Objective In this study, we evaluate the results of an on-site interprofessional crew resource management (CRM) training for surgical teams in daily practice. The training consists of 4-h training sessions and was organized monthly for different surgical teams, ensuring that gradually more operating room professionals were trained. The goal of the training was to improve non-technical skills in communication and collaboration. Methods A longitudinal mixed-methods study was conducted from 2021 to 2024 in an academic hospital in the Netherlands, consisting of systematic observations of surgical procedures, using the NOTECHS II scale, and interviews with operating room (OR) professionals.Over the course of four years 133 surgical procedures were observed and 76 interviews were conducted with team members of the four professions involved: anesthesia assistants, anesthesiologists, operation assistants and surgeons. Results For the complete OR team and surgical sub-team, no significant difference was found in the scores for non-technical skills. For the anesthesia sub-team and nursing sub-team significant improvement was found. Qualitative data show that surgical team members identify several non-technical skills as crucial components in teamwork. These skills are trained in CRM training, and interviewees emphasize the usefulness of the CRM training program. Conclusions As a whole, surgical teams did not improve in non-technical skills after an interprofessional team training, however, scores did improve in some sub-teams. Qualitative data supports the importance of training surgical teams in non-technical skills. Further research is required to determine the optimal frequency, duration and design for interprofessional team training in surgical teams.
Healthcare workforces globally face a wide-array of challenges related to retaining staff and supporting the workforce to manage their own wellbeing whilst effectively meeting the needs of the populations they serve. The training period represents a potentially significant moment in a health and social care professional's career; a period during which many of the attitudes towards and beliefs about work that will be carried into qualified life may be being formed. In this context, efforts to integrate training approaches designed to foster skills of compassion, self-awareness, and reflection are important. In this study, we conducted individual semi-structured interviews (n = 11) with healthcare students and clinical academics who attended Interprofessional Student Schwartz Rounds (IP-S-Rs). Data was analysed using a reflexive form of Thematic Analysis. We explored the experience of attending IP-S-Rs, and their perceived influence on healthcare student attitudes and approaches to work and training. Our findings indicate that IP-S-Rs are a potentially impactful addition to health and social care curricula. Themes were generated indicating that IP-S-Rs were perceived to (1) address an important gap in training curricula by promoting an emotionally open and resilient approach to training and work in the field, (2) promote a culture of interprofessional and distinctly human connection in the workforce, and (3) offer a novel, stimulating and stretching form of learning that requires students to be flexible and dynamic in their learning. An overarching theme was constructed indicating that IP-S-Rs positively challenge aspects of the healthcare training culture, and prepare students for the realities of work in the modern healthcare workforce.
Background In recent years, the Office of the United States Surgeon General (OSG) has released reports on health worker burnout, workplace mental health and well-being (WP-MH&WB), and loneliness. Our objective was to measure these topics in the National Academies of Practice (NAP) membership. Methods A psychometrically validated WP-MH&WB survey, based on the OSG's Framework, was tailored for NAP membership. The survey consisted of questions on WP-MH&WB, quality of life, burnout, loneliness, and personal and professional fulfillment, as well as demographic questions. The survey was electronically circulated to all NAP members between August 2024 and October 2024. The responses were analyzed using quantitative (descriptive, bivariate, and multivariable analysis) and qualitative (thematic analysis) approaches. Results A total of 225 respondents completed the survey out of 1298 NAP members (response rate: 17.33%). Most respondents were middle-aged or older (>86%), white (>88%), female (>77%), and predominantly from urban or suburban areas (>90%). The average WP-MH&WB scale score was 89.5 (SD ± 14.6) (on a scale from 22 to 110), suggesting good WP-MH&WB. Overall, 31.9% of respondents reported burnout, and 49.5% of respondents reported loneliness. The Occupational Therapy academy ranked higher than most academies across all WP-MH&WB domains, whereas the Athletic Training academy ranked lower than most academies. Respondents with lower WP-MH&WB scores consistently self-reported more burnout across all demographics. Thematic analysis revealed that workplace support was the most highly reported WP-MH&WB intervention, while most respondents expressed concerns over a lack of connections. Conclusion We observed notable variation in domain-specific and total WP-MH&WB scale scores across the 16 NAP academies. We recommend conducting periodic assessments; developing academy-specific support structures; cultivating social connectedness through regular meetings; offering inter-academy expertise to mitigate workplace challenges through a central WP-MH&WB Hub; and pursuing concerted advocacy on the topic by NAP.
Although widely used within literature, the concept of multidisciplinary research teams is ambiguous, particularly within hospital and health service settings. Rodgers’ evolutionary approach was applied to clarify and define the concept of multidisciplinary research teams in hospital and health service settings by identifying the attributes, antecedents, consequences, related terms and examples. Sixteen publications were included. The antecedents were themed to three categories: 1) The research/clinical problem, 2) Organisational boundaries and 3) Collaborative challenges. The attributes were themed to two categories: 1) Team membership, and 2) Team principles and processes. Lastly, the consequences to two categories: 1) Research team outcomes and 2) Research outcomes. The imprecise approach to multidisciplinary team research in hospital and health service settings can influence capacity and productivity. Emerging themes from the literature led to new knowledge and the development of a contemporary definition of multidisciplinary research teams in hospital and health service settings. This concept analysis facilitated the identification of practice challenges and underscored the need for a deliberate approach to team formation and functioning. Interdependent and complementary practices provide a foundation for successful partnering and with a shared understanding of the research problem, clear goals and effective teamwork fosters a unified and collaborative team that will produce impactful results. Opportunities to solve complex problems and promote integrated care delivery set a strong foundation for authentic utilisation of multidisciplinary team research advancing the development and application of evidence-based care.
Public health is frequently misunderstood as a field primarily responsible for outbreak response, advisories, and emergency management, a perception intensified by the COVID-19 pandemic. Yet public health's scope is far broader, encompassing the science and practice of creating the conditions in which people and communities can achieve their full potential for health. Grounded in an expansive view of health that includes physical, mental, social, economic, environmental, and structural well-being, public health applies interdisciplinary, systems-oriented approaches to prevention, policy, and population health improvement. This manuscript introduces this more complete view of public health to the National Academies of Practice (NAP) community through the lens of the Public Health Academy, emphasizing that public health is not adjacent to healthcare but a necessary partner to advance shared goals of health, equity, and impact. We situate contemporary practice within evolving public health frameworks. We describe the data and methods that drive public health: surveillance, community assessment, epidemiology, biostatistics, implementation and prevention science, and participatory approaches, and show how these tools translate evidence into sustainable, community-informed action. Finally, we argue that integrating public health into interprofessional practice and education (IPE) broadens traditional clinical teamwork to include systems thinking, cultural humility, policy literacy, and cross-sector collaboration, strengthening IPE-aligned competencies and preparing health professionals to address social determinants of health. We call for intentional collaboration across the NAP academies to advance health and wellbeing for all.
