Posted at 11.01.2018
Throughout my time on the entire year 1 Inter Professional Education (IPE) programme, I have put together this portfolio comprising a reflective consideration on my performance in throughout the program. Included in this file are lots of supplementary resources utilised in constructing the bill as well as in aid of assembling the team display.
My IPE group consisted of 4 medical, 2 pharmacy and 3 nursing students. Like a multidisciplinary team, we collectively produced a demonstration regarding professional medical communication and ethical concerns in patient centred medical. Our theme was based mostly round the growing problem of underage pregnancies throughout the capital. The wider issues of this topic which range from the ethical, mental, and moral implications as well as the great variety of medical professionals involved in taking care of such incidences. We decided to go with this subject matter as it was something the whole group experienced differing views on and wished to explore further.
A backup of this article, "Policy 'disaster' as teen pregnancy rate goes up to its highest in a decade", is included for the good thing about the reader. This informative article from the days Online was the main element motivation behind our choice of topic as it describes the huge magnitude of the problems posed by teenage pregnancies. Based on the article Britain has the highest occurrence of teenage pregnancies in American Europe. Despite the highly sensationalist shade and the incomprehensive review of the contributing factors of teenage pregnancy, the article does provide a fascinating introspection in to the ethical issues regarding pregnancy among ladies below 16, the age of consent.
The 'slideshow' utilized during the team display, 'Yvonne at the medical clinic', is roofed for the good thing about the reader. As one can see it contains the main element concepts the team handled upon during the presentation that was interspersed with a model role-play featuring a appointment at a erotic health clinic. Furthermore, the script for the role-play has also been enclosed to help the audience appreciate the team's corroboration in conveying current issues integrated in a model scenario. Please find enclosed further facts highlighting our effective teamwork comprising of messages, peer review forms and a journal of improvement which have been logged between your IPE sessions.
The essential top features of a team and exactly how it evolves have been explained by Tuckman's conclusion of team development (1965). The model was used as a reference point point for the groups progress, evaluate the team's development and contemplate another level of action. The reflective account further vindicates how Tuckman's summation is clearly not exhaustive in talking about the great spectral range of team behaviours. Instead, the IPE programme has enlightened the view that group dynamics are varying and so mechanised. Which means unpredictability arising amidst different groups, especially multi and perhaps more vast amongst inter-disciplinary teams reinforces the fact that there are extensive contributors which influence group work.
To conclude, I am hoping the reader discovers the following profile and secondary sources beneficial. In enough time that has been allocated, I have tried my utmost to submit a genuine bill of my contribution to the IPE program.
In this reflective consideration, I will examine and analyse my performance as a team member throughout the IPE programme using the Kolb (1984) pattern1. David Kolb argues that experience is the source of learning and development. The routine constitutes the following four stages; Concrete Experience, Reflective Observation, Abstract Conceptualisation and Working experimentation. Kolb's circuit suggests it is necessary to think about an experience, examine it and formulate principles, which can then be applied to new situations such as employed in a multidisciplinary team (MDT) 2. CAIPE uses the word "interprofessional education" (IPE) as a general term which "occurs when several professions learn with, from and about one another to improve collaboration and the quality of health care" CAIPE (2007)3.
Our team consisted of nine people (four medical, three nursing and 2 pharmacy students). The use of an inquiry based learning (IBL) technique, would allow us to enhance our problem solving and communication skills. Over an interval of five weeks, the team were able to present an moral case study conveying the importance of communicative effectiveness and ethical things to consider within MDT's in providing patient centred good care. In this newspaper I include theoretical guidelines to the team's performance4-7 in a bid to divulge a deeper knowledge of how and just why I improve specific regions of my performance as a team member.
In the first IPE time, our objective was to decide the focus of the inquiry. Right from the starting point, to my disbelief, the group was extremely focused and powered to the duty at hand. Originally I had been hesitant due mainly to the subjection of so many strangers with varying personalities but equally eager to 'think aloud'4. This threatening situation intended that any early on communication was difficult and for a considerable amount of time I found myself very calm8. The explanation for this was that my views towards this were in the beginning sceptical because of previous prejudices organised against other disciplines. However, as the reaching progressed, I learned that such presumptions had no basis and had arisen credited to too little contact between the disciplines.
A consensus was reached within the group to carry out our task such as teen pregnancy among young girls below 16 and the wider implications it acquires. The period also included a simulated patient interview, which proven very useful and clearly highlighted the fundamental principles of a consultation; rapport, empathy, body language, active being attentive and question styles. By the second session the group acquired conducted some research on loosely related materials regarding the growing issue of teen pregnancies in the UK. In this college student led period, we determined to commence the planning of the genuine task. This is a very time consuming step to achieve as fellow associates failed to understand the purpose of the goals we'd place, since our activity had a sizable scope and came out vague. I believed it was my work to urge the group to clear any misconceptions at this early on stage and channel our wide-ranging research into three specific concepts which are vital to portray to your audience. I put particular emphasis on the existing NHS guidelines, honest issues and relevant multidisciplinary team solutions concerning the circumstance5. Our concrete materials - which would provide the foundational premise throughout the course - was provided by an article claiming "Policy 'disaster' as young pregnancy rate goes up to its highest in a decade"9. This short article presents great opportunity for discussion including the ethical issues and the role of MDT's in controlling such a growing problem.
According to Bruce Tuckman (1965) there are a number of key issues relating to effective team discussion and behaviour10. Stage 1 is the 'forming' phase and it depicts a team's natural instinct for instruction. Therefore, the premise for advancement for a specific group resides in the election of the leader. When speaking about and deciding this issue for our display it became clear that certain individuals were more confident than others and my large contributions through the second program5, led me to believe command. Although my position included delegating specific jobs to individuals, the group as a whole was very diplomatic and hence there is no dependence on an autocratic leader. As a result of this, the storming stage, which Tuckman referred to as the instance where decisions are most challenging, was a much rapid and unproblematic stage. This was because we all had an authentic interest in the topic and experienced we each could contribute to the problem.
The allocation of assignments was completed predicated on prior research. For example, the individual whom had explored the healthcare team had the task of producing their own slip for the PowerPoint presentation. In addition the norming procedure for Tuckman's model was also getting into the fore as our 'enthusiastic stars'6 were making great improvement in their role-play of a consultation at a sexual health medical clinic. My contribution to the demonstration consisted of a brief explanation of the value of consent and whether a minor can consent to their own treatment (i. e. Gillick circumstance, Fraser guidelines) 11, 12. Overall, continual discussion and communication between associates mainly via e-mails enabled the demonstration to evolve into the polished product which portrayed the efficient performing (final) phase of Tuckman's model.
The team functioned in an successful manner after having a sluggish start. The initial reservations were quickly diminished which helped us to advance towards our goals. Through the days resulting in the final display, I and a colleague realised some discrepancies in the script and the issue of an dress code for the team presentation was helped bring up6. Such concerns were clarified by email communication13, but however such passion was only distributed between a few peers. Nevertheless, it was very gratifying to notice that everyone had added something to the ultimate presentation that was a sentiment to my effective delegation of roles14.
I felt that a certain member had not contributed much throughout the course and was continuously seeking a minimalist approach which could have been detrimental to the team's performance. I voiced my opinions in her peer review form so she could improve in the foreseeable future as the actual adverse consequences of a breakdown of communication within the MDT can be damaging to the patients attention.
The jobs conducted by the team members assorted from communication, honest issues and the role-play. Margerison and McCann (1995)15 constructed a teamwork model stating an effective team encompasses individuals with a number of skills, hence satisfying diverse roles. All of the team members were, to differing extents, 'designers' - innovators - even as each added something constructive. I really believe certain people whom had considered the idea of a role-play were more creative and others whom had continuously produced their contributions on time were considered 'concluders'. Another specific whom had used the duty of merging the slideshow collectively expressed her functional skills as an 'assessor', whilst another member helped to aid me in my management role. Her initiatives were invaluable to make by tasks more proficient and constantly reminding me to book the collection rooms for scheduled conferences. She was labeled, based on the teamwork model, as an 'upholder'. Finally, the individuals involved in the role-play were 'concluders' because of the quality specifications and 'reporters' because they were capable of combining previous knowledge to help answer questions following the presentation. Personally i think that we was a 'thruster' because as a democratic innovator it was my work to organise and motivate other associates, whilst continually concerning them in the decision making process.
After the presentations, we took part in a peer review exercise, where our observations of every others' performance throughout the course had to be 'reflected'. The irony of teamwork is that a team is made up of individuals. These individuals will have different experience, knowledge, objectives and priorities. Thus it's important that our team developed a keen curiosity about the performance as a whole, as this will affect individual contributions. Between the majority of peer review forms, I observed many positive commentary ranging from being "knowledgeable on the subject of consent"8, "proficient at arranging ideas" and "has good delegation skills. . . ensures everyone has an equivalent role to play"14. This was extremely pleasing to learn since it illustrates that my fellow associates fully appreciated your time and effort that I put into the project. Also, my contribution to the presentation as a team player was also recognized stating I had fashioned "contributed the data and knowledge of capacity and consent. . . which helped to make clear the patient's privileges inside our role-play. . . helped the nurses find out about the Gillick test, which until then we'd no knowledge of"16. I believe this statement portrays my effective communication among the team throughout the programme allowing the group to maximise our potential to work in an MDT approach.
Amongst the very few negative feedback, a team member justifiably seen which i "was somewhat quiet in the beginning of the IPE session"8. In retrospect, I really believe I will have been more expressive and honest with my group and also have confidence to make alternative suggestions ultimately benefiting the group. Furthermore, another team member noticed I "could took more control/been more decisive so that people were clear of what to do"17. It was interesting to note that he/she experienced also written which i was "proficient at sorting out the facts i. e. what exactly each person was going to disappear completely and research"17. Nonetheless, I thought that I delegated the duties suitably because I had developed ensured that each member understood and had ownership of these tasks for another session. Although the issue acquired never been brought up nor experienced I been emailed of any misunderstanding in the allocation of tasks, I assume that I will have utilized the blissful luxury of emailing each member clearly what they had to do.
From this experience, I've gained a great deal of knowledge both on the problems regarding underage pregnancies as well as the abilities necessary to work effectively in a team. My fellow people had enlightened me of the growing issue of teen pregnancies using boroughs around the administrative centre and most of us felt the federal government was faltering this young technology. According to the article mentioned prior, "The extension of confidential contraceptive services for young people under 16"9 was the key causal factor. I learnt via an inquiry established learning approach the importance of effective professional medical communication and honest considerations in controlling the problem. Furthermore, a fellow member also enlightened the group on the essential role of the intimate health centres in providing education and advice for younger generation.
I also have discovered the difficulties associated with handling large clubs of varying disciplines. Apart from the logistical constraints, each member of the team experienced their own agenda and hence the proposition of extra classes was difficult to realize. However, many problems and difficulties were dealt with very effectively via email13, thus removing the scheduling and logistical constraints set up. Coordinating nine participants of a team demanded good organisational and most importantly time management skills. That is enormously good for me because as I improve through my medical profession, there can be an increasing demand for successful teamwork.
On reflection it is clear our team worked very well together and expressed ourselves to create an effective display of the chosen situation. The Egalitarian atmosphere through the meetings was excellent, where every decision included a vote of confidence. Nevertheless Personally i think as group head I will have struck a balance between collective decision making and being more abrupt, as well as ensuring that all the duties are being conducted well. Also in the future, fewer people may have presented the final task. A remedy might have been to make a video for the role play, thereby freeing up more space for other associates of the team on the stage.
Overall, the IPE programme has been an incredible learning curve which includes provided an insightful experience as well as an understanding of the significance of effective communication between experts. Lastly, this experience has emphasized my weaknesses, but I've treasured that others may have different ways of working; different skills and knowledge, which used contribute to the patient's medical care.