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Problem Solving and teamwork and team

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https://www.readbyqxmd.com/read/29725559/trapped-as-a-group-escape-as-a-team-applying-gamification-to-incorporate-team-building-skills-through-an-escape-room-experience
#1
Xiao Chi Zhang, Hyunjoo Lee, Carlos Rodriguez, Joshua Rudner, Teresa M Chan, Dimitrios Papanagnou
Teamwork, a skill critical for quality patient care, is recognized as a core competency by the Accreditation Council for Graduate Medical Education (ACGME). To date, there is no consensus on how to effectively teach these skills in a forum that engages learners, immerses members in life-like activities, and builds both trust and rapport. Recreational 'Escape Rooms' have gained popularity in creating a life-like environment that rewards players for working together, solving puzzles, and completing successions of mind-bending tasks in order to effectively 'escape the room' in the time allotted...
March 2, 2018: Curēus
https://www.readbyqxmd.com/read/29383082/filling-the-gap-simulation-based-crisis-resource-management-training-for-emergency-medicine-residents
#2
Jessica R Parsons, Amanda Crichlow, Srikala Ponnuru, Patricia A Shewokis, Varsha Goswami, Sharon Griswold
Introduction: In today's team-oriented healthcare environment, high-quality patient care requires physicians to possess not only medical knowledge and technical skills but also crisis resource management (CRM) skills. In emergency medicine (EM), the high acuity and dynamic environment makes CRM skills of physicians particularly critical to healthcare team success. The Accreditation Council of Graduate Medicine Education Core Competencies that guide residency program curriculums include CRM skills; however, EM residency programs are not given specific instructions as to how to teach these skills to their trainees...
January 2018: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/29033886/complex-problem-solving-in-teams-the-impact-of-collective-orientation-on-team-process-demands
#3
Vera Hagemann, Annette Kluge
Complex problem solving is challenging and a high-level cognitive process for individuals. When analyzing complex problem solving in teams, an additional, new dimension has to be considered, as teamwork processes increase the requirements already put on individual team members. After introducing an idealized teamwork process model, that complex problem solving teams pass through, and integrating the relevant teamwork skills for interdependently working teams into the model and combining it with the four kinds of team processes (transition, action, interpersonal, and learning processes), the paper demonstrates the importance of fulfilling team process demands for successful complex problem solving within teams...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28587738/important-non-technical-skills-in-video-assisted-thoracoscopic-surgery-lobectomy-team-perspectives
#4
Kirsten Gjeraa, Anna S Mundt, Lene Spanager, Henrik J Hansen, Lars Konge, René H Petersen, Doris Østergaard
BACKGROUND: Safety in the operating room is dependent on the team's non-technical skills. The importance of non-technical skills appears to be different for minimally invasive surgery as compared with open surgery. The aim of this study was to identify which non-technical skills are perceived by team members to be most important for patient safety, in the setting of video-assisted thoracoscopic surgery (VATS) lobectomy. METHODS: This was an explorative, semistructured interview-based study with 21 participants from all four thoracic surgery centers in Denmark that perform VATS lobectomy...
July 2017: Annals of Thoracic Surgery
https://www.readbyqxmd.com/read/28412667/nurses-perceptions-of-the-impact-of-team-based-learning-participation-on-learning-style-team-behaviours-and-clinical-performance-an-exploration-of-written-reflections
#5
Elizabeth Oldland, Judy Currey, Julie Considine, Josh Allen
Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements...
May 2017: Nurse Education in Practice
https://www.readbyqxmd.com/read/28343165/student-directed-video-validation-of-psychomotor-skills-performance-a-strategy-to-facilitate-deliberate-practice-peer-review-and-team-skill-sets
#6
Gregory A DeBourgh, Susan K Prion
Background Essential nursing skills for safe practice are not limited to technical skills, but include abilities for determining salience among clinical data within dynamic practice environments, demonstrating clinical judgment and reasoning, problem-solving abilities, and teamwork competence. Effective instructional methods are needed to prepare new nurses for entry-to-practice in contemporary healthcare settings. Method This mixed-methods descriptive study explored self-reported perceptions of a process to self-record videos for psychomotor skill performance evaluation in a convenience sample of 102 pre-licensure students...
March 22, 2017: International Journal of Nursing Education Scholarship
https://www.readbyqxmd.com/read/28260412/the-work-is-never-ending-uncovering-teamwork-sustainability-using-realistic-evaluation
#7
Mandus Frykman, Ulrica von Thiele Schwarz, Åsa Muntlin Athlin, Henna Hasson, Pamela Mazzocato
Purpose The purpose of this paper is to uncover the mechanisms influencing the sustainability of behavior changes following the implementation of teamwork. Design/methodology/approach Realistic evaluation was combined with a framework (DCOM®) based on applied behavior analysis to study the sustainability of behavior changes two and a half years after the initial implementation of teamwork at an emergency department. The DCOM® framework was used to categorize the mechanisms of behavior change interventions (BCIs) into the four categories of direction, competence, opportunity, and motivation...
March 20, 2017: Journal of Health Organization and Management
https://www.readbyqxmd.com/read/27936991/evaluation-of-interprofessional-relational-coordination-and-patients-perception-of-care-in-outpatient-oncology-teams
#8
Jose M Azar, Cynthia S Johnson, Amie M Frame, Susan M Perkins, Ann H Cottingham, Debra K Litzelman
This pilot study was designed to measure teamwork and the relationship of teamwork to patient perceptions of care among 63 members of 12 oncology teams at a Cancer Centre in the Midwest. Lack of teamwork in cancer care can result in serious clinical errors, fragmentation of care, and poor quality of care. Many oncology team members, highly skilled in clinical care, are not trained to work effectively as members of a care team. The research team administered the Relational Coordination survey to core oncology team members-medical oncologists, nurse coordinators, and clinical secretaries-to measure seven dimensions of team skills (four relating to communication [frequency, timeliness, accuracy, and problem solving] and three relating to relationship [shared goals, shared knowledge, and mutual respect]) averaged to create a Relational Coordination Index...
March 2017: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/27926793/information-seeking-when-problem-solving-perspectives-of-public-health-professionals
#9
Kristine Newman, Maureen Dobbins, Jennifer Yost, Donna Ciliska
OBJECTIVES: Given the many different types of professionals working in public health and their diverse roles, it is likely that their information needs, information-seeking behaviors, and problem-solving abilities differ. Although public health professionals often work in interdisciplinary teams, few studies have explored their information needs and behaviors within the context of teamwork. This study explored the relationship between Canadian public health professionals' perceptions of their problem-solving abilities and their information-seeking behaviors with a specific focus on the use of evidence in practice settings...
April 2017: Worldviews on Evidence-based Nursing
https://www.readbyqxmd.com/read/27777660/a-narrative-review-and-novel-framework-for-application-of-team-based-learning-in-graduate-medical-education
#10
REVIEW
Rachel Stork Poeppelman, Cara A Liebert, Daniel Brandt Vegas, Carl A Germann, Anna Volerman
BACKGROUND : Team-based learning (TBL) promotes problem solving and teamwork, and has been applied as an instructional method in undergraduate medical education with purported benefits. Although TBL curricula have been implemented for residents, no published systematic reviews or guidelines exist for the development and use of TBL in graduate medical education (GME). OBJECTIVE : To review TBL curricula in GME, identify gaps in the literature, and synthesize a framework to guide the development of TBL curricula at the GME level...
October 2016: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/27320143/working-in-teams-kim-jelphs-and-helen-dickinson-working-in-teams-policy-press-126-%C3%A2-12-99-978-1847420336-1847420338-formula-see-text
#11
(no author information available yet)
TEAMWORK IS crucial in contemporary nursing environments because it helps ensure that problems are solved, and that the best is obtained from staff and resources. As this book makes clear, however, nurse managers strive for good teamwork but sometimes fail to achieve it, in part because they are idealistic about good teamwork, even though it is complicated and often difficult to achieve.
December 1, 2008: Nursing Management (Harrow)
https://www.readbyqxmd.com/read/27239391/self-debriefing-vs-instructor-debriefing-in-a-pre-internship-simulation-curriculum-night-on-call
#12
Sayaka Oikawa, Benjamin Berg, Joseph Turban, Dale Vincent, Yasuhiro Mandai, Deborah Birkmire-Peters
This study sought to determine if learner self-performance assessment (SPA) and team-performance assessment (TPA) were different when simulation based education (SBE) was supported by self-debriefing (S-DB), compared to traditional facilitator-led debriefing (F-DB). "One-Night-On-Call," an internship preparation curriculum, was selected to provide SBE. Participants worked as team members in 4 sequential bedside acute care problem-solving scenarios. Fifty-seven learners were randomized to 9 F-DB and 10 S-DB Teams...
May 2016: Hawai'i Journal of Medicine & Public Health: a Journal of Asia Pacific Medicine & Public Health
https://www.readbyqxmd.com/read/27008548/the-long-term-impact-of-team-based-learning-on-medical-students-team-performance-scores-and-on-their-peer-evaluation-scores
#13
COMPARATIVE STUDY
Nathalie K Zgheib, Zakia Dimassi, Imad Bou Akl, Kamal F Badr, Ramzi Sabra
BACKGROUND: The Faculty of Medicine at the American University of Beirut implemented a new medical curriculum, which included 90 team-based learning (TBL) sessions in years 1 and 2 of medical school. METHODS: A validated team performance scale (TPS) and peer evaluation of communication skills, professionalism and personal development were collected at different time points during the two years. Grades on the individual and group readiness assurance tests and an evaluation form were collected after every TBL session...
October 2016: Medical Teacher
https://www.readbyqxmd.com/read/26956535/a-large-scale-mass-casualty-simulation-to-develop-the-non-technical-skills-medical-students-require-for-collaborative-teamwork
#14
Christine Jorm, Chris Roberts, Renee Lim, Josephine Roper, Clare Skinner, Jeremy Robertson, Stacey Gentilcore, Adam Osomanski
BACKGROUND: There is little research on large-scale complex health care simulations designed to facilitate student learning of non-technical skills in a team-working environment. We evaluated the acceptability and effectiveness of a novel natural disaster simulation that enabled medical students to demonstrate their achievement of the non-technical skills of collaboration, negotiation and communication. METHODS: In a mixed methods approach, survey data were available from 117 students and a thematic analysis undertaken of both student qualitative comments and tutor observer participation data...
March 8, 2016: BMC Medical Education
https://www.readbyqxmd.com/read/26776922/attitudes-of-the-first-cohort-of-student-groups-trained-together-at-the-university-of-portsmouth-dental-academy-towards-dental-interprofessional-education
#15
F B Colonio Salazar, M Andiappan, D R Radford, J E Gallagher
OBJECTIVE: This study explored, and compared, the attitudes of student groups trained at the University of Portsmouth Dental Academy (UPDA) in 2010/2011 towards dental interprofessional education (IPE). METHODS: The study population consisted of fifth-year student dentists (n = 80) from King's College London Dental Institute, second- and third-year dental hygiene and therapy (n = 38) and first-year dental nursing (n = 14) students from UPDA. A 19-item, validated and dentally modified questionnaire, 'Readiness for Inter-Professional Learning Scale (RIPLS)', was administered...
May 2017: European Journal of Dental Education: Official Journal of the Association for Dental Education in Europe
https://www.readbyqxmd.com/read/26552024/-clinical-aspects-of-congenital-maxillofacial-deformities
#16
REVIEW
Kitti Sólya, Csilla Dézsi, Melinda Vanya, János Szabó, János Sikovanyecz, Zoltán Kozinszky, Károly Szili
The cleft lip and palate deformity is one of the most common type of congenital abnormalities. The aim of this paper is to summarise the literature knowledge about cleft lip and/or palate. The authors review and discuss international literature data on the prevention, genetic and environmental predisposing factors, anatomical and embryological features, as well as pre- and post-natal diagnosis and treatment of these deformities. The aetiology is multifactorial, driven by both genetic and environmental factors which lead to multifaceted phenotypes and clinical features of these malformations...
September 13, 2015: Orvosi Hetilap
https://www.readbyqxmd.com/read/26446881/veterinary-team-interactions-part-one-the-practice-effect
#17
T Kinnison, S A May, D Guile
Veterinary practices have evolved since the era of solo practitioners working on one site. Today veterinary practices tend to include veterinary surgeons, veterinary nurses, receptionists and business managers, leading to the notion of the veterinary team and the rise of interprofessional working. In addition, practices have grown in size and frequently include several branches, creating a distributed team. Research regarding veterinary teamwork is lacking. This paper uses Social Network Analysis (SNA) to address this issue...
October 24, 2015: Veterinary Record
https://www.readbyqxmd.com/read/26240529/how-to-successfully-incorporate-undergraduate-researchers-into-a-complex-research-program-at-a-large-institution
#18
Rebecca B Weldon, Valerie F Reyna
One feature of the Laboratory for Rational Decision Making at Cornell University is the integration of a large number of undergraduate students into a relatively elaborate research program. We describe our thorough screening process, laboratory structure, and our expectations for undergraduate researchers in our lab. We have a structure in place that helps maintain organization and enhance productivity, including scheduled weekly and monthly meetings, and selecting undergraduate and graduate team leaders to lead each research project...
2015: Journal of Undergraduate Neuroscience Education: JUNE: a Publication of FUN, Faculty for Undergraduate Neuroscience
https://www.readbyqxmd.com/read/26219812/concept-mapping-a-tool-for-improving-patient-care
#19
REVIEW
Suzanne Aberdeen
This article reviews the use of concept mapping as a person-centred problem-solving aid to assessment, risk management, care evaluation and care planning for nurses. Concept maps are diagrams that are used to organise, represent and create knowledge, and provide a useful framework for critical analysis and problem solving. Concept mapping is discussed and demonstrated in relation to improving the quality of care for patients and as a tool for clinical leadership and teamwork. The benefits of concept mapping for patients' wellbeing and safety, staff satisfaction and team learning are evidenced...
July 29, 2015: Nursing Standard
https://www.readbyqxmd.com/read/26089560/student-perceptions-of-team-based-learning-vs-traditional-lecture-based-learning
#20
Tracy R Frame, Stephanie M Cailor, Rebecca J Gryka, Aleda M Chen, Mary E Kiersma, Lorin Sheppard
OBJECTIVE: To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. METHODS: First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester...
May 25, 2015: American Journal of Pharmaceutical Education
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