Dr. Bridget O’Brien
Topic: Leveling the playing field: How team members use information to alter the balance of power in outpatient teams
Date: Wednesday, December 11, 2013
Time: 12:00pm to 1:30pm (Lunch will be served at DHCC)
- Diamond Health Care Centre 2267
- IRC 305
- MSB 107
- KGH 237
- NHSC 9-374
- Surrey Central City (Manning Room)
Team huddles are one of the signature practices recommended for effective team-based care in a patient-centered medical home (PCMH). Mimicking their function in sports teams, huddles are recommended as a way for team members to coordinate efforts, anticipate challenges, strategize solutions, and reinforce one another’s motivation toward the common goal of delivering efficient and effective patient care. Huddles may also play an important role in workplace learning, though this function has received little attention so far in the literature. In this presentation, I will discuss initial findings from my observations of team* huddles in an academic primary care clinic. The purpose of the study is twofold. First, to explore huddles as a potentially new genre of organizational communication with distinctive purpose and form. Second, to characterize the affordances, or learning opportunities, embedded within the communication occurring in huddles.
*Teams consist of two trainees (1 resident, 1 NP student), one faculty coach, three staff members (a registered nurse, a licensed vocational nurse, and a clerk), and varying interprofessional trainees (e.g., psychology, social work, pharmacy).
Dr. Bridget O’Brien, PhD is an assistant professor in the Office of Medical Education at the University of California, San Francisco where she teaches in the Health Professions Education Pathway and the Teaching Scholars Program. She also directs evaluation for the San Francisco VA Center of Excellence for primary care education. Her current research focuses on workplace learning in the context of longitudinal integrated clerkships, continuity clinics, and interprofessional teambased care. She received her BS from Cornell University, her master’s from the Haas School of Business at the University of California, Berkeley, and her PhD from the Graduate School of Education at UC Berkeley. She was one of the three primary researchers for The Carnegie Foundation’s national study of medical education and is a co-author of Educating Physicians: A Call for Reform of Medical School and Residency.
As an organization accredited to sponsor continuing medical education for physicians by the Committee on Accreditation of Canadian Medical Schools (CACMS), the UBC Division of Continuing Professional Development designates this educational program as meeting the accreditation criteria of the College of Family Physicians of Canada for up to 1.5 Mainpro-M1 credits (per session). This program has been reviewed and approved by UBC Division of Continuing Professional Development. Each physician should claim only those credits he/she actually spent in the activity.
The CHES Research Rounds is a self-approved group learning activity (Section 1) as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada.