Establishing Transdisciplinary Professionalism for Improving Health Outcomes Workshop Summary (2014) / Chapter Skim
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II.6 Innovations in Teaching About Transdisciplinary Professionalism and Professional Norms--Susan H. McDaniel, Thomas Campbell, Tziporah Rosenberg, Stephen Schultz, and Frank deGruy
II.6 Innovations in Teaching About Transdisciplinary Professionalism and Professional Norms--Susan H. McDaniel, Thomas Campbell, Tziporah Rosenberg, Stephen Schultz, and Frank deGruy
Pages 101-107
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From page 101... ...
This siloed approach to education and training typically includes little information or training on the work of other professions and how they fit together to make for successful team practice. We need to find new approaches to teach about transdisciplinary professionalism, defined for the purposes of the IOM workshop on Establishing Transdisciplinary Professionalism for Health as "an approach to creating and carrying out a shared social contract that ensures multiple health disciplines, working in concert, worthy of the trust of patients and the public." We want methods to demonstrate to all health professional students: shared understanding, new forms of leadership, team support, and communication (Olueliyawa et al., 2009)
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From page 102... ...
The alternative is to include in search and admissions committees members from other health professions, as well as patients, and select for mission-centric, team-ready, emotionally intelligent faculty and students -- people who will align their practice with the values of transdisciplinary professionalism. After we have identified such students and professionals, we need to help them develop both strong professional identities and strong collaborative skills -- whether they are physicians, psychologists, nurses, nutritionists, pharmacists, physical therapists, secretaries, or medical assistants.
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From page 103... ...
In consultation with Stephen Schultz, residency program director, and a committee of staff advisors, Tziporah Rosenberg, a family therapist, has been running these interactive meetings of 120 people since she finished her postdoctoral fellowship in 2008. She provides information, addresses process, teaches task interdependence, models transdisciplinary professionalism, and highlights successes in an entertaining format.
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From page 104... ...
It challenged the stereotypes I had heard all my life, set me on a path to study stereotypes in college, and led me to work on cross-disciplinary teamwork in health care. Another example involved a physician who was quite disruptive in team meetings.
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From page 105... ...
Issues of hierarchy and power inevitably arise in interdisciplinary work. We want a collaborative practice in which the power of each party is fully recognized -- the power of the physician, psychologist, and other health professionals to diagnose and suggest treatment; the power of the patient to make sense of the illness experience and decide and embark on treatment; and the power of the family or social group to provide a healing environment.
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From page 106... ...
To increase communication skills and change the hidden curriculum around issues of professionalism, McDaniel developed and directs a physician communication coaching program at the University of Rochester. This program was developed in response to patient complaints and patient experiences as a driver for reimbursement.
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From page 107... ...
. Improving the level of transdisciplinary professionalism requires innovation in education, training, and research as a significant part of health care practice and educational transformation.
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