Integrating the Science of Team Training: Guidelines for Continuing Education
Abbreviated Journal Title
J. Contin. Educ. Health Prof.
patient care team; continuing education; training; health care quality; access; evaluation; safety; TEACHING QUALITY IMPROVEMENT; CRISIS RESOURCE-MANAGEMENT; HEALTH-CARE; INTERPROFESSIONAL EDUCATION; MEDICAL-EDUCATION; PERFORMANCE; METAANALYSIS; OUTCOMES; PATIENT; ORGANIZATIONS; Education, Scientific Disciplines; Health Care Sciences & Services
The provision of high-quality, efficient care results from the coordinated, cooperative efforts of multiple technically competent health care providers working in concert over time, spanning disciplinary and professional boundaries. Accordingly, the role of medical education must include the development of providers who are both expert clinicians and expert team members. However, the competencies underlying effective teamwork are only just beginning to be integrated into medical school curricula and residency programs. Therefore, continuing education (CE) is a vital mechanism for practitioners already in the field to develop the attitudes, behaviors (skills), and cognitive knowledge necessary for highly reliable and effective team performance. The present article provides an overview of more than 30 years of evidence regarding team performance and team training in order to guide, shape, and build CE activities that focus on developing team competencies. Recognizing that even the most comprehensive and well-designed team-oriented CE programs will fail unless they are supported by an organizational and professional culture that values collaborative behavior, ten evidence-based lessons for practice are offered in order to facilitate the use of the science of team-training in efforts to foster continuous quality improvement and enhance patient safety.
Journal of Continuing Education in the Health Professions
"Integrating the Science of Team Training: Guidelines for Continuing Education" (2010). Faculty Bibliography 2010s. 927.