Williams Kimberly N, Lazzara Elizabeth H, Hernandez Jessica, Klocko David, Chandran Neethu, Paquette Shannon L, Preble Richard, Sadighi Mozhdeh, Tran Bau, Kilcullen Molly, Rege Robert, Reed Gary, Salas Eduardo, Tannenbaum Scott I, Greilich Philip E
Department of Human Factors and Behavioral Neurobiology, Embry-Riddle Aeronautical University, Daytona Beach, FL, United States.
Department of Emergency Medicine, UT Southwestern Medical Center, Dallas, TX, United States.
Front Med (Lausanne). 2025 Jan 7;11:1490282. doi: 10.3389/fmed.2024.1490282. eCollection 2024.
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.
跨专业团队合作对于有效的患者护理至关重要，在医疗保健专业学生教育的早期阶段针对他们进行培养，可以使团队合作技能的信心和能力得到更大提升。尽管如此，各院校仍在努力将基于能力的跨专业团队合作课程纳入本科医疗保健专业教育中。本文为那些寻求为医学生实施基于能力的团队合作教育和培训策略的院校提供了有关设计、实施和评估的指导。课程设计的指导原则和策略侧重于进行全面的跨专业需求分析，并建立适用于各个专业的可移植的、基于证据的能力。在实施方面，关键原则集中在确保足够的专业代表性和教师发展的策略上。评估考量侧重于建立跨专业院校的评估基础设施。这些策略旨在创建一个强大、有效且可持续的跨专业教育课程，以加强未来医疗保健专业人员之间的协作和团队合作。通过解决设计、实施和评估的关键领域，本文为推进跨专业教育提供了全面的指导方针。我们相信，纳入本文的关键指导原则和策略将使院校能够更有效地将团队合作教育和培训融入本科医疗保健培训中，这将有助于院校确保学生在毕业后进入职场时具备 “团队协作能力”。
