Developing and Assessing Teams Working Collaboratively Across Professions

TY - CHAP

T1 - Developing and Assessing Teams Working Collaboratively Across Professions

AU - McKee, Anne

PY - 2016

Y1 - 2016

N2 - Team based working is vital to the delivery of high quality care. Most medical and health professionals understand this. However developing and assessing effective collaborative practice remains troublesome. A study to develop and assess multi-professional learning organisations in primary care in the United Kingdom (U.K.) provided an opportunity for detailed examination of how to enable this form of team based learning and assessment in primary care clinical settings. The key findings of the study identify the core competencies needed to enable engagement in cross professional and interdisciplinary learning and assessment and argue for a re-thinking of assessment approaches to collaborative team working. Both policy and practice contexts had a significant impact on engagement in learning and assessment. It is argued that an approach to assessment is needed that takes context into account and re-emphasizes assessment focused on learning and improvement of collaborative working practices.

AB - Team based working is vital to the delivery of high quality care. Most medical and health professionals understand this. However developing and assessing effective collaborative practice remains troublesome. A study to develop and assess multi-professional learning organisations in primary care in the United Kingdom (U.K.) provided an opportunity for detailed examination of how to enable this form of team based learning and assessment in primary care clinical settings. The key findings of the study identify the core competencies needed to enable engagement in cross professional and interdisciplinary learning and assessment and argue for a re-thinking of assessment approaches to collaborative team working. Both policy and practice contexts had a significant impact on engagement in learning and assessment. It is argued that an approach to assessment is needed that takes context into account and re-emphasizes assessment focused on learning and improvement of collaborative working practices.

U2 - 10.1007/978-3-319-30064-1_15

DO - 10.1007/978-3-319-30064-1_15

M3 - Other chapter contribution

SN - 978-3-319-30062-7

VL - 13

T3 - Innovation and Change in Professional Education

SP - 331

EP - 353

BT - Assessing Competence in Professional Performance across Disciplines and Professions

A2 - Wimmers, Paul F.

A2 - Mentkowski, Marcia

PB - Springer International Publishing Switzerland

ER -