had more than 5 years of experience. About 53% of the respondents at least agreed that there is transparency in information flow in the hospital with a response score of more than 3.0. The practice of teamwork had a response rate of less than 3.0. More than 60% of the respondents attested to a lack of teamwork. The response score of organizational productivity was 3.78, with 74.8% of the respondents at least agreeing that the institutions are productive in their activities. Conclusion: Teamwork is lacking in our health institutions and affects organizational productivity of teaching hospitals. Hence, workplace harmony should be encouraged in order to improve productivity.

A Study of the Satisfaction with the operation of design courses-Based on PJBL(Project Based Learning): An analysis of a University of Applied Sciences in China

As the definition and role of design changes over time with the times and society, design education needs to update teaching methods to match it. The course design in this study began with an optimisation of the learning model based on previous research and analysis, followed by in-depth interviews, the application of the interview results to the final curriculum design, and finally a questionnaire to verify the positive effects of this teaching model. This teaching model has been applied to teach a pilot class in a university of applied sciences in China. The main characteristics of the course design are Project-Based Learning (PJBL) oriented, team cooperation centric, and an educational model developed based on peer assessment. In every stage of the UI design course, realistic project simulations are adopted, enhancing students' abilities through practical experience, teamwork, and peer assessment. The innovation lies in validating the effectiveness and advantages of this model at every stage of the UI design course, innovating existing teaching methods, optimizing learning models, and combining practice with evaluation. This research found that a project-oriented team course design based on PJBL has a high degree of effectiveness and relevance in each stage of the UI design course, significantly improving students' overall competence. It is expected that the results of this study can be applied in various ways to the course design of the courses that similar to design majors.

Midwife Educators’ perceptions of the efficacy of the Objective Structured clinical assessment of life-saving interventions - a qualitative interview study in Bangladesh

IntroductionObjective Structured Clinical Assessment (OSCA) is a way of evaluating students or clinicians in how they are carrying out their duties. The aim of this study was to examine how midwifery educators in Bangladesh perceived using OSCA as an assessment device in midwifery education for student performance in life-saving midwifery interventions. MethodIndividual interviews were conducted with 47 academic midwives and clinical midwives using purposive sampling at 38 education institutions in Bangladesh. Content analysis inspired by Elo and Kyngas was used to analyze the data. ResultsThe ability of students to perform effectively in the OSCA-evaluated simulation of life-saving skills was related to the educators’ understanding of the concept of midwifery. The overarching main category of this study showed that for midwifery educators to be able to effectually teach professional, evidence-based midwifery, they need to be able to synthesize the delivery of practical and theoretical skills with pedagogical skills and knowledge. To implement the OSCA tool more effectively, midwifery educators need to understand the underpinning principles of midwifery values and philosophy including leadership, ownership, responsibility, and personal engagement. ConclusionThere is potential to improve the efficacy of using OSCA to deliver the teaching of life-saving skills. Team sessions with midwives and physicians aiming to practice teamwork and role divisions in life-saving interventions are recommended.

Teamwork solutions for complex problems in psychotherapy: A systems thinking-based commentary.

Most psychological treatments are administered in a one-to-one therapy format, which has proven effective but has limitations in complex clinical situations. Teamwork can help address these limitations by going beyond the one-to-one therapy approach and involving the client's professional and relational network in therapy interventions to promote and secure change. In this issue of Journal of Clinical Psychology: In Session five effective teamwork practices are presented illustrating how clinicians integrate teamwork into treatment delivery to improve outcomes in an array of cases presenting high complexity. In this commentary section, we describe the role and essence of these teamwork practices from a systems thinking approach as a theoretical umbrella to understand the diversity of processes hindering and facilitating effective teamwork CONCLUSSION: From this approach we discuss the core skills that psychotherapists should train to master team working and interprofessional collaboration. The basic professional competence consists in the ability to foster and coordinate shared frames of understanding in case formulation. An advanced systemic skill is based on the ability to formulate and change relational patterns, given that interpersonal processes are the main key factor to understand barriers and facilitators of effective teamwork to overcome stalemated complex clinical situations.

A qualitative study

A qualitative study

Acute Neurological Emergencies: Using Neurology-Trained Standardized Patients To Promote Active Learning in a Case-Based Simulation Curriculum for Neurology Clerkship Students (P9-2.004)

<h3>Objective:</h3> To describe the impact of using live, neurology-trained standardized patients (SPs) in a case-based simulation curriculum for clerkship students. <h3>Background:</h3> Simulation in neurology is limited by the inadequacy of manikins to portray neurologic exam findings. We designed a simulation curriculum using live, neurology-trained resident SPs residents for clerkship students to (1) practice taking a neurologic history, (2) perform a neurologic exam, and (3) recognize and triage neurological emergencies. <h3>Design/Methods:</h3> Two scenarios were developed: (1) evaluation of dizziness and management of acute stroke and (2) treatment of new-onset seizure. Monthly sessions involved 4–5 students. Residents SPs mimicked expected exam findings. Pre- and post-session surveys evaluated students’ self-rated knowledge, clinical skills, and confidence in gathering a history, performing a neurological exam, presenting a case, and recognizing, working up, and managing strokes and seizures. Students also rated the overall session quality and provided feedback about the experience. Paired t-tests were performed for quantitative items. <h3>Results:</h3> 54 students participated. Post-session, students reported significantly higher self-confidence in all neurological knowledge domains and clinical skills (p&lt;0.003 for all). Over 90% of students agreed sessions met the learning objectives, the course was valuable, and the simulation was a safe learning environment and would improve their clinical performance. 94% would recommend the session to others. Over 80% agreed the simulation was realistic, well-organized, and an effective way to practice teamwork and clinical skills. In open responses, students reported they appreciated evaluating neurologic emergencies, performing the exam with a trained SP, and making treatment decisions. Students wanted more cases and time; they suggested smaller groups. <h3>Conclusions:</h3> A simulation curriculum with neurology residents portraying the patient increased students’ knowledge, clinical skills, and self-confidence in recognizing and managing acute neurological emergencies. Resident SPs were cited as the most effective educational component. Future research should evaluate the sustainability of benefits gained and assess clinical skills objectively. <b>Disclosure:</b> Dr. Gheihman has nothing to disclose. Dr. Harrold has nothing to disclose. The institution of Dr. Howard has received research support from Genentech. The institution of Dr. Howard has received research support from Novartis. Dr. Howard has received personal compensation in the range of $50,000-$99,999 for serving as a Clinical Fellow with National Multiple Sclerosis Society. Dr. Albin has received personal compensation in the range of $5,000-$9,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for Continuum: Life Long Learning in Neurology. Dr. Albin has received research support from American Academy of Neurology. Dr. Albin has received publishing royalties from a publication relating to health care. Dr. Albin has received personal compensation in the range of $500-$4,999 for serving as a Instructor with Resuscitation Leadership Academy. Dr. Kaplan has received personal compensation in the range of $500-$4,999 for serving as a Consultant for Novartis . Dr. Kaplan has received personal compensation in the range of $500-$4,999 for serving as a Consultant for EMD Serono .

Teamwork for complex clinical situations in psychotherapy: Introduction to the issue.

This in-session issue is focused on psychotherapists involved in and performing teamwork practices. Specifically, five teamwork-based psychotherapy interventions are illustrated as solutions for complex clinical situations drawing from multiple theoretical approaches (narrative, systemic, cognitive behavioral, and integrative) and applied in different health care provision settings, ranging from psychotherapy private office to a multidisciplinary oncological service. The contributions try to cover a diversity of presenting problems: separating couples, gang involvement, schizophrenia, cancer and suicidal ideation, bipolar disorder; and formats of delivery such as couple therapy supervision, family therapy, multidisciplinary team formulation and interprofessional health psychology. Three main shared coordinates underlie the diversity of interventions: (1) Considering that psychotherapy is just a piece of a broader network of interactions and meanings generated around a given problem/solution and, thus, it is part of an ecology of ideas (ecological dimension), (2) Assuming interdependence and collaboration as the best strategies to interact with professionals and significant others involved with a given problem or solution (collaborative dimension), and (3) fostering a strengths-based case formulation (epistemological dimension). The issue aims at enriching practitioners' toolbox willing to incorporate team-based interventions as part of their range of professional competences.

Impact of a simulation-based interprofessional workshop (LINKS) on Portuguese healthcare students’ perception of roles and competencies: a quasi-experimental pilot study

There is a scarcity of simulation-based interprofessional (IP) programs in Portugal, with a notorious absence in undergraduate education. This paper describes the first step towards the development of an interprofessional education (IPE) undergraduate program, namely the implementation and preliminary assessment of the workshop LINKS – Lifting INterprofessional Knowledge through Simulation. The aim of this pilot study was to assess the educational effect of LINKS, in medical and nursing undergraduate students’ attitudes towards IP teamwork and collaborative practices, and their perception of roles and competencies within an IP team. A total of 23 final-year students participated in the workshop. Teams of three or four elements (medical and nursing students) were exposed to two critical patient management simulation scenarios. To assess the impact of the workshop on students’ perception of IP collaborative practice, two surveys (ATTITUDES and IPEC) were applied before and after the workshop. Additionally, students’ opinion/satisfaction towards the workshop and its curricular integration was explored. Students’ awareness of the relevancy of IP learning and self-competency in IP practice improved. For all subdomains and overall scores, statistically significant differences were found when comparing the pre- and post-scores, for both medical and nursing students, in both surveys. All students agreed that the workshop added educational value to their training, and recommended its integration in the formal curriculum, with a first round in the penultimate year and repeated in the last year. Considering the pre–post test results and anecdotal comments shared during the session, we may infer that this single IPE event contributed to a clearer understanding of the team dynamic and individual role definition, increased the motivation to engage in collaborative practice between physicians and nurses and potentially challenged pre-existent stereotypes of each professional group. These findings corroborate the need for sustainable simulation-based IP programs, integrated in the undergraduate curricula, promoting early clinical interactions of different professional groups. We envision that the results of this study can help to inform future curriculum planning and provide useful insights that can be used within and between Portuguese institutions to develop a common IP undergraduate program.

READINESS OF INTERPROFESSIONAL EDUCATION IN COMMUNITY MEDICINE: MEDICAL AND DENTISTRY STUDENTS

Abstract The condition of public health is a reflection of the level of complexity of health problems. Many health care systems have innovated but failed in the practice of collaboration, teamwork, and communication. Family-based care will ease the workload of doctors and improve the level of health for patients in the community. Interprofessional education program was designed to increase of collaborative practice and teamwork among health team. This review aims to analyze the readiness of interprofessional education (IPE) in medical and dentistry students in collaborative field practice community medicine with a family approach. Quantitative methods using cross sectional with the readiness interprofessional learning scale (RIPLS). Total sampling with 142 medical students and 43 dental students carried out collaborative practice on 16 families to find priority health problems and carry out preventive interventions. The average readiness of interprofessional education descriptively for students is 65.36% (range 50%-76%). 100% student ready for interprofessional education. No difference among medical and dentistry student in readiness of interprofessional education with p value 0,810 (0,05). That all student ready to interprofessional education community medicine with family approach. Key words : readiness, interprofessional education, community medicine, medical students, dental students

Factors influencing the lived experience of paramedics facing ethical dilemmas: a case comparison

Paramedics encounter ethical dilemmas at work, and while previous research has improved ethics education and practice, more can be learned from the lived experience of paramedics facing ethical challenges. This paper explores the lived experience of two paramedics, one with five years’ experience, the other twenty, presented with comparable cases. The participants, who were interviewed in a broader qualitative study exploring practical wisdom, were asked to select a case involving ethical decision-making from their own practice experience. Semi-structured interviews employed the five-step Critical Decision Method as a framework to explore various aspects of the decision-making process. The two cases were identified as exemplars of prominent themes suitable for discussion. The findings highlighted several factors that influence paramedic ethical decision-making, including practical wisdom, communication and teamwork, clinical support, and education. This case comparison identifies a greater need to focus education on the fostering of practical wisdom, and the development of non-technical skills such as communication and teamwork, supported by interprofessional education endeavours. Furthermore, greater access to support for paramedics must be available to further evolve practical wisdom. The combination of improved education and support will likely cater for the full spectrum of ethical challenges faced by paramedics in their work.

Team Work Practices and Employee Performance in Local Government Authorities in Tanzania

This paper examined the effects of team work practices on employee performance of local government authorities in Tanzania. The specific objectives were to; determine the influence of shared vision, employee respect, employee ethics, collective decision, team level trust, intrapersonal skills and team cohesiveness on employee performance in LGAs. The study used multiple regression analysis to test the set hypotheses and construct the model. The study was based on cross-sectional survey design in which the quantitative approach was used to collect and analyse data from 368 employees. Research data was collected using a structured survey questionnaire as a research instrument where both descriptive and inferential statistics were used to arrive at conclusions. The study findings showed that shared vision, intrapersonal skills, trust and cohesiveness had the statistically positive and significant relationship between teamwork practice and employee performance. Further, findings revealed that shared decision, respect and workplace ethics were statistically insignificant. The study concluded that LGAs should create an environment that assists shared decision, respect and workplace ethics since this in turn will increase performance of employees. The study recommends team work practices be considered as part of organisations strategy to improve employee performance.

Analyzing interprofessional teamwork in the operating room: An exploratory observational study using conventional and alternative approaches

ABSTRACT Intraoperative teamwork is vital for patient safety. Conventional tools for studying intraoperative teamwork typically rely on behaviorally anchored rating scales applied at the individual or team level, while others capture narrative information across several units of analysis. This prospective observational study characterizes teamwork using two conventional tools (Operating Theatre Team Non-Technical Skills Assessment Tool [NOTECHS]; Team Emergency Assessment Measure [TEAM]), and one alternative approach (modified-Systems Engineering Initiative for Patient Safety [SEIPS] model). We aimed to explore the advantages and disadvantages of each for providing feedback to improve teamwork practice. Fifty consecutive surgical cases at a Canadian academic hospital were recorded with the OR Black Box®, analyzed by trained raters, and summarized descriptively. Teamwork performance was consistently high within and across cases rated with NOTECHS and TEAMS. For cases analyzed with the modified-SEIPS tool, both optimal and suboptimal teamwork behaviors were identified, and team resilience was frequently observed. NOTECHS and TEAM provided summative assessments and overall pattern descriptions, while SEIPS facilitated a deeper understanding of teamwork processes. As healthcare organizations continue to prioritize teamwork improvement, SEIPS may provide valuable insights regarding teamwork behavior and the broader context influencing performance. This may ultimately enhance the development and effectiveness of multi-level teamwork interventions.