Gathering, strategizing, motivating and celebrating: the team huddle in a teaching general practice
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OBJECTIVES: To understand how implementing a daily team huddle affected the function of a complex interprofessional team including learners. DESIGN: A qualitative descriptive study using semi-structured interviews in focus groups. SETTING: An academic general practice teaching practice. PARTICIPANTS: All members of one interprofessional team, including nurses, general practitioners, junior doctors, and support staff. METHOD: Focus group interviews using semi-structured guidance were transcribed and the results analysed using qualitative content analysis. MAIN FINDINGS: Four interrelated themes were identified: communication and knowledge sharing; efficiency of care; relationship and team building; and shared responsibility for team function. The implementation of the daily team huddle was seen by participants to enhance the collaboration within the team and to contribute to work life enjoyment. Participants perceived that problems were anticipated and solved quickly. Clinical updates and information about patients benefited the team including learners. Junior doctors quickly understood the scope of practice of other team members, but some felt reluctant to offer clinical opinions. CONCLUSION: The implementation of a daily team huddle was viewed as worthwhile by this large interprofessional general practice team. The delivery of patient care was more efficient, knowledge was readily distributed, and problem solving was shared across the team, including junior doctors.
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