Team working but no blurring thank you! The importance of team work as part of a teaching ward experience

Authors: Wakefield, Ann; Boggis, Caroline; Holland, Mark

Source: Learning in Health and Social Care, Volume 5, Number 3, September 2006 , pp. 142-154(13)

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Abstract:

This article examines the theme of teamwork emergent from qualitative data amassed during a small-scale research project. The study was intended to establish whether it was feasible to introduce an educational teaching ward within the medical and nursing undergraduate curriculum. The study took place on a general medical ward at one of the hospital sites linked to the University of Manchester. During the project, students were encouraged to work as teams to share their knowledge and skills related to practice. From the recorded interview data and facilitator/researcher reflective diary notes, it soon became apparent that despite enjoying the opportunity to engage in collaborative working and learning, the students felt that there could be too much sharing. For this reason, the students made it very clear that interprofessional education was not the panacea, given that it could result in professionals losing their distinct identity. Moreover, the students felt that as each profession has a different role, different job and different agenda, a large proportion of the teaching should remain discipline specific. Hence, the article closes by considering why a blurring of the professional boundaries was not perceived to be a wholly positive educational outcome by the students.

Keywords: blurred boundaries; collaboration; interprofessional learning; teaching ward; team working

Document Type: Research article

DOI: http://dx.doi.org/10.1111/j.1473-6861.2006.00126.x

Affiliations: 1: Consultant Physician, South Manchester University Hospitals Trust, Wythenshawe Hospital, Southmoor Road, Manchester M23 9LT, UK

Publication date: 2006-09-01