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Dr William Branch, wbranch@emory.edu
WB conceived the paper with EAR, CC, PW, CA, and all were involved in further development and focus of the research. All authors participated with WB in conceptualising the study design and questions used. CC, PW, DKL and DH contributed to the data collection. WB coordinated a team approach with EAR, CC, CA and PW to analyse and interpret the qualitative data. EAR and CC created the summary of relational competencies using levels of learning. EAR and WB drafted the manuscript with contributions from CC, CA, PW, DKL and DH. All authors commented on the initial drafts, revisions and read and approved the final version. WB is the guarantor of the article.
The authors wish to thank the healthcare professionals who participated in this programme. We thank Janet Hafler, EdD (Yale University), for her generous contributions, Richard Frankel, PhD (Indiana University), for his thoughtful review and wise advice and J Richard Pittman, MD (Emory University), for volunteering his expertise in data collection. We appreciate the contributions of the following local cofacilitators: Melissa Atwood, PharmD (University of Minnesota), Dana Dunne, MD (Yale University), Janet Fraser Hale, PhD, RN, FNP (University of Massachusetts), Kara Myers, CNN, MS (University of California at San Francisco), and Heather Walter-McCabe, JD, MSW (Indiana University). We gratefully acknowledge Deborah Navedo, PhD, CPNP, FNAP, CHSE-A (Harvard Medical School), for contributing to make our curriculum suitable for IPE/C. We are grateful to the National Academies of Practice for awarding part of this work the National Academies of Practice Interdisciplinary Group Recognition Award in 2019.
Disclosures: None declared
This work was supported by the Josiah Macy Jr. Foundation, grant B16-09.
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