Figure 1
Study design.
Table 1
Demographic characteristics of participants.
| VARIABLE | PROFESSIONALS R1 (N = 32) | PROFESSIONALS R2 (N = 24) | PARENTS (N = 21) | MANAGERS AND POLICY MAKERS (N = 19) |
|---|---|---|---|---|
| Interview duration min [m (range)] | 49 (35–60) | 56 (39–79) | 53 (31–90) | 48 (41–60) |
| Gender [n (%)] | ||||
| Male | 2 (6.3%) | 2 (8.3%) | 4 (19.1%) | 1 (5.3 %) |
| Female | 30 (93.7%) | 22 (91.7%) | 17 (80.9%) | 18 (94.7%) |
| Age in years | ||||
| Mean age in years (SD) | 39.00 (9.13) | 39.25 (11.04) | 43.75 (8.47) | 47.37 (9.38) |
| Age range in years | 24–61 | 24–61 | 26–57 | 28–61 |
| Cultural Background [n (%)] | ||||
| Western | 17 (85.0%) | |||
| Non-Western | 3 (15.0%) | |||
| Highest Educational Level [n (%)] | ||||
| Primary Education | 2 (10.0%) | |||
| Intermediate Vocational. Educ. | 8 (40.0%) | |||
| Higher Vocational. Educ. | 24 (75.0%) | 21 (87.5%) | 7 (35.0%) | 9 (47.4%) |
| University | 8 (25.0%) | 3 (12.5%) | 3 (15.0%) | 10 (52.6%) |
| Study [n (%)] | ||||
| Socio-pedagogical assistance | 10 (31.2%) | 11 (45.8%) | ||
| Pedagogics | 8 (25.0%) | 6 (25.0%) | ||
| Psychology | 3 (9.4%) | 1 (4.2%) | ||
| Social work | 7 (21.9%) | 5 (20.8%) | ||
| Other | 4 (12.5%) | 1 (4.2%) | ||
| Profession [n (%)] | ||||
| Manager | 4 (21.1%) | |||
| Coach | 4 (21.1%) | |||
| Policy maker | 7 (36.8%) | |||
| Staff advisor | 2 (10.5%) | |||
| Other | 2 (10.5 %) | |||
| Years of work experience | ||||
| Mean years of experience (SD) | 15.98 (8.78) | 14.23 (9.67) | ||
| Range years of experience | 3–39 | 1.5–35 | ||
| Marital Status [n (%)] | ||||
| Two-parent household | 10 (50.0%) | |||
| Divorced | 9 (45.0%) | |||
| Single-parent household | 1 (5.0%) | |||
| Number of children [n (%)] | ||||
| One child | 5 (25.0%) | |||
| Two or more children | 15 (75.0%) | |||
| Missing (n) | 1 |
Table 2
Recommendations based on facilitators and barriers to evaluation and reflection in Multidisciplinary Team Discussions (MTDs).
| RECOMMENDATION | FACILITATORS | BARRIERS | |
|---|---|---|---|
| 1 | Decide on the subject and goal of the MTD | Clear subject of the MTD (e.g., team process, content of care) Define goal and purpose beforehand | Unclear subject, purpose and focus of the MTD Interchangeably evaluate different subjects during MTDs |
| 2 | Differentiate between those involved and those attending the MTD | Decide on those involved and who should attend the MTD Inform all those involved afterwards Availability of professionals MTDs in smaller groups | Too many professionals attending the MTD Lack of sharing information afterwards A broad variety of professional disciplines involved without a clear purpose |
| 3 | Decide on the moment and duration of the MTD | Schedule MTDs in advance Sufficient time in between MTDs Estimate duration of each component of the MTD | Not prioritizing MTDs due to a high workload Too lengthy MTDs Too many topics to be discussed in limited amount of time Planning too many MTDs in a short amount of time |
| 4 | Timely prepare the MTD and gather input from stakeholders beforehand | Timely and sufficient preparation Collect relevant input from stakeholders | Lack of preparation by those involved in the MTD Lack of input from relevant stakeholders |
| 5 | Follow the general structure of MTDs and decide on the working approach | Flexible, shared working approach Time to acquire a working approach Clear format of the MTD An a priori formulated agenda Visualized structure of the MTD Reprise of a preparatory assignment | Rigid working approach that does not fit purpose of the MTD Lack of structure or agenda Variety of working approaches Lengthy decision-making processes |
| 6 | Allocate tasks to ensure structured MTDs | Clear allocation of tasks: process guard, chair, secretary, time guard Discussion of tasks and roles beforehand | No secretary Too many tasks for the chair No time guard |
| 7 | Ensure a safe team climate during MTD | Open and curious attitude, equality, and mutual respect Clear intentions Room for reflection on limitation and doubts Familiarity Positive atmosphere with focus on learning Appreciation of the multidisciplinary character | Changes in team composition Feelings of dissatisfaction (Negative) consequences after the MTD Interprofessional conflicts Unfamiliarity with those involved in the MTDInequalities between those involved Lack of participation in the MTD |
| 8 | Ask reflective questions and provide constructive feedback during the MTD | Objective questions with a focus on learning and improvement Sharing representative information Sufficient time for feedback | Directly provide a solution Focus on negative feedback Focus on incidents outside the context |
| 9 | Register and monitor follow-up steps at the end of the MTD | Collaboratively formulate follow up steps (SMART) at the end of the MTD Summary with highlights of the MTD Regularly monitor follow up steps | Lack of time at the end of the MTD Undefined follow-up steps Lack of registration of follow up steps |