New Insights About Military Interprofessional Healthcare Teams: Lessons Learned and New Directions From a Program of Research

ABSTRACT The success of the military is significantly supported by highly effective collaborative teams. While much is known about successful military teams outside the context of healthcare delivery, considerably less attention has been paid to teams working in patient care. Thus, this supplement has explored the features of successful military interprofessional healthcare teams (MIHTs). In this summary paper, the authors discuss what this supplement’s investigations have taught us about MIHTs and offer a series of proposed future investigations of MIHTs and their role in military healthcare.

HOW FAMILIARITY IMPACTS INFLUENCE IN COLLABORATIVE TEAMS?

Individual traits strongly impact team composition and the biases arising from them can also impact design activities. One such bias highlighted in the study is the familiarity bias (i.e., a bias that might be present between the two individuals due to their prior acquaintance). In order to detect the familiarity bias, participants from 4 universities who evaluated their peers and rated them for (1) their perceived degree of influence, (2) trust, (3) the amount of agreement they had with the other team member and (4) the amount of agreement the other individual in the team had with them. It was found that familiarity bias exists in collaborative teams. Its impact on the four variables, especially on influence, was discovered. In the end, the study briefly highlighted the importance of studying the factors (like the one revealed in this study) that affect influence in design teams as it eventually impacts design outcome. It was found that the individuals who explore most idea clusters, are less likely to be perceived influential and teams having the most influence produced a smaller number of idea clusters. Overall, the study contributes to understanding the factors affecting human cognition and behaviour in the design teams.

Employment first and transition: Utah school-to-work initiative

BACKGROUND: Utah’s School-to-Work Initiative is funded by a Partnerships in Integrated Employment Systems Change grant. Our project focuses on building school-level collaborative teams to support transitioning students with the most significant disabilities. Participating students complete work experiences and paid internships leading to permanent competitive integrated employment prior to exit. OBJECTIVE: By integrating two predictors for post-secondary employment, our framework implements customized employment to demonstrate Employment First for students with the most significant disabilities. METHODS: An advisory board evaluated applications and selected Utah secondary schools representing urban, suburban, and rural areas. We provide professional development on transition during biannual community of practice meetings. Subject matter experts provide technical assistance to collaborative teams on implementing the customized employment. RESULTS: Eight school districts have collaborative teams that serve nine secondary schools. We blend funding from VR, Medicaid Waiver, and WIOA to support students with significant disabilities obtain competitive integrated employment. Students’ outcomes have been challenged by the lack of employment providers for customized employment, the turnover of staff in agencies, and the limited resources for English language learners. CONCLUSIONS: We have successfully blended funding and collaboratively support 82 students with significant disabilities and families navigate the adult agency process.

Giving Credit Where It's Due - The Complicated Practice of Scientific Authorship

Anyone who has participated in modern scientific publishing has experienced the potentially complex issue of coauthors, both in terms of who merits to be included on a particular paper and in what order should they be listed. During the early years of serial scientific publications in the 17th and 18th centuries, nearly all papers consisted of just a single author. In contrast, the growing complexity of most present-day studies has required collaborative teams to accomplish the work needed to present a suitable report meriting publication. Unfortunately, there exists no firm, uniform rules for determining authorship and current practices can vary significantly, even to the point that the literature is now plagued with ethically questionable practices.

Responding to Wobbly Classrooms through Scaffolded, Peer-Led, Small-Group Presentations of Personal Learning Goals: The Beyond the Book Tool

Teaching topics that implicate student identities, traumas, and/or activism is challenging because students often come with very personal attachments to curricular and extracurricular topics, such as in courses on sexualities, race, gender, and/or social movements. These classes may be described as “wobbly,” responding to outside events and occasionally tipping over. Wobbly classes present an opportunity, however, to meet students where they are while achieving broader course and learning objectives. This teaching note presents a curricular innovation, Beyond the Book (BtB). BtB directs students to articulate a personal learning goal and groups students into collaborative teams to peer teach peer-reviewed scholarship on common themes in scaffolded sessions. This framework allows students to develop their personal learning goals in the context of shared course materials, fosters collaboration and trust, develops their research and presentation skills, and exposes learners to a broad range of research relevant to them.

Multi-Agents Collaboration in Open System

Share constrained resources, accomplish complex tasks and achieve shared or individual goals are examples requiring collaboration between agents in multi-agent systems. The collaboration necessitates an effective team composed of a set of agents that do not have conflicting goals and express their willingness to cooperate. In such a team, the complex task is split into simple tasks, and each agent performs its assigned task to contribute to the fulfilment of the complex task. Nevertheless, team formation is challenging, especially in an open system that consists of self-interested agents performing tasks to achieve several simultaneous goals, usually clashing, by sharing constrained resources. The clashing goals obstruct the collaboration's success since the self-interested agent prefers its individual goals to the team’s shared goal. In open systems, the collaboration team construction process is impacted by the Multi-Agent System (MAS) model, the collaboration’s target, and dependencies between agents’ goals. This study investigates how to allow agents to build collaborative teams to realize a set of goals concurrently in open systems with constrained resources. This paper proposes a fully distributed approach to model the Collaborative Team Construction Model (CTCM). CTCM modifies the social reasoning model to allow agents to achieve their individual and shared goals concurrently by sharing resources in an open MAS by constructing collaborative teams. Each agent shares partial information (to preserve privacy) and models its goal relationships. The proposed team construction approach supports a distributed decision-making process. In CTCM, the agent adapts its self-interest level and adjusts its willingness to form an effective collaborative team.

Collaborative Teams for Self-Publishing: A model for creating locally-relevant educational books

Transforming education often means finding new curricular materials that are culturally relevant to local schools. If no such books are available, new materials need to be created to meet specific needs. Producing new high-quality materials may seem out of reach to educators who lack experience in illustration and publishing or have little access to commercial publishers. We share a model used to develop a series of books called Conservation Tales in collaboration with university faculty students, and scientists. The model is presented as a way for local educators to create books to make education more relevant and accessible for children. The model leverages skills of artists, writers, and content experts to provide a rich learning experience for readers and an affordable option for self-publishing. The model allowed a science educator to develop books for grades 3-5 with illustrations and photographs. University students were selected to developed images, create page layouts, and co-author the stories to suit the target audience. Collaborators also included scientists who reviewed content for accuracy and education students who developed learning activities included in the books. This article describes the collaborative model with examples, and shares the process for self-publishing of print and digital books via online on-demand print services. We discuss sites that allow authors to create books with almost no overhead budget. We also share tips about the quality of graphics, software for creating files, and distributing your books. Keywords: Self-publishing, Culturally relevant books, collaborative writing

Commitment to Care for the Community and COVID-19: teaching-learning approach to medical education in primary health care in Brazil

The major challenge of the COVID-19 pandemic to all countries has been to their healthcare systems and how to face it with excellence. Medical education can contribute in a short period so that the health system responds effectively to the current challenges imposed by the pandemic. Political implications identification and action are important to show that they can convert ideas into realities. In the middle of the COVID-19 pandemic, literacy in individual, community, and population health is more important than ever. As knowledge about COVID-19 grows rapidly, so does the opportunity to shape more effective interprofessional educational practices. During this pandemic, interprofessional collaborative teams are more crucial than ever in health promotion, mainly at the Primary Health Care.

Participation in collaborative projects as a precursor of trust in organizations for individuals with intellectual disability

The present study focuses on organizations delivering services to individuals with intellectual disability, where trust relations between professionals and family members are required. More specifically, we examine the existence of significant differences in the degree to which family members and professionals trust each other. We also propose that their joint participation in collaborative teams (VI) will improve trust (VD). Specifically, our teams (experimental condition) designed and implemented collaborative projects with the participation of professionals and family members. Participants in the control condition did not participate in the collaborative projects. Our results confirmed that family members trust professionals more than professionals trust family members. Their joint participation in collaborative projects improved professionals’ trust in family members over time, compared to the control condition. The effect of collaborative projects was not significant for family members’ trust in professionals.