Interprofessional communication in the emergency department: residents' perceptions and implications for medical education

Objectives of the current study were to: i) assess residents' perceptions of barriers and enablers of interprofessional (IP) communication based on experiences and observations in their clinical work environments, ii) investigate how residents were trained to work in IP collaborative practice,...

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Bibliographic Details
Published in:International journal of medical education 2018-10, Vol.9, p.262-270
Main Authors: Olde Bekkink, Marleen, Farrell, Susan E, Takayesu, James Kimo
Format: Article
Language:English
Subjects:
Adult
Aerospace Education
Barriers
Clinical Competence
Coding
Cognitive Processes
Collaboration
Communication
Communication (Thought Transfer)
Communication Barriers
Data Analysis
Departments
Education, Medical - methods
Education, Medical - organization & administration
Education, Medical - standards
Educational Environment
Emergency medical care
Emergency Medicine - education
Emergency Medicine - methods
Emergency Medicine - organization & administration
Emergency Medicine - standards
Emergency Service, Hospital - organization & administration
Female
Focus groups
Group Discussion
Health Personnel
Hospitals
Humans
Internship and Residency - organization & administration
Internship and Residency - standards
Interpersonal Relationship
Interprofessional Relations
Interviews
Job Satisfaction
Male
Medical education
Medical residencies
Nursing
Original Research
Patient Care Team - organization & administration
Patient Care Team - standards
Patient safety
Perception
Perceptions
Physicians
Physicians - psychology
Pilot Projects
Students, Medical - psychology
Surveys and Questionnaires
Teaching Methods
Training Methods
Work Experience
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Description
Summary:Objectives of the current study were to: i) assess residents' perceptions of barriers and enablers of interprofessional (IP) communication based on experiences and observations in their clinical work environments, ii) investigate how residents were trained to work in IP collaborative practice, iii) collect residents' recommendations for training in IP communication to address current needs. Focus group study including fourteen Emergency Medicine (EM) residents, who participated in four focus groups, facilitated by an independent moderator. Focus group interviews were audiotaped, transcribed verbatim, independently reviewed by the authors, and coded for emerging themes. Four themes of barriers and enablers to IP communication were identified: i) the clinical environment (high acuity; rapidly changing health care teams, work overload, electronic communications), ii) interpersonal relationships (hierarchy, (un)familiarity, mutual respect, feeling part of the team), iii) personal factors (fear, self-confidence, uncontrolled personal emotions, conflict management skills), and iv) training (or lack thereof). Residents indicated that IP communication was learned primarily through trial and error and observing other professionals but expressed a preference for formal training in IP communication. Based on this pilot study, barriers to effective IP communication in the ED were inherent in the system and could be exacerbated by relational dynamics and a lack of formal training. Opportunities for both curricular interventions and systems changes were identified and are presented.
ISSN:2042-6372
2042-6372
DOI:10.5116/ijme.5bb5.c111