Collaboration in interprofessional teams: A needs assessment of factors that impact new resident physicians.

PSYCHOLOGY of medical students; OCCUPATIONAL roles; HOSPITAL medical staff; FOCUS groups; RESEARCH methodology; WORK; INTERVIEWING; EXECUTIVES; COGNITION; CURRICULUM; INTERNSHIP programs; SURVEYS; CONFLICT management; INTERPROFESSIONAL relations; PROFESSIONAL competence; COMMUNICATION; RESEARCH funding; NEEDS assessment; EMOTIONS; INTERDISCIPLINARY education; PSYCHOLOGY of physicians

Many resident physicians struggle with effective interprofessional collaboration (IPC), but characterization of their challenges is not well known. This study examines gaps in IPC skills for graduating medical students entering residency. A needs assessment was completed to evaluate factors that impact resident physicians' ability to effectively collaborate with other healthcare professionals. This study included online surveys of 123 recent medical school graduates, 21 semi-structured interviews of residency program directors, and 3 focus groups of healthcare professionals who interacted with residents. Survey results were analyzed for means and narratives from surveys, interviews, and focus groups were analyzed for themes. We found that graduates felt they did not have a strong understanding of other providers' roles and did not feel well prepared to handle conflict with other providers or navigate interprofessional team dynamics. Themes emerging from narrative data generally aligned with the Interprofessional Education Collaborative core competencies including understanding team roles, communicating effectively, and working effectively in a team, but these interviews also elucidated an additional theme, overcoming system barriers. Data from this work can inform curricula in preparation for the transition to residency. The authors also offer an educational framework for learning effective IPC as a new team member. [ABSTRACT FROM AUTHOR]

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