Page 113 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 113
team cooperation in addressing esl ....
health teams (Carpenter et al., 2003). The point was reiterated by Felkner
et al. (2004) who observe the importance of addressing communication
issues, client expectations of care, and understanding of the roles in the
multidisciplinary team. Similar issues were discussed in a model of inter-
disciplinary collaboration in social work, e.g. interdisciplinary collabora-
tion depends on one’s professional role, structural characteristics, personal
characteristics and history of collaboration (Bronstein, 2003). The identi-
fied issues and approaches that need to be overcome may be very informa-
tive while discussing multi-professional ESL teams.
Another very important lesson emerges from the health sector – in-
ter-professional education in healthcare has been developed (Bridges et al.,
2011; WHO, 2010). Inter-professional education is a collaborative approach
to developing healthcare students as future inter-professional team mem-
bers. Complex medical issues can best be addressed by inter-professional
teams. Training future healthcare providers to work in such teams will help
facilitate this model, resulting in improved healthcare outcomes for pa-
tients. The didactic programme emphasises inter-professional team-build-
ing skills, knowledge of professions, patient-centred care, service learning,
the impact of culture on healthcare delivery and an inter-professional clin-
ical component (Bridges et al., 2011).
Multi-professional teams in education
The body of research on multi-professional teams in the USA shows this
has become the norm (taking a variety of names and functions) rather than
the exception in schools (Markle et al., 2014). The authors review some of
the scarce evidence suggesting school multi-professional teams can have
a positive impact on individual students, teachers, school psychologists,
schools and school districts, but identify the following barriers to effective
functioning of the teams: limited funding and resources, the marginali-
sation of school teams (compared to support for academic instruction di-
rectly targeting better achievement), misunderstanding of the roles and re-
sponsibilities (e.g. duplication of services, sense of undermining one’s role),
turnover rates, lack of time (e.g. for regular meetings), the need for prob-
lem-solving tools (best practices or evidence-based procedures (ibid.). Not
so much evidence is available on the efficacy of multidisciplinary teamwork
in educational settings as there is for health and social services (Wilson &
Pirrie, 2000).
113
health teams (Carpenter et al., 2003). The point was reiterated by Felkner
et al. (2004) who observe the importance of addressing communication
issues, client expectations of care, and understanding of the roles in the
multidisciplinary team. Similar issues were discussed in a model of inter-
disciplinary collaboration in social work, e.g. interdisciplinary collabora-
tion depends on one’s professional role, structural characteristics, personal
characteristics and history of collaboration (Bronstein, 2003). The identi-
fied issues and approaches that need to be overcome may be very informa-
tive while discussing multi-professional ESL teams.
Another very important lesson emerges from the health sector – in-
ter-professional education in healthcare has been developed (Bridges et al.,
2011; WHO, 2010). Inter-professional education is a collaborative approach
to developing healthcare students as future inter-professional team mem-
bers. Complex medical issues can best be addressed by inter-professional
teams. Training future healthcare providers to work in such teams will help
facilitate this model, resulting in improved healthcare outcomes for pa-
tients. The didactic programme emphasises inter-professional team-build-
ing skills, knowledge of professions, patient-centred care, service learning,
the impact of culture on healthcare delivery and an inter-professional clin-
ical component (Bridges et al., 2011).
Multi-professional teams in education
The body of research on multi-professional teams in the USA shows this
has become the norm (taking a variety of names and functions) rather than
the exception in schools (Markle et al., 2014). The authors review some of
the scarce evidence suggesting school multi-professional teams can have
a positive impact on individual students, teachers, school psychologists,
schools and school districts, but identify the following barriers to effective
functioning of the teams: limited funding and resources, the marginali-
sation of school teams (compared to support for academic instruction di-
rectly targeting better achievement), misunderstanding of the roles and re-
sponsibilities (e.g. duplication of services, sense of undermining one’s role),
turnover rates, lack of time (e.g. for regular meetings), the need for prob-
lem-solving tools (best practices or evidence-based procedures (ibid.). Not
so much evidence is available on the efficacy of multidisciplinary teamwork
in educational settings as there is for health and social services (Wilson &
Pirrie, 2000).
113
