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Improving interprofessional collaboration in schools: A cluster-randomized study evaluating the effectiveness of the
Ira Malmberg-Heimonen1, Anne Grete Tøge2, Sehrish Akhtar1
1Department of Social Work, Child Welfare and Social Policy, Oslo Metropolitan University, Oslo, Norway.
The LOG model improved interprofessional collaboration in schools by enhancing reflection and creating new professional activities. This organizational intervention shows promise for improving teamwork in educational settings.
Area of Science:
- Educational Psychology
- Organizational Behavior
- Public Health
Background:
- Interprofessional collaboration is crucial in schools but its organizational structure remains unclear.
- The LOG model was developed to enhance interprofessional collaboration through improved meeting structures and feedback loops.
Purpose of the Study:
- To analyze the effects of the LOG model, an organizational intervention for interprofessional collaboration in primary schools.
- To evaluate the impact of the LOG model on collaborators' perceptions of team collaboration.
Main Methods:
- A cluster-randomized design involving 35 Norwegian primary schools.
- Implementation of the LOG model in 19 schools (experimental group) and comparison with 16 control schools.
- Survey data collected from 142 interprofessional collaborators at baseline, one-year, and two-year follow-ups.
Main Results:
- The LOG model demonstrated statistically significant positive effects on 'Reflection on process' (p < .001) and 'Newly created professional activities' (p = .016) during the first year of follow-up.
- These positive effects were not sustained at the two-year follow-up.
- No significant effects were found on 'Professional flexibility' or 'Role interdependence'.
Conclusions:
- Organizational-level interventions like the LOG model have the potential to positively impact interprofessional collaboration in schools.
- Further research is needed to understand the long-term sustainability of such interventions and refine their implementation.
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