The Jefferson Teamwork Observation Guide (JTOG): Using a Mobile Application Platform to Assess the Behavior of Interprofessional Teams Lauren Collins,

Slides:



Advertisements
Similar presentations
In its 2001 strategic plan, The College of Osteopathic Medicine called for the development of a medical education unit. In the spring of 2003 a group of.
Advertisements

DEFINITION: Interprofessional Education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality.
Madeline H. Schmitt PhD, RN, FAAN Professor Emerita
Update on Goals 1 and 2 Curricular Domain Curricular Domain – accomplishments to date Developed baseline information about current level of faculty.
1 Interprofessional Education (IPE) “.. Occurs when two or more professions learn with, from, and about each other to improve collaboration and the quality.
Interprofessional Healthcare Education, Research & Practice Community Faculty Conference May 10, 2014 Dixiana Room 10:30-11:20.
Interprofessional Education: Building a Framework for Collaboration Intercontinental Chicago O’Hare October 7-8, 2013 Stephen C. Shannon, DO, MPH President/CEO.
Joan E. St. Onge, M.D. UMMSM At Holy Cross Hospital Internal Medicine Residency Faculty Development January 23, 2013 The Evaluation Toolkit.
1 Why is the Core important? To set high expectations – for all students – for educators To attend to the learning needs of students To break through the.
Promoting Excellence in Family Medicine Enabling Patients to Access Electronic Health Records Guidance for Health Professionals.
Educational Research Funding Opportunities W. Eryn Perry.
Interprofessional Education “When students from two or more professions learn about, from and with each other to enable effective collaboration and improved.
Competencies of Nurse Educators in Curriculum Design: A Delphi Study Milena Staykova, Melissa Marszalek, Shanice Vennable, Dustin Whitaker.
Purpose Program The purpose of this presentation is to clarify the process for conducting Student Learning Outcomes Assessment at the Program Level. At.
Hollis Day, MD, MS Susan Meyer, PhD.  Four domains for effective practice outlined in the Interprofessional Education Collaborative’s “Core Competencies.
Presented By Sheila Lucas Ferris State University NURS 511
Building the Health Workforce as We Transform the Delivery System Mary D. Naylor, PhD, RN Marian S. Ware Professor in Gerontology University of Pennsylvania.
Presented by Vicki M. Young, PhD October 19,
Dual interviews: Moving Beyond Didactics to Train Primary Care Providers in the Biopsychosocial Model James Anderson, PhD Fellow in Primary Care Psychology.
Adolescent Sexual Health Work Group (ASHWG)
Four School Interprofessional Workshop Exposure to Roles/Responsibilities and Team Work Ellen Luebbers, MD 1, Patricia Underwood, PhD, RN 4, Kristin Victoroff,
King Saud university Collage of nursing Master program Nursing administration Special Problems in Clinical Specialization (NUR 574 ) Prepared.
QSEN Primer Or, “QSEN in a Nutshell” 1.  1999—Institute of Medicine published “To Err is Human”  Determined errors have an effect on both patient satisfaction.
Technical Assistance and Consultation Team’s Approach to Enhancing Interprofessional Learner Experiences in Integrated Care Settings InterProfessional.
Alan Dow, MD, MSHA Assistant Vice President of Health Sciences for Interprofessional Education and Collaborative Care.
Chinese Medical Professionalism Forum-Beijing, China October 16, 2009.
Education & Training Curriculum on Multiple Chronic Conditions (MCC) Strategies & tools to support health professionals caring for people living with MCC.
Crosswalk of Public Health Accreditation and the Public Health Code of Ethics Highlighted items relate to the Water Supply case studied discussed in the.
© 2011 Partners Harvard Medical International Strategic Plan for Teaching, Learning and Assessment Program Teaching, Learning, and Assessment Center Strategic.
Shawn Stewart, RN, CCM Thomas Edison State College August 24, 2008 Dr Donna Bailey.
The Patient-Centered Medical Home & Health 2.0 AHRQ Annual Conference September 15, 2009 Michael S. Barr, MD, MBA, FACP Vice President, Practice Advocacy.
Creating Collaborative Care (C3) Amy V. Blue, PhD Assistant Provost for Education Director, C3 Professor, Family Medicine.
WHO Global Standards. 5 Key Areas for Global Standards Program graduates Program graduates Program development and revision Program development and revision.
Stroke Team Inter- Professional Placement (STIPP) Project.
Quality and Safety Education for Nurses The QSEN Project.
Title Block HSOPS: So You’ve Done the Survey – Now What? Dolores Hagan, RN, BSN K-HEN Education/Data Manager.
Interdisciplinary Clinical Student Training in Teamwork and Geriatric Assessment: A Student Pharmacist’s Perspective Presented by: Catherine Liu, PharmD.
Dean L. Arneson, Pharm. D., Ph.D. Dean Concordia University Wisconsin School of Pharmacy.
Pharmacists’ Patient Care Process
بسم الله الرحمن الرحیم.
Learning Outcomes Discuss current trends and issues in health care and nursing. Describe the essential elements of quality and safety in nursing and their.
Chapter 3 Working in Interprofessional Teams to Improve Healthcare HSCI 270.
Core Competencies for Creating Interprofessional Educational Exercises.
Assessment of a Medicine – Pharmacy Collaborative Interprofessional Education Exercise S. Jones Miller PhD, MD, Elena Wood MD, PhD, Renee Page, MD, Susan.
HEALTH AND CARE STANDARDS APRIL Background Ministerial commitment 2013 – Safe Care Compassionate Care Review “Doing Well Doing Better” Standards.
LEARN. CARE. COMMUNITY. PNWU.edu Figure 1: Concept Map for IPE Fidelity 1.Determine the rubric score that represents high, medium, and low fidelity. 2.Identify.
Textbook of Palliative Care Communication Section VIII: Opportunities for the Future.
A Virtual Curriculum Map for Interprofessional Education (IPE) Competencies OBJECTIVE To create a virtual map for curricular penetration of core competencies.
Interprofessional Education: Second Life, SPICE, and the Quest for Meaningful IPE Clinton Pong, MD Amy L. Lee, MD Tufts University School of Medicine.
Incorporating Formal Interdisciplinary Case Discussions Into the Family Medicine Residency Geriatric Rotation University of Alabama, College of Community.
Prof Rakhshanda Rehman, Prof Emeritus,Dean Medical Education,CPSP Prof Emeritus,Dean Medical Education,CPSP. 17 th Health Science Research Symposium 27.
Pedagogy of Interprofessional Education: The Development of a Multidisciplinary Approach to Evidence Based Teaching. Healthcare delivery in the United.
Maria Gabriela Castro MD Archana Kudrimoti MBBS MPH David Sacks PhD
Advancing PCMH Model with IPE/ICP Principles IN-AHEC Network IPE Conference John Kunzer MD, MMM.
April 1, 2016 IPCP Websites and Resources: What’s at your Fingertips? Barbara F. Brandt, PhD Director, National Center for Interprofessional Practice and.
FMIG Advisor Summit 2016 Inter Professional Experiences
An Interprofessional Education Approach to Teaching
Margaret L. Stuber, MD Carole Warde, MD
Working on and with Interdisciplinary Teams
Interprofessional Collaborative Practice
Interprofessional Practice in healthcare
IPE at EVMS Jeffrey A. Johnson, DHSc
Interprofessional learning and teaching in evidence-based practice
CalSWEC 2014: Aging Initiative Summit
Interprofessional Education
Instructional Methods Lessons Learned & Next Steps
Creating a Multidisciplinary Team to Develop and Implement Interprofessional Education (IPE) Simulations Preparing Students for Collaborative Practice.
Interprofessional Education (IPE)
Interprofessional Education Training Residents about the Healthcare Response to Victims of Abuse, Neglect and Exploitation Kathleen Franchek-Roa MD University.
Launching a Longitudinal Curriculum: Coordinator Survival Guide
Presentation transcript:

The Jefferson Teamwork Observation Guide (JTOG): Using a Mobile Application Platform to Assess the Behavior of Interprofessional Teams Lauren Collins, MD Shoshana Sicks, EdM Elizabeth Speakman, EdD, RN, ANEF, FNAP Carolyn Giordano, PhD Kevin Lyons, PhD, FASAHP Sarah Dallas, BA

Disclosures The authors have no relevant financial or non-financial relationships to disclose.

Learning Objectives Explain the value of assessing students’, preceptors’ and patients’/caregivers’ understanding of team approaches to patient care Describe the JTOG tool as a method to measure interprofessional education competencies in educational, simulation or practice settings Prepare to implement the Jefferson Teamwork Observation Guide mobile application prototype at the home institution with students, preceptors and/or patients and caregivers

JTOG Project Objectives Develop short, easy-to-use observational tool assessing team function and measuring behaviors (not attitudes) linked to core interprofessional education competencies Conduct 360 degree assessment of team functioning that will help us to improve patient safety and satisfaction and enhance patient outcomes Use technology to advance assessment Collect data nationally to create a set of new benchmarks for team function in various settings

Jefferson Center for Interprofessional Education (JCIPE) Established 2007 Mission: To promote excellence in healthcare through interprofessional education and scholarship Vision: JCIPE will define the future of interprofessional care by creating a culture of collaborative educational practice, setting the standards for patient-centered care and team- based training, and becoming a national/international leader in developing an evidence base to support interprofessional education Scope: Dedicated to implementing and evaluating interprofessional education and collaborative practice initiatives throughout the Thomas Jefferson University curriculum

Background and Rationale Interprofessional Education: “When students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes.” Collaborative Practice: “When multiple health workers from different backgrounds work together with patients, families, carers, and communities to deliver the highest quality of care.” World Health Organization, 2010

Background and Rationale Early IOM and WHO reports call for team-based training to save patient lives –“All health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics.” (IOM, 2001) IPE shown to enhance collaborative practice, which in turn addresses the Triple Aim –Improve patient outcomes, enhance patient satisfaction, decrease costs IPE Core Competencies developed in 2011 (IPEC) –Roles/Responsibilities –Teamwork –Values/Ethics –Communication

Background and Rationale IPE is now a part of most accreditation standards Numerous studies, Cochrane reviews, and expert reports have documented the lack of reliable evaluation tools for assessing teamwork and documenting IPE core competencies, most recently the April 2015 IOM report Gap in IPE literature regarding effect of IPE on patient outcomes

Jefferson Teamwork Observation Guide (JTOG) Important for students/providers to learn about and practice effective teamwork Most evaluation tools in the field measure attitudes, not behaviors or skills Existing tools are too cumbersome for use in clinical settings, not adaptable for 360° evaluation (learner, preceptor, patient, caregiver), too lengthy, or only in small pilot/validation phases

Jefferson Teamwork Observation Guide (JTOG) Created as educational tool to allow students to easily observe/learn from teams in action Developed over two years using student, clinician, and expert feedback Provides a set of guidelines to help students focus their observations on behaviors consistent with high functioning teams 14 quantitative, three qualitative items

Competency-Based Evaluation

Guidelines There appeared to be a team leader who coordinated discussion –In some situations there will be a designated team leader. If so, that person should purposely seek out and encourage input from all appropriate members of the team, and keep them on task –If there is no designated leader, does an informal leader emerge to coordinate the discussion? Team members appeared to have respect, confidence, and trust in one another –Members of the team seem to accept the suggestions of other team members. There are cordial interactions among the members and positive body language –There is no rolling of the eyes or other negative non-verbal behavior

Benefits of an App Portable –Asynchronous or synchronous –Multiple settings Easy to use –Prepopulated forms –More robust data entry Enhanced data collection –Mixed-methods study –Multi-institutional study Tracking –Accreditation requirement fulfillment

Results -Medical students after observing the Rehab Team Conference “Being able to interact and work as a team requires each team member to have a deep understanding of what all the other team members do. I learned that in order to work successfully with other professions, I must be more proficient in their lingo and better understand exactly what their jobs entail.” “Being able to interact and work as a team requires each team member to have a deep understanding of what all the other team members do. I learned that in order to work successfully with other professions, I must be more proficient in their lingo and better understand exactly what their jobs entail.” “I saw that teamwork is clearly the best way to provide comprehensive, holistic care for a patient. Each member of the team had something unique to say about each patient that really added to the picture of that patient's health. Without even one of those disciplines, the picture would be incomplete. They all appeared to take each other's comments seriously and hopefully allowed others' comments to help them know and care for the patient that much better.”

Future Directions Streamlining all IPE, teamwork and collaborative practice evaluation using four versions of JTOG: 1.Team assessment 2.Individual assessment 3.Patient assessment 4.Caregiver assessment Gathering data from a variety of teams and settings Creating comprehensive database Developing longitudinal quantitative/qualitative feedback reports for individuals/teams

Future Directions Develop set of national benchmarks for users from multiple institutions Provide educational and practice teams with opportunities to identify specific areas for faculty/staff/curricular development Allow for studies within Jefferson and across multiple institutions

References World Health Organization. Framework for Action on Interprofessional Education & Collaborative Practice. Geneva, Switzerland: WHO Department of Human Resources for Health; Retrieved from Institute of Medicine. Crossing the Quality Chasm: A New Health System for the 21 st Century. Washington, DC: National Academies Press; Interprofessional Education Collaborative Expert Panel. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC: Interprofessional Education Collaborative; Retrieved from: ipecreport.pdf.

Please evaluate this presentation using the conference mobile app! Simply click on the "clipboard" icon on the presentation page.