Scott Reeves | Kingston University, London; St George's University of London (original) (raw)

Scott Reeves

I am a social scientist who has been undertaking health professions education and health services research for over 20 years. I am Professor in Interprofessional Research at the Faculty of Health, Social Care & Education, Kingston University & St George’s, University of London and Editor-in-Chief, Journal of Interprofessional Care.

I spent the last few years in the United States, where I was the Founding Director, Center for Innovation in Interprofessional Education and Professor in the Department of Social & Behavioral Sciences and the Department Medicine, University of California, San Francisco. Before this move I spent six years in Canada where I was the inaugural Director of Research, Centre for Faculty Development; Senior Scientist, Wilson Centre for Research in Education and Professor, Department of Psychiatry, University of Toronto. During this time I was also appointed the inaugural Evaluation Director, Canadian Interprofessional Health Collaborative. I hold/have held honorary/adjunct faculty positions in a number of institutions, including, Karolinska Institutet, Sweden; Dalhousie University, Canada; Queen Mary University of London, UK; Li Ka Shing Knowledge Institute, Canada, London School of Tropical Medicine, UK.

My main interests are focused on developing conceptual, empirical and theoretical knowledge to inform the design and implementation of interprofessional education and practice activities. I have published numerous peer-reviewed papers, books, chapters, editorials and monographs. Many of my publications have been translated from English into other languages including French, Spanish, Japanese, Norwegian and Russian.

I have also made a number of editorial contributions, editing for the BMJ, Journal of Continuing Education for the Health Professions and BMC Medical Education. I am currently working as a co-editor for a series of interprofessional textbooks for Radcliffe Press.

I have a long history of national and international committee work. Currently, I am the Research Advisor for the Centre for the Advancement of Interprofessional Education. I was also appointed to the Advisory Committee, National US Center for Interprofessional Practice and Education, Board of Directors, American Interprofessional Health Collaborative and the Global Forum on Innovations in Health Professions Education, Institute of Medicine. I have also previously worked on committees for the American Association of Colleges of Nursing and Association of American Medical Colleges, Canadian Health Services Research Foundation; Ministry of Health and Long Term Care, Canada and the Department of Health, UK.

less

Uploads

Papers by Scott Reeves

Health and Interprofessional Practice, 2017

BACKGROUND Sports medicine has grown from a special interest area in healthcare to an established... more BACKGROUND Sports medicine has grown from a special interest area in healthcare to an established profession in its own right. Containing many specialties and a range of professional inputs there are complex dynamics at work which often dictate the provision of care. Whilst interprofessional interventions have been successfully applied in more mainstream healthcare contexts there has been no equivalent application in sports medicine. PURPOSE We seek to map the literature to explore interprofessional collaboration, interaction and tension in sports medicine. METHOD The study utilised a scoping review methodology followed by a thematic analysis. DISCUSSION & CONCLUSIONS The review located 13 studies which provided an insight into a number of key themes which affect interprofessional collaboration (IPC) in a variety of athletic contexts. All of these themes relate to IPC. The structured introduction of interprofessional education programmes for sports medicine professionals and others, will enable a response to the numerous challenges identified in the review.

Interface - Comunicação, Saúde, Educação, 2016

J Interprof Care Downloaded from informahealthcare.com by 174.91.159.205 on 01/10/12

Journal of Interprofessional Care, 2011

1. J Interprof Care. 2010 Dec 23. [Epub ahead of print] Translating collaborative knowledge into ... more 1. J Interprof Care. 2010 Dec 23. [Epub ahead of print] Translating collaborative knowledge into practice: findings from a 6-month follow-up study. Abramovich IA, Espin S, Wickson-Griffiths A, Dematteo D, Baker L, Egan-Lee E, Reeves S. ...

Journal of Interprofessional Care, 2008

Catalyzing and sustaining communities of collaboration around interprofessional care: an evaluati... more Catalyzing and sustaining communities of collaboration around interprofessional care: an evaluation of four educational programs. ... Egan-Lee E, Hollenberg E, Dematteo D, Tobin S, Oandasan I, Beduz MA, Kwan D, Leslie K, Lee J, Tassone M, Merkley J, Lingard L, Sinclair L, Lowe ...

Journal of Interprofessional Care, 2016

Journal of Interprofessional Care, 2015

This article presents an explorative case study focusing on interprofessional training for medica... more This article presents an explorative case study focusing on interprofessional training for medical and nursing students in Norway. Based on interviews with, and observations of, multiple stakeholder groups-students, university faculty, and hospital staff-content analysis was applied to investigate their perspectives regarding the design of such educational training. The findings revealed a positive perspective amongst stakeholders while voicing some concerns related to how communication issues, collaboration, workflow, and professional role patterns should be reflected in such training. Based on our data analysis we derive three themes that must be considered for successful interprofessional training of nursing and medical students: clinical professionalism, team performance, and patient-centered perspective. These themes must be balanced contingent on the students' background and the learning objectives of future interprofessional training efforts.

Journal of interprofessional care, 2015

Journal of interprofessional care, Jan 6, 2016

Patient discharge is a key concern in hospitals, particularly in acute care, given the multifacet... more Patient discharge is a key concern in hospitals, particularly in acute care, given the multifaceted and challenging nature of patients' healthcare needs. Policies on discharge have identified the importance of interprofessional collaboration, yet research has described its limitations in this clinical context. This study aimed to extend our understanding of interprofessional interactions related to discharge in a general internal medicine setting by using sociological theories to illuminate the existence of, and interplay between, structural factors and microlevel practices. An ethnographic approach was employed to obtain an in-depth insight into healthcare providers' perspectives, behaviours, and interactions regarding discharge. Data collection involved observations, interviews, and document analysis. Approximately 65 hours of observations were undertaken, 23 interviews were conducted with healthcare providers, and government and hospital discharge documents were collected...

Journal of Interprofessional Care, Nov 1, 2011

1. J Interprof Care. 2011 Nov;25(6):391-3. Focusing on future learning environments: Exploring th... more 1. J Interprof Care. 2011 Nov;25(6):391-3. Focusing on future learning environments: Exploring the role of space and place for interprofessional education. Nordquist J, Kitto S, Peller J, Ygge J, Reeves S. Karolinska Institutet , Stockholm , Sweden. ...

Journal of Allied Health, Feb 1, 2007

Interprofessional education (IPE) is regarded by many health care practitioners (i.e., nurses, oc... more Interprofessional education (IPE) is regarded by many health care practitioners (i.e., nurses, occupational therapists, physicians), educators, and policy makers as an important activity to enhance the quality of teamwork and patient care. While the focus on developing an evidence basis for IPE has demonstrated the potential value of IPE for improving collaboration and patient outcomes, exploration of key concepts that underpin IPE has been overlooked. In this commentary, we aim to begin addressing this oversight by identifying and discussing key conceptual factors that are critical for the planning and implementation of IPE. We draw upon our prior IPE curricula development and research experiences, as well as the published literature, to argue that seven interconnecting learner-focused, faculty-focused, and organization-focused factors are key to the successful planning and implementation of IPE. We also argue that IPE planners need to be cognizant of all seven factors and how they interact with one another to help ensure they maximize success in their work.

... common learning is also the name given to certain initiatives in inter-professional education... more ... common learning is also the name given to certain initiatives in inter-professional education in the ... a term used in the UK health service for systems that enable accountability of ... Informalinterprofessional education at its inception lacks the intention, and would fail to acknowledge ...

Journal of Interprofessional Care, May 27, 2014

Journal of Interprofessional Care, May 1, 2012

Journal of Interprofessional Care, Sep 19, 2014

Abstract This article presents emerging findings from the first year of a two-year study, which e... more Abstract This article presents emerging findings from the first year of a two-year study, which employed ethnographic methods to explore the culture of interprofessional collaboration (IPC) and family member involvement in eight North American intensive care units (ICUs). The study utilized a comparative ethnographic approach - gathering observation, interview and documentary data relating to the behaviors and attitudes of healthcare providers and family members across several sites. In total, 504 hours of ICU-based observational data were gathered over a 12-month period in four ICUs based in two US cities. In addition, 56 semi-structured interviews were undertaken with a range of ICU staff (e.g. nurses, doctors and pharmacists) and family members. Documentary data (e.g. clinical guidelines and unit policies) were also collected to help develop an insight into how the different sites engaged organizationally with IPC and family member involvement. Directed content analysis enabled the identification and categorization of major themes within the data. An interprofessional conceptual framework was utilized to help frame the coding for the analysis. The preliminary findings presented in this paper illuminate a number of issues related to the nature of IPC and family member involvement within an ICU context. These findings are discussed in relation to the wider interprofessional and health services literature.

Http Dx Doi Org 10 3109 13561820 2013 796915, Jun 6, 2013

There is a need to understand nurse practitioner (NP) interprofessional practice within hospital ... more There is a need to understand nurse practitioner (NP) interprofessional practice within hospital teams to inform effective role integration and evolution. To begin this understanding a supplementary analysis of 30 hospital team member focus groups was carried out using constructivist grounded theory methodology. This conceptual rendering of the team members' shared perspective of NP actions provides insight into the meaning and importance of the NP role. Participants emphasized three hospital-based (HB) NP practice foci as the meaning of role value; easing others' workload, holding patient care together and evolving practice. Trust emerged as a pre-requisite condition for HB NP role efficacy. A team member perspective framework of HB NP practice is presented as the first stage in developing a model of HB NP interprofessional practice within hospitals. The framework provides multiple perspectives to the meaning and value of the HB NP role beyond basic role description. The framework may be used by healthcare professionals, operational leaders, academia and HB NPs to enhance role respect and understanding.

The importance and necessity of interprofessional collaboration (IPC) present challenges for educ... more The importance and necessity of interprofessional collaboration (IPC) present challenges for educators as they determine how best to achieve IPC through interprofessional education (IPE). Simulation-based teaching has been shown to enhance students' understanding of professional roles and promote positive attitudes toward team members; yet, empirical evidence providing direction on the conditions necessary to promote these positive outcomes is lacking. This study used a quasi-experimental design with a pre-/post-test to examine changes in undergraduate healthcare students' perceptions and attitudes toward IPC following their participation in an interprofessional simulation program. Allport's (1954, The nature of prejudice, New York, NY: Doubleday & Company Inc.) intergroup contact theory was used to help understand the nature of this IPE workshop and its reported outcomes. Participants included students in the final year of their respective programs (n ¼ 84) such as pharmacy technician, paramedic, nursing and occupational therapy assistant/physical therapy assistant programs. These students were engaged in simulation exercises with interactive contact opportunities. Using the interdisciplinary education perceptions scale, statistically significant increases in positive attitudes in three of four sub-scales were found. An analysis of the structure and format of the workshop suggests that this IPE initiative fulfilled the key conditions suggested by intergroup contact theory. Attention to the key conditions provided by Allport's theory in the context of successful intergroup relationships may help provide direction for educators interested in planning IPE initiatives with student groups enrolled in various health programs.

Http Dx Doi Org 10 3109 13561820 2012 663013, Apr 9, 2012

Effective communication and coordination are critical components for improving collaborative care... more Effective communication and coordination are critical components for improving collaborative care delivery among different healthcare providers who work in mobile and time-pressured environments. Increasingly, healthcare providers are exploring alternative communication technologies to help bridge the temporal and spatial issues that are often inherent in the clinical communication conundrum. Our study examined perceptions of General Internal Medicine (GIM) staff on the usage of Smartphone devices and a Webpaging system, which were implemented on the inpatient GIM units at two teaching hospitals in North America. An exploratory case study approach was employed and in-depth interviews with 31 clinicians were conducted. This data-set serves as a subset and prelude to a larger research study that examined and compared the impacts of different types of communication technologies used in five teaching hospitals. Findings from our study indicate that the use of Smartphone technology was well received among clinicians. Specifically, healthcare professionals valued the use of emails when communicating nonurgent issues and the availability of the phone function that enabled access to clinicians especially in urgent situations. Dissatisfaction, however, was expressed over the suitability of these smartphone features in different communication contexts as well as discrepancies between clinicians over the appropriate use of the communication modes. Future interventions in communication technology should take into considerations how communication mediums and situational contexts (e.g. urgent and nonurgent patient issues) impact interprofessional interactions.

J Amer Coll Surgeons, 2011

Crisis management is acknowledged as key to ensuring patient safety in operating room (OR) practi... more Crisis management is acknowledged as key to ensuring patient safety in operating room (OR) practice. Interprofessional education aims to teach different professions how to work effectively together. In interprofessional simulation-based education (IPSE), debriefing can be challenging, as participants may feel shy and intimidated about reflecting upon their performance in front of peers from other professions. This study aims to evaluate IPSE crisis resource management training according to the Kirkpatrick model.Teams consisting of one anesthesia resident/fellow, one surgical resident/fellow and one circulating OR nurse, underwent 2 different simulated scenarios with one video-assisted, expert instructor-lead team debriefing in between. The crisis scenarios used a hybrid simulation, combining a virtual reality laparoscopic trainer and a high-fidelity computer enhanced mannikin in a realistic operating room environment. Immediately after the session participants evaluated the program using an anonymous questionnaire, rating their experience. The questionnaire approached level 1 (Learners' views on the learning experience) and 2a (modification of attitudes and perceptions) according to the modified Kirkpatrick model.Eighteen teams (54 individuals) each participated in two scenarios and one expert instructor-lead debriefing for a total of 36 scenarios and 18 debriefings. All participants, but one nurse, evaluated the training session.IPSE for peroperative crisis resource management training was feasible and very well received by the 3 professions. Expert instructor-lead team debriefing didn't appear to be a barrier to the implementation of routine IPSE crisis resource management training. Further studies should investigate the impact of such programs on higher Kirkpatrick levels.

This chapter contains section titled: Responding to the needs of the workersFive themesA chain re... more This chapter contains section titled: Responding to the needs of the workersFive themesA chain reaction?ConclusionResponding to the needs of the workersFive themesA chain reaction?Conclusion