Integrating competency-based, interprofessional teamwork education for students: guiding principles to support current needs and future directions
Interprofessional teamwork is vital to effective patient care, and targeting healthcare learners earlier in their education can lead to greater improvement in confidence and competence in teamwork skills. Despite this, institutions have continued struggling to integrate competency-based interprofess...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Medicine |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fmed.2024.1490282/full |
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| author | Kimberly N. Williams Elizabeth H. Lazzara Jessica Hernandez David Klocko Neethu Chandran Shannon L. Paquette Richard Preble Mozhdeh Sadighi Bau Tran Molly Kilcullen Robert Rege Gary Reed Eduardo Salas Scott I. Tannenbaum Philip E. Greilich |
| author_facet | Kimberly N. Williams Elizabeth H. Lazzara Jessica Hernandez David Klocko Neethu Chandran Shannon L. Paquette Richard Preble Mozhdeh Sadighi Bau Tran Molly Kilcullen Robert Rege Gary Reed Eduardo Salas Scott I. Tannenbaum Philip E. Greilich |
| author_sort | Kimberly N. Williams |
| collection | DOAJ |
| description | Interprofessional teamwork is vital to effective patient care, and targeting healthcare learners earlier in their education can lead to greater improvement in confidence and competence in teamwork skills. Despite this, institutions have continued struggling to integrate competency-based interprofessional teamwork curriculum in undergraduate health care professions’ education. The current article provides guidance related to design, implementation, and assessment for institutions seeking to implement competency-based teamwork education and training strategies for healthcare students. Guiding principles and strategies for curricular design focus on conducting thorough interprofessional needs analyses and building transportable, evidence-based competencies that apply across professions. For implementation, key principles center on strategies to ensure adequate professional representation and faculty development. Assessment considerations focus on building infrastructure for evaluation that spans professional schools. These strategies aim to create a robust, effective, and sustainable IPE curriculum that enhances collaboration and teamwork among future healthcare professionals. By addressing the key areas of design, implementation, and assessment, this article offers comprehensive guidelines for advancing interprofessional education. We believe incorporating the key guiding principles and strategies from this paper will enable institutions to integrate teamwork education and training more effectively into undergraduate healthcare training, which will facilitate institutions’ ability to ensure learners are “team ready” as they transition into the workforce after graduation. |
| format | Article |
| id | doaj-art-f91f3ced6c3444129b5ef1e8d2afe04e |
| institution | Kabale University |
| issn | 2296-858X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Medicine |
| spelling | doaj-art-f91f3ced6c3444129b5ef1e8d2afe04e2025-01-07T13:49:46ZengFrontiers Media S.A.Frontiers in Medicine2296-858X2025-01-011110.3389/fmed.2024.14902821490282Integrating competency-based, interprofessional teamwork education for students: guiding principles to support current needs and future directionsKimberly N. Williams0Elizabeth H. Lazzara1Jessica Hernandez2David Klocko3Neethu Chandran4Shannon L. Paquette5Richard Preble6Mozhdeh Sadighi7Bau Tran8Molly Kilcullen9Robert Rege10Gary Reed11Eduardo Salas12Scott I. Tannenbaum13Philip E. Greilich14Department of Human Factors and Behavioral Neurobiology, Embry-Riddle Aeronautical University, Daytona Beach, FL, United StatesDepartment of Human Factors and Behavioral Neurobiology, Embry-Riddle Aeronautical University, Daytona Beach, FL, United StatesDepartment of Emergency Medicine, UT Southwestern Medical Center, Dallas, TX, United StatesDepartment of Physician Assistant Studies, UT Southwestern Medical Center, Dallas, TX, United StatesDepartment of Anesthesiology and Pain Management, UT Southwestern Medical Center, Dallas, TX, United StatesOffice of Undergraduate Medical Education, UT Southwestern Medical Center, Dallas, TX, United StatesOffice of Undergraduate Medical Education, UT Southwestern Medical Center, Dallas, TX, United StatesOffice of Undergraduate Medical Education, UT Southwestern Medical Center, Dallas, TX, United StatesDepartment of Physician Assistant Studies, UT Southwestern Medical Center, Dallas, TX, United StatesDepartment of Psychological Sciences, Rice University, Houston, TX, United StatesDepartment of Surgery, Office of Undergraduate Medical Education, UT Southwestern Medical Center, Dallas, TX, United StatesDepartment of Internal Medicine, Office of Quality, Safety and Outcomes Education, UT Southwestern Medical Center, Dallas, TX, United StatesDepartment of Psychological Sciences, Rice University, Houston, TX, United StatesThe Group for Organizational Effectiveness, Inc., Albany, NY, United States0Department of Anesthesiology and Pain Management, Offices of the Undergraduate Medical Education and Quality, Safety and Outcomes Education, UT Southwestern Medical Center, Dallas, TX, United StatesInterprofessional teamwork is vital to effective patient care, and targeting healthcare learners earlier in their education can lead to greater improvement in confidence and competence in teamwork skills. Despite this, institutions have continued struggling to integrate competency-based interprofessional teamwork curriculum in undergraduate health care professions’ education. The current article provides guidance related to design, implementation, and assessment for institutions seeking to implement competency-based teamwork education and training strategies for healthcare students. Guiding principles and strategies for curricular design focus on conducting thorough interprofessional needs analyses and building transportable, evidence-based competencies that apply across professions. For implementation, key principles center on strategies to ensure adequate professional representation and faculty development. Assessment considerations focus on building infrastructure for evaluation that spans professional schools. These strategies aim to create a robust, effective, and sustainable IPE curriculum that enhances collaboration and teamwork among future healthcare professionals. By addressing the key areas of design, implementation, and assessment, this article offers comprehensive guidelines for advancing interprofessional education. We believe incorporating the key guiding principles and strategies from this paper will enable institutions to integrate teamwork education and training more effectively into undergraduate healthcare training, which will facilitate institutions’ ability to ensure learners are “team ready” as they transition into the workforce after graduation.https://www.frontiersin.org/articles/10.3389/fmed.2024.1490282/fullteamwork traininginterprofessionalcompetency-based medical educationhealthcare educationcurriculum designimplementation |
| spellingShingle | Kimberly N. Williams Elizabeth H. Lazzara Jessica Hernandez David Klocko Neethu Chandran Shannon L. Paquette Richard Preble Mozhdeh Sadighi Bau Tran Molly Kilcullen Robert Rege Gary Reed Eduardo Salas Scott I. Tannenbaum Philip E. Greilich Integrating competency-based, interprofessional teamwork education for students: guiding principles to support current needs and future directions Frontiers in Medicine teamwork training interprofessional competency-based medical education healthcare education curriculum design implementation |
| title | Integrating competency-based, interprofessional teamwork education for students: guiding principles to support current needs and future directions |
| title_full | Integrating competency-based, interprofessional teamwork education for students: guiding principles to support current needs and future directions |
| title_fullStr | Integrating competency-based, interprofessional teamwork education for students: guiding principles to support current needs and future directions |
| title_full_unstemmed | Integrating competency-based, interprofessional teamwork education for students: guiding principles to support current needs and future directions |
| title_short | Integrating competency-based, interprofessional teamwork education for students: guiding principles to support current needs and future directions |
| title_sort | integrating competency based interprofessional teamwork education for students guiding principles to support current needs and future directions |
| topic | teamwork training interprofessional competency-based medical education healthcare education curriculum design implementation |
| url | https://www.frontiersin.org/articles/10.3389/fmed.2024.1490282/full |
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