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      Workplace learning through collaboration in primary healthcare: A BEME realist review of what works, for whom and in what circumstances: BEME Guide No. 46

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          Abstract

          Changes in healthcare practice toward more proactive clinical, organizational and interprofessional working require primary healthcare professionals to learn continuously from each other through collaboration. This systematic review uses realist methodology to consolidate knowledge on the characteristics of workplace learning (WPL) through collaboration by primary healthcare professionals.

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          Informal learning in the workplace

          Michael Eraut * (2010)
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            Transformative Learning: Theory to Practice

            Jack Mezirow (1998)
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              A model and typology of collaboration between professionals in healthcare organizations

              Danielle D’Amour, Lise Goulet, Jean-François Labadie … (2008)
              Background The new forms of organization of healthcare services entail the development of new clinical practices that are grounded in collaboration. Despite recent advances in research on the subject of collaboration, there is still a need for a better understanding of collaborative processes and for conceptual tools to help healthcare professionals develop collaboration amongst themselves in complex systems. This study draws on D'Amour's structuration model of collaboration to analyze healthcare facilities offering perinatal services in four health regions in the province of Quebec. The objectives are to: 1) validate the indicators of the structuration model of collaboration; 2) evaluate interprofessional and interorganizational collaboration in four health regions; and 3) propose a typology of collaboration Methods A multiple-case research strategy was used. The cases were the healthcare facilities that offer perinatal services in four health regions in the province of Quebec (Canada). The data were collected through 33 semi-structured interviews with healthcare managers and professionals working in the four regions. Written material was also analyzed. The data were subjected to a "mixed" inductive-deductive analysis conducted in two main stages: an internal analysis of each case followed by a cross-sectional analysis of all the cases. Results The collaboration indicators were shown to be valid, although some changes were made to three of them. Analysis of the data showed great variation in the level of collaboration between the cases and on each dimension. The results suggest a three-level typology of collaboration based on the ten indicators: active collaboration, developing collaboration and potential collaboration. Conclusion The model and the typology make it possible to analyze collaboration and identify areas for improvement. Researchers can use the indicators to determine the intensity of collaboration and link it to clinical outcomes. Professionals and administrators can use the model to perform a diagnostic of collaboration and implement interventions to intensify it.
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                Author and article information

                Journal
                Title: Medical Teacher
                Abbreviated Title: Medical Teacher
                Publisher: Informa UK Limited
                ISSN (Print): 0142-159X
                ISSN (Electronic): 1466-187X
                Publication date Created: October 12 2017
                Publication date Created: February 2018
                Publication date (Electronic): November 02 2017
                Publication date (Print): February 2018
                Volume: 40
                Issue: 2
                Pages: 117-134
                Affiliations
                [1 ] Department of Family Medicine and Primary Health Care, Ghent University, Gent, Belgium;
                [2 ] The Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht, The Netherlands;
                [3 ] Department of Primary and Interdisciplinary Care Antwerp, University of Antwerp, Antwerp, Belgium;
                [4 ] Psychology of Healthcare Research Group, Department of Psychological Sciences, Institute of Psychology, Health and Society, University of Liverpool, Liverpool, UK;
                [5 ] Antwerp School of Education, Centre for Excellence in Higher Education, University of Antwerp, Antwerp, Belgium
                Article
                DOI: 10.1080/0142159X.2017.1390216
                PubMed ID: 29094626
                SO-VID: 0cba1861-c323-40d3-a63a-7c37fc7c3a7c
                Copyright © © 2018
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