Longitudinal faculty development to improve interprofessional collaboration and practice: a multisite qualitative study at five US academic health centres
Objectives Interprofessional (IP) collaboration and effective teamwork remain variable in healthcare organisations. IP bias, assumptions and conflicts limit the capacity of healthcare teams to leverage the expertise of their members to meet growing complexities of patient needs and optimise healthca...
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| Format: | Article |
| Language: | English |
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BMJ Publishing Group
2023-04-01
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| Series: | BMJ Open |
| Online Access: | https://bmjopen.bmj.com/content/13/4/e069466.full |
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| author | Elizabeth A Rider Calvin Chou Corrine Abraham Peter Weissmann Debra K Litzelman David Hatem William Branch |
| author_facet | Elizabeth A Rider Calvin Chou Corrine Abraham Peter Weissmann Debra K Litzelman David Hatem William Branch |
| author_sort | Elizabeth A Rider |
| collection | DOAJ |
| description | Objectives Interprofessional (IP) collaboration and effective teamwork remain variable in healthcare organisations. IP bias, assumptions and conflicts limit the capacity of healthcare teams to leverage the expertise of their members to meet growing complexities of patient needs and optimise healthcare outcomes. We aimed to understand how a longitudinal faculty development programme, designed to optimise IP learning, influenced its participants in their IP roles.Design In this qualitative study, using a constructivist grounded theory approach, we analysed participants’ anonymous narrative responses to open-ended questions about specific knowledge, insights and skills acquired during our IP longitudinal faculty development programme and applications of this learning to teaching and practice.Setting Five university-based academic health centres across the USA.Participants IP faculty/clinician leaders from at least three different professions completed small group-based faculty development programmes over 9 months (18 sessions). Site leaders selected participants from applicants forecast as future leaders of IP collaboration and education.Interventions Completion of a longitudinal IP faculty development programme designed to enhance leadership, teamwork, self-knowledge and communication.Results A total of 26 programme participants provided 52 narratives for analysis. Relationships and relational learning were the overarching themes. From the underlying themes, we developed a summary of relational competencies identified at each of three learning levels: (1) Intrapersonal (within oneself): reflective capacity/self-awareness, becoming aware of biases, empathy for self and mindfulness. (2) Interpersonal (interacting with others): listening, understanding others’ perspectives, appreciation and respect for colleagues and empathy for others. (3) Systems level (interacting within organisation): resilience, conflict engagement, team dynamics and utilisation of colleagues as resources.Conclusions Our faculty development programme for IP faculty leaders at five US academic health centres achieved relational learning with attitudinal changes that can enhance collaboration with others. We observed meaningful changes in participants with decreased biases, increased self-reflection, empathy and understanding of others’ perspectives and enhanced IP teamwork. |
| format | Article |
| id | doaj-art-7c5e763917c543f98b35b85ef924f248 |
| institution | Kabale University |
| issn | 2044-6055 |
| language | English |
| publishDate | 2023-04-01 |
| publisher | BMJ Publishing Group |
| record_format | Article |
| series | BMJ Open |
| spelling | doaj-art-7c5e763917c543f98b35b85ef924f2482024-11-15T20:30:08ZengBMJ Publishing GroupBMJ Open2044-60552023-04-0113410.1136/bmjopen-2022-069466Longitudinal faculty development to improve interprofessional collaboration and practice: a multisite qualitative study at five US academic health centresElizabeth A Rider0Calvin Chou1Corrine Abraham2Peter Weissmann3Debra K Litzelman4David Hatem5William Branch61 Department of Pediatrics, Harvard Medical School, Boston, Massachusetts, USA3 Department of Medicine, University of California San Francisco, San Francisco, California, USA4 Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia, USA5 Department of Medicine, University of Minnesota Medical School, Minneapolis, Minnesota, USA6 Department of Medicine, Regenstrief Institute, Indianapolis, Indiana, USA8 Department of Medicine, University of Massachusetts T H Chan School of Medicine, Worcester, Massachusetts, USA9 Medicine, Emory University, Atlanta, Georgia, USAObjectives Interprofessional (IP) collaboration and effective teamwork remain variable in healthcare organisations. IP bias, assumptions and conflicts limit the capacity of healthcare teams to leverage the expertise of their members to meet growing complexities of patient needs and optimise healthcare outcomes. We aimed to understand how a longitudinal faculty development programme, designed to optimise IP learning, influenced its participants in their IP roles.Design In this qualitative study, using a constructivist grounded theory approach, we analysed participants’ anonymous narrative responses to open-ended questions about specific knowledge, insights and skills acquired during our IP longitudinal faculty development programme and applications of this learning to teaching and practice.Setting Five university-based academic health centres across the USA.Participants IP faculty/clinician leaders from at least three different professions completed small group-based faculty development programmes over 9 months (18 sessions). Site leaders selected participants from applicants forecast as future leaders of IP collaboration and education.Interventions Completion of a longitudinal IP faculty development programme designed to enhance leadership, teamwork, self-knowledge and communication.Results A total of 26 programme participants provided 52 narratives for analysis. Relationships and relational learning were the overarching themes. From the underlying themes, we developed a summary of relational competencies identified at each of three learning levels: (1) Intrapersonal (within oneself): reflective capacity/self-awareness, becoming aware of biases, empathy for self and mindfulness. (2) Interpersonal (interacting with others): listening, understanding others’ perspectives, appreciation and respect for colleagues and empathy for others. (3) Systems level (interacting within organisation): resilience, conflict engagement, team dynamics and utilisation of colleagues as resources.Conclusions Our faculty development programme for IP faculty leaders at five US academic health centres achieved relational learning with attitudinal changes that can enhance collaboration with others. We observed meaningful changes in participants with decreased biases, increased self-reflection, empathy and understanding of others’ perspectives and enhanced IP teamwork.https://bmjopen.bmj.com/content/13/4/e069466.full |
| spellingShingle | Elizabeth A Rider Calvin Chou Corrine Abraham Peter Weissmann Debra K Litzelman David Hatem William Branch Longitudinal faculty development to improve interprofessional collaboration and practice: a multisite qualitative study at five US academic health centres BMJ Open |
| title | Longitudinal faculty development to improve interprofessional collaboration and practice: a multisite qualitative study at five US academic health centres |
| title_full | Longitudinal faculty development to improve interprofessional collaboration and practice: a multisite qualitative study at five US academic health centres |
| title_fullStr | Longitudinal faculty development to improve interprofessional collaboration and practice: a multisite qualitative study at five US academic health centres |
| title_full_unstemmed | Longitudinal faculty development to improve interprofessional collaboration and practice: a multisite qualitative study at five US academic health centres |
| title_short | Longitudinal faculty development to improve interprofessional collaboration and practice: a multisite qualitative study at five US academic health centres |
| title_sort | longitudinal faculty development to improve interprofessional collaboration and practice a multisite qualitative study at five us academic health centres |
| url | https://bmjopen.bmj.com/content/13/4/e069466.full |
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