Implementing the Team STEPPs Primary Care Curriculum in the BIDMC Crimson Care Collaborative (CCC) Interprofessional Student-Faculty Practice

1
Implementing the Team STEPPs Primary Care
Curriculum in the BIDMC Crimson Care
Collaborative (CCC) Interprofessional
Student-Faculty Practice
Bhushan, Ambika Msc, Griffin, Cassidy BS,
Kerkhof, Deanna BS, Lopez, Diana BA, Dolce,
Maria PhD RN CNE, Weinstein, Amy MD,_at_, DiVall,
Margarita PharmD MEd BCPS? Harvard Medical
School Bouvé College of Health Sciences,
Northeastern University School of Nursing and
?School of Pharmacy, Northeastern University
_at_BIDMC
Results
Problem

• Data show an increase in affirmative responses
  for all statements from the pre-survey (N80) to
  the post-survey (N13), with statistically
  significant increases (plt0.05) for the following
• Patients are a critical component of the care
  team
• High-performing teams in healthcare share
  characteristics in common with high-performing
  teams in other industries
• It is important for leaders to take time to
  discuss plans with their team members for each
  patient
• It is important to monitor the emotional and
  physical status of other team members.

• Group dynamics of teams are challenging,
  especially those involving diverse professions
• Dearth of successful models for interprofessional
  collaboration
• The BIDMC-Crimson Care Collaborative (CCC) is an
  interprofessional student-faculty chronic disease
  management practice that aims to enhance
  collaboration among health professionals.

Aim

• To promote interprofessional collaboration, we
  implemented and evaluated the TeamSTEPPS core
  curriculum in designated sessions, during which
  Northeastern students and faculty have been
  integrated to create care teams of medical,
  pharmacy and nurse practitioner students.
• The core elements of the Team STEPPS curriculum
  are noted in Figure 1.

• At baseline, attitudes toward team-based care
  were positive differences were noted between
  health professional student groups in attitudes
  towards team structure and communication.

Lessons Learned

• The TeamSTEPPs curriculum paired with practical
  experience promotes more positive and inclusive
  attitudes towards teamwork.

Intervention
Figure 1. Core Elements of the Team STEPPs
Curriculum

• One student and one faculty co-led  four 1/2 hour
  Team STEPPs  didactic sessions that included a
  mix of lecture and small group case discussion.

Next Steps
Figure reference Clancy CM, Tornberg DN.
TeamSTEPPS assuring optimal teamwork in clinical
settings. Am J Med Qual. 200722214-217.

• Further data analysis will take place after
  another cycle of the curriculum and will be
  presented at the Collaborating Across Borders
  conference (September 29th October 2nd, 2015)

• To evaluate impact, student attitudes towards
  team care were measured before and after
  curriculum completion using the TeamSTEPPs
  Teamwork Attitudes Questionnaire (T-TAQ).

For more information, please contact Ambika
Bhushan, e-mail ambika_bhushan_at_hms.harvard.edu