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Interprofessional collaboration: who is doing it? Who isn't?
C S Cranston1, G Ulrey, R Hansen
1Department of Pediatrics, University of California School of Medicine, Davis, Sacramento 95817.
Summary
Most pediatricians find collaboration with educators useful for children's behavioral and developmental issues, yet few communicate frequently. Key factors influencing collaboration include practice setting and specialized training.
Area of Science:
- Pediatrics
- Health Services Research
- Education
Background:
- Physician-educator collaboration is crucial for managing pediatric behavioral and developmental disorders.
- Understanding current collaboration practices and barriers is essential for improving patient care.
Purpose of the Study:
- To examine the practice of physician-educator collaboration among California primary care pediatricians.
- To identify characteristics of physicians who frequently collaborate with educators.
- To explore perceived advantages and barriers to interprofessional collaboration.
Main Methods:
- A questionnaire survey was distributed to 239 primary care pediatricians in California.
- The survey assessed collaboration frequency, physician characteristics, and perceptions of collaboration.
- Data analysis focused on identifying factors associated with higher collaboration rates.
Main Results:
- While 88% of pediatricians find communication with educators useful, only 17% communicate frequently.
- Frequent collaborators often work in small, rural practices and have specific training in behavioral/developmental pediatrics.
- Physicians' training, practice type, and patient population influence collaboration frequency.
Conclusions:
- A significant gap exists between the perceived utility and actual frequency of physician-educator collaboration.
- Targeted training and practice support may enhance interprofessional collaboration for pediatric behavioral and developmental health.
- Addressing identified barriers is key to improving collaborative care models.