Abstract
Introduction: Few studies have evaluated interprofessional learning (IPL) and teamworking in active clinical teams. The aim of this study was to evaluate an IPL programme offered to established clinical teams by assessing team climate before, during and after the intervention.
Methods: A previously validated questionnaire, that explored team members’ views of team climate, was administered before the IPL programme, at four months following facilitated meetings, and again at eight months. Responses were analysed using one-sample and independent samples t-tests.
Results: Nine teams, made up of 79 individuals, agreed to join the IPL programme. After four months, during which time the teams were supported by an educational facilitator, the overall team climate increased by 8.0% of the maximum possible score of the questionnaire (95% confidence interval = 7.4% to 8.6%). This difference was highly statistically significant (p-value <0.001) and similar increases in scores were seen in each section of the questionnaire. This significant change was sustained after a further four months when the programme continued without the support of an educational facilitator.
Conclusion: An IPL programme, such as the one described in this paper, can improve team climate and raise awareness of professional roles within established clinical teams.
Methods: A previously validated questionnaire, that explored team members’ views of team climate, was administered before the IPL programme, at four months following facilitated meetings, and again at eight months. Responses were analysed using one-sample and independent samples t-tests.
Results: Nine teams, made up of 79 individuals, agreed to join the IPL programme. After four months, during which time the teams were supported by an educational facilitator, the overall team climate increased by 8.0% of the maximum possible score of the questionnaire (95% confidence interval = 7.4% to 8.6%). This difference was highly statistically significant (p-value <0.001) and similar increases in scores were seen in each section of the questionnaire. This significant change was sustained after a further four months when the programme continued without the support of an educational facilitator.
Conclusion: An IPL programme, such as the one described in this paper, can improve team climate and raise awareness of professional roles within established clinical teams.
| Original language | English |
|---|---|
| Pages (from-to) | 443-449 |
| Number of pages | 7 |
| Journal | Medical Teacher |
| Volume | 29 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 2007 |