AHME News (06/01/24) Figueroa, Sally; Schneider, Debra

Researchers discuss interprofessional collaboration in the setting of graduate medical education programs. They note the key factors for interprofessional collaboration — including organizational mission, team environments and individual values — as well as obstacles that might be encountered, such as organizational and team-level barriers. The Accreditation Council for Graduate Medical Education (ACGME) Clinical Learning Environment Review (CLER) has set "six focus areas as a roadmap for graduate medical education programs to pursue a clinical learning environment that trains excellent physicians while providing the highest quality patient care," the authors note. These include patient safety, healthcare quality, teaming, supervision, well-being and professionalism. Teaming refers to the interdependency of everyone on the patient care team and how their interactions adapt to effect safe and coordinated care. For each focus area, ACGME's CLER Pathways to Excellence framework sets paths that link graduate medical education and the clinical learning environment to attain goals in excellence. Meanwhile, in the Sunnybrook Competency Framework for Interprofessional Team Collaboration model, the efficacy of the team is compared with the collective efforts of the team, not the individual team members' competencies. To get started with interprofessional collaboration, the authors recommend creating a solid foundation level at the organizational level, including, for example, interprofessional case-based grand rounds, interprofessional bedside rounds, interprofessional safety huddles, structured family meetings and interprofessional education activities for students, among others.

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