Education for Health

: 2015  |  Volume : 28  |  Issue : 1  |  Page : 52--57

Challenges of interprofessional team training: A qualitative analysis of residents«SQ» perceptions

Sandrijn van Schaik1, Jennifer Plant2, Bridget O'Brien1 
1 Department of Pediatrics, University of California, San Francisco, California, United States
2 University of California Davis, California, United States

Correspondence Address:
Sandrijn van Schaik
Associate Professor of Clinical Pediatrics, Department of Pediatrics, University of California, 550 16th St, 5th floor, San Francisco CA 94158
United States

Background: Simulation-based interprofessional team training is thought to improve patient care. Participating teams often consist of both experienced providers and trainees, which likely impacts team dynamics, particularly when a resident leads the team. Although similar team composition is found in real-life, debriefing after simulations puts a spotlight on team interactions and in particular on residents in the role of team leader. The goal of the current study was to explore residents«SQ» perceptions of simulation-based interprofessional team training. Methods: This was a secondary analysis of a study of residents in the pediatric residency training program at the University of California, San Francisco (United States) leading interprofessional teams in simulated resuscitations, followed by facilitated debriefing. Residents participated in individual, semi-structured, audio-recorded interviews within one month of the simulation. The original study aimed to examine residents«SQ» self-assessment of leadership skills, and during analysis we encountered numerous comments regarding the interprofessional nature of the simulation training. We therefore performed a secondary analysis of the interview transcripts. We followed an iterative process to create a coding scheme, and used interprofessional learning and practice as sensitizing concepts to extract relevant themes. Results: 16 residents participated in the study. Residents felt that simulated resuscitations were helpful but anxiety provoking, largely due to interprofessional dynamics. They embraced the interprofessional training opportunity and appreciated hearing other healthcare providers«SQ» perspectives, but questioned the value of interprofessional debriefing. They identified the need to maintain positive relationships with colleagues in light of the teams«SQ» complex hierarchy as a barrier to candid feedback. Discussion: Pediatric residents in our study appreciated the opportunity to participate in interprofessional team training but were conflicted about the value of feedback and debriefing in this setting. These data indicate that the optimal approach to such interprofessional education activities deserves further study.

How to cite this article:
van Schaik S, Plant J, O'Brien B. Challenges of interprofessional team training: A qualitative analysis of residents' perceptions.Educ Health 2015;28:52-57

How to cite this URL:
van Schaik S, Plant J, O'Brien B. Challenges of interprofessional team training: A qualitative analysis of residents' perceptions. Educ Health [serial online] 2015 [cited 2021 Sep 16 ];28:52-57
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