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Related Experiment Videos

Improving physician/teacher collaboration.

R M Marshall, D F Wuori, J R Carlson

    Journal of Developmental and Behavioral Pediatrics : JDBP
    |October 1, 1984
    PubMed
    Summary
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    This study improved collaboration between physicians and teachers for exceptional students. A three-phase project involved questionnaires, workshops, and a new collaboration model.

    Area of Science:

    • Medical Education
    • Special Education
    • Interprofessional Collaboration

    Background:

    • Effective collaboration between physicians and educators is crucial for supporting exceptional school children.
    • Existing communication and role-expectancy gaps can hinder optimal student care and educational outcomes.

    Purpose of the Study:

    • To design and implement a project aimed at enhancing physician-teacher collaboration for exceptional students.
    • To identify and address communication and role-expectancy issues between medical and educational professionals.

    Main Methods:

    • A three-phase project was conducted involving 54 special education personnel.
    • Phase 1: A questionnaire assessed communication and role-expectancy challenges.
    • Phase 2: Workshops facilitated physician-led discussions on child evaluations and treatments.

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  • Phase 3: A collaboration model was developed and implemented, linking a school district with a university medical center.

    • Main Results:

    • Questionnaire data revealed specific areas of communication and role-expectancy difficulties.
    • The developed collaboration model provided a framework for improved interprofessional interaction.
    • The project successfully initiated a structured approach to physician-teacher partnerships.

    Conclusions:

    • Interprofessional collaboration models are vital for improving services for exceptional children.
    • Targeted interventions, including workshops and structured models, can bridge gaps between physicians and educators.
    • Further development and adaptation of such models can enhance support systems for students with special needs.