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This article was migrated. The article was marked as recommended. Background: Providing meaningful feedback in interprofessional education (IPE) requires knowledge of discipline specific responsibilities and a method for measuring team dynamics while capturing individual performance. Methods: We implemented a 360-degree performance feedback model for a large-scale IPE simulation with standardized patients (SP) who transitioned from primary care to the emergency department. 293 medical, nursing, and pharmacy students were divided into 72 teams. We conducted a retrospective study evaluating feedback from 108 facilitators on individual and team based competencies, 12 SP patient satisfaction surveys and 293 student self-appraisals. We analyzed data using descriptive statistics and ANOVA for multiple group comparisons. Results: More than 94% of SP indicated they would return to the same student team to seek care. However, SP reported that the students did not summarize or clarify information, adapt to their level of understanding or encourage questions. Facilitators noted all disciplines were involved in formulating and implementing treatment plans. Student teams performed highest in mutual support and situational monitoring, and lowest in leadership and team structure. Students across all disciplines rated their teams as requiring light to no supervision. Conclusion: Applying the 360-degree performance model is feasible in IPE and provides multidimensional, qualitative feedback to enhance student learning.

The Early Childhood Program for Language Acquisition and Community Engagement (EC PLACE) is a program designed to support language, communication, and social development of children with significant disabilities within a public preschool setting. This article describes program design and eight effective program practices which contributed to remarkable gains in children's skills and outcomes. [ABSTRACT FROM AUTHOR]

Objective: To describe the documented adherence to quality indicators for the outpatient care of attention-deficit/hyperactivity disorder, conduct disorder, and major depression for children in public mental health clinics and to explore how adherence varies by child and clinic characteristics. Method: A statewide, longitudinal cohort study of 813 children ages 6.0-16.9 years with at least 3 months of outpatient care, drawn from 4,958 patients in 62 mental health clinics in California from August 1, 1998, through May 31, 1999. The main outcome was documented adherence to quality indicators based on scientific evidence and clinical judgment, assessed by explicit medical record review. Results: Relatively high adherence was recorded for clinical assessment (78%-95%), but documented adherence to quality indicators related to service linkage, parental involvement, use of evidence-based psychosocial treatment, and patient protection were moderate to poor (74.1%-8.0%). For children prescribed psychotropic medication, 28.3% of the records documented monitoring of at least one clinically indicated vital sign or laboratory study. Documented adherence to quality indicators varied little by child demographics or clinic factors. Conclusion: Efforts to improve care should be directed broadly across clinics, with documentation of safe practices, particularly for children prescribed psychotropic medication, being of highest priority. J. Am. Acad. Child Adolesc. Psychiatry, 2005;44(2):130-144. Key Words: quality of care, child mental health attention-deficit/hyperactivity disorder, psychotropic medication, safety.