Objectives: Pharmacists and general practitioners (GPs) face an increasing expectation to collaborate interprofessionally on a number of healthcare issues, including medication non-adherence. This study aimed to propose a model of interprofessional collaboration within the context of identifying and improving medication non-adherence in primary care.
Setting: Primary care; Sydney, Australia.
Participants: 3 focus groups were conducted with pharmacists (n=23) and 3 with GPs (n=22) working in primary care.
Primary And Secondary Outcome Measures: Qualitative investigation of GP and pharmacist interactions with each other, and specifically around supporting their patients' medication adherence. Audio-recordings were transcribed verbatim and transcripts thematically analysed using a combination of manual and computer coding.
Results: 3 themes pertaining to interprofessional collaboration were identified (1) frequency, (2) co-collaborators and (3) nature of communication which included 2 subthemes (method of communication and type of communication). While the frequency of interactions was low, the majority were conducted by telephone. Interactions, especially those conducted face-to-face, were positive. Only a few related to patient non-adherence. The findings are positioned within contemporary collaborative theory and provide an accessible introduction to models of interprofessional collaboration.
Conclusions: This work highlighted that successful collaboration to improve medication adherence was underpinned by shared paradigmatic perspectives and trust, constructed through regular, face-to-face interactions between pharmacists and GPs.
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http://dx.doi.org/10.1136/bmjopen-2015-010488 | DOI Listing |
Afr J Prim Health Care Fam Med
December 2024
Division of Rural Health (Ukwanda), Department of Global Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; and, Department of Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town.
Background: Interprofessional education (IPE) during undergraduate training (UGT) is considered important for new graduates to collaborate inter-professionally. There are, however, well-documented workplace challenges that hinder their involvement in interprofessional collaborative practice (IPCP) such as professional hierarchy, poor role clarification and communication challenges.
Aim: This article explores graduates' perceptions of the value rural undergraduate IPE had on their IPCP during their first year of work.
PEC Innov
June 2025
School of Psychology, Université Laval, Québec, Canada.
Objective: In the context of the public health emergency response to the COVID-19 pandemic in Quebec in 2020, remote public service interpreting has become, within a few days, an essential practice for maintaining services to migrants and allophone refugees, a particularly vulnerable population. This study aimed to measure the impact of two training courses on remote collaboration for mediated consultations developed for healthcare workers and untrained interpreters.
Methods: A total of 79 healthcare workers and 65 untrained interpreters from the province of Quebec were recruited.
BMC Prim Care
January 2025
EA 4129 P2S Parcours Santé Systémique, Université Claude Bernard Lyon 1, 7-11 rue Guilllaume Paradin, Lyon, 69008, France.
Background: A lack of medication adherence among patients with rheumatoid arthritis (RA) has been reported. Inter-professional collaborations seem essential for an optimal therapeutic management of patients. The aim of this study was to analyse the barriers and facilitators of general practitioners (GPs) for the implementation of collaborative support programmes in RA.
View Article and Find Full Text PDFJ Nurs Adm
February 2025
Author Affiliations: Assistant Professor (Dr House), University of North Carolina Greensboro School of Nursing; Assistant Professor (Dr Palazzolo), Truman State University Health and Exercise Science Department, Kirlsville, Missouri; Chief, Center for Nursing Science and Clinical Inquiry (Dr Stucky), Landstuhl, Germany; Instructor (Dr Campbell), Weber State University Annie Taylor Dee School of Nursing, Ogden, Utah; Clinical Nurse Specialist (Williams), Eglin Air Force Base Hospital, Eglin, Florida; PhD Student (Langerman), University of North Carolina Greensboro School of Nursing.
Objective: To determine if professional roles and demographic characteristics predict relational coordination (RC) among healthcare professionals in the ICU.
Background: Race, age, and sex diversity are increasing in the medical and nursing workforce, raising questions regarding how well healthcare professionals are collaborating. RC is a validated model for coordinating interdependent work among healthcare professionals.
Front Med (Lausanne)
January 2025
Department of Anesthesiology and Pain Management, Offices of the Undergraduate Medical Education and Quality, Safety and Outcomes Education, UT Southwestern Medical Center, Dallas, TX, United States.
Interprofessional teamwork is vital to effective patient care, and targeting healthcare learners earlier in their education can lead to greater improvement in confidence and competence in teamwork skills. Despite this, institutions have continued struggling to integrate competency-based interprofessional teamwork curriculum in undergraduate health care professions' education. The current article provides guidance related to design, implementation, and assessment for institutions seeking to implement competency-based teamwork education and training strategies for healthcare students.
View Article and Find Full Text PDFEnter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!