1. The Teamwork Imperative: The Power of Interdisciplinary Collaborations
J. Anna Looney, PhD Dept of Family Medicine & Community Health,
UMDNJ-Robert Wood Johnson Medical School, New Brunswick, NJ
Results/Discussion
Patient Centered Medicine 1: Interdisciplinary Teamwork Jigsaw
128 M1 students will each shadow one provider to observe real time collaboration for patients’ healing
& recovery
Nurses
Physician Assistants
Clinical Pharmacists
Case Managers/Clinical Social Workers
Physical/Occupational Therapists
Clergy/Pastoral Care
Jigsaw Educational Process:
Presentation of concept & literature on interactive multi-disciplinary teams;
Pre-test knowledge of different disciplines;
Students sent out individually to shadow specific mentor for approx. 4 hrs;
Small group discussions with others who shadowed same type of provider;
Final assembly into multi-disciplinary teams where students discuss complex case using their new knowledge;
Post-test to gauge increase in knowledge
Summer SEARCH/ COPC Program
An elective, interdisciplinary service learning opportunity for M2, Physician Assistant & Social Work students to work full-time with RWJMS community partners for
6 weeks on an intensive project
with underserved clients
Elijah’s Promise Soup Kitchen
Eric B. Chandler FQHC
Monmouth Family Health Center
Damon House Residential Rehab
Hyacinth HIV/AIDs Foundation
Middlesex Co Jail Adult Substance Abuse Program
(& other partners)
Community projects range from targeted health education sessions to program creation for underserved clients;
Didactics, field trips & student activities build knowledge & bonds among students;
Pre- and post-test data show increased understanding of COPC model, advocacy & satisfaction of serving underserved clients;
Abstract
We continue to seek opportunities for interdisciplinary interactions
Student feedback shows the powerful impact these experiences can make in raising awareness & opening students’ eyes to the value - & the imperative– of collaborative multi-disciplinary teams.
Challenges include assuring experiences are relevant & positive, orienting students before they go into the field, & maintaining good communication with all parties throughout the session/program.
Limitations include sustaining exposure & interest beyond M1 & M2 years, unanticipated demands & conditions that may impact community partners’ focus on mentoring students, & difficulty recruiting students from other healthcare disciplines.
Even though multi-disciplinary healthcare teams have long been integral to patient care, medical students can graduate with little direct experience collaborating with other disciplines. RWJMS offers several opportunities for students to gain this experience; viz. a required Interdisciplinary Teamwork Jigsaw & an elective six-week summer community service program. Student feedback shows that these direct interactions build respect & knowledge.
Objectives
During their M1 year, provide students with direct contact through various opportunities:
To increase knowledge & awareness of disciplines involved in patient care;
To learn actively by exposure in clinical & community settings;
To observe how patients/clients benefit from skills & care from different providers;
To foster positive attitude toward teamwork & service that will extend into students’ careers.
“I had the wonderful experience of working with a medical student in an interdisciplinary team, which allowed for us to put our minds together with our different educational backgrounds to work effectively on our project. The ability to be part of a team & work effectively with people from other disciplines will be crucial in my future career…”
Selected Literature
Edmondson, AC (2003) “Speaking Up in the Operating Room: How Team Leaders Promote Learning in Interdisciplinary Action Teams.” J of Management Studies 40:6 Sept
O’Connell CB (2008) “Students Perceptions of a Community-Oriented Primary Care Program.” J of Physician Assistant Education. 19(4),
Sevin C, Moore G, Sheppherd J, Jacobs T, Hupke C. (2009)”Transforming Care Teams to Provide the Best Possible patient-Centered, Collaborative Care.” J Ambulatory Care Management. vol. 32, no. 1, pp
Hackman, J.R. (2002) Leading Teams: Setting the Stage for Great Performances. Harvard Bus. School Publishing Co, Boston, MA.
Funding was provided by HRSA through our partner New Jersey Primary Care Association, RWJMS Office of Education, & The Boggs Center on Developmental Disabilities.
Contact Information:
J. Anna Looney:
Office: