title: Progressive collaborative refinement on teams: implications for communication practices.
abstract: OBJECTIVE
  Medical teaching teams (MTTs) must balance teaching and patient care in the face of three challenges: shifting team membership, varying levels of learners and patient complexity. To support care, MTTs rely on a combination of recurrent oral and written communication practices (genres), such as admission, progress and discharge notes. The purpose of this study was to explore how these genres influence the team's ability to collectively care for patients.
  
  
  METHODS
  This was a multiple case study with data collected through observations and audio-recordings of 19 patient cases focusing on admission review discussions and chart documents throughout the hospitalisation. Participants included 14 medical students, 32 residents and 10 attending physicians rotating through one of three internal medicine MTTs. We used constant comparative analysis to identify recurrent patterns across the multiple cases, which were further elaborated in a return-of-findings focus group.
  
  
  RESULTS
  The MTT genre system facilitated the care of patients through 'progressive collaborative refinement' (PCR): MTTs use case and data reviews to collaboratively and progressively refine their understanding of the patient's problems and develop strategies for addressing them. Progressive collaborative refinement was apparent through modifications made in the documentation. Although modifications were a necessary component, they were not sufficient: some modifications were made without refinement. We characterised incidents of failed modification as 'fragmentation'. Three types were observed: conceptualisation, documentation and continuity of care providers. In most cases, all three were present and interacted to impede PCR.
  
  
  CONCLUSIONS
  Progressive collaborative refinement was used by MTTs to provide the optimal care to patients. Progressive collaborative refinement was impeded by a lack of continuity of care providers and gaps between communication genres that fragmented conceptualisation and documentation. Progressive collaborative refinement can be understood as both an overarching process and a shared but unstated ideal. Through defining and describing PCR, the present findings can be used to improve communication and teaching.
authors: Department of Medicine, Schulich School of Medicine and Dentistry, University of Western Ontario, London, Ontario, Canada.
authors: Mark
authors: M
authors: Goldszmidt
authors: Tim
authors: T
authors: Dornan
authors: Lorelei
authors: L
authors: Lingard
mesh_terms: D000368:Aged; D000369:Aged, 80 and over; D002983:Clinical Competence; D003266:Continuity of Patient Care / Q000458:organization & administration* / Q000592:standards; D003299:Cooperative Behavior; D004501:Education, Medical; D005260:Female; D017144:Focus Groups; D006760:Hospitalization; D006784:Hospitals, Teaching; D006801:Humans; D007400:Interprofessional Relations; D008297:Male; D008499:Medical Records / Q000592:standards; D008505:Medical Staff, Hospital; D008875:Middle Aged; D010348:Patient Care Team / Q000458:organization & administration*; D013337:Students, Medical; D013598:Systems Theory