A Whole-Team Interdisciplinary Teamwork Model

Brandon Eddy

1/23/2017 6:11 PM

In previous posts, we have identified what factors improve interdisciplinary teams and identified several benefits to this approach. If we expand the team as this writer advocates, how do we ensure that we can maintain an effective level of teamwork? Thylefors (2012) demonstrated that larger teams showed lower contribution of each team member. How do we engage all stakeholders given such significant barriers?

Based on the work that we have mentioned in previous posts, our interdisciplinary assistive technology team will be piloting an interdisciplinary teamwork program partnering with local school districts. Through recommendations made by Thylefors (2012), IPEC Core Competencies (2016), competencies outlined by Buring et al. (2009) from several sources, evaluation methods proposed by Freeth et al. (2002) and described by Zraick et al. (2014), we have outlined several steps that may support improved collaboration between private and school-based intervention teams. We welcome any discussion and feedback that readers may have regarding this outlined program:

1. 1. Identify relevant stakeholders including family members, school staff, private providers, and clinical specialists; communicate via e-mail or direct phone call and determine ongoing availability for an in-person or videoconference (e.g., via scheduling software).

1. 2. Have each professional send in a brief biography including their ongoing work relationship with the child and family. Utilize survey software to send a brief survey to select a case coordinator/team lead. Once survey results have been collected, relay responsibilities of case coordinator/team lead to the selected candidate. Though he/she may decline the role, usually this individual is selected due to their close relationship with the child and/or family and should be encouraged to fill the role.

1. 3. The case coordinator should request written short term and long term objectives (5 year vision) from each professional. The case coordinator should then compile these findings with particular attention to long-term goals.

3. 4. Conduct a single 1 hour meeting hosted by the case coordinator. Meeting purpose will be to

• a. Have each team member explain their role and expertise
• b. Determine the team mission, attendance rules, continuing education rules, and unify the team under a shared long-term vision
• c. Discuss professional overlap and goal overlap
• d. Delineate team responsibilities including who will manage assistive technology, who will manage major equipment challenges, who will manage daily maintenance, curriculum needs, and who will write funding requests should additional equipment be needed

1. 5. Assess and enhance team performance

• a. Request feedback on each professional’s understanding of the team vision and impact on client’s outcome
• b. Seek self-reflections and peer-assessments

1. 6. Administer measures at the start, mid-way, and end of the school year to assess satisfaction with collaboration, readiness to work with the child, and the child’s participation across environments

• a. Assess and thematically analyze learners’ experiences in the program
• b. Assess changes in themes, attitudes, and perceived value of the program for the client at each stage
• c. Assess interdisciplinary skills and knowledge gains as a result of continuing education, and their use of these skills in each setting
• d. Assess level of participation across team members
• e. Assess for improvements in skill acquisition, access to services, and overall health

1. 7. Meet via videoconference periodically throughout the school year to develop and monitor shared goals, develop ongoing plans for school breaks, and problem solve needs using a SETT framework

• a. Each meeting will be led by a different/rotating team member; this will ensure equal leadership
• b. Have each discipline provide continuing education on a topic relevant to the client; ideally this topic will provide some insight into the discipline’s profession and/or treatment approach

Our team would highly value thoughts and feedback from members of the Community regarding this program. We have discussed obstacles that may prevent such programs from achieving long-term success in previous posts. What are some challenges and/or solutions that you can think of in implementing this program?

Resources:
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.

Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002). A critical review of evaluations of interprofessional education. London, England: UK Centre for the advancement of Interprofessional Education.

Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. Retrieved from https://ipecollaborative.org/uploads/IPEC-2016-Updated-Core-Competencies-Report__final_release_.PDF.

Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.

Zraick, R. I., Harten, A. C., & Hagstrom, F. (2014). Interprofessional education and practice: A primer for training future clinicians. Perspectives on Issues in Higher Education, 17(2), 39-46.

Speech-Language Pathologist,Educator,Occupational Therapist,Physical Therapist,Researcher,Other,teamwork

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