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The missing voice in interdisciplinary communication

M McClelland, R G Sands

    Qualitative Health Research
    |February 1, 1993
    PubMed
    Summary
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    Interdisciplinary teams evaluating children for developmental disabilities can lead to ambiguous findings when a key discipline is absent. Ensuring all voices are present is crucial for accurate assessments and better child outcomes.

    Area of Science:

    • Child Psychology
    • Developmental Pediatrics
    • Interdisciplinary Team Dynamics

    Background:

    • Ethnographic study of interdisciplinary teams evaluating children.
    • Focus on the impact of absent disciplines in team meetings.

    Observation:

    • When a discipline was not present, others attempted to speak for it.
    • Data collected via observation, videotaping, records, and interviews.

    Findings:

    • Ambiguous findings and uncertainty arose when a discipline was missing.
    • The absent member identified unique knowledge and skills that were not contributed.
    • Team deliberations are influenced by participant presence and negotiation.

    Implications:

    • Highlights the importance of comprehensive team composition for accurate evaluations.

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  • Suggests a need for protocols to ensure all relevant expertise is included.
  • Emphasizes the impact of 'missing voices' on diagnostic clarity and intervention planning.