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Designing the learning of intraprofessional collaboration among medical residents

BACKGROUND: To preserve quality and continuity of care, collaboration between primary‐care and secondary‐care physicians is becoming increasingly important. Therefore, learning intraprofessional collaboration (intraPC) requires explicit attention during postgraduate training. Hospital placements pro...

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Autores principales: Looman, Natasja, de Graaf, Jacqueline, Thoonen, Bart, van Asselt, Dieneke, de Groot, Esther, Kramer, Anneke, Scherpbier, Nynke, Fluit, Cornelia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9543842/
https://www.ncbi.nlm.nih.gov/pubmed/35791303
http://dx.doi.org/10.1111/medu.14868
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author Looman, Natasja
de Graaf, Jacqueline
Thoonen, Bart
van Asselt, Dieneke
de Groot, Esther
Kramer, Anneke
Scherpbier, Nynke
Fluit, Cornelia
author_facet Looman, Natasja
de Graaf, Jacqueline
Thoonen, Bart
van Asselt, Dieneke
de Groot, Esther
Kramer, Anneke
Scherpbier, Nynke
Fluit, Cornelia
author_sort Looman, Natasja
collection PubMed
description BACKGROUND: To preserve quality and continuity of care, collaboration between primary‐care and secondary‐care physicians is becoming increasingly important. Therefore, learning intraprofessional collaboration (intraPC) requires explicit attention during postgraduate training. Hospital placements provide opportunities for intraPC learning, but these opportunities require interventions to support and enhance such learning. Design‐Principles guide the design and development of educational activities when theory‐driven Design‐Principles are tailored into context‐sensitive Design‐Principles. The aim of this study was to develop and substantiate a set of theory‐driven and context‐sensitive Design‐Principles for intraPC learning during hospital placements. METHODS: Based on our earlier research, we formulated nine theory‐driven Design‐Principles. To enrich, refine and consolidate these principles, three focus group sessions with stakeholders were conducted using a Modified Nominal Group Technique. Next, two work conferences were conducted to test the feasibility and applicability of the Design‐Principles for developing intraPC educational activities and to sharpen the principles into a final set of Design‐Principles. RESULTS: The theoretical Design‐Principles were discussed and modified iteratively. Two new Design‐Principles were added during focus group 1, and one more Design‐Principle was added during focus group 2. The Design‐Principles were categorised into three clusters: (i) Culture: building collaborative relations in a psychologically safe context where patterns or feelings of power dynamics between primary and secondary care physicians can be discussed; (ii) Connecting Contexts: making residents and supervisors mutually understand each other's work contexts and activities; and (iii) Making the Implicit Explicit: having supervising teams act as role models demonstrating intraPC and continuously pursuing improvement in intraPC to make intraPC explicit. Participants were unanimous in their view that the Design‐Principles in the Culture cluster were prerequisites to facilitate intraPC learning. CONCLUSION: This study led to the development of 12 theory‐driven and context‐sensitive Design‐Principles that may guide the design of educational activities to support intraPC learning during hospital placements.
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spelling pubmed-95438422022-10-14 Designing the learning of intraprofessional collaboration among medical residents Looman, Natasja de Graaf, Jacqueline Thoonen, Bart van Asselt, Dieneke de Groot, Esther Kramer, Anneke Scherpbier, Nynke Fluit, Cornelia Med Educ Research Articles BACKGROUND: To preserve quality and continuity of care, collaboration between primary‐care and secondary‐care physicians is becoming increasingly important. Therefore, learning intraprofessional collaboration (intraPC) requires explicit attention during postgraduate training. Hospital placements provide opportunities for intraPC learning, but these opportunities require interventions to support and enhance such learning. Design‐Principles guide the design and development of educational activities when theory‐driven Design‐Principles are tailored into context‐sensitive Design‐Principles. The aim of this study was to develop and substantiate a set of theory‐driven and context‐sensitive Design‐Principles for intraPC learning during hospital placements. METHODS: Based on our earlier research, we formulated nine theory‐driven Design‐Principles. To enrich, refine and consolidate these principles, three focus group sessions with stakeholders were conducted using a Modified Nominal Group Technique. Next, two work conferences were conducted to test the feasibility and applicability of the Design‐Principles for developing intraPC educational activities and to sharpen the principles into a final set of Design‐Principles. RESULTS: The theoretical Design‐Principles were discussed and modified iteratively. Two new Design‐Principles were added during focus group 1, and one more Design‐Principle was added during focus group 2. The Design‐Principles were categorised into three clusters: (i) Culture: building collaborative relations in a psychologically safe context where patterns or feelings of power dynamics between primary and secondary care physicians can be discussed; (ii) Connecting Contexts: making residents and supervisors mutually understand each other's work contexts and activities; and (iii) Making the Implicit Explicit: having supervising teams act as role models demonstrating intraPC and continuously pursuing improvement in intraPC to make intraPC explicit. Participants were unanimous in their view that the Design‐Principles in the Culture cluster were prerequisites to facilitate intraPC learning. CONCLUSION: This study led to the development of 12 theory‐driven and context‐sensitive Design‐Principles that may guide the design of educational activities to support intraPC learning during hospital placements. John Wiley and Sons Inc. 2022-07-24 2022-10 /pmc/articles/PMC9543842/ /pubmed/35791303 http://dx.doi.org/10.1111/medu.14868 Text en © 2022 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research Articles
Looman, Natasja
de Graaf, Jacqueline
Thoonen, Bart
van Asselt, Dieneke
de Groot, Esther
Kramer, Anneke
Scherpbier, Nynke
Fluit, Cornelia
Designing the learning of intraprofessional collaboration among medical residents
title Designing the learning of intraprofessional collaboration among medical residents
title_full Designing the learning of intraprofessional collaboration among medical residents
title_fullStr Designing the learning of intraprofessional collaboration among medical residents
title_full_unstemmed Designing the learning of intraprofessional collaboration among medical residents
title_short Designing the learning of intraprofessional collaboration among medical residents
title_sort designing the learning of intraprofessional collaboration among medical residents
topic Research Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9543842/
https://www.ncbi.nlm.nih.gov/pubmed/35791303
http://dx.doi.org/10.1111/medu.14868
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