CINXE.COM

<!doctype html> <html data-n-head-ssr lang="en" data-n-head="%7B%22lang%22:%7B%22ssr%22:%22en%22%7D%7D"> <head > <link data-n-head="ssr" rel="icon" type="image/png" sizes="16x16" href="https://brand.frontiersin.org/m/ed3f9ce840a03d7/favicon_16-tenantFavicon-Frontiers.png"> <link data-n-head="ssr" rel="icon" type="image/png" sizes="32x32" href="https://brand.frontiersin.org/m/ed3f9ce840a03d7/favicon_32-tenantFavicon-Frontiers.png"> <link data-n-head="ssr" rel="apple-touch-icon" type="image/png" sizes="180x180" href="https://brand.frontiersin.org/m/ed3f9ce840a03d7/favicon_180-tenantFavicon-Frontiers.png"> <title>Frontiers | Overcoming Challenges to Teamwork in Healthcare: A Team Effectiveness Framework and Evidence-Based Guidance</title><meta data-n-head="ssr" charset="utf-8"><meta data-n-head="ssr" name="viewport" content="width=device-width, initial-scale=1"><meta data-n-head="ssr" data-hid="charset" charset="utf-8"><meta data-n-head="ssr" data-hid="mobile-web-app-capable" name="mobile-web-app-capable" content="yes"><meta data-n-head="ssr" data-hid="apple-mobile-web-app-title" name="apple-mobile-web-app-title" content="Frontiers | Articles"><meta data-n-head="ssr" data-hid="theme-color" name="theme-color" content="#0C4DED"><meta data-n-head="ssr" data-hid="description" property="description" name="description" content="Background: Safe and effective patient care depends on the teamwork of multidisciplinary healthcare professionals. Unfortunately, the field currently lacks a..."><meta data-n-head="ssr" data-hid="og:title" property="og:title" name="title" content="Frontiers | Overcoming Challenges to Teamwork in Healthcare: A Team Effectiveness Framework and Evidence-Based Guidance"><meta data-n-head="ssr" data-hid="og:description" property="og:description" name="description" content="Background: Safe and effective patient care depends on the teamwork of multidisciplinary healthcare professionals. Unfortunately, the field currently lacks a..."><meta data-n-head="ssr" data-hid="keywords" name="keywords" content="Teams and groups,Leadership,Communication,Decision Making,coaching,Reflection,conflict management,accountability"><meta data-n-head="ssr" data-hid="og:site_name" property="og:site_name" name="site_name" content="Frontiers"><meta data-n-head="ssr" data-hid="og:image" property="og:image" name="image" content="https://images-provider.frontiersin.org/api/ipx/w=1200&f=png/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-g001.jpg"><meta data-n-head="ssr" data-hid="og:type" property="og:type" name="type" content="article"><meta data-n-head="ssr" data-hid="og:url" property="og:url" name="url" content="https://www.frontiersin.org/journals/communication/articles/10.3389/fcomm.2021.606445/full"><meta data-n-head="ssr" data-hid="twitter:card" name="twitter:card" content="summary_large_image"><meta data-n-head="ssr" data-hid="citation_volume" name="citation_volume" content="6"><meta data-n-head="ssr" data-hid="citation_journal_title" name="citation_journal_title" content="Frontiers in Communication"><meta data-n-head="ssr" data-hid="citation_publisher" name="citation_publisher" content="Frontiers"><meta data-n-head="ssr" data-hid="citation_journal_abbrev" name="citation_journal_abbrev" content="Front. Commun."><meta data-n-head="ssr" data-hid="citation_issn" name="citation_issn" content="2297-900X"><meta data-n-head="ssr" data-hid="citation_doi" name="citation_doi" content="10.3389/fcomm.2021.606445"><meta data-n-head="ssr" data-hid="citation_firstpage" name="citation_firstpage" content="606445"><meta data-n-head="ssr" data-hid="citation_language" name="citation_language" content="English"><meta data-n-head="ssr" data-hid="citation_title" name="citation_title" content="Overcoming Challenges to Teamwork in Healthcare: A Team Effectiveness Framework and Evidence-Based Guidance"><meta data-n-head="ssr" data-hid="citation_keywords" name="citation_keywords" content="Teams and groups; Leadership; Communication; Decision Making; coaching; Reflection; conflict management; accountability"><meta data-n-head="ssr" data-hid="citation_abstract" name="citation_abstract" content="<p><bold>Background:</bold> Safe and effective patient care depends on the teamwork of multidisciplinary healthcare professionals. Unfortunately, the field currently lacks an evidence-based framework for effective teamwork that can be incorporated into medical education and practice across health professions. We introduce a comprehensive framework for team effectiveness. Common challenges to teamwork in healthcare are identified along with evidence-based strategies for overcoming them.</p><p><bold>Methods:</bold> The framework was developed in four steps: 1) grounding in the existing team science literature, 2) semi-structured interviews (<italic>N</italic> = 13), 3) thematic analysis and initial framework development, and 4) revision of the framework through input from healthcare professionals representative of different functions across the healthcare system (<italic>N</italic> = 13). A diagnostic tool consisting of one survey item per team competency was developed to complement the framework. The survey was then administered to healthcare teams across clinical and administrative functions (<italic>N</italic> = 10 teams, 96 individuals), and results were compiled and then used to conduct debriefs with individual team members and teams. A set of common teamwork challenges were identified using the survey and qualitative data. Qualitative data was analyzed to explore the unique ways these challenges manifest in both clinical and administrative teams.</p><p><bold>Results:</bold> The five most common challenges that face healthcare teams relate to accountability, conflict management, decision-making, reflecting on progress, and coaching. These challenges were similar across both clinical and administrative team types. Based on the authors' collective experience designing and implementing Team Development Interventions (TDIs), strategies for managing each challenge are provided.</p><p><bold>Conclusions:</bold> The proposed framework is unique in two ways. First, it's generally applicable across the many types of teams that contribute to the quality and safety of patient care. Second, the levels of the framework build upon each other to contribute to the development of the ideal team states. The framework and accompanying strategies can provide guidance for where and how to target developmental efforts.</p>"><meta data-n-head="ssr" data-hid="citation_pdf_url" name="citation_pdf_url" content="https://www.frontiersin.org/journals/communication/articles/10.3389/fcomm.2021.606445/pdf"><meta data-n-head="ssr" data-hid="citation_online_date" name="citation_online_date" content="2021/01/06"><meta data-n-head="ssr" data-hid="citation_publication_date" name="citation_publication_date" content="2021/03/17"><meta data-n-head="ssr" data-hid="citation_author_0" name="citation_author" content="Zajac, Stephanie"><meta data-n-head="ssr" data-hid="citation_author_institution_0" name="citation_author_institution" content="University of Texas MD Anderson Cancer Center, United States"><meta data-n-head="ssr" data-hid="citation_author_1" name="citation_author" content="Woods, Amanda"><meta data-n-head="ssr" data-hid="citation_author_institution_1" name="citation_author_institution" content="Rice University, United States"><meta data-n-head="ssr" data-hid="citation_author_2" name="citation_author" content="Tannenbaum, Scott"><meta data-n-head="ssr" data-hid="citation_author_institution_2" name="citation_author_institution" content="Group for Organizational Effectiveness, United States"><meta data-n-head="ssr" data-hid="citation_author_3" name="citation_author" content="Salas, Eduardo"><meta data-n-head="ssr" data-hid="citation_author_institution_3" name="citation_author_institution" content="Rice University, United States"><meta data-n-head="ssr" data-hid="citation_author_4" name="citation_author" content="Holladay, Courtney L."><meta data-n-head="ssr" data-hid="citation_author_institution_4" name="citation_author_institution" content="University of Texas MD Anderson Cancer Center, United States"><meta data-n-head="ssr" data-hid="dc.identifier" name="dc.identifier" content="doi:10.3389/fcomm.2021.606445"><link data-n-head="ssr" rel="manifest" href="/article-pages/_nuxt/manifest.c499fc0a.json" data-hid="manifest"><link data-n-head="ssr" rel="canonical" href="https://www.frontiersin.org/journals/communication/articles/10.3389/fcomm.2021.606445/full"><script data-n-head="ssr" data-hid="newrelic-browser-script" type="text/javascript">window.NREUM||(NREUM={});NREUM.info = {"agent":"","beacon":"bam.nr-data.net","errorBeacon":"bam.nr-data.net","licenseKey":"598a124f17","applicationID":"588603994","agentToken":null,"applicationTime":3.421148,"transactionName":"MQcDMkECCkNSW0YMWghNIgldDQFTRxd1IGFJTQ==","queueTime":0,"ttGuid":"c34942649d4e357d"}; (window.NREUM||(NREUM={})).init={privacy:{cookies_enabled:true},ajax:{deny_list:["bam.nr-data.net"]},distributed_tracing:{enabled:true}};(window.NREUM||(NREUM={})).loader_config={agentID:"594400880",accountID:"230385",trustKey:"230385",xpid:"VgUHUl5WGwYIXFdSBAgOUg==",licenseKey:"598a124f17",applicationID:"588603994"};;/*! For license information please see nr-loader-spa-1.281.0.min.js.LICENSE.txt */ (()=>{var e,t,r={8122:(e,t,r)=>{"use strict";r.d(t,{a:()=>i});var n=r(944);function i(e,t){try{if(!e||"object"!=typeof e)return(0,n.R)(3);if(!t||"object"!=typeof t)return(0,n.R)(4);const r=Object.create(Object.getPrototypeOf(t),Object.getOwnPropertyDescriptors(t)),o=0===Object.keys(r).length?e:r;for(let a in o)if(void 0!==e[a])try{if(null===e[a]){r[a]=null;continue}Array.isArray(e[a])&&Array.isArray(t[a])?r[a]=Array.from(new Set([...e[a],...t[a]])):"object"==typeof e[a]&&"object"==typeof t[a]?r[a]=i(e[a],t[a]):r[a]=e[a]}catch(e){(0,n.R)(1,e)}return r}catch(e){(0,n.R)(2,e)}}},2555:(e,t,r)=>{"use strict";r.d(t,{Vp:()=>c,fn:()=>s,x1:()=>u});var n=r(384),i=r(8122);const o={beacon:n.NT.beacon,errorBeacon:n.NT.errorBeacon,licenseKey:void 0,applicationID:void 0,sa:void 0,queueTime:void 0,applicationTime:void 0,ttGuid:void 0,user:void 0,account:void 0,product:void 0,extra:void 0,jsAttributes:{},userAttributes:void 0,atts:void 0,transactionName:void 0,tNamePlain:void 0},a={};function s(e){try{const t=c(e);return!!t.licenseKey&&!!t.errorBeacon&&!!t.applicationID}catch(e){return!1}}function c(e){if(!e)throw new Error("All info objects require an agent identifier!");if(!a[e])throw new Error("Info for ".concat(e," was never set"));return a[e]}function u(e,t){if(!e)throw new Error("All info objects require an agent identifier!");a[e]=(0,i.a)(t,o);const r=(0,n.nY)(e);r&&(r.info=a[e])}},9417:(e,t,r)=>{"use strict";r.d(t,{D0:()=>p,gD:()=>m,xN:()=>g});var n=r(3333),i=r(993);const o=e=>{if(!e||"string"!=typeof e)return!1;try{document.createDocumentFragment().querySelector(e)}catch{return!1}return!0};var a=r(2614),s=r(944),c=r(384),u=r(8122);const d="[data-nr-mask]",l=()=>{const e={feature_flags:[],experimental:{marks:!1,measures:!1,resources:!1},mask_selector:"*",block_selector:"[data-nr-block]",mask_input_options:{color:!1,date:!1,"datetime-local":!1,email:!1,month:!1,number:!1,range:!1,search:!1,tel:!1,text:!1,time:!1,url:!1,week:!1,textarea:!1,select:!1,password:!0}};return{ajax:{deny_list:void 0,block_internal:!0,enabled:!0,autoStart:!0},distributed_tracing:{enabled:void 0,exclude_newrelic_header:void 0,cors_use_newrelic_header:void 0,cors_use_tracecontext_headers:void 0,allowed_origins:void 0},get feature_flags(){return e.feature_flags},set feature_flags(t){e.feature_flags=t},generic_events:{enabled:!0,autoStart:!0},harvest:{interval:30},jserrors:{enabled:!0,autoStart:!0},logging:{enabled:!0,autoStart:!0,level:i.p_.INFO},metrics:{enabled:!0,autoStart:!0},obfuscate:void 0,page_action:{enabled:!0},page_view_event:{enabled:!0,autoStart:!0},page_view_timing:{enabled:!0,autoStart:!0},performance:{get capture_marks(){return e.feature_flags.includes(n.$v.MARKS)||e.experimental.marks},set capture_marks(t){e.experimental.marks=t},get capture_measures(){return e.feature_flags.includes(n.$v.MEASURES)||e.experimental.measures},set capture_measures(t){e.experimental.measures=t},capture_detail:!0,resources:{get enabled(){return e.feature_flags.includes(n.$v.RESOURCES)||e.experimental.resources},set enabled(t){e.experimental.resources=t},asset_types:[],first_party_domains:[],ignore_newrelic:!0}},privacy:{cookies_enabled:!0},proxy:{assets:void 0,beacon:void 0},session:{expiresMs:a.wk,inactiveMs:a.BB},session_replay:{autoStart:!0,enabled:!1,preload:!1,sampling_rate:10,error_sampling_rate:100,collect_fonts:!1,inline_images:!1,fix_stylesheets:!0,mask_all_inputs:!0,get mask_text_selector(){return e.mask_selector},set mask_text_selector(t){o(t)?e.mask_selector="".concat(t,",").concat(d):""===t||null===t?e.mask_selector=d:(0,s.R)(5,t)},get block_class(){return"nr-block"},get ignore_class(){return"nr-ignore"},get mask_text_class(){return"nr-mask"},get block_selector(){return e.block_selector},set block_selector(t){o(t)?e.block_selector+=",".concat(t):""!==t&&(0,s.R)(6,t)},get mask_input_options(){return e.mask_input_options},set mask_input_options(t){t&&"object"==typeof t?e.mask_input_options={...t,password:!0}:(0,s.R)(7,t)}},session_trace:{enabled:!0,autoStart:!0},soft_navigations:{enabled:!0,autoStart:!0},spa:{enabled:!0,autoStart:!0},ssl:void 0,user_actions:{enabled:!0,elementAttributes:["id","className","tagName","type"]}}},f={},h="All configuration objects require an agent identifier!";function p(e){if(!e)throw new Error(h);if(!f[e])throw new Error("Configuration for ".concat(e," was never set"));return f[e]}function g(e,t){if(!e)throw new Error(h);f[e]=(0,u.a)(t,l());const r=(0,c.nY)(e);r&&(r.init=f[e])}function m(e,t){if(!e)throw new Error(h);var r=p(e);if(r){for(var n=t.split("."),i=0;i<n.length-1;i++)if("object"!=typeof(r=r[n[i]]))return;r=r[n[n.length-1]]}return r}},5603:(e,t,r)=>{"use strict";r.d(t,{a:()=>c,o:()=>s});var n=r(384),i=r(8122);const o={accountID:void 0,trustKey:void 0,agentID:void 0,licenseKey:void 0,applicationID:void 0,xpid:void 0},a={};function s(e){if(!e)throw new Error("All loader-config objects require an agent identifier!");if(!a[e])throw new Error("LoaderConfig for ".concat(e," was never set"));return a[e]}function c(e,t){if(!e)throw new Error("All loader-config objects require an agent identifier!");a[e]=(0,i.a)(t,o);const r=(0,n.nY)(e);r&&(r.loader_config=a[e])}},3371:(e,t,r)=>{"use strict";r.d(t,{V:()=>f,f:()=>l});var n=r(8122),i=r(384),o=r(6154),a=r(9324);let s=0;const c={buildEnv:a.F3,distMethod:a.Xs,version:a.xv,originTime:o.WN},u={customTransaction:void 0,disabled:!1,isolatedBacklog:!1,loaderType:void 0,maxBytes:3e4,onerror:void 0,ptid:void 0,releaseIds:{},appMetadata:{},session:void 0,denyList:void 0,timeKeeper:void 0,obfuscator:void 0,harvester:void 0},d={};function l(e){if(!e)throw new Error("All runtime objects require an agent identifier!");if(!d[e])throw new Error("Runtime for ".concat(e," was never set"));return d[e]}function f(e,t){if(!e)throw new Error("All runtime objects require an agent identifier!");d[e]={...(0,n.a)(t,u),...c},Object.hasOwnProperty.call(d[e],"harvestCount")||Object.defineProperty(d[e],"harvestCount",{get:()=>++s});const r=(0,i.nY)(e);r&&(r.runtime=d[e])}},9324:(e,t,r)=>{"use strict";r.d(t,{F3:()=>i,Xs:()=>o,Yq:()=>a,xv:()=>n});const n="1.281.0",i="PROD",o="CDN",a="^2.0.0-alpha.17"},6154:(e,t,r)=>{"use strict";r.d(t,{A4:()=>s,OF:()=>d,RI:()=>i,WN:()=>h,bv:()=>o,gm:()=>a,lR:()=>f,m:()=>u,mw:()=>c,sb:()=>l});var n=r(1863);const i="undefined"!=typeof window&&!!window.document,o="undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self.navigator instanceof WorkerNavigator||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis.navigator instanceof WorkerNavigator),a=i?window:"undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis),s="complete"===a?.document?.readyState,c=Boolean("hidden"===a?.document?.visibilityState),u=""+a?.location,d=/iPad|iPhone|iPod/.test(a.navigator?.userAgent),l=d&&"undefined"==typeof SharedWorker,f=(()=>{const e=a.navigator?.userAgent?.match(/Firefox[/\s](\d+\.\d+)/);return Array.isArray(e)&&e.length>=2?+e[1]:0})(),h=Date.now()-(0,n.t)()},7295:(e,t,r)=>{"use strict";r.d(t,{Xv:()=>a,gX:()=>i,iW:()=>o});var n=[];function i(e){if(!e||o(e))return!1;if(0===n.length)return!0;for(var t=0;t<n.length;t++){var r=n[t];if("*"===r.hostname)return!1;if(s(r.hostname,e.hostname)&&c(r.pathname,e.pathname))return!1}return!0}function o(e){return void 0===e.hostname}function a(e){if(n=[],e&&e.length)for(var t=0;t<e.length;t++){let r=e[t];if(!r)continue;0===r.indexOf("http://")?r=r.substring(7):0===r.indexOf("https://")&&(r=r.substring(8));const i=r.indexOf("/");let o,a;i>0?(o=r.substring(0,i),a=r.substring(i)):(o=r,a="");let[s]=o.split(":");n.push({hostname:s,pathname:a})}}function s(e,t){return!(e.length>t.length)&&t.indexOf(e)===t.length-e.length}function c(e,t){return 0===e.indexOf("/")&&(e=e.substring(1)),0===t.indexOf("/")&&(t=t.substring(1)),""===e||e===t}},1687:(e,t,r)=>{"use strict";r.d(t,{Ak:()=>c,Ze:()=>l,x3:()=>u});var n=r(7836),i=r(3606),o=r(860),a=r(2646);const s={};function c(e,t){const r={staged:!1,priority:o.P3[t]||0};d(e),s[e].get(t)||s[e].set(t,r)}function u(e,t){e&&s[e]&&(s[e].get(t)&&s[e].delete(t),h(e,t,!1),s[e].size&&f(e))}function d(e){if(!e)throw new Error("agentIdentifier required");s[e]||(s[e]=new Map)}function l(e="",t="feature",r=!1){if(d(e),!e||!s[e].get(t)||r)return h(e,t);s[e].get(t).staged=!0,f(e)}function f(e){const t=Array.from(s[e]);t.every((([e,t])=>t.staged))&&(t.sort(((e,t)=>e[1].priority-t[1].priority)),t.forEach((([t])=>{s[e].delete(t),h(e,t)})))}function h(e,t,r=!0){const o=e?n.ee.get(e):n.ee,s=i.i.handlers;if(!o.aborted&&o.backlog&&s){if(r){const e=o.backlog[t],r=s[t];if(r){for(let t=0;e&&t<e.length;++t)p(e[t],r);Object.entries(r).forEach((([e,t])=>{Object.values(t||{}).forEach((t=>{t[0]?.on&&t[0]?.context()instanceof a.y&&t[0].on(e,t[1])}))}))}}o.isolatedBacklog||delete s[t],o.backlog[t]=null,o.emit("drain-"+t,[])}}function p(e,t){var r=e[1];Object.values(t[r]||{}).forEach((t=>{var r=e[0];if(t[0]===r){var n=t[1],i=e[3],o=e[2];n.apply(i,o)}}))}},7836:(e,t,r)=>{"use strict";r.d(t,{P:()=>c,ee:()=>u});var n=r(384),i=r(8990),o=r(3371),a=r(2646),s=r(5607);const c="nr@context:".concat(s.W),u=function e(t,r){var n={},s={},d={},l=!1;try{l=16===r.length&&(0,o.f)(r).isolatedBacklog}catch(e){}var f={on:p,addEventListener:p,removeEventListener:function(e,t){var r=n[e];if(!r)return;for(var i=0;i<r.length;i++)r[i]===t&&r.splice(i,1)},emit:function(e,r,n,i,o){!1!==o&&(o=!0);if(u.aborted&&!i)return;t&&o&&t.emit(e,r,n);for(var a=h(n),c=g(e),d=c.length,l=0;l<d;l++)c[l].apply(a,r);var p=v()[s[e]];p&&p.push([f,e,r,a]);return a},get:m,listeners:g,context:h,buffer:function(e,t){const r=v();if(t=t||"feature",f.aborted)return;Object.entries(e||{}).forEach((([e,n])=>{s[n]=t,t in r||(r[t]=[])}))},abort:function(){f._aborted=!0,Object.keys(f.backlog).forEach((e=>{delete f.backlog[e]}))},isBuffering:function(e){return!!v()[s[e]]},debugId:r,backlog:l?{}:t&&"object"==typeof t.backlog?t.backlog:{},isolatedBacklog:l};return Object.defineProperty(f,"aborted",{get:()=>{let e=f._aborted||!1;return e||(t&&(e=t.aborted),e)}}),f;function h(e){return e&&e instanceof a.y?e:e?(0,i.I)(e,c,(()=>new a.y(c))):new a.y(c)}function p(e,t){n[e]=g(e).concat(t)}function g(e){return n[e]||[]}function m(t){return d[t]=d[t]||e(f,t)}function v(){return f.backlog}}(void 0,"globalEE"),d=(0,n.Zm)();d.ee||(d.ee=u)},2646:(e,t,r)=>{"use strict";r.d(t,{y:()=>n});class n{constructor(e){this.contextId=e}}},9908:(e,t,r)=>{"use strict";r.d(t,{d:()=>n,p:()=>i});var n=r(7836).ee.get("handle");function i(e,t,r,i,o){o?(o.buffer([e],i),o.emit(e,t,r)):(n.buffer([e],i),n.emit(e,t,r))}},3606:(e,t,r)=>{"use strict";r.d(t,{i:()=>o});var n=r(9908);o.on=a;var i=o.handlers={};function o(e,t,r,o){a(o||n.d,i,e,t,r)}function a(e,t,r,i,o){o||(o="feature"),e||(e=n.d);var a=t[o]=t[o]||{};(a[r]=a[r]||[]).push([e,i])}},3878:(e,t,r)=>{"use strict";function n(e,t){return{capture:e,passive:!1,signal:t}}function i(e,t,r=!1,i){window.addEventListener(e,t,n(r,i))}function o(e,t,r=!1,i){document.addEventListener(e,t,n(r,i))}r.d(t,{DD:()=>o,jT:()=>n,sp:()=>i})},5607:(e,t,r)=>{"use strict";r.d(t,{W:()=>n});const n=(0,r(9566).bz)()},9566:(e,t,r)=>{"use strict";r.d(t,{LA:()=>s,ZF:()=>c,bz:()=>a,el:()=>u});var n=r(6154);const i="xxxxxxxx-xxxx-4xxx-yxxx-xxxxxxxxxxxx";function o(e,t){return e?15&e[t]:16*Math.random()|0}function a(){const e=n.gm?.crypto||n.gm?.msCrypto;let t,r=0;return e&&e.getRandomValues&&(t=e.getRandomValues(new Uint8Array(30))),i.split("").map((e=>"x"===e?o(t,r++).toString(16):"y"===e?(3&o()|8).toString(16):e)).join("")}function s(e){const t=n.gm?.crypto||n.gm?.msCrypto;let r,i=0;t&&t.getRandomValues&&(r=t.getRandomValues(new Uint8Array(e)));const a=[];for(var s=0;s<e;s++)a.push(o(r,i++).toString(16));return a.join("")}function c(){return s(16)}function u(){return s(32)}},2614:(e,t,r)=>{"use strict";r.d(t,{BB:()=>a,H3:()=>n,g:()=>u,iL:()=>c,tS:()=>s,uh:()=>i,wk:()=>o});const n="NRBA",i="SESSION",o=144e5,a=18e5,s={STARTED:"session-started",PAUSE:"session-pause",RESET:"session-reset",RESUME:"session-resume",UPDATE:"session-update"},c={SAME_TAB:"same-tab",CROSS_TAB:"cross-tab"},u={OFF:0,FULL:1,ERROR:2}},1863:(e,t,r)=>{"use strict";function n(){return Math.floor(performance.now())}r.d(t,{t:()=>n})},7485:(e,t,r)=>{"use strict";r.d(t,{D:()=>i});var n=r(6154);function i(e){if(0===(e||"").indexOf("data:"))return{protocol:"data"};try{const t=new URL(e,location.href),r={port:t.port,hostname:t.hostname,pathname:t.pathname,search:t.search,protocol:t.protocol.slice(0,t.protocol.indexOf(":")),sameOrigin:t.protocol===n.gm?.location?.protocol&&t.host===n.gm?.location?.host};return r.port&&""!==r.port||("http:"===t.protocol&&(r.port="80"),"https:"===t.protocol&&(r.port="443")),r.pathname&&""!==r.pathname?r.pathname.startsWith("/")||(r.pathname="/".concat(r.pathname)):r.pathname="/",r}catch(e){return{}}}},944:(e,t,r)=>{"use strict";function n(e,t){"function"==typeof console.debug&&console.debug("New Relic Warning: https://github.com/newrelic/newrelic-browser-agent/blob/main/docs/warning-codes.md#".concat(e),t)}r.d(t,{R:()=>n})},5284:(e,t,r)=>{"use strict";r.d(t,{t:()=>c,B:()=>s});var n=r(7836),i=r(6154);const o="newrelic";const a=new Set,s={};function c(e,t){const r=n.ee.get(t);s[t]??={},e&&"object"==typeof e&&(a.has(t)||(r.emit("rumresp",[e]),s[t]=e,a.add(t),function(e={}){try{i.gm.dispatchEvent(new CustomEvent(o,{detail:e}))}catch(e){}}({loaded:!0})))}},8990:(e,t,r)=>{"use strict";r.d(t,{I:()=>i});var n=Object.prototype.hasOwnProperty;function i(e,t,r){if(n.call(e,t))return e[t];var i=r();if(Object.defineProperty&&Object.keys)try{return Object.defineProperty(e,t,{value:i,writable:!0,enumerable:!1}),i}catch(e){}return e[t]=i,i}},6389:(e,t,r)=>{"use strict";function n(e,t=500,r={}){const n=r?.leading||!1;let i;return(...r)=>{n&&void 0===i&&(e.apply(this,r),i=setTimeout((()=>{i=clearTimeout(i)}),t)),n||(clearTimeout(i),i=setTimeout((()=>{e.apply(this,r)}),t))}}function i(e){let t=!1;return(...r)=>{t||(t=!0,e.apply(this,r))}}r.d(t,{J:()=>i,s:()=>n})},3304:(e,t,r)=>{"use strict";r.d(t,{A:()=>o});var n=r(7836);const i=()=>{const e=new WeakSet;return(t,r)=>{if("object"==typeof r&&null!==r){if(e.has(r))return;e.add(r)}return r}};function o(e){try{return JSON.stringify(e,i())??""}catch(e){try{n.ee.emit("internal-error",[e])}catch(e){}return""}}},5289:(e,t,r)=>{"use strict";r.d(t,{GG:()=>o,sB:()=>a});var n=r(3878);function i(){return"undefined"==typeof document||"complete"===document.readyState}function o(e,t){if(i())return e();(0,n.sp)("load",e,t)}function a(e){if(i())return e();(0,n.DD)("DOMContentLoaded",e)}},384:(e,t,r)=>{"use strict";r.d(t,{NT:()=>o,US:()=>d,Zm:()=>a,bQ:()=>c,dV:()=>s,nY:()=>u,pV:()=>l});var n=r(6154),i=r(1863);const o={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net"};function a(){return n.gm.NREUM||(n.gm.NREUM={}),void 0===n.gm.newrelic&&(n.gm.newrelic=n.gm.NREUM),n.gm.NREUM}function s(){let e=a();return e.o||(e.o={ST:n.gm.setTimeout,SI:n.gm.setImmediate,CT:n.gm.clearTimeout,XHR:n.gm.XMLHttpRequest,REQ:n.gm.Request,EV:n.gm.Event,PR:n.gm.Promise,MO:n.gm.MutationObserver,FETCH:n.gm.fetch,WS:n.gm.WebSocket}),e}function c(e,t){let r=a();r.initializedAgents??={},t.initializedAt={ms:(0,i.t)(),date:new Date},r.initializedAgents[e]=t}function u(e){let t=a();return t.initializedAgents?.[e]}function d(e,t){a()[e]=t}function l(){return function(){let e=a();const t=e.info||{};e.info={beacon:o.beacon,errorBeacon:o.errorBeacon,...t}}(),function(){let e=a();const t=e.init||{};e.init={...t}}(),s(),function(){let e=a();const t=e.loader_config||{};e.loader_config={...t}}(),a()}},2843:(e,t,r)=>{"use strict";r.d(t,{u:()=>i});var n=r(3878);function i(e,t=!1,r,i){(0,n.DD)("visibilitychange",(function(){if(t)return void("hidden"===document.visibilityState&&e());e(document.visibilityState)}),r,i)}},8139:(e,t,r)=>{"use strict";r.d(t,{u:()=>f});var n=r(7836),i=r(3434),o=r(8990),a=r(6154);const s={},c=a.gm.XMLHttpRequest,u="addEventListener",d="removeEventListener",l="nr@wrapped:".concat(n.P);function f(e){var t=function(e){return(e||n.ee).get("events")}(e);if(s[t.debugId]++)return t;s[t.debugId]=1;var r=(0,i.YM)(t,!0);function f(e){r.inPlace(e,[u,d],"-",p)}function p(e,t){return e[1]}return"getPrototypeOf"in Object&&(a.RI&&h(document,f),c&&h(c.prototype,f),h(a.gm,f)),t.on(u+"-start",(function(e,t){var n=e[1];if(null!==n&&("function"==typeof n||"object"==typeof n)){var i=(0,o.I)(n,l,(function(){var e={object:function(){if("function"!=typeof n.handleEvent)return;return n.handleEvent.apply(n,arguments)},function:n}[typeof n];return e?r(e,"fn-",null,e.name||"anonymous"):n}));this.wrapped=e[1]=i}})),t.on(d+"-start",(function(e){e[1]=this.wrapped||e[1]})),t}function h(e,t,...r){let n=e;for(;"object"==typeof n&&!Object.prototype.hasOwnProperty.call(n,u);)n=Object.getPrototypeOf(n);n&&t(n,...r)}},3434:(e,t,r)=>{"use strict";r.d(t,{Jt:()=>o,YM:()=>c});var n=r(7836),i=r(5607);const o="nr@original:".concat(i.W);var a=Object.prototype.hasOwnProperty,s=!1;function c(e,t){return e||(e=n.ee),r.inPlace=function(e,t,n,i,o){n||(n="");const a="-"===n.charAt(0);for(let s=0;s<t.length;s++){const c=t[s],u=e[c];d(u)||(e[c]=r(u,a?c+n:n,i,c,o))}},r.flag=o,r;function r(t,r,n,s,c){return d(t)?t:(r||(r=""),nrWrapper[o]=t,function(e,t,r){if(Object.defineProperty&&Object.keys)try{return Object.keys(e).forEach((function(r){Object.defineProperty(t,r,{get:function(){return e[r]},set:function(t){return e[r]=t,t}})})),t}catch(e){u([e],r)}for(var n in e)a.call(e,n)&&(t[n]=e[n])}(t,nrWrapper,e),nrWrapper);function nrWrapper(){var o,a,d,l;try{a=this,o=[...arguments],d="function"==typeof n?n(o,a):n||{}}catch(t){u([t,"",[o,a,s],d],e)}i(r+"start",[o,a,s],d,c);try{return l=t.apply(a,o)}catch(e){throw i(r+"err",[o,a,e],d,c),e}finally{i(r+"end",[o,a,l],d,c)}}}function i(r,n,i,o){if(!s||t){var a=s;s=!0;try{e.emit(r,n,i,t,o)}catch(t){u([t,r,n,i],e)}s=a}}}function u(e,t){t||(t=n.ee);try{t.emit("internal-error",e)}catch(e){}}function d(e){return!(e&&"function"==typeof e&&e.apply&&!e[o])}},9300:(e,t,r)=>{"use strict";r.d(t,{T:()=>n});const n=r(860).K7.ajax},3333:(e,t,r)=>{"use strict";r.d(t,{$v:()=>u,TZ:()=>n,Zp:()=>i,kd:()=>c,mq:()=>s,nf:()=>a,qN:()=>o});const n=r(860).K7.genericEvents,i=["auxclick","click","copy","keydown","paste","scrollend"],o=["focus","blur"],a=4,s=1e3,c=["PageAction","UserAction","BrowserPerformance"],u={MARKS:"experimental.marks",MEASURES:"experimental.measures",RESOURCES:"experimental.resources"}},6774:(e,t,r)=>{"use strict";r.d(t,{T:()=>n});const n=r(860).K7.jserrors},993:(e,t,r)=>{"use strict";r.d(t,{ET:()=>o,TZ:()=>a,p_:()=>i});var n=r(860);const i={ERROR:"ERROR",WARN:"WARN",INFO:"INFO",DEBUG:"DEBUG",TRACE:"TRACE"},o="log",a=n.K7.logging},3785:(e,t,r)=>{"use strict";r.d(t,{R:()=>c,b:()=>u});var n=r(9908),i=r(1863),o=r(860),a=r(3969),s=r(993);function c(e,t,r={},c=s.p_.INFO){(0,n.p)(a.xV,["API/logging/".concat(c.toLowerCase(),"/called")],void 0,o.K7.metrics,e),(0,n.p)(s.ET,[(0,i.t)(),t,r,c],void 0,o.K7.logging,e)}function u(e){return"string"==typeof e&&Object.values(s.p_).some((t=>t===e.toUpperCase().trim()))}},3969:(e,t,r)=>{"use strict";r.d(t,{TZ:()=>n,XG:()=>s,rs:()=>i,xV:()=>a,z_:()=>o});const n=r(860).K7.metrics,i="sm",o="cm",a="storeSupportabilityMetrics",s="storeEventMetrics"},6630:(e,t,r)=>{"use strict";r.d(t,{T:()=>n});const n=r(860).K7.pageViewEvent},782:(e,t,r)=>{"use strict";r.d(t,{T:()=>n});const n=r(860).K7.pageViewTiming},6344:(e,t,r)=>{"use strict";r.d(t,{BB:()=>d,G4:()=>o,Qb:()=>l,TZ:()=>i,Ug:()=>a,_s:()=>s,bc:()=>u,yP:()=>c});var n=r(2614);const i=r(860).K7.sessionReplay,o={RECORD:"recordReplay",PAUSE:"pauseReplay",REPLAY_RUNNING:"replayRunning",ERROR_DURING_REPLAY:"errorDuringReplay"},a=.12,s={DomContentLoaded:0,Load:1,FullSnapshot:2,IncrementalSnapshot:3,Meta:4,Custom:5},c={[n.g.ERROR]:15e3,[n.g.FULL]:3e5,[n.g.OFF]:0},u={RESET:{message:"Session was reset",sm:"Reset"},IMPORT:{message:"Recorder failed to import",sm:"Import"},TOO_MANY:{message:"429: Too Many Requests",sm:"Too-Many"},TOO_BIG:{message:"Payload was too large",sm:"Too-Big"},CROSS_TAB:{message:"Session Entity was set to OFF on another tab",sm:"Cross-Tab"},ENTITLEMENTS:{message:"Session Replay is not allowed and will not be started",sm:"Entitlement"}},d=5e3,l={API:"api"}},5270:(e,t,r)=>{"use strict";r.d(t,{Aw:()=>c,CT:()=>u,SR:()=>s});var n=r(384),i=r(9417),o=r(7767),a=r(6154);function s(e){return!!(0,n.dV)().o.MO&&(0,o.V)(e)&&!0===(0,i.gD)(e,"session_trace.enabled")}function c(e){return!0===(0,i.gD)(e,"session_replay.preload")&&s(e)}function u(e,t){const r=t.correctAbsoluteTimestamp(e);return{originalTimestamp:e,correctedTimestamp:r,timestampDiff:e-r,originTime:a.WN,correctedOriginTime:t.correctedOriginTime,originTimeDiff:Math.floor(a.WN-t.correctedOriginTime)}}},3738:(e,t,r)=>{"use strict";r.d(t,{He:()=>i,Kp:()=>s,Lc:()=>u,Rz:()=>d,TZ:()=>n,bD:()=>o,d3:()=>a,jx:()=>l,uP:()=>c});const n=r(860).K7.sessionTrace,i="bstResource",o="resource",a="-start",s="-end",c="fn"+a,u="fn"+s,d="pushState",l=1e3},3962:(e,t,r)=>{"use strict";r.d(t,{AM:()=>o,O2:()=>c,Qu:()=>u,TZ:()=>s,ih:()=>d,pP:()=>a,tC:()=>i});var n=r(860);const i=["click","keydown","submit","popstate"],o="api",a="initialPageLoad",s=n.K7.softNav,c={INITIAL_PAGE_LOAD:"",ROUTE_CHANGE:1,UNSPECIFIED:2},u={INTERACTION:1,AJAX:2,CUSTOM_END:3,CUSTOM_TRACER:4},d={IP:"in progress",FIN:"finished",CAN:"cancelled"}},7378:(e,t,r)=>{"use strict";r.d(t,{$p:()=>x,BR:()=>b,Kp:()=>R,L3:()=>y,Lc:()=>c,NC:()=>o,SG:()=>d,TZ:()=>i,U6:()=>p,UT:()=>m,d3:()=>w,dT:()=>f,e5:()=>T,gx:()=>v,l9:()=>l,oW:()=>h,op:()=>g,rw:()=>u,tH:()=>A,uP:()=>s,wW:()=>E,xq:()=>a});var n=r(384);const i=r(860).K7.spa,o=["click","submit","keypress","keydown","keyup","change"],a=999,s="fn-start",c="fn-end",u="cb-start",d="api-ixn-",l="remaining",f="interaction",h="spaNode",p="jsonpNode",g="fetch-start",m="fetch-done",v="fetch-body-",b="jsonp-end",y=(0,n.dV)().o.ST,w="-start",R="-end",x="-body",E="cb"+R,T="jsTime",A="fetch"},4234:(e,t,r)=>{"use strict";r.d(t,{W:()=>o});var n=r(7836),i=r(1687);class o{constructor(e,t){this.agentIdentifier=e,this.ee=n.ee.get(e),this.featureName=t,this.blocked=!1}deregisterDrain(){(0,i.x3)(this.agentIdentifier,this.featureName)}}},7767:(e,t,r)=>{"use strict";r.d(t,{V:()=>o});var n=r(9417),i=r(6154);const o=e=>i.RI&&!0===(0,n.gD)(e,"privacy.cookies_enabled")},425:(e,t,r)=>{"use strict";r.d(t,{j:()=>j});var n=r(860),i=r(2555),o=r(3371),a=r(9908),s=r(7836),c=r(1687),u=r(5289),d=r(6154),l=r(944),f=r(3969),h=r(384),p=r(6344);const g=["setErrorHandler","finished","addToTrace","addRelease","recordCustomEvent","addPageAction","setCurrentRouteName","setPageViewName","setCustomAttribute","interaction","noticeError","setUserId","setApplicationVersion","start",p.G4.RECORD,p.G4.PAUSE,"log","wrapLogger"],m=["setErrorHandler","finished","addToTrace","addRelease"];var v=r(1863),b=r(2614),y=r(993),w=r(3785),R=r(2646),x=r(3434);const E=new Map;function T(e,t,r,n){if("object"!=typeof t||!t||"string"!=typeof r||!r||"function"!=typeof t[r])return(0,l.R)(29);const i=function(e){return(e||s.ee).get("logger")}(e),o=(0,x.YM)(i),a=new R.y(s.P);a.level=n.level,a.customAttributes=n.customAttributes;const c=t[r]?.[x.Jt]||t[r];return E.set(c,a),o.inPlace(t,[r],"wrap-logger-",(()=>E.get(c))),i}function A(){const e=(0,h.pV)();g.forEach((t=>{e[t]=(...r)=>function(t,...r){let n=[];return Object.values(e.initializedAgents).forEach((e=>{e&&e.api?e.exposed&&e.api[t]&&n.push(e.api[t](...r)):(0,l.R)(38,t)})),n.length>1?n:n[0]}(t,...r)}))}const S={};var N=r(9417),_=r(5603),O=r(5284);const I=e=>{const t=e.startsWith("http");e+="/",r.p=t?e:"https://"+e};let P=!1;function j(e,t={},g,R){let{init:x,info:E,loader_config:j,runtime:C={},exposed:k=!0}=t;C.loaderType=g;const L=(0,h.pV)();E||(x=L.init,E=L.info,j=L.loader_config),(0,N.xN)(e.agentIdentifier,x||{}),(0,_.a)(e.agentIdentifier,j||{}),E.jsAttributes??={},d.bv&&(E.jsAttributes.isWorker=!0),(0,i.x1)(e.agentIdentifier,E);const H=(0,N.D0)(e.agentIdentifier),M=[E.beacon,E.errorBeacon];P||(H.proxy.assets&&(I(H.proxy.assets),M.push(H.proxy.assets)),H.proxy.beacon&&M.push(H.proxy.beacon),A(),(0,h.US)("activatedFeatures",O.B),e.runSoftNavOverSpa&&=!0===H.soft_navigations.enabled&&H.feature_flags.includes("soft_nav")),C.denyList=[...H.ajax.deny_list||[],...H.ajax.block_internal?M:[]],C.ptid=e.agentIdentifier,(0,o.V)(e.agentIdentifier,C),e.ee=s.ee.get(e.agentIdentifier),void 0===e.api&&(e.api=function(e,t,h=!1){t||(0,c.Ak)(e,"api");const g={};var R=s.ee.get(e),x=R.get("tracer");S[e]=b.g.OFF,R.on(p.G4.REPLAY_RUNNING,(t=>{S[e]=t}));var E="api-",A=E+"ixn-";function N(t,r,n,o){const a=(0,i.Vp)(e);return null===r?delete a.jsAttributes[t]:(0,i.x1)(e,{...a,jsAttributes:{...a.jsAttributes,[t]:r}}),I(E,n,!0,o||null===r?"session":void 0)(t,r)}function _(){}g.log=function(e,{customAttributes:t={},level:r=y.p_.INFO}={}){(0,a.p)(f.xV,["API/log/called"],void 0,n.K7.metrics,R),(0,w.R)(R,e,t,r)},g.wrapLogger=(e,t,{customAttributes:r={},level:i=y.p_.INFO}={})=>{(0,a.p)(f.xV,["API/wrapLogger/called"],void 0,n.K7.metrics,R),T(R,e,t,{customAttributes:r,level:i})},m.forEach((e=>{g[e]=I(E,e,!0,"api")})),g.addPageAction=I(E,"addPageAction",!0,n.K7.genericEvents),g.recordCustomEvent=I(E,"recordCustomEvent",!0,n.K7.genericEvents),g.setPageViewName=function(t,r){if("string"==typeof t)return"/"!==t.charAt(0)&&(t="/"+t),(0,o.f)(e).customTransaction=(r||"http://custom.transaction")+t,I(E,"setPageViewName",!0)()},g.setCustomAttribute=function(e,t,r=!1){if("string"==typeof e){if(["string","number","boolean"].includes(typeof t)||null===t)return N(e,t,"setCustomAttribute",r);(0,l.R)(40,typeof t)}else(0,l.R)(39,typeof e)},g.setUserId=function(e){if("string"==typeof e||null===e)return N("enduser.id",e,"setUserId",!0);(0,l.R)(41,typeof e)},g.setApplicationVersion=function(e){if("string"==typeof e||null===e)return N("application.version",e,"setApplicationVersion",!1);(0,l.R)(42,typeof e)},g.start=()=>{try{(0,a.p)(f.xV,["API/start/called"],void 0,n.K7.metrics,R),R.emit("manual-start-all")}catch(e){(0,l.R)(23,e)}},g[p.G4.RECORD]=function(){(0,a.p)(f.xV,["API/recordReplay/called"],void 0,n.K7.metrics,R),(0,a.p)(p.G4.RECORD,[],void 0,n.K7.sessionReplay,R)},g[p.G4.PAUSE]=function(){(0,a.p)(f.xV,["API/pauseReplay/called"],void 0,n.K7.metrics,R),(0,a.p)(p.G4.PAUSE,[],void 0,n.K7.sessionReplay,R)},g.interaction=function(e){return(new _).get("object"==typeof e?e:{})};const O=_.prototype={createTracer:function(e,t){var r={},i=this,o="function"==typeof t;return(0,a.p)(f.xV,["API/createTracer/called"],void 0,n.K7.metrics,R),h||(0,a.p)(A+"tracer",[(0,v.t)(),e,r],i,n.K7.spa,R),function(){if(x.emit((o?"":"no-")+"fn-start",[(0,v.t)(),i,o],r),o)try{return t.apply(this,arguments)}catch(e){const t="string"==typeof e?new Error(e):e;throw x.emit("fn-err",[arguments,this,t],r),t}finally{x.emit("fn-end",[(0,v.t)()],r)}}}};function I(e,t,r,i){return function(){return(0,a.p)(f.xV,["API/"+t+"/called"],void 0,n.K7.metrics,R),i&&(0,a.p)(e+t,[r?(0,v.t)():performance.now(),...arguments],r?null:this,i,R),r?void 0:this}}function P(){r.e(478).then(r.bind(r,8778)).then((({setAPI:t})=>{t(e),(0,c.Ze)(e,"api")})).catch((e=>{(0,l.R)(27,e),R.abort()}))}return["actionText","setName","setAttribute","save","ignore","onEnd","getContext","end","get"].forEach((e=>{O[e]=I(A,e,void 0,h?n.K7.softNav:n.K7.spa)})),g.setCurrentRouteName=h?I(A,"routeName",void 0,n.K7.softNav):I(E,"routeName",!0,n.K7.spa),g.noticeError=function(t,r){"string"==typeof t&&(t=new Error(t)),(0,a.p)(f.xV,["API/noticeError/called"],void 0,n.K7.metrics,R),(0,a.p)("err",[t,(0,v.t)(),!1,r,!!S[e]],void 0,n.K7.jserrors,R)},d.RI?(0,u.GG)((()=>P()),!0):P(),g}(e.agentIdentifier,R,e.runSoftNavOverSpa)),void 0===e.exposed&&(e.exposed=k),P=!0}},8374:(e,t,r)=>{r.nc=(()=>{try{return document?.currentScript?.nonce}catch(e){}return""})()},860:(e,t,r)=>{"use strict";r.d(t,{$J:()=>u,K7:()=>s,P3:()=>c,XX:()=>i,qY:()=>n,v4:()=>a});const n="events",i="jserrors",o="browser/blobs",a="rum",s={ajax:"ajax",genericEvents:"generic_events",jserrors:i,logging:"logging",metrics:"metrics",pageAction:"page_action",pageViewEvent:"page_view_event",pageViewTiming:"page_view_timing",sessionReplay:"session_replay",sessionTrace:"session_trace",softNav:"soft_navigations",spa:"spa"},c={[s.pageViewEvent]:1,[s.pageViewTiming]:2,[s.metrics]:3,[s.jserrors]:4,[s.spa]:5,[s.ajax]:6,[s.sessionTrace]:7,[s.softNav]:8,[s.sessionReplay]:9,[s.logging]:10,[s.genericEvents]:11},u={[s.pageViewEvent]:a,[s.pageViewTiming]:n,[s.ajax]:n,[s.spa]:n,[s.softNav]:n,[s.metrics]:i,[s.jserrors]:i,[s.sessionTrace]:o,[s.sessionReplay]:o,[s.logging]:"browser/logs",[s.genericEvents]:"ins"}}},n={};function i(e){var t=n[e];if(void 0!==t)return t.exports;var o=n[e]={exports:{}};return r[e](o,o.exports,i),o.exports}i.m=r,i.d=(e,t)=>{for(var r in t)i.o(t,r)&&!i.o(e,r)&&Object.defineProperty(e,r,{enumerable:!0,get:t[r]})},i.f={},i.e=e=>Promise.all(Object.keys(i.f).reduce(((t,r)=>(i.f[r](e,t),t)),[])),i.u=e=>({212:"nr-spa-compressor",249:"nr-spa-recorder",478:"nr-spa"}[e]+"-1.281.0.min.js"),i.o=(e,t)=>Object.prototype.hasOwnProperty.call(e,t),e={},t="NRBA-1.281.0.PROD:",i.l=(r,n,o,a)=>{if(e[r])e[r].push(n);else{var s,c;if(void 0!==o)for(var u=document.getElementsByTagName("script"),d=0;d<u.length;d++){var l=u[d];if(l.getAttribute("src")==r||l.getAttribute("data-webpack")==t+o){s=l;break}}if(!s){c=!0;var f={478:"sha512-jmvAlmjCn64ans8tLueqHRlBI/iWekylsDWb94A77CG0ukSriVDvgD3dThx+XjUSBBBMYhFn8B1a18fViyBPEQ==",249:"sha512-ICY/ZrcytM/86t5KFy+9OAWVYmNNJy10EBtxoSUGjQWuZx53p/eLo+L8HfrGjvHuRHRnutqLTGSnvNttffJkaA==",212:"sha512-pQSn+X/RfBOvx/49HvlghaiXMLhhDQXTi13n1N2XMpDquWJgs9U0pbqE3RbAnYC9nsdaTu/RVGvneEPv1fpCxA=="};(s=document.createElement("script")).charset="utf-8",s.timeout=120,i.nc&&s.setAttribute("nonce",i.nc),s.setAttribute("data-webpack",t+o),s.src=r,0!==s.src.indexOf(window.location.origin+"/")&&(s.crossOrigin="anonymous"),f[a]&&(s.integrity=f[a])}e[r]=[n];var h=(t,n)=>{s.onerror=s.onload=null,clearTimeout(p);var i=e[r];if(delete e[r],s.parentNode&&s.parentNode.removeChild(s),i&&i.forEach((e=>e(n))),t)return t(n)},p=setTimeout(h.bind(null,void 0,{type:"timeout",target:s}),12e4);s.onerror=h.bind(null,s.onerror),s.onload=h.bind(null,s.onload),c&&document.head.appendChild(s)}},i.r=e=>{"undefined"!=typeof Symbol&&Symbol.toStringTag&&Object.defineProperty(e,Symbol.toStringTag,{value:"Module"}),Object.defineProperty(e,"__esModule",{value:!0})},i.p="https://js-agent.newrelic.com/",(()=>{var e={38:0,788:0};i.f.j=(t,r)=>{var n=i.o(e,t)?e[t]:void 0;if(0!==n)if(n)r.push(n[2]);else{var o=new Promise(((r,i)=>n=e[t]=[r,i]));r.push(n[2]=o);var a=i.p+i.u(t),s=new Error;i.l(a,(r=>{if(i.o(e,t)&&(0!==(n=e[t])&&(e[t]=void 0),n)){var o=r&&("load"===r.type?"missing":r.type),a=r&&r.target&&r.target.src;s.message="Loading chunk "+t+" failed.\n("+o+": "+a+")",s.name="ChunkLoadError",s.type=o,s.request=a,n[1](s)}}),"chunk-"+t,t)}};var t=(t,r)=>{var n,o,[a,s,c]=r,u=0;if(a.some((t=>0!==e[t]))){for(n in s)i.o(s,n)&&(i.m[n]=s[n]);if(c)c(i)}for(t&&t(r);u<a.length;u++)o=a[u],i.o(e,o)&&e[o]&&e[o][0](),e[o]=0},r=self["webpackChunk:NRBA-1.281.0.PROD"]=self["webpackChunk:NRBA-1.281.0.PROD"]||[];r.forEach(t.bind(null,0)),r.push=t.bind(null,r.push.bind(r))})(),(()=>{"use strict";i(8374);var e=i(944),t=i(6344),r=i(9566);class n{agentIdentifier;constructor(){this.agentIdentifier=(0,r.LA)(16)}#e(t,...r){if("function"==typeof this.api?.[t])return this.api[t](...r);(0,e.R)(35,t)}addPageAction(e,t){return this.#e("addPageAction",e,t)}recordCustomEvent(e,t){return this.#e("recordCustomEvent",e,t)}setPageViewName(e,t){return this.#e("setPageViewName",e,t)}setCustomAttribute(e,t,r){return this.#e("setCustomAttribute",e,t,r)}noticeError(e,t){return this.#e("noticeError",e,t)}setUserId(e){return this.#e("setUserId",e)}setApplicationVersion(e){return this.#e("setApplicationVersion",e)}setErrorHandler(e){return this.#e("setErrorHandler",e)}addRelease(e,t){return this.#e("addRelease",e,t)}log(e,t){return this.#e("log",e,t)}}class o extends n{#e(t,...r){if("function"==typeof this.api?.[t])return this.api[t](...r);(0,e.R)(35,t)}start(){return this.#e("start")}finished(e){return this.#e("finished",e)}recordReplay(){return this.#e(t.G4.RECORD)}pauseReplay(){return this.#e(t.G4.PAUSE)}addToTrace(e){return this.#e("addToTrace",e)}setCurrentRouteName(e){return this.#e("setCurrentRouteName",e)}interaction(){return this.#e("interaction")}wrapLogger(e,t,r){return this.#e("wrapLogger",e,t,r)}}var a=i(860),s=i(9417);const c=Object.values(a.K7);function u(e){const t={};return c.forEach((r=>{t[r]=function(e,t){return!0===(0,s.gD)(t,"".concat(e,".enabled"))}(r,e)})),t}var d=i(425);var l=i(1687),f=i(4234),h=i(5289),p=i(6154),g=i(5270),m=i(7767),v=i(6389);class b extends f.W{constructor(e,t,r=!0){super(e.agentIdentifier,t),this.auto=r,this.abortHandler=void 0,this.featAggregate=void 0,this.onAggregateImported=void 0,!1===e.init[this.featureName].autoStart&&(this.auto=!1),this.auto?(0,l.Ak)(e.agentIdentifier,t):this.ee.on("manual-start-all",(0,v.J)((()=>{(0,l.Ak)(e.agentIdentifier,this.featureName),this.auto=!0,this.importAggregator(e)})))}importAggregator(t,r={}){if(this.featAggregate||!this.auto)return;let n;this.onAggregateImported=new Promise((e=>{n=e}));const o=async()=>{let o;try{if((0,m.V)(this.agentIdentifier)){const{setupAgentSession:e}=await i.e(478).then(i.bind(i,6526));o=e(t)}}catch(t){(0,e.R)(20,t),this.ee.emit("internal-error",[t]),this.featureName===a.K7.sessionReplay&&this.abortHandler?.()}try{if(!this.#t(this.featureName,o))return(0,l.Ze)(this.agentIdentifier,this.featureName),void n(!1);const{lazyFeatureLoader:e}=await i.e(478).then(i.bind(i,6103)),{Aggregate:a}=await e(this.featureName,"aggregate");this.featAggregate=new a(t,r),t.runtime.harvester.initializedAggregates.push(this.featAggregate),n(!0)}catch(t){(0,e.R)(34,t),this.abortHandler?.(),(0,l.Ze)(this.agentIdentifier,this.featureName,!0),n(!1),this.ee&&this.ee.abort()}};p.RI?(0,h.GG)((()=>o()),!0):o()}#t(e,t){switch(e){case a.K7.sessionReplay:return(0,g.SR)(this.agentIdentifier)&&!!t;case a.K7.sessionTrace:return!!t;default:return!0}}}var y=i(6630);class w extends b{static featureName=y.T;constructor(e,t=!0){super(e,y.T,t),this.importAggregator(e)}}var R=i(384);var x=i(9908),E=i(2843),T=i(3878),A=i(782),S=i(1863);class N extends b{static featureName=A.T;constructor(e,t=!0){super(e,A.T,t),p.RI&&((0,E.u)((()=>(0,x.p)("docHidden",[(0,S.t)()],void 0,A.T,this.ee)),!0),(0,T.sp)("pagehide",(()=>(0,x.p)("winPagehide",[(0,S.t)()],void 0,A.T,this.ee))),this.importAggregator(e))}}var _=i(3969);class O extends b{static featureName=_.TZ;constructor(e,t=!0){super(e,_.TZ,t),this.importAggregator(e)}}var I=i(6774),P=i(3304);class j{constructor(e,t,r,n,i){this.name="UncaughtError",this.message="string"==typeof e?e:(0,P.A)(e),this.sourceURL=t,this.line=r,this.column=n,this.__newrelic=i}}function C(e){return H(e)?e:new j(void 0!==e?.message?e.message:e,e?.filename||e?.sourceURL,e?.lineno||e?.line,e?.colno||e?.col,e?.__newrelic)}function k(e){const t="Unhandled Promise Rejection";if(!e?.reason)return;if(H(e.reason))try{return e.reason.message=t+": "+e.reason.message,C(e.reason)}catch(t){return C(e.reason)}const r=C(e.reason);return r.message=t+": "+r?.message,r}function L(e){if(e.error instanceof SyntaxError&&!/:\d+$/.test(e.error.stack?.trim())){const t=new j(e.message,e.filename,e.lineno,e.colno,e.error.__newrelic);return t.name=SyntaxError.name,t}return H(e.error)?e.error:C(e)}function H(e){return e instanceof Error&&!!e.stack}class M extends b{static featureName=I.T;#r=!1;constructor(e,r=!0){super(e,I.T,r);try{this.removeOnAbort=new AbortController}catch(e){}this.ee.on("internal-error",((e,t)=>{this.abortHandler&&(0,x.p)("ierr",[C(e),(0,S.t)(),!0,{},this.#r,t],void 0,this.featureName,this.ee)})),this.ee.on(t.G4.REPLAY_RUNNING,(e=>{this.#r=e})),p.gm.addEventListener("unhandledrejection",(e=>{this.abortHandler&&(0,x.p)("err",[k(e),(0,S.t)(),!1,{unhandledPromiseRejection:1},this.#r],void 0,this.featureName,this.ee)}),(0,T.jT)(!1,this.removeOnAbort?.signal)),p.gm.addEventListener("error",(e=>{this.abortHandler&&(0,x.p)("err",[L(e),(0,S.t)(),!1,{},this.#r],void 0,this.featureName,this.ee)}),(0,T.jT)(!1,this.removeOnAbort?.signal)),this.abortHandler=this.#n,this.importAggregator(e)}#n(){this.removeOnAbort?.abort(),this.abortHandler=void 0}}var D=i(8990);let K=1;const U="nr@id";function V(e){const t=typeof e;return!e||"object"!==t&&"function"!==t?-1:e===p.gm?0:(0,D.I)(e,U,(function(){return K++}))}function G(e){if("string"==typeof e&&e.length)return e.length;if("object"==typeof e){if("undefined"!=typeof ArrayBuffer&&e instanceof ArrayBuffer&&e.byteLength)return e.byteLength;if("undefined"!=typeof Blob&&e instanceof Blob&&e.size)return e.size;if(!("undefined"!=typeof FormData&&e instanceof FormData))try{return(0,P.A)(e).length}catch(e){return}}}var F=i(8139),B=i(7836),W=i(3434);const z={},q=["open","send"];function Z(t){var r=t||B.ee;const n=function(e){return(e||B.ee).get("xhr")}(r);if(void 0===p.gm.XMLHttpRequest)return n;if(z[n.debugId]++)return n;z[n.debugId]=1,(0,F.u)(r);var i=(0,W.YM)(n),o=p.gm.XMLHttpRequest,a=p.gm.MutationObserver,s=p.gm.Promise,c=p.gm.setInterval,u="readystatechange",d=["onload","onerror","onabort","onloadstart","onloadend","onprogress","ontimeout"],l=[],f=p.gm.XMLHttpRequest=function(t){const r=new o(t),a=n.context(r);try{n.emit("new-xhr",[r],a),r.addEventListener(u,(s=a,function(){var e=this;e.readyState>3&&!s.resolved&&(s.resolved=!0,n.emit("xhr-resolved",[],e)),i.inPlace(e,d,"fn-",y)}),(0,T.jT)(!1))}catch(t){(0,e.R)(15,t);try{n.emit("internal-error",[t])}catch(e){}}var s;return r};function h(e,t){i.inPlace(t,["onreadystatechange"],"fn-",y)}if(function(e,t){for(var r in e)t[r]=e[r]}(o,f),f.prototype=o.prototype,i.inPlace(f.prototype,q,"-xhr-",y),n.on("send-xhr-start",(function(e,t){h(e,t),function(e){l.push(e),a&&(g?g.then(b):c?c(b):(m=-m,v.data=m))}(t)})),n.on("open-xhr-start",h),a){var g=s&&s.resolve();if(!c&&!s){var m=1,v=document.createTextNode(m);new a(b).observe(v,{characterData:!0})}}else r.on("fn-end",(function(e){e[0]&&e[0].type===u||b()}));function b(){for(var e=0;e<l.length;e++)h(0,l[e]);l.length&&(l=[])}function y(e,t){return t}return n}var Y="fetch-",X=Y+"body-",J=["arrayBuffer","blob","json","text","formData"],Q=p.gm.Request,ee=p.gm.Response,te="prototype";const re={};function ne(e){const t=function(e){return(e||B.ee).get("fetch")}(e);if(!(Q&&ee&&p.gm.fetch))return t;if(re[t.debugId]++)return t;function r(e,r,n){var i=e[r];"function"==typeof i&&(e[r]=function(){var e,r=[...arguments],o={};t.emit(n+"before-start",[r],o),o[B.P]&&o[B.P].dt&&(e=o[B.P].dt);var a=i.apply(this,r);return t.emit(n+"start",[r,e],a),a.then((function(e){return t.emit(n+"end",[null,e],a),e}),(function(e){throw t.emit(n+"end",[e],a),e}))})}return re[t.debugId]=1,J.forEach((e=>{r(Q[te],e,X),r(ee[te],e,X)})),r(p.gm,"fetch",Y),t.on(Y+"end",(function(e,r){var n=this;if(r){var i=r.headers.get("content-length");null!==i&&(n.rxSize=i),t.emit(Y+"done",[null,r],n)}else t.emit(Y+"done",[e],n)})),t}var ie=i(7485),oe=i(5603);class ae{constructor(e){this.agentIdentifier=e}generateTracePayload(e){if(!this.shouldGenerateTrace(e))return null;var t=(0,oe.o)(this.agentIdentifier);if(!t)return null;var n=(t.accountID||"").toString()||null,i=(t.agentID||"").toString()||null,o=(t.trustKey||"").toString()||null;if(!n||!i)return null;var a=(0,r.ZF)(),s=(0,r.el)(),c=Date.now(),u={spanId:a,traceId:s,timestamp:c};return(e.sameOrigin||this.isAllowedOrigin(e)&&this.useTraceContextHeadersForCors())&&(u.traceContextParentHeader=this.generateTraceContextParentHeader(a,s),u.traceContextStateHeader=this.generateTraceContextStateHeader(a,c,n,i,o)),(e.sameOrigin&&!this.excludeNewrelicHeader()||!e.sameOrigin&&this.isAllowedOrigin(e)&&this.useNewrelicHeaderForCors())&&(u.newrelicHeader=this.generateTraceHeader(a,s,c,n,i,o)),u}generateTraceContextParentHeader(e,t){return"00-"+t+"-"+e+"-01"}generateTraceContextStateHeader(e,t,r,n,i){return i+"@nr=0-1-"+r+"-"+n+"-"+e+"----"+t}generateTraceHeader(e,t,r,n,i,o){if(!("function"==typeof p.gm?.btoa))return null;var a={v:[0,1],d:{ty:"Browser",ac:n,ap:i,id:e,tr:t,ti:r}};return o&&n!==o&&(a.d.tk=o),btoa((0,P.A)(a))}shouldGenerateTrace(e){return this.isDtEnabled()&&this.isAllowedOrigin(e)}isAllowedOrigin(e){var t=!1,r={};if((0,s.gD)(this.agentIdentifier,"distributed_tracing")&&(r=(0,s.D0)(this.agentIdentifier).distributed_tracing),e.sameOrigin)t=!0;else if(r.allowed_origins instanceof Array)for(var n=0;n<r.allowed_origins.length;n++){var i=(0,ie.D)(r.allowed_origins[n]);if(e.hostname===i.hostname&&e.protocol===i.protocol&&e.port===i.port){t=!0;break}}return t}isDtEnabled(){var e=(0,s.gD)(this.agentIdentifier,"distributed_tracing");return!!e&&!!e.enabled}excludeNewrelicHeader(){var e=(0,s.gD)(this.agentIdentifier,"distributed_tracing");return!!e&&!!e.exclude_newrelic_header}useNewrelicHeaderForCors(){var e=(0,s.gD)(this.agentIdentifier,"distributed_tracing");return!!e&&!1!==e.cors_use_newrelic_header}useTraceContextHeadersForCors(){var e=(0,s.gD)(this.agentIdentifier,"distributed_tracing");return!!e&&!!e.cors_use_tracecontext_headers}}var se=i(9300),ce=i(7295),ue=["load","error","abort","timeout"],de=ue.length,le=(0,R.dV)().o.REQ,fe=(0,R.dV)().o.XHR;class he extends b{static featureName=se.T;constructor(e,t=!0){super(e,se.T,t),this.dt=new ae(e.agentIdentifier),this.handler=(e,t,r,n)=>(0,x.p)(e,t,r,n,this.ee);try{const e={xmlhttprequest:"xhr",fetch:"fetch",beacon:"beacon"};p.gm?.performance?.getEntriesByType("resource").forEach((t=>{if(t.initiatorType in e&&0!==t.responseStatus){const r={status:t.responseStatus},n={rxSize:t.transferSize,duration:Math.floor(t.duration),cbTime:0};pe(r,t.name),this.handler("xhr",[r,n,t.startTime,t.responseEnd,e[t.initiatorType]],void 0,a.K7.ajax)}}))}catch(e){}ne(this.ee),Z(this.ee),function(e,t,r,n){function i(e){var t=this;t.totalCbs=0,t.called=0,t.cbTime=0,t.end=R,t.ended=!1,t.xhrGuids={},t.lastSize=null,t.loadCaptureCalled=!1,t.params=this.params||{},t.metrics=this.metrics||{},e.addEventListener("load",(function(r){E(t,e)}),(0,T.jT)(!1)),p.lR||e.addEventListener("progress",(function(e){t.lastSize=e.loaded}),(0,T.jT)(!1))}function o(e){this.params={method:e[0]},pe(this,e[1]),this.metrics={}}function s(t,r){e.loader_config.xpid&&this.sameOrigin&&r.setRequestHeader("X-NewRelic-ID",e.loader_config.xpid);var i=n.generateTracePayload(this.parsedOrigin);if(i){var o=!1;i.newrelicHeader&&(r.setRequestHeader("newrelic",i.newrelicHeader),o=!0),i.traceContextParentHeader&&(r.setRequestHeader("traceparent",i.traceContextParentHeader),i.traceContextStateHeader&&r.setRequestHeader("tracestate",i.traceContextStateHeader),o=!0),o&&(this.dt=i)}}function c(e,r){var n=this.metrics,i=e[0],o=this;if(n&&i){var a=G(i);a&&(n.txSize=a)}this.startTime=(0,S.t)(),this.body=i,this.listener=function(e){try{"abort"!==e.type||o.loadCaptureCalled||(o.params.aborted=!0),("load"!==e.type||o.called===o.totalCbs&&(o.onloadCalled||"function"!=typeof r.onload)&&"function"==typeof o.end)&&o.end(r)}catch(e){try{t.emit("internal-error",[e])}catch(e){}}};for(var s=0;s<de;s++)r.addEventListener(ue[s],this.listener,(0,T.jT)(!1))}function u(e,t,r){this.cbTime+=e,t?this.onloadCalled=!0:this.called+=1,this.called!==this.totalCbs||!this.onloadCalled&&"function"==typeof r.onload||"function"!=typeof this.end||this.end(r)}function d(e,t){var r=""+V(e)+!!t;this.xhrGuids&&!this.xhrGuids[r]&&(this.xhrGuids[r]=!0,this.totalCbs+=1)}function l(e,t){var r=""+V(e)+!!t;this.xhrGuids&&this.xhrGuids[r]&&(delete this.xhrGuids[r],this.totalCbs-=1)}function f(){this.endTime=(0,S.t)()}function h(e,r){r instanceof fe&&"load"===e[0]&&t.emit("xhr-load-added",[e[1],e[2]],r)}function g(e,r){r instanceof fe&&"load"===e[0]&&t.emit("xhr-load-removed",[e[1],e[2]],r)}function m(e,t,r){t instanceof fe&&("onload"===r&&(this.onload=!0),("load"===(e[0]&&e[0].type)||this.onload)&&(this.xhrCbStart=(0,S.t)()))}function v(e,r){this.xhrCbStart&&t.emit("xhr-cb-time",[(0,S.t)()-this.xhrCbStart,this.onload,r],r)}function b(e){var t,r=e[1]||{};if("string"==typeof e[0]?0===(t=e[0]).length&&p.RI&&(t=""+p.gm.location.href):e[0]&&e[0].url?t=e[0].url:p.gm?.URL&&e[0]&&e[0]instanceof URL?t=e[0].href:"function"==typeof e[0].toString&&(t=e[0].toString()),"string"==typeof t&&0!==t.length){t&&(this.parsedOrigin=(0,ie.D)(t),this.sameOrigin=this.parsedOrigin.sameOrigin);var i=n.generateTracePayload(this.parsedOrigin);if(i&&(i.newrelicHeader||i.traceContextParentHeader))if(e[0]&&e[0].headers)s(e[0].headers,i)&&(this.dt=i);else{var o={};for(var a in r)o[a]=r[a];o.headers=new Headers(r.headers||{}),s(o.headers,i)&&(this.dt=i),e.length>1?e[1]=o:e.push(o)}}function s(e,t){var r=!1;return t.newrelicHeader&&(e.set("newrelic",t.newrelicHeader),r=!0),t.traceContextParentHeader&&(e.set("traceparent",t.traceContextParentHeader),t.traceContextStateHeader&&e.set("tracestate",t.traceContextStateHeader),r=!0),r}}function y(e,t){this.params={},this.metrics={},this.startTime=(0,S.t)(),this.dt=t,e.length>=1&&(this.target=e[0]),e.length>=2&&(this.opts=e[1]);var r,n=this.opts||{},i=this.target;"string"==typeof i?r=i:"object"==typeof i&&i instanceof le?r=i.url:p.gm?.URL&&"object"==typeof i&&i instanceof URL&&(r=i.href),pe(this,r);var o=(""+(i&&i instanceof le&&i.method||n.method||"GET")).toUpperCase();this.params.method=o,this.body=n.body,this.txSize=G(n.body)||0}function w(e,t){if(this.endTime=(0,S.t)(),this.params||(this.params={}),(0,ce.iW)(this.params))return;let n;this.params.status=t?t.status:0,"string"==typeof this.rxSize&&this.rxSize.length>0&&(n=+this.rxSize);const i={txSize:this.txSize,rxSize:n,duration:(0,S.t)()-this.startTime};r("xhr",[this.params,i,this.startTime,this.endTime,"fetch"],this,a.K7.ajax)}function R(e){const t=this.params,n=this.metrics;if(!this.ended){this.ended=!0;for(let t=0;t<de;t++)e.removeEventListener(ue[t],this.listener,!1);t.aborted||(0,ce.iW)(t)||(n.duration=(0,S.t)()-this.startTime,this.loadCaptureCalled||4!==e.readyState?null==t.status&&(t.status=0):E(this,e),n.cbTime=this.cbTime,r("xhr",[t,n,this.startTime,this.endTime,"xhr"],this,a.K7.ajax))}}function E(e,r){e.params.status=r.status;var n=function(e,t){var r=e.responseType;return"json"===r&&null!==t?t:"arraybuffer"===r||"blob"===r||"json"===r?G(e.response):"text"===r||""===r||void 0===r?G(e.responseText):void 0}(r,e.lastSize);if(n&&(e.metrics.rxSize=n),e.sameOrigin){var i=r.getResponseHeader("X-NewRelic-App-Data");i&&((0,x.p)(_.rs,["Ajax/CrossApplicationTracing/Header/Seen"],void 0,a.K7.metrics,t),e.params.cat=i.split(", ").pop())}e.loadCaptureCalled=!0}t.on("new-xhr",i),t.on("open-xhr-start",o),t.on("open-xhr-end",s),t.on("send-xhr-start",c),t.on("xhr-cb-time",u),t.on("xhr-load-added",d),t.on("xhr-load-removed",l),t.on("xhr-resolved",f),t.on("addEventListener-end",h),t.on("removeEventListener-end",g),t.on("fn-end",v),t.on("fetch-before-start",b),t.on("fetch-start",y),t.on("fn-start",m),t.on("fetch-done",w)}(e,this.ee,this.handler,this.dt),this.importAggregator(e)}}function pe(e,t){var r=(0,ie.D)(t),n=e.params||e;n.hostname=r.hostname,n.port=r.port,n.protocol=r.protocol,n.host=r.hostname+":"+r.port,n.pathname=r.pathname,e.parsedOrigin=r,e.sameOrigin=r.sameOrigin}const ge={},me=["pushState","replaceState"];function ve(e){const t=function(e){return(e||B.ee).get("history")}(e);return!p.RI||ge[t.debugId]++||(ge[t.debugId]=1,(0,W.YM)(t).inPlace(window.history,me,"-")),t}var be=i(3738);const{He:ye,bD:we,d3:Re,Kp:xe,TZ:Ee,Lc:Te,uP:Ae,Rz:Se}=be;class Ne extends b{static featureName=Ee;constructor(e,t=!0){super(e,Ee,t);if(!(0,m.V)(this.agentIdentifier))return void this.deregisterDrain();const r=this.ee;let n;ve(r),this.eventsEE=(0,F.u)(r),this.eventsEE.on(Ae,(function(e,t){this.bstStart=(0,S.t)()})),this.eventsEE.on(Te,(function(e,t){(0,x.p)("bst",[e[0],t,this.bstStart,(0,S.t)()],void 0,a.K7.sessionTrace,r)})),r.on(Se+Re,(function(e){this.time=(0,S.t)(),this.startPath=location.pathname+location.hash})),r.on(Se+xe,(function(e){(0,x.p)("bstHist",[location.pathname+location.hash,this.startPath,this.time],void 0,a.K7.sessionTrace,r)}));try{n=new PerformanceObserver((e=>{const t=e.getEntries();(0,x.p)(ye,[t],void 0,a.K7.sessionTrace,r)})),n.observe({type:we,buffered:!0})}catch(e){}this.importAggregator(e,{resourceObserver:n})}}var _e=i(2614);class Oe extends b{static featureName=t.TZ;#i;#o;constructor(e,r=!0){let n;super(e,t.TZ,r),this.replayRunning=!1,this.#o=e;try{n=JSON.parse(localStorage.getItem("".concat(_e.H3,"_").concat(_e.uh)))}catch(e){}(0,g.SR)(e.agentIdentifier)&&this.ee.on(t.G4.RECORD,(()=>this.#a())),this.#s(n)?(this.#i=n?.sessionReplayMode,this.#c()):this.importAggregator(e),this.ee.on("err",(e=>{this.replayRunning&&(this.errorNoticed=!0,(0,x.p)(t.G4.ERROR_DURING_REPLAY,[e],void 0,this.featureName,this.ee))})),this.ee.on(t.G4.REPLAY_RUNNING,(e=>{this.replayRunning=e}))}#s(e){return e&&(e.sessionReplayMode===_e.g.FULL||e.sessionReplayMode===_e.g.ERROR)||(0,g.Aw)(this.agentIdentifier)}#u=!1;async#c(e){if(!this.#u){this.#u=!0;try{const{Recorder:t}=await Promise.all([i.e(478),i.e(249)]).then(i.bind(i,8589));this.recorder??=new t({mode:this.#i,agentIdentifier:this.agentIdentifier,trigger:e,ee:this.ee,agentRef:this.#o}),this.recorder.startRecording(),this.abortHandler=this.recorder.stopRecording}catch(e){}this.importAggregator(this.#o,{recorder:this.recorder,errorNoticed:this.errorNoticed})}}#a(){this.featAggregate?this.featAggregate.mode!==_e.g.FULL&&this.featAggregate.initializeRecording(_e.g.FULL,!0):(this.#i=_e.g.FULL,this.#c(t.Qb.API),this.recorder&&this.recorder.parent.mode!==_e.g.FULL&&(this.recorder.parent.mode=_e.g.FULL,this.recorder.stopRecording(),this.recorder.startRecording(),this.abortHandler=this.recorder.stopRecording))}}var Ie=i(3962);class Pe extends b{static featureName=Ie.TZ;constructor(e,t=!0){if(super(e,Ie.TZ,t),!p.RI||!(0,R.dV)().o.MO)return;const r=ve(this.ee);Ie.tC.forEach((e=>{(0,T.sp)(e,(e=>{a(e)}),!0)}));const n=()=>(0,x.p)("newURL",[(0,S.t)(),""+window.location],void 0,this.featureName,this.ee);r.on("pushState-end",n),r.on("replaceState-end",n);try{this.removeOnAbort=new AbortController}catch(e){}(0,T.sp)("popstate",(e=>(0,x.p)("newURL",[e.timeStamp,""+window.location],void 0,this.featureName,this.ee)),!0,this.removeOnAbort?.signal);let i=!1;const o=new((0,R.dV)().o.MO)(((e,t)=>{i||(i=!0,requestAnimationFrame((()=>{(0,x.p)("newDom",[(0,S.t)()],void 0,this.featureName,this.ee),i=!1})))})),a=(0,v.s)((e=>{(0,x.p)("newUIEvent",[e],void 0,this.featureName,this.ee),o.observe(document.body,{attributes:!0,childList:!0,subtree:!0,characterData:!0})}),100,{leading:!0});this.abortHandler=function(){this.removeOnAbort?.abort(),o.disconnect(),this.abortHandler=void 0},this.importAggregator(e,{domObserver:o})}}var je=i(7378);const Ce={},ke=["appendChild","insertBefore","replaceChild"];function Le(e){const t=function(e){return(e||B.ee).get("jsonp")}(e);if(!p.RI||Ce[t.debugId])return t;Ce[t.debugId]=!0;var r=(0,W.YM)(t),n=/[?&](?:callback|cb)=([^&#]+)/,i=/(.*)\.([^.]+)/,o=/^(\w+)(\.|$)(.*)$/;function a(e,t){if(!e)return t;const r=e.match(o),n=r[1];return a(r[3],t[n])}return r.inPlace(Node.prototype,ke,"dom-"),t.on("dom-start",(function(e){!function(e){if(!e||"string"!=typeof e.nodeName||"script"!==e.nodeName.toLowerCase())return;if("function"!=typeof e.addEventListener)return;var o=(s=e.src,c=s.match(n),c?c[1]:null);var s,c;if(!o)return;var u=function(e){var t=e.match(i);if(t&&t.length>=3)return{key:t[2],parent:a(t[1],window)};return{key:e,parent:window}}(o);if("function"!=typeof u.parent[u.key])return;var d={};function l(){t.emit("jsonp-end",[],d),e.removeEventListener("load",l,(0,T.jT)(!1)),e.removeEventListener("error",f,(0,T.jT)(!1))}function f(){t.emit("jsonp-error",[],d),t.emit("jsonp-end",[],d),e.removeEventListener("load",l,(0,T.jT)(!1)),e.removeEventListener("error",f,(0,T.jT)(!1))}r.inPlace(u.parent,[u.key],"cb-",d),e.addEventListener("load",l,(0,T.jT)(!1)),e.addEventListener("error",f,(0,T.jT)(!1)),t.emit("new-jsonp",[e.src],d)}(e[0])})),t}const He={};function Me(e){const t=function(e){return(e||B.ee).get("promise")}(e);if(He[t.debugId])return t;He[t.debugId]=!0;var r=t.context,n=(0,W.YM)(t),i=p.gm.Promise;return i&&function(){function e(r){var o=t.context(),a=n(r,"executor-",o,null,!1);const s=Reflect.construct(i,[a],e);return t.context(s).getCtx=function(){return o},s}p.gm.Promise=e,Object.defineProperty(e,"name",{value:"Promise"}),e.toString=function(){return i.toString()},Object.setPrototypeOf(e,i),["all","race"].forEach((function(r){const n=i[r];e[r]=function(e){let i=!1;[...e||[]].forEach((e=>{this.resolve(e).then(a("all"===r),a(!1))}));const o=n.apply(this,arguments);return o;function a(e){return function(){t.emit("propagate",[null,!i],o,!1,!1),i=i||!e}}}})),["resolve","reject"].forEach((function(r){const n=i[r];e[r]=function(e){const r=n.apply(this,arguments);return e!==r&&t.emit("propagate",[e,!0],r,!1,!1),r}})),e.prototype=i.prototype;const o=i.prototype.then;i.prototype.then=function(...e){var i=this,a=r(i);a.promise=i,e[0]=n(e[0],"cb-",a,null,!1),e[1]=n(e[1],"cb-",a,null,!1);const s=o.apply(this,e);return a.nextPromise=s,t.emit("propagate",[i,!0],s,!1,!1),s},i.prototype.then[W.Jt]=o,t.on("executor-start",(function(e){e[0]=n(e[0],"resolve-",this,null,!1),e[1]=n(e[1],"resolve-",this,null,!1)})),t.on("executor-err",(function(e,t,r){e[1](r)})),t.on("cb-end",(function(e,r,n){t.emit("propagate",[n,!0],this.nextPromise,!1,!1)})),t.on("propagate",(function(e,r,n){this.getCtx&&!r||(this.getCtx=function(){if(e instanceof Promise)var r=t.context(e);return r&&r.getCtx?r.getCtx():this})}))}(),t}const De={},Ke="setTimeout",Ue="setInterval",Ve="clearTimeout",Ge="-start",Fe=[Ke,"setImmediate",Ue,Ve,"clearImmediate"];function Be(e){const t=function(e){return(e||B.ee).get("timer")}(e);if(De[t.debugId]++)return t;De[t.debugId]=1;var r=(0,W.YM)(t);return r.inPlace(p.gm,Fe.slice(0,2),Ke+"-"),r.inPlace(p.gm,Fe.slice(2,3),Ue+"-"),r.inPlace(p.gm,Fe.slice(3),Ve+"-"),t.on(Ue+Ge,(function(e,t,n){e[0]=r(e[0],"fn-",null,n)})),t.on(Ke+Ge,(function(e,t,n){this.method=n,this.timerDuration=isNaN(e[1])?0:+e[1],e[0]=r(e[0],"fn-",this,n)})),t}const We={};function ze(e){const t=function(e){return(e||B.ee).get("mutation")}(e);if(!p.RI||We[t.debugId])return t;We[t.debugId]=!0;var r=(0,W.YM)(t),n=p.gm.MutationObserver;return n&&(window.MutationObserver=function(e){return this instanceof n?new n(r(e,"fn-")):n.apply(this,arguments)},MutationObserver.prototype=n.prototype),t}const{TZ:qe,d3:Ze,Kp:Ye,$p:Xe,wW:$e,e5:Je,tH:Qe,uP:et,rw:tt,Lc:rt}=je;class nt extends b{static featureName=qe;constructor(e,t=!0){if(super(e,qe,t),!p.RI)return;try{this.removeOnAbort=new AbortController}catch(e){}let r,n=0;const i=this.ee.get("tracer"),o=Le(this.ee),a=Me(this.ee),s=Be(this.ee),c=Z(this.ee),u=this.ee.get("events"),d=ne(this.ee),l=ve(this.ee),f=ze(this.ee);function h(e,t){l.emit("newURL",[""+window.location,t])}function g(){n++,r=window.location.hash,this[et]=(0,S.t)()}function m(){n--,window.location.hash!==r&&h(0,!0);var e=(0,S.t)();this[Je]=~~this[Je]+e-this[et],this[rt]=e}function v(e,t){e.on(t,(function(){this[t]=(0,S.t)()}))}this.ee.on(et,g),a.on(tt,g),o.on(tt,g),this.ee.on(rt,m),a.on($e,m),o.on($e,m),this.ee.on("fn-err",((...t)=>{t[2]?.__newrelic?.[e.agentIdentifier]||(0,x.p)("function-err",[...t],void 0,this.featureName,this.ee)})),this.ee.buffer([et,rt,"xhr-resolved"],this.featureName),u.buffer([et],this.featureName),s.buffer(["setTimeout"+Ye,"clearTimeout"+Ze,et],this.featureName),c.buffer([et,"new-xhr","send-xhr"+Ze],this.featureName),d.buffer([Qe+Ze,Qe+"-done",Qe+Xe+Ze,Qe+Xe+Ye],this.featureName),l.buffer(["newURL"],this.featureName),f.buffer([et],this.featureName),a.buffer(["propagate",tt,$e,"executor-err","resolve"+Ze],this.featureName),i.buffer([et,"no-"+et],this.featureName),o.buffer(["new-jsonp","cb-start","jsonp-error","jsonp-end"],this.featureName),v(d,Qe+Ze),v(d,Qe+"-done"),v(o,"new-jsonp"),v(o,"jsonp-end"),v(o,"cb-start"),l.on("pushState-end",h),l.on("replaceState-end",h),window.addEventListener("hashchange",h,(0,T.jT)(!0,this.removeOnAbort?.signal)),window.addEventListener("load",h,(0,T.jT)(!0,this.removeOnAbort?.signal)),window.addEventListener("popstate",(function(){h(0,n>1)}),(0,T.jT)(!0,this.removeOnAbort?.signal)),this.abortHandler=this.#n,this.importAggregator(e)}#n(){this.removeOnAbort?.abort(),this.abortHandler=void 0}}var it=i(3333);class ot extends b{static featureName=it.TZ;constructor(e,t=!0){super(e,it.TZ,t);const r=[e.init.page_action.enabled,e.init.performance.capture_marks,e.init.performance.capture_measures,e.init.user_actions.enabled,e.init.performance.resources.enabled];if(p.RI&&(e.init.user_actions.enabled&&(it.Zp.forEach((e=>(0,T.sp)(e,(e=>(0,x.p)("ua",[e],void 0,this.featureName,this.ee)),!0))),it.qN.forEach((e=>{const t=(0,v.s)((e=>{(0,x.p)("ua",[e],void 0,this.featureName,this.ee)}),500,{leading:!0});(0,T.sp)(e,t)}))),e.init.performance.resources.enabled&&p.gm.PerformanceObserver?.supportedEntryTypes.includes("resource"))){new PerformanceObserver((e=>{e.getEntries().forEach((e=>{(0,x.p)("browserPerformance.resource",[e],void 0,this.featureName,this.ee)}))})).observe({type:"resource",buffered:!0})}r.some((e=>e))?this.importAggregator(e):this.deregisterDrain()}}var at=i(993),st=i(3785);class ct extends b{static featureName=at.TZ;constructor(e,t=!0){super(e,at.TZ,t);const r=this.ee;this.ee.on("wrap-logger-end",(function([e]){const{level:t,customAttributes:n}=this;(0,st.R)(r,e,n,t)})),this.importAggregator(e)}}new class extends o{constructor(t){super(),p.gm?(this.features={},(0,R.bQ)(this.agentIdentifier,this),this.desiredFeatures=new Set(t.features||[]),this.desiredFeatures.add(w),this.runSoftNavOverSpa=[...this.desiredFeatures].some((e=>e.featureName===a.K7.softNav)),(0,d.j)(this,t,t.loaderType||"agent"),this.run()):(0,e.R)(21)}get config(){return{info:this.info,init:this.init,loader_config:this.loader_config,runtime:this.runtime}}run(){try{const t=u(this.agentIdentifier),r=[...this.desiredFeatures];r.sort(((e,t)=>a.P3[e.featureName]-a.P3[t.featureName])),r.forEach((r=>{if(!t[r.featureName]&&r.featureName!==a.K7.pageViewEvent)return;if(this.runSoftNavOverSpa&&r.featureName===a.K7.spa)return;if(!this.runSoftNavOverSpa&&r.featureName===a.K7.softNav)return;const n=function(e){switch(e){case a.K7.ajax:return[a.K7.jserrors];case a.K7.sessionTrace:return[a.K7.ajax,a.K7.pageViewEvent];case a.K7.sessionReplay:return[a.K7.sessionTrace];case a.K7.pageViewTiming:return[a.K7.pageViewEvent];default:return[]}}(r.featureName).filter((e=>!(e in this.features)));n.length>0&&(0,e.R)(36,{targetFeature:r.featureName,missingDependencies:n}),this.features[r.featureName]=new r(this)}))}catch(t){(0,e.R)(22,t);for(const e in this.features)this.features[e].abortHandler?.();const r=(0,R.Zm)();delete r.initializedAgents[this.agentIdentifier]?.api,delete r.initializedAgents[this.agentIdentifier]?.features,delete this.sharedAggregator;return r.ee.get(this.agentIdentifier).abort(),!1}}}({features:[he,w,N,Ne,Oe,O,M,ot,ct,Pe,nt],loaderType:"spa"})})()})();</script><link rel="preload" href="/article-pages/_nuxt/75f1046.js" as="script"><link rel="preload" href="/article-pages/_nuxt/2abb6c5.js" as="script"><link rel="preload" href="/article-pages/_nuxt/css/66101cf.css" as="style"><link rel="preload" href="/article-pages/_nuxt/701e3a3.js" as="script"><link rel="preload" href="/article-pages/_nuxt/css/dac93f2.css" as="style"><link rel="preload" href="/article-pages/_nuxt/c9b2266.js" as="script"><link rel="preload" href="/article-pages/_nuxt/a5e7651.js" as="script"><link rel="preload" href="/article-pages/_nuxt/css/e5cdfa1.css" as="style"><link rel="preload" href="/article-pages/_nuxt/f548f7f.js" as="script"><link rel="preload" href="/article-pages/_nuxt/css/868b092.css" as="style"><link rel="preload" href="/article-pages/_nuxt/e3c5a8f.js" as="script"><link rel="preload" href="/article-pages/_nuxt/css/0ae7120.css" as="style"><link rel="preload" href="/article-pages/_nuxt/d89174d.js" as="script"><link rel="preload" href="/article-pages/_nuxt/ed7fc59.js" as="script"><link rel="stylesheet" href="/article-pages/_nuxt/css/66101cf.css"><link rel="stylesheet" href="/article-pages/_nuxt/css/dac93f2.css"><link rel="stylesheet" href="/article-pages/_nuxt/css/e5cdfa1.css"><link rel="stylesheet" href="/article-pages/_nuxt/css/868b092.css"><link rel="stylesheet" href="/article-pages/_nuxt/css/0ae7120.css"> <meta property="fb:admins" content="1841006843"> </head> <body > <button class="BypassBlock__firstEl"></button> <a href="#main-content" class="BypassBlock__wrapper"> <span class="BypassBlock__button">Skip to main content</span> </a>  <noscript> <iframe src="https://tag-manager.frontiersin.org/ns.html?id=GTM-M322FV2&gtm_auth=owVbWxfaJr21yQv1fe1cAQ&gtm_preview=env-1&gtm_cookies_win=x" height="0" width="0" style="display:none;visibility:hidden"></iframe> </noscript>  <div data-server-rendered="true" id="__nuxt"><div id="__layout"><div theme="purple" class="ArticleLayout"><nav class="Ibar"><div class="Ibar__main"><div class="Ibar__wrapper"><button aria-label="Open Menu" data-event="iBar-btn-openMenu" class="Ibar__burger"></button> <div class="Ibar__logo"><a href="//www.frontiersin.org/" aria-label="Frontiershome" data-event="iBar-a-home" class="Ibar__logo__link"><svg viewBox="0 0 2811 590" fill="none" xmlns="http://www.w3.org/2000/svg" class="Ibar__logo__svg"><path d="M633.872 234.191h-42.674v-57.246h42.674c0-19.776 2.082-35.389 5.204-48.92 4.164-13.53 9.368-23.939 17.695-31.225 8.326-8.326 18.735-13.53 32.266-16.653 13.531-3.123 29.143-5.204 47.878-5.204h21.858c7.286 0 14.572 1.04 21.857 1.04v62.451c-8.326-1.041-16.653-2.082-23.939-2.082-10.408 0-17.694 1.041-23.939 4.164-6.245 3.122-9.368 10.408-9.368 22.898v13.531h53.083v57.246h-53.083v213.372h-89.512V234.191zM794.161 176.945h86.39v47.879h1.041c6.245-17.694 16.653-30.185 31.225-39.552 14.572-9.368 31.225-13.531 49.96-13.531h10.409c3.122 0 7.286 1.041 10.408 2.082v81.185c-6.245-2.082-11.449-3.122-16.653-4.163-5.204-1.041-11.449-1.041-16.654-1.041-11.449 0-20.816 2.082-29.143 5.204-8.327 3.123-15.613 8.327-20.817 14.572-5.204 6.245-10.408 12.49-12.49 20.817-3.123 8.326-4.163 15.612-4.163 23.939v133.228h-88.472V176.945h-1.041zM989.84 312.254c0-19.776 3.122-39.552 10.41-56.205 7.28-17.695 16.65-32.266 29.14-45.797 12.49-13.531 27.06-22.899 44.76-30.185 17.69-7.285 36.43-11.449 57.24-11.449 20.82 0 39.56 4.164 57.25 11.449 17.69 7.286 32.27 17.695 45.8 30.185 12.49 12.49 22.9 28.102 29.14 45.797 7.29 17.694 10.41 36.429 10.41 56.205 0 20.817-3.12 39.552-10.41 57.246-7.29 17.695-16.65 32.266-29.14 44.756-12.49 12.49-28.11 22.899-45.8 30.185-17.69 7.286-36.43 11.449-57.25 11.449-20.81 0-40.59-4.163-57.24-11.449-17.7-7.286-32.27-17.695-44.76-30.185-12.49-12.49-21.86-28.102-29.14-44.756-7.288-17.694-10.41-36.429-10.41-57.246zm88.47 0c0 8.327 1.04 17.694 3.12 26.021 2.09 9.368 5.21 16.653 9.37 23.939 4.16 7.286 9.37 13.531 16.65 17.695 7.29 4.163 15.62 7.285 26.03 7.285 10.4 0 18.73-2.081 26.02-7.285 7.28-4.164 12.49-10.409 16.65-17.695 4.16-7.286 7.29-15.612 9.37-23.939 2.08-9.368 3.12-17.694 3.12-26.021 0-8.327-1.04-17.694-3.12-26.021-2.08-9.368-5.21-16.653-9.37-23.939-4.16-7.286-9.37-13.531-16.65-17.695-7.29-5.204-15.62-7.285-26.02-7.285-10.41 0-18.74 2.081-26.03 7.285-7.28 5.205-12.49 10.409-16.65 17.695-4.16 7.286-7.28 15.612-9.37 23.939-2.08 9.368-3.12 17.694-3.12 26.021zM1306.25 176.945h86.39v37.47h1.04c4.17-7.286 9.37-13.531 15.62-18.735 6.24-5.204 13.53-10.408 20.81-14.572 7.29-4.163 15.62-7.286 23.94-9.367 8.33-2.082 16.66-3.123 24.98-3.123 22.9 0 40.6 4.164 53.09 11.449 13.53 7.286 22.89 16.654 29.14 27.062 6.24 10.409 10.41 21.858 12.49 34.348 2.08 12.49 2.08 22.898 2.08 33.307v172.779h-88.47V316.417v-27.061c0-9.368-1.04-16.654-4.16-23.94-3.13-7.286-7.29-12.49-13.53-16.653-6.25-4.164-15.62-6.245-27.07-6.245-8.32 0-15.61 2.081-21.85 5.204-6.25 3.122-11.45 7.286-14.58 13.531-4.16 5.204-6.24 11.449-8.32 18.735s-3.12 14.572-3.12 21.858v145.717h-88.48V176.945zM1780.88 234.19h-55.17v122.819c0 10.408 3.12 17.694 8.33 20.817 6.24 3.122 13.53 5.204 22.9 5.204 4.16 0 7.28 0 11.45-1.041h11.45v65.573c-8.33 0-15.62 1.041-23.94 2.082-8.33 1.04-16.66 1.041-23.94 1.041-18.74 0-34.35-2.082-46.84-5.205-12.49-3.122-21.86-8.326-29.14-15.612-7.29-7.286-12.49-16.654-14.58-29.144-3.12-12.49-4.16-27.062-4.16-45.797V234.19h-44.76v-57.246h44.76V94.717h88.47v82.227h55.17v57.246zM1902.66 143.639h-88.48V75.984h88.48v67.655zm-89.52 33.307h88.48v270.618h-88.48V176.946zM2024.43 334.111c1.04 18.735 6.25 33.307 16.66 44.756 10.4 11.449 24.98 16.653 43.71 16.653 10.41 0 20.82-2.081 30.19-7.286 9.36-5.204 16.65-12.49 20.81-22.898h83.27c-4.16 15.613-10.41 29.144-19.78 40.593-9.36 11.449-19.77 20.817-31.22 28.102-12.49 7.286-24.98 12.491-39.55 16.654-14.57 3.122-29.15 5.204-43.72 5.204-21.86 0-41.63-3.122-60.37-9.367-18.73-6.246-34.34-15.613-46.83-28.103-12.49-12.49-22.9-27.062-30.19-45.797-7.28-17.694-10.41-38.511-10.41-60.369 0-20.817 4.17-39.552 11.45-57.246 7.29-17.694 17.7-32.266 31.23-44.756 13.53-12.49 29.14-21.858 46.83-29.144 17.7-7.286 36.43-10.408 56.21-10.408 23.94 0 45.8 4.163 63.49 12.49 17.7 8.327 33.31 19.776 44.76 35.389 11.45 15.612 20.81 32.266 26.02 52.042 5.2 19.776 8.33 41.633 7.28 64.532h-199.84v-1.041zm110.33-49.961c-1.04-15.612-6.24-28.102-15.61-39.551-9.37-10.409-21.86-16.654-37.47-16.654s-28.1 5.204-38.51 15.613c-10.41 10.408-16.66 23.939-18.74 40.592h110.33zM2254.46 176.945h86.39v47.879h1.04c6.25-17.694 16.65-30.185 31.23-39.552 14.57-9.368 31.22-13.531 49.96-13.531h10.4c3.13 0 7.29 1.041 10.41 2.082v81.185c-6.24-2.082-11.45-3.122-16.65-4.163-5.21-1.041-11.45-1.041-16.65-1.041-11.45 0-20.82 2.082-29.15 5.204-8.32 3.123-15.61 8.327-20.81 14.572-6.25 6.245-10.41 12.49-12.49 20.817-3.13 8.326-4.17 15.612-4.17 23.939v133.228h-88.47V176.945h-1.04zM2534.45 359.091c0 7.286 1.04 12.49 4.16 17.694 3.12 5.204 6.24 9.368 10.41 12.49 4.16 3.123 9.36 5.204 14.57 7.286 6.24 2.082 11.45 2.082 17.69 2.082 4.17 0 8.33 0 13.53-2.082 5.21-1.041 9.37-3.123 13.53-5.204 4.17-2.082 7.29-5.204 10.41-9.368 3.13-4.163 4.17-8.327 4.17-13.531 0-5.204-2.09-9.367-5.21-12.49-3.12-3.122-7.28-6.245-11.45-8.327-4.16-2.081-9.36-4.163-14.57-5.204-5.2-1.041-9.37-2.081-13.53-3.122-13.53-3.123-28.1-6.245-42.67-9.368-14.58-3.122-28.11-7.286-40.6-12.49-12.49-6.245-22.9-13.531-30.18-23.939-8.33-10.409-11.45-23.94-11.45-42.675 0-16.653 4.16-30.184 11.45-40.592 8.33-10.409 17.69-18.736 30.18-24.981 12.49-6.245 26.02-10.408 40.6-13.53 14.57-3.123 28.1-4.164 41.63-4.164 14.57 0 29.14 1.041 43.71 4.164 14.58 2.081 27.07 7.285 39.56 13.53 12.49 6.245 21.85 15.613 29.14 27.062 7.29 11.45 11.45 26.021 12.49 43.716h-82.23c0-10.409-4.16-18.736-11.45-23.94-7.28-4.163-16.65-7.286-28.1-7.286-4.16 0-8.32 0-12.49 1.041-4.16 1.041-8.32 1.041-12.49 2.082-4.16 1.041-7.28 3.122-9.37 6.245-2.08 3.122-4.16 6.245-4.16 11.449 0 6.245 3.12 11.449 10.41 15.613 6.24 4.163 14.57 7.286 24.98 10.408 10.41 2.082 20.82 5.204 32.27 7.286 11.44 2.082 22.89 4.163 33.3 6.245 13.53 3.123 24.98 7.286 33.31 13.531 9.37 6.245 15.61 12.49 20.82 19.776 5.2 7.286 9.36 14.572 11.45 21.858 2.08 7.285 3.12 13.53 3.12 19.776 0 17.694-4.17 33.306-11.45 45.796-8.33 12.491-17.7 21.858-30.19 30.185-12.49 7.286-26.02 12.49-41.63 16.653-15.61 3.123-31.22 5.204-45.8 5.204-15.61 0-32.26-1.04-47.87-4.163-15.62-3.122-29.15-8.327-41.64-15.612a83.855 83.855 0 01-30.18-30.185c-8.33-12.49-12.49-28.102-12.49-46.838h84.31v-2.081z" fill="#FFFFFF" class="Ibar__logo__text"></path> <path d="M0 481.911V281.028l187.351-58.287v200.882L0 481.911z" fill="#8BC53F"></path> <path d="M187.351 423.623V222.741l126.983 87.431v200.882l-126.983-87.431z" fill="#EBD417"></path> <path d="M126.982 569.341L0 481.911l187.351-58.287 126.983 87.43-187.352 58.287z" fill="#034EA1"></path> <path d="M183.188 212.331l51.001-116.574 65.573 155.085-51.001 116.574-65.573-155.085z" fill="#712E74"></path> <path d="M248.761 367.415l51.001-116.574 171.739-28.102-49.96 115.533-172.78 29.143z" fill="#009FD1"></path> <path d="M299.762 250.842L234.189 95.757l171.739-28.103 65.573 155.085-171.739 28.103z" fill="#F6921E"></path> <path d="M187.352 222.741L59.328 198.802 44.757 71.819 172.78 95.76l14.572 126.982z" fill="#DA2128"></path> <path d="M172.78 95.758L44.757 71.818l70.777-70.776 128.023 23.94-70.777 70.776z" fill="#25BCBD"></path> <path d="M258.129 153.005l-70.777 69.736-14.571-126.982 70.777-70.778 14.571 128.024z" fill="#00844A"></path></svg></a></div> <a aria-label="Frontiers in Communication" href="//www.frontiersin.org/journals/communication" data-event="iBar-a-journalHome" class="Ibar__journalName"><div logoClass="Ibar__logo--mixed" class="Ibar__journalName__container"><div class="Ibar__journal__maskLogo" style="display:none;"><img src="" class="Ibar__journal__logo"></div> <div class="Ibar__journalName"><span>Frontiers in</span> <span> Communication</span></div></div></a> <div parent-data-event="iBar" class="Ibar__dropdown Ibar__dropdown--aboutUs"><button class="Ibar__dropdown__trigger"> About us </button> <div class="Ibar__dropdown__menu"><div class="Ibar__dropdown__menu__header"><button aria-label="Close Dropdown" class="Ibar__dropdown__menu__header__title"> About us </button> <button aria-label="Close Dropdown" class="Ibar__close"></button></div> <div class="Ibar__dropdown__about"><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">Who we are</li> <li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/mission" target="_self" data-event="iBar-aboutUs_0-a_whoWeAre">Mission and values</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/history" target="_self" data-event="iBar-aboutUs_0-a_whoWeAre">History</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/leadership" target="_self" data-event="iBar-aboutUs_0-a_whoWeAre">Leadership</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/awards" target="_self" data-event="iBar-aboutUs_0-a_whoWeAre">Awards</a></li></ul><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">Impact and progress</li> <li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/impact" target="_self" data-event="iBar-aboutUs_1-a_impactAndProgress">Frontiers' impact</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://progressreport.frontiersin.org/?utm_source=fweb&utm_medium=frep&utm_campaign=pr20" target="_blank" data-event="iBar-aboutUs_1-a_impactAndProgress">Progress Report 2022</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/progress-reports" target="_self" data-event="iBar-aboutUs_1-a_impactAndProgress">All progress reports</a></li></ul><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">Publishing model</li> <li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/how-we-publish" target="_self" data-event="iBar-aboutUs_2-a_publishingModel">How we publish</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/open-access" target="_self" data-event="iBar-aboutUs_2-a_publishingModel">Open access</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/fee-policy" target="_self" data-event="iBar-aboutUs_2-a_publishingModel">Fee policy</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/peer-review" target="_self" data-event="iBar-aboutUs_2-a_publishingModel">Peer review</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/research-integrity" target="_self" data-event="iBar-aboutUs_2-a_publishingModel">Research integrity</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/research-topics" target="_self" data-event="iBar-aboutUs_2-a_publishingModel">Research Topics</a></li></ul><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">Services</li> <li class="Ibar__dropdown__about__block__item"><a href="https://publishingpartnerships.frontiersin.org/" target="_blank" data-event="iBar-aboutUs_3-a_services">Societies</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/open-access-agreements/consortia" target="_self" data-event="iBar-aboutUs_3-a_services">National consortia</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/open-access-agreements" target="_self" data-event="iBar-aboutUs_3-a_services">Institutional partnerships</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/collaborators" target="_self" data-event="iBar-aboutUs_3-a_services">Collaborators</a></li></ul><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">More from Frontiers</li> <li class="Ibar__dropdown__about__block__item"><a href="https://forum.frontiersin.org/" target="_blank" data-event="iBar-aboutUs_4-a_moreFromFrontiers">Frontiers Forum</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersplanetprize.org/" target="_blank" data-event="iBar-aboutUs_4-a_moreFromFrontiers">Frontiers Planet Prize</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://pressoffice.frontiersin.org/" target="_blank" data-event="iBar-aboutUs_4-a_moreFromFrontiers">Press office</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.orgabout/sustainability" target="_self" data-event="iBar-aboutUs_4-a_moreFromFrontiers">Sustainability</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://careers.frontiersin.org/" target="_blank" data-event="iBar-aboutUs_4-a_moreFromFrontiers">Career opportunities</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/contact" target="_self" data-event="iBar-aboutUs_4-a_moreFromFrontiers">Contact us</a></li></ul></div></div></div> <a href="https://www.frontiersin.org/journals" data-event="iBar-a-allJournals" class="Ibar__link">All journals</a><a href="https://www.frontiersin.org/articles" data-event="iBar-a-allArticles" class="Ibar__link">All articles</a> <a href="https://www.frontiersin.org/submission/submit?domainid=5&fieldid=14&specialtyid=0&entitytype=2&entityid=1238" data-event="iBar-a-submit" class="Ibar__button Ibar__submit">Submit your research</a> <div class="Ibar__spacer"></div> <a href="/search" aria-label="Search" data-event="iBar-a-search" class="Ibar__icon Ibar__icon--search"><span>Search</span></a>    <div class="Ibar__userArea"></div></div></div> <div class="Ibar__menu Ibar__menu--journal"><div class="Ibar__menu__header"><div class="Ibar__logo"><div class="Ibar__logo"><a href="//www.frontiersin.org/" aria-label="Frontiershome" data-event="iBar-a-home" class="Ibar__logo__link"><svg viewBox="0 0 2811 590" fill="none" xmlns="http://www.w3.org/2000/svg" class="Ibar__logo__svg"><path d="M633.872 234.191h-42.674v-57.246h42.674c0-19.776 2.082-35.389 5.204-48.92 4.164-13.53 9.368-23.939 17.695-31.225 8.326-8.326 18.735-13.53 32.266-16.653 13.531-3.123 29.143-5.204 47.878-5.204h21.858c7.286 0 14.572 1.04 21.857 1.04v62.451c-8.326-1.041-16.653-2.082-23.939-2.082-10.408 0-17.694 1.041-23.939 4.164-6.245 3.122-9.368 10.408-9.368 22.898v13.531h53.083v57.246h-53.083v213.372h-89.512V234.191zM794.161 176.945h86.39v47.879h1.041c6.245-17.694 16.653-30.185 31.225-39.552 14.572-9.368 31.225-13.531 49.96-13.531h10.409c3.122 0 7.286 1.041 10.408 2.082v81.185c-6.245-2.082-11.449-3.122-16.653-4.163-5.204-1.041-11.449-1.041-16.654-1.041-11.449 0-20.816 2.082-29.143 5.204-8.327 3.123-15.613 8.327-20.817 14.572-5.204 6.245-10.408 12.49-12.49 20.817-3.123 8.326-4.163 15.612-4.163 23.939v133.228h-88.472V176.945h-1.041zM989.84 312.254c0-19.776 3.122-39.552 10.41-56.205 7.28-17.695 16.65-32.266 29.14-45.797 12.49-13.531 27.06-22.899 44.76-30.185 17.69-7.285 36.43-11.449 57.24-11.449 20.82 0 39.56 4.164 57.25 11.449 17.69 7.286 32.27 17.695 45.8 30.185 12.49 12.49 22.9 28.102 29.14 45.797 7.29 17.694 10.41 36.429 10.41 56.205 0 20.817-3.12 39.552-10.41 57.246-7.29 17.695-16.65 32.266-29.14 44.756-12.49 12.49-28.11 22.899-45.8 30.185-17.69 7.286-36.43 11.449-57.25 11.449-20.81 0-40.59-4.163-57.24-11.449-17.7-7.286-32.27-17.695-44.76-30.185-12.49-12.49-21.86-28.102-29.14-44.756-7.288-17.694-10.41-36.429-10.41-57.246zm88.47 0c0 8.327 1.04 17.694 3.12 26.021 2.09 9.368 5.21 16.653 9.37 23.939 4.16 7.286 9.37 13.531 16.65 17.695 7.29 4.163 15.62 7.285 26.03 7.285 10.4 0 18.73-2.081 26.02-7.285 7.28-4.164 12.49-10.409 16.65-17.695 4.16-7.286 7.29-15.612 9.37-23.939 2.08-9.368 3.12-17.694 3.12-26.021 0-8.327-1.04-17.694-3.12-26.021-2.08-9.368-5.21-16.653-9.37-23.939-4.16-7.286-9.37-13.531-16.65-17.695-7.29-5.204-15.62-7.285-26.02-7.285-10.41 0-18.74 2.081-26.03 7.285-7.28 5.205-12.49 10.409-16.65 17.695-4.16 7.286-7.28 15.612-9.37 23.939-2.08 9.368-3.12 17.694-3.12 26.021zM1306.25 176.945h86.39v37.47h1.04c4.17-7.286 9.37-13.531 15.62-18.735 6.24-5.204 13.53-10.408 20.81-14.572 7.29-4.163 15.62-7.286 23.94-9.367 8.33-2.082 16.66-3.123 24.98-3.123 22.9 0 40.6 4.164 53.09 11.449 13.53 7.286 22.89 16.654 29.14 27.062 6.24 10.409 10.41 21.858 12.49 34.348 2.08 12.49 2.08 22.898 2.08 33.307v172.779h-88.47V316.417v-27.061c0-9.368-1.04-16.654-4.16-23.94-3.13-7.286-7.29-12.49-13.53-16.653-6.25-4.164-15.62-6.245-27.07-6.245-8.32 0-15.61 2.081-21.85 5.204-6.25 3.122-11.45 7.286-14.58 13.531-4.16 5.204-6.24 11.449-8.32 18.735s-3.12 14.572-3.12 21.858v145.717h-88.48V176.945zM1780.88 234.19h-55.17v122.819c0 10.408 3.12 17.694 8.33 20.817 6.24 3.122 13.53 5.204 22.9 5.204 4.16 0 7.28 0 11.45-1.041h11.45v65.573c-8.33 0-15.62 1.041-23.94 2.082-8.33 1.04-16.66 1.041-23.94 1.041-18.74 0-34.35-2.082-46.84-5.205-12.49-3.122-21.86-8.326-29.14-15.612-7.29-7.286-12.49-16.654-14.58-29.144-3.12-12.49-4.16-27.062-4.16-45.797V234.19h-44.76v-57.246h44.76V94.717h88.47v82.227h55.17v57.246zM1902.66 143.639h-88.48V75.984h88.48v67.655zm-89.52 33.307h88.48v270.618h-88.48V176.946zM2024.43 334.111c1.04 18.735 6.25 33.307 16.66 44.756 10.4 11.449 24.98 16.653 43.71 16.653 10.41 0 20.82-2.081 30.19-7.286 9.36-5.204 16.65-12.49 20.81-22.898h83.27c-4.16 15.613-10.41 29.144-19.78 40.593-9.36 11.449-19.77 20.817-31.22 28.102-12.49 7.286-24.98 12.491-39.55 16.654-14.57 3.122-29.15 5.204-43.72 5.204-21.86 0-41.63-3.122-60.37-9.367-18.73-6.246-34.34-15.613-46.83-28.103-12.49-12.49-22.9-27.062-30.19-45.797-7.28-17.694-10.41-38.511-10.41-60.369 0-20.817 4.17-39.552 11.45-57.246 7.29-17.694 17.7-32.266 31.23-44.756 13.53-12.49 29.14-21.858 46.83-29.144 17.7-7.286 36.43-10.408 56.21-10.408 23.94 0 45.8 4.163 63.49 12.49 17.7 8.327 33.31 19.776 44.76 35.389 11.45 15.612 20.81 32.266 26.02 52.042 5.2 19.776 8.33 41.633 7.28 64.532h-199.84v-1.041zm110.33-49.961c-1.04-15.612-6.24-28.102-15.61-39.551-9.37-10.409-21.86-16.654-37.47-16.654s-28.1 5.204-38.51 15.613c-10.41 10.408-16.66 23.939-18.74 40.592h110.33zM2254.46 176.945h86.39v47.879h1.04c6.25-17.694 16.65-30.185 31.23-39.552 14.57-9.368 31.22-13.531 49.96-13.531h10.4c3.13 0 7.29 1.041 10.41 2.082v81.185c-6.24-2.082-11.45-3.122-16.65-4.163-5.21-1.041-11.45-1.041-16.65-1.041-11.45 0-20.82 2.082-29.15 5.204-8.32 3.123-15.61 8.327-20.81 14.572-6.25 6.245-10.41 12.49-12.49 20.817-3.13 8.326-4.17 15.612-4.17 23.939v133.228h-88.47V176.945h-1.04zM2534.45 359.091c0 7.286 1.04 12.49 4.16 17.694 3.12 5.204 6.24 9.368 10.41 12.49 4.16 3.123 9.36 5.204 14.57 7.286 6.24 2.082 11.45 2.082 17.69 2.082 4.17 0 8.33 0 13.53-2.082 5.21-1.041 9.37-3.123 13.53-5.204 4.17-2.082 7.29-5.204 10.41-9.368 3.13-4.163 4.17-8.327 4.17-13.531 0-5.204-2.09-9.367-5.21-12.49-3.12-3.122-7.28-6.245-11.45-8.327-4.16-2.081-9.36-4.163-14.57-5.204-5.2-1.041-9.37-2.081-13.53-3.122-13.53-3.123-28.1-6.245-42.67-9.368-14.58-3.122-28.11-7.286-40.6-12.49-12.49-6.245-22.9-13.531-30.18-23.939-8.33-10.409-11.45-23.94-11.45-42.675 0-16.653 4.16-30.184 11.45-40.592 8.33-10.409 17.69-18.736 30.18-24.981 12.49-6.245 26.02-10.408 40.6-13.53 14.57-3.123 28.1-4.164 41.63-4.164 14.57 0 29.14 1.041 43.71 4.164 14.58 2.081 27.07 7.285 39.56 13.53 12.49 6.245 21.85 15.613 29.14 27.062 7.29 11.45 11.45 26.021 12.49 43.716h-82.23c0-10.409-4.16-18.736-11.45-23.94-7.28-4.163-16.65-7.286-28.1-7.286-4.16 0-8.32 0-12.49 1.041-4.16 1.041-8.32 1.041-12.49 2.082-4.16 1.041-7.28 3.122-9.37 6.245-2.08 3.122-4.16 6.245-4.16 11.449 0 6.245 3.12 11.449 10.41 15.613 6.24 4.163 14.57 7.286 24.98 10.408 10.41 2.082 20.82 5.204 32.27 7.286 11.44 2.082 22.89 4.163 33.3 6.245 13.53 3.123 24.98 7.286 33.31 13.531 9.37 6.245 15.61 12.49 20.82 19.776 5.2 7.286 9.36 14.572 11.45 21.858 2.08 7.285 3.12 13.53 3.12 19.776 0 17.694-4.17 33.306-11.45 45.796-8.33 12.491-17.7 21.858-30.19 30.185-12.49 7.286-26.02 12.49-41.63 16.653-15.61 3.123-31.22 5.204-45.8 5.204-15.61 0-32.26-1.04-47.87-4.163-15.62-3.122-29.15-8.327-41.64-15.612a83.855 83.855 0 01-30.18-30.185c-8.33-12.49-12.49-28.102-12.49-46.838h84.31v-2.081z" fill="#FFFFFF" class="Ibar__logo__text"></path> <path d="M0 481.911V281.028l187.351-58.287v200.882L0 481.911z" fill="#8BC53F"></path> <path d="M187.351 423.623V222.741l126.983 87.431v200.882l-126.983-87.431z" fill="#EBD417"></path> <path d="M126.982 569.341L0 481.911l187.351-58.287 126.983 87.43-187.352 58.287z" fill="#034EA1"></path> <path d="M183.188 212.331l51.001-116.574 65.573 155.085-51.001 116.574-65.573-155.085z" fill="#712E74"></path> <path d="M248.761 367.415l51.001-116.574 171.739-28.102-49.96 115.533-172.78 29.143z" fill="#009FD1"></path> <path d="M299.762 250.842L234.189 95.757l171.739-28.103 65.573 155.085-171.739 28.103z" fill="#F6921E"></path> <path d="M187.352 222.741L59.328 198.802 44.757 71.819 172.78 95.76l14.572 126.982z" fill="#DA2128"></path> <path d="M172.78 95.758L44.757 71.818l70.777-70.776 128.023 23.94-70.777 70.776z" fill="#25BCBD"></path> <path d="M258.129 153.005l-70.777 69.736-14.571-126.982 70.777-70.778 14.571 128.024z" fill="#00844A"></path></svg></a></div></div> <button aria-label="Close Menu" data-event="iBarMenu-btn-closeMenu" class="Ibar__close"></button></div> <div class="Ibar__menu__wrapper"><div class="Ibar__menu__journal"><a href="//www.frontiersin.org/journals/communication" data-event="iBarMenu-a-journalHome"><div class="Ibar__journalName__container"><div class="Ibar__journal__maskLogo" style="display:none;"><img src="" class="Ibar__journal__logo"></div> <div class="Ibar__journalName"><span>Frontiers in</span> <span> Communication</span></div></div></a> <div parent-data-event="iBarMenu" class="Ibar__dropdown"><button class="Ibar__dropdown__trigger"> Sections </button> <div class="Ibar__dropdown__menu"><div class="Ibar__dropdown__menu__header"><button aria-label="Close Dropdown" class="Ibar__dropdown__menu__header__title"> Sections </button> <button aria-label="Close Dropdown" class="Ibar__close"></button></div> <ul class="Ibar__dropdown__sections"><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/advertising-and-marketing-communication" data-event="iBarJournal-sections-a_id_2173">Advertising and Marketing Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/culture-and-communication" data-event="iBarJournal-sections-a_id_1879">Culture and Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/disaster-communications" data-event="iBarJournal-sections-a_id_1252">Disaster Communications</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/health-communication" data-event="iBarJournal-sections-a_id_1298">Health Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/language-communication" data-event="iBarJournal-sections-a_id_3654">Language Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/media-governance-and-the-public-sphere" data-event="iBarJournal-sections-a_id_1375">Media Governance and the Public Sphere</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/media-creative-and-cultural-industries" data-event="iBarJournal-sections-a_id_3453">Media, Creative, and Cultural Industries</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/multimodality-of-communication" data-event="iBarJournal-sections-a_id_2189">Multimodality of Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/organizational-communication" data-event="iBarJournal-sections-a_id_2521">Organizational Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/science-and-environmental-communication" data-event="iBarJournal-sections-a_id_1290">Science and Environmental Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/visual-communication" data-event="iBarJournal-sections-a_id_2451">Visual Communication</a></li></ul></div></div> <a href="//www.frontiersin.org/journals/communication/articles" data-event="iBar-a-articles" class="Ibar__link">Articles</a><a href="//www.frontiersin.org/journals/communication/research-topics" data-event="iBar-a-researchTopics" class="Ibar__link">Research Topics</a><a href="//www.frontiersin.org/journals/communication/editors" data-event="iBar-a-editorialBoard" class="Ibar__link">Editorial board</a> <div parent-data-event="iBarMenu" class="Ibar__dropdown"><button class="Ibar__dropdown__trigger"> About journal </button> <div class="Ibar__dropdown__menu"><div class="Ibar__dropdown__menu__header"><button aria-label="Close Dropdown" class="Ibar__dropdown__menu__header__title"> About journal </button> <button aria-label="Close Dropdown" class="Ibar__close"></button></div> <div class="Ibar__dropdown__about"><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">Scope</li> <li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-editors" target="_self" data-event="iBar-aboutJournal_0-a_scope">Field chief editors</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-scope" target="_self" data-event="iBar-aboutJournal_0-a_scope">Mission & scope</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-facts" target="_self" data-event="iBar-aboutJournal_0-a_scope">Facts</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-submission" target="_self" data-event="iBar-aboutJournal_0-a_scope">Journal sections</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-open" target="_self" data-event="iBar-aboutJournal_0-a_scope">Open access statement</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#copyright-statement" target="_self" data-event="iBar-aboutJournal_0-a_scope">Copyright statement</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-quality" target="_self" data-event="iBar-aboutJournal_0-a_scope">Quality</a></li></ul><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">For authors</li> <li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/why-submit" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Why submit?</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/article-types" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Article types</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/author-guidelines" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Author guidelines</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/editor-guidelines" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Editor guidelines</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/publishing-fees" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Publishing fees</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/submission-checklist" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Submission checklist</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/contact-editorial-office" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Contact editorial office</a></li></ul></div></div></div></div> <div parent-data-event="iBarMenu" class="Ibar__dropdown Ibar__dropdown--aboutUs"><button class="Ibar__dropdown__trigger"> About us </button> <div class="Ibar__dropdown__menu"><div class="Ibar__dropdown__menu__header"><button aria-label="Close Dropdown" class="Ibar__dropdown__menu__header__title"> About us </button> <button aria-label="Close Dropdown" class="Ibar__close"></button></div> <div class="Ibar__dropdown__about"><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">Who we are</li> <li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/mission" target="_self" data-event="iBar-aboutUs_0-a_whoWeAre">Mission and values</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/history" target="_self" data-event="iBar-aboutUs_0-a_whoWeAre">History</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/leadership" target="_self" data-event="iBar-aboutUs_0-a_whoWeAre">Leadership</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/awards" target="_self" data-event="iBar-aboutUs_0-a_whoWeAre">Awards</a></li></ul><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">Impact and progress</li> <li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/impact" target="_self" data-event="iBar-aboutUs_1-a_impactAndProgress">Frontiers' impact</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://progressreport.frontiersin.org/?utm_source=fweb&utm_medium=frep&utm_campaign=pr20" target="_blank" data-event="iBar-aboutUs_1-a_impactAndProgress">Progress Report 2022</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/progress-reports" target="_self" data-event="iBar-aboutUs_1-a_impactAndProgress">All progress reports</a></li></ul><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">Publishing model</li> <li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/how-we-publish" target="_self" data-event="iBar-aboutUs_2-a_publishingModel">How we publish</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/open-access" target="_self" data-event="iBar-aboutUs_2-a_publishingModel">Open access</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/fee-policy" target="_self" data-event="iBar-aboutUs_2-a_publishingModel">Fee policy</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/peer-review" target="_self" data-event="iBar-aboutUs_2-a_publishingModel">Peer review</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/research-integrity" target="_self" data-event="iBar-aboutUs_2-a_publishingModel">Research integrity</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/research-topics" target="_self" data-event="iBar-aboutUs_2-a_publishingModel">Research Topics</a></li></ul><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">Services</li> <li class="Ibar__dropdown__about__block__item"><a href="https://publishingpartnerships.frontiersin.org/" target="_blank" data-event="iBar-aboutUs_3-a_services">Societies</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/open-access-agreements/consortia" target="_self" data-event="iBar-aboutUs_3-a_services">National consortia</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/open-access-agreements" target="_self" data-event="iBar-aboutUs_3-a_services">Institutional partnerships</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/collaborators" target="_self" data-event="iBar-aboutUs_3-a_services">Collaborators</a></li></ul><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">More from Frontiers</li> <li class="Ibar__dropdown__about__block__item"><a href="https://forum.frontiersin.org/" target="_blank" data-event="iBar-aboutUs_4-a_moreFromFrontiers">Frontiers Forum</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersplanetprize.org/" target="_blank" data-event="iBar-aboutUs_4-a_moreFromFrontiers">Frontiers Planet Prize</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://pressoffice.frontiersin.org/" target="_blank" data-event="iBar-aboutUs_4-a_moreFromFrontiers">Press office</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.orgabout/sustainability" target="_self" data-event="iBar-aboutUs_4-a_moreFromFrontiers">Sustainability</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://careers.frontiersin.org/" target="_blank" data-event="iBar-aboutUs_4-a_moreFromFrontiers">Career opportunities</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/about/contact" target="_self" data-event="iBar-aboutUs_4-a_moreFromFrontiers">Contact us</a></li></ul></div></div></div> <a href="https://www.frontiersin.org/journals" data-event="iBar-a-allJournals" class="Ibar__link">All journals</a><a href="https://www.frontiersin.org/articles" data-event="iBar-a-allArticles" class="Ibar__link">All articles</a>    <a href="https://www.frontiersin.org/submission/submit?domainid=5&fieldid=14&specialtyid=0&entitytype=2&entityid=1238" data-event="iBarMenu-a-submit" class="Ibar__button Ibar__submit">Submit your research</a></div></div> <div class="Ibar__journal"><div class="Ibar__wrapper Ibar__wrapper--journal"><a aria-label="Frontiers in Communication" href="//www.frontiersin.org/journals/communication" data-event="iBarJournal-a-journalHome" class="Ibar__journalName"><div class="Ibar__journalName__container"><div class="Ibar__journal__maskLogo" style="display:none;"><img src="" class="Ibar__journal__logo"></div> <div class="Ibar__journalName"><span>Frontiers in</span> <span> Communication</span></div></div></a> <div parent-data-event="iBarJournal" class="Ibar__dropdown"><button class="Ibar__dropdown__trigger"> Sections </button> <div class="Ibar__dropdown__menu"><div class="Ibar__dropdown__menu__header"><button aria-label="Close Dropdown" class="Ibar__dropdown__menu__header__title"> Sections </button> <button aria-label="Close Dropdown" class="Ibar__close"></button></div> <ul class="Ibar__dropdown__sections"><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/advertising-and-marketing-communication" data-event="iBarJournal-sections-a_id_2173">Advertising and Marketing Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/culture-and-communication" data-event="iBarJournal-sections-a_id_1879">Culture and Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/disaster-communications" data-event="iBarJournal-sections-a_id_1252">Disaster Communications</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/health-communication" data-event="iBarJournal-sections-a_id_1298">Health Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/language-communication" data-event="iBarJournal-sections-a_id_3654">Language Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/media-governance-and-the-public-sphere" data-event="iBarJournal-sections-a_id_1375">Media Governance and the Public Sphere</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/media-creative-and-cultural-industries" data-event="iBarJournal-sections-a_id_3453">Media, Creative, and Cultural Industries</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/multimodality-of-communication" data-event="iBarJournal-sections-a_id_2189">Multimodality of Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/organizational-communication" data-event="iBarJournal-sections-a_id_2521">Organizational Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/science-and-environmental-communication" data-event="iBarJournal-sections-a_id_1290">Science and Environmental Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/visual-communication" data-event="iBarJournal-sections-a_id_2451">Visual Communication</a></li></ul></div></div> <a href="//www.frontiersin.org/journals/communication/articles" data-event="iBar-a-articles" class="Ibar__link">Articles</a><a href="//www.frontiersin.org/journals/communication/research-topics" data-event="iBar-a-researchTopics" class="Ibar__link">Research Topics</a><a href="//www.frontiersin.org/journals/communication/editors" data-event="iBar-a-editorialBoard" class="Ibar__link">Editorial board</a> <div parent-data-event="iBarJournal" class="Ibar__dropdown"><button class="Ibar__dropdown__trigger"> About journal </button> <div class="Ibar__dropdown__menu"><div class="Ibar__dropdown__menu__header"><button aria-label="Close Dropdown" class="Ibar__dropdown__menu__header__title"> About journal </button> <button aria-label="Close Dropdown" class="Ibar__close"></button></div> <div class="Ibar__dropdown__about"><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">Scope</li> <li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-editors" target="_self" data-event="iBar-aboutJournal_0-a_scope">Field chief editors</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-scope" target="_self" data-event="iBar-aboutJournal_0-a_scope">Mission & scope</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-facts" target="_self" data-event="iBar-aboutJournal_0-a_scope">Facts</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-submission" target="_self" data-event="iBar-aboutJournal_0-a_scope">Journal sections</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-open" target="_self" data-event="iBar-aboutJournal_0-a_scope">Open access statement</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#copyright-statement" target="_self" data-event="iBar-aboutJournal_0-a_scope">Copyright statement</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-quality" target="_self" data-event="iBar-aboutJournal_0-a_scope">Quality</a></li></ul><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">For authors</li> <li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/why-submit" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Why submit?</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/article-types" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Article types</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/author-guidelines" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Author guidelines</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/editor-guidelines" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Editor guidelines</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/publishing-fees" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Publishing fees</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/submission-checklist" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Submission checklist</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/contact-editorial-office" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Contact editorial office</a></li></ul></div></div></div> <div class="Ibar__spacer"></div></div></div> <div class="Ibar__journal Ibar__journal--mix"><div class="Ibar__wrapper Ibar__wrapper--journal"><div class="Ibar__logo"><a href="//www.frontiersin.org/" aria-label="Frontiershome" data-event="iBar-a-home" class="Ibar__logo__link"><svg viewBox="0 0 2811 590" fill="none" xmlns="http://www.w3.org/2000/svg" class="Ibar__logo__svg"><path d="M633.872 234.191h-42.674v-57.246h42.674c0-19.776 2.082-35.389 5.204-48.92 4.164-13.53 9.368-23.939 17.695-31.225 8.326-8.326 18.735-13.53 32.266-16.653 13.531-3.123 29.143-5.204 47.878-5.204h21.858c7.286 0 14.572 1.04 21.857 1.04v62.451c-8.326-1.041-16.653-2.082-23.939-2.082-10.408 0-17.694 1.041-23.939 4.164-6.245 3.122-9.368 10.408-9.368 22.898v13.531h53.083v57.246h-53.083v213.372h-89.512V234.191zM794.161 176.945h86.39v47.879h1.041c6.245-17.694 16.653-30.185 31.225-39.552 14.572-9.368 31.225-13.531 49.96-13.531h10.409c3.122 0 7.286 1.041 10.408 2.082v81.185c-6.245-2.082-11.449-3.122-16.653-4.163-5.204-1.041-11.449-1.041-16.654-1.041-11.449 0-20.816 2.082-29.143 5.204-8.327 3.123-15.613 8.327-20.817 14.572-5.204 6.245-10.408 12.49-12.49 20.817-3.123 8.326-4.163 15.612-4.163 23.939v133.228h-88.472V176.945h-1.041zM989.84 312.254c0-19.776 3.122-39.552 10.41-56.205 7.28-17.695 16.65-32.266 29.14-45.797 12.49-13.531 27.06-22.899 44.76-30.185 17.69-7.285 36.43-11.449 57.24-11.449 20.82 0 39.56 4.164 57.25 11.449 17.69 7.286 32.27 17.695 45.8 30.185 12.49 12.49 22.9 28.102 29.14 45.797 7.29 17.694 10.41 36.429 10.41 56.205 0 20.817-3.12 39.552-10.41 57.246-7.29 17.695-16.65 32.266-29.14 44.756-12.49 12.49-28.11 22.899-45.8 30.185-17.69 7.286-36.43 11.449-57.25 11.449-20.81 0-40.59-4.163-57.24-11.449-17.7-7.286-32.27-17.695-44.76-30.185-12.49-12.49-21.86-28.102-29.14-44.756-7.288-17.694-10.41-36.429-10.41-57.246zm88.47 0c0 8.327 1.04 17.694 3.12 26.021 2.09 9.368 5.21 16.653 9.37 23.939 4.16 7.286 9.37 13.531 16.65 17.695 7.29 4.163 15.62 7.285 26.03 7.285 10.4 0 18.73-2.081 26.02-7.285 7.28-4.164 12.49-10.409 16.65-17.695 4.16-7.286 7.29-15.612 9.37-23.939 2.08-9.368 3.12-17.694 3.12-26.021 0-8.327-1.04-17.694-3.12-26.021-2.08-9.368-5.21-16.653-9.37-23.939-4.16-7.286-9.37-13.531-16.65-17.695-7.29-5.204-15.62-7.285-26.02-7.285-10.41 0-18.74 2.081-26.03 7.285-7.28 5.205-12.49 10.409-16.65 17.695-4.16 7.286-7.28 15.612-9.37 23.939-2.08 9.368-3.12 17.694-3.12 26.021zM1306.25 176.945h86.39v37.47h1.04c4.17-7.286 9.37-13.531 15.62-18.735 6.24-5.204 13.53-10.408 20.81-14.572 7.29-4.163 15.62-7.286 23.94-9.367 8.33-2.082 16.66-3.123 24.98-3.123 22.9 0 40.6 4.164 53.09 11.449 13.53 7.286 22.89 16.654 29.14 27.062 6.24 10.409 10.41 21.858 12.49 34.348 2.08 12.49 2.08 22.898 2.08 33.307v172.779h-88.47V316.417v-27.061c0-9.368-1.04-16.654-4.16-23.94-3.13-7.286-7.29-12.49-13.53-16.653-6.25-4.164-15.62-6.245-27.07-6.245-8.32 0-15.61 2.081-21.85 5.204-6.25 3.122-11.45 7.286-14.58 13.531-4.16 5.204-6.24 11.449-8.32 18.735s-3.12 14.572-3.12 21.858v145.717h-88.48V176.945zM1780.88 234.19h-55.17v122.819c0 10.408 3.12 17.694 8.33 20.817 6.24 3.122 13.53 5.204 22.9 5.204 4.16 0 7.28 0 11.45-1.041h11.45v65.573c-8.33 0-15.62 1.041-23.94 2.082-8.33 1.04-16.66 1.041-23.94 1.041-18.74 0-34.35-2.082-46.84-5.205-12.49-3.122-21.86-8.326-29.14-15.612-7.29-7.286-12.49-16.654-14.58-29.144-3.12-12.49-4.16-27.062-4.16-45.797V234.19h-44.76v-57.246h44.76V94.717h88.47v82.227h55.17v57.246zM1902.66 143.639h-88.48V75.984h88.48v67.655zm-89.52 33.307h88.48v270.618h-88.48V176.946zM2024.43 334.111c1.04 18.735 6.25 33.307 16.66 44.756 10.4 11.449 24.98 16.653 43.71 16.653 10.41 0 20.82-2.081 30.19-7.286 9.36-5.204 16.65-12.49 20.81-22.898h83.27c-4.16 15.613-10.41 29.144-19.78 40.593-9.36 11.449-19.77 20.817-31.22 28.102-12.49 7.286-24.98 12.491-39.55 16.654-14.57 3.122-29.15 5.204-43.72 5.204-21.86 0-41.63-3.122-60.37-9.367-18.73-6.246-34.34-15.613-46.83-28.103-12.49-12.49-22.9-27.062-30.19-45.797-7.28-17.694-10.41-38.511-10.41-60.369 0-20.817 4.17-39.552 11.45-57.246 7.29-17.694 17.7-32.266 31.23-44.756 13.53-12.49 29.14-21.858 46.83-29.144 17.7-7.286 36.43-10.408 56.21-10.408 23.94 0 45.8 4.163 63.49 12.49 17.7 8.327 33.31 19.776 44.76 35.389 11.45 15.612 20.81 32.266 26.02 52.042 5.2 19.776 8.33 41.633 7.28 64.532h-199.84v-1.041zm110.33-49.961c-1.04-15.612-6.24-28.102-15.61-39.551-9.37-10.409-21.86-16.654-37.47-16.654s-28.1 5.204-38.51 15.613c-10.41 10.408-16.66 23.939-18.74 40.592h110.33zM2254.46 176.945h86.39v47.879h1.04c6.25-17.694 16.65-30.185 31.23-39.552 14.57-9.368 31.22-13.531 49.96-13.531h10.4c3.13 0 7.29 1.041 10.41 2.082v81.185c-6.24-2.082-11.45-3.122-16.65-4.163-5.21-1.041-11.45-1.041-16.65-1.041-11.45 0-20.82 2.082-29.15 5.204-8.32 3.123-15.61 8.327-20.81 14.572-6.25 6.245-10.41 12.49-12.49 20.817-3.13 8.326-4.17 15.612-4.17 23.939v133.228h-88.47V176.945h-1.04zM2534.45 359.091c0 7.286 1.04 12.49 4.16 17.694 3.12 5.204 6.24 9.368 10.41 12.49 4.16 3.123 9.36 5.204 14.57 7.286 6.24 2.082 11.45 2.082 17.69 2.082 4.17 0 8.33 0 13.53-2.082 5.21-1.041 9.37-3.123 13.53-5.204 4.17-2.082 7.29-5.204 10.41-9.368 3.13-4.163 4.17-8.327 4.17-13.531 0-5.204-2.09-9.367-5.21-12.49-3.12-3.122-7.28-6.245-11.45-8.327-4.16-2.081-9.36-4.163-14.57-5.204-5.2-1.041-9.37-2.081-13.53-3.122-13.53-3.123-28.1-6.245-42.67-9.368-14.58-3.122-28.11-7.286-40.6-12.49-12.49-6.245-22.9-13.531-30.18-23.939-8.33-10.409-11.45-23.94-11.45-42.675 0-16.653 4.16-30.184 11.45-40.592 8.33-10.409 17.69-18.736 30.18-24.981 12.49-6.245 26.02-10.408 40.6-13.53 14.57-3.123 28.1-4.164 41.63-4.164 14.57 0 29.14 1.041 43.71 4.164 14.58 2.081 27.07 7.285 39.56 13.53 12.49 6.245 21.85 15.613 29.14 27.062 7.29 11.45 11.45 26.021 12.49 43.716h-82.23c0-10.409-4.16-18.736-11.45-23.94-7.28-4.163-16.65-7.286-28.1-7.286-4.16 0-8.32 0-12.49 1.041-4.16 1.041-8.32 1.041-12.49 2.082-4.16 1.041-7.28 3.122-9.37 6.245-2.08 3.122-4.16 6.245-4.16 11.449 0 6.245 3.12 11.449 10.41 15.613 6.24 4.163 14.57 7.286 24.98 10.408 10.41 2.082 20.82 5.204 32.27 7.286 11.44 2.082 22.89 4.163 33.3 6.245 13.53 3.123 24.98 7.286 33.31 13.531 9.37 6.245 15.61 12.49 20.82 19.776 5.2 7.286 9.36 14.572 11.45 21.858 2.08 7.285 3.12 13.53 3.12 19.776 0 17.694-4.17 33.306-11.45 45.796-8.33 12.491-17.7 21.858-30.19 30.185-12.49 7.286-26.02 12.49-41.63 16.653-15.61 3.123-31.22 5.204-45.8 5.204-15.61 0-32.26-1.04-47.87-4.163-15.62-3.122-29.15-8.327-41.64-15.612a83.855 83.855 0 01-30.18-30.185c-8.33-12.49-12.49-28.102-12.49-46.838h84.31v-2.081z" fill="#FFFFFF" class="Ibar__logo__text"></path> <path d="M0 481.911V281.028l187.351-58.287v200.882L0 481.911z" fill="#8BC53F"></path> <path d="M187.351 423.623V222.741l126.983 87.431v200.882l-126.983-87.431z" fill="#EBD417"></path> <path d="M126.982 569.341L0 481.911l187.351-58.287 126.983 87.43-187.352 58.287z" fill="#034EA1"></path> <path d="M183.188 212.331l51.001-116.574 65.573 155.085-51.001 116.574-65.573-155.085z" fill="#712E74"></path> <path d="M248.761 367.415l51.001-116.574 171.739-28.102-49.96 115.533-172.78 29.143z" fill="#009FD1"></path> <path d="M299.762 250.842L234.189 95.757l171.739-28.103 65.573 155.085-171.739 28.103z" fill="#F6921E"></path> <path d="M187.352 222.741L59.328 198.802 44.757 71.819 172.78 95.76l14.572 126.982z" fill="#DA2128"></path> <path d="M172.78 95.758L44.757 71.818l70.777-70.776 128.023 23.94-70.777 70.776z" fill="#25BCBD"></path> <path d="M258.129 153.005l-70.777 69.736-14.571-126.982 70.777-70.778 14.571 128.024z" fill="#00844A"></path></svg></a></div> <a aria-label="Frontiers in Communication" href="//www.frontiersin.org/journals/communication" data-event="iBarJournal-a-journalHome" class="Ibar__journalName"><div logoClass="Ibar__logo--mixed" class="Ibar__journalName__container"><div class="Ibar__journal__maskLogo" style="display:none;"><img src="" class="Ibar__journal__logo"></div> <div class="Ibar__journalName"><span>Frontiers in</span> <span> Communication</span></div></div></a> <div class="Ibar__spacer"></div> <div parent-data-event="iBarJournal" class="Ibar__dropdown"><button class="Ibar__dropdown__trigger"> Sections </button> <div class="Ibar__dropdown__menu"><div class="Ibar__dropdown__menu__header"><button aria-label="Close Dropdown" class="Ibar__dropdown__menu__header__title"> Sections </button> <button aria-label="Close Dropdown" class="Ibar__close"></button></div> <ul class="Ibar__dropdown__sections"><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/advertising-and-marketing-communication" data-event="iBarJournal-sections-a_id_2173">Advertising and Marketing Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/culture-and-communication" data-event="iBarJournal-sections-a_id_1879">Culture and Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/disaster-communications" data-event="iBarJournal-sections-a_id_1252">Disaster Communications</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/health-communication" data-event="iBarJournal-sections-a_id_1298">Health Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/language-communication" data-event="iBarJournal-sections-a_id_3654">Language Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/media-governance-and-the-public-sphere" data-event="iBarJournal-sections-a_id_1375">Media Governance and the Public Sphere</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/media-creative-and-cultural-industries" data-event="iBarJournal-sections-a_id_3453">Media, Creative, and Cultural Industries</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/multimodality-of-communication" data-event="iBarJournal-sections-a_id_2189">Multimodality of Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/organizational-communication" data-event="iBarJournal-sections-a_id_2521">Organizational Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/science-and-environmental-communication" data-event="iBarJournal-sections-a_id_1290">Science and Environmental Communication</a></li><li class="Ibar__dropdown__sections__item"><a href="/journals/communication/sections/visual-communication" data-event="iBarJournal-sections-a_id_2451">Visual Communication</a></li></ul></div></div> <a href="//www.frontiersin.org/journals/communication/articles" data-event="iBar-a-articles" class="Ibar__link">Articles</a><a href="//www.frontiersin.org/journals/communication/research-topics" data-event="iBar-a-researchTopics" class="Ibar__link">Research Topics</a><a href="//www.frontiersin.org/journals/communication/editors" data-event="iBar-a-editorialBoard" class="Ibar__link">Editorial board</a> <div parent-data-event="iBarJournal" class="Ibar__dropdown"><button class="Ibar__dropdown__trigger"> About journal </button> <div class="Ibar__dropdown__menu"><div class="Ibar__dropdown__menu__header"><button aria-label="Close Dropdown" class="Ibar__dropdown__menu__header__title"> About journal </button> <button aria-label="Close Dropdown" class="Ibar__close"></button></div> <div class="Ibar__dropdown__about"><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">Scope</li> <li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-editors" target="_self" data-event="iBar-aboutJournal_0-a_scope">Field chief editors</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-scope" target="_self" data-event="iBar-aboutJournal_0-a_scope">Mission & scope</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-facts" target="_self" data-event="iBar-aboutJournal_0-a_scope">Facts</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-submission" target="_self" data-event="iBar-aboutJournal_0-a_scope">Journal sections</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-open" target="_self" data-event="iBar-aboutJournal_0-a_scope">Open access statement</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#copyright-statement" target="_self" data-event="iBar-aboutJournal_0-a_scope">Copyright statement</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/about#about-quality" target="_self" data-event="iBar-aboutJournal_0-a_scope">Quality</a></li></ul><ul class="Ibar__dropdown__about__block"><li class="Ibar__dropdown__about__block__title">For authors</li> <li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/why-submit" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Why submit?</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/article-types" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Article types</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/author-guidelines" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Author guidelines</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/editor-guidelines" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Editor guidelines</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/publishing-fees" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Publishing fees</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/submission-checklist" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Submission checklist</a></li><li class="Ibar__dropdown__about__block__item"><a href="https://www.frontiersin.org/journals/communication/for-authors/contact-editorial-office" target="_self" data-event="iBar-aboutJournal_1-a_forAuthors">Contact editorial office</a></li></ul></div></div></div> <div class="Ibar__spacer"></div> <a href="https://www.frontiersin.org/submission/submit?domainid=5&fieldid=14&specialtyid=0&entitytype=2&entityid=1238" data-event="iBarJournal-a-submit" class="Ibar__button Ibar__submit"><span>Submit</span> <span>聽your research</span></a> <a href="/search" aria-label="Search" data-event="iBar-a-search" class="Ibar__icon Ibar__icon--search"><span>Search</span></a>    <div class="Ibar__userArea"></div></div></div></nav> <div class="ArticlePage"><div><div class="Layout Layout--withAside Layout--withIbarMix ArticleDetails"> <main class="Layout__main"> <div class="ArticleDetails__main"><div class="ArticleLayoutHeader"><div class="ArticleLayoutHeader__info"><p class="ArticleLayoutHeader__info__title"> ORIGINAL RESEARCH article </p> <p class="ArticleLayoutHeader__info__journalDate"><span>Front. Commun.</span> <span>, 17 March 2021</span></p> <p class="ArticleLayoutHeader__info__journalDate"> Sec. Health Communication </p> <p class="ArticleLayoutHeader__info__doiVolume"><span> Volume 6 - 2021 | </span> <a href="https://doi.org/10.3389/fcomm.2021.606445" class="ArticleLayoutHeader__info__doi"> https://doi.org/10.3389/fcomm.2021.606445 </a></p> </div>  <p class="ArticleLayoutHeader__isPartOfRT"><span class="ArticleLayoutHeader__isPartOfRT__label">This article is part of the Research Topic</span> <span class="ArticleLayoutHeader__isPartOfRT__title">Team and Leader Communication in the Healthcare Context: Building and Maintaining Optimal Transdisciplinary Teams</span> <span class="Link__wrapper"><a aria-label="View all 5 articles" href="https://www.frontiersin.org/research-topics/12794/team-and-leader-communication-in-the-healthcare-context-building-and-maintaining-optimal-transdisciplinary-teams/articles" target="_self" data-event="customLink-link-a_viewAll5Articles" class="Link Link--linkType Link--maincolor Link--medium Link--icon Link--chevronRight Link--right"><span>View all 5 articles</span></a></span></p></div> <div class="ArticleDetails__main__content"><div class="ArticleDetails__main__content__main ArticleDetails__main__content__main--fullArticle"><div class="JournalAbstract"><div class="JournalAbstract__titleWrapper"><h1>Overcoming Challenges to Teamwork in Healthcare: A Team Effectiveness Framework and Evidence-Based Guidance</h1> </div> </div> <div class="JournalFullText"><div class="JournalAbstract"><a id="h1" name="h1"></a><div class="authors"><span class="author-wrapper notranslate"><a href="https://loop.frontiersin.org/people/1085380" class="user-id-1085380"><img class="pr5" src="https://loop.frontiersin.org/images/profile/1085380/74" onerror="this.onerror=null;this.src='https://loop.frontiersin.org/cdn/images/profile/default_32.jpg';" alt="Stephanie Zajac
">Stephanie Zajac</a><sup>1</sup>*</span><span class="author-wrapper notranslate"><img class="pr5" src="https://loop.frontiersin.org/cdn/images/profile/default_32.jpg" alt="Amanda Woods" onerror="this.onerror=null;this.src='https://loop.frontiersin.org/cdn/images/profile/default_32.jpg';">Amanda Woods<sup>2</sup></span><span class="author-wrapper notranslate"><img class="pr5" src="https://loop.frontiersin.org/cdn/images/profile/default_32.jpg" alt="Scott Tannenbaum" onerror="this.onerror=null;this.src='https://loop.frontiersin.org/cdn/images/profile/default_32.jpg';">Scott Tannenbaum<sup>3</sup></span><span class="author-wrapper notranslate"><a href="https://loop.frontiersin.org/people/511760" class="user-id-511760"><img class="pr5" src="https://loop.frontiersin.org/images/profile/511760/74" onerror="this.onerror=null;this.src='https://loop.frontiersin.org/cdn/images/profile/default_32.jpg';" alt="Eduardo Salas">Eduardo Salas</a><sup>2</sup></span><span class="author-wrapper notranslate"><img class="pr5" src="https://loop.frontiersin.org/cdn/images/profile/default_32.jpg" alt="Courtney L. Holladay" onerror="this.onerror=null;this.src='https://loop.frontiersin.org/cdn/images/profile/default_32.jpg';">Courtney L. Holladay<sup>1</sup></span></div><ul class="notes"><li><span><sup>1</sup></span>University of Texas MD Anderson Cancer Center, Houston, TX, United States</li><li><span><sup>2</sup></span>Rice University, Houston, TX, United States</li><li><span><sup>3</sup></span>Group for Organizational Effectiveness, Albany, NY, United States</li></ul><p class="mb15"><strong>Background:</strong> Safe and effective patient care depends on the teamwork of multidisciplinary healthcare professionals. Unfortunately, the field currently lacks an evidence-based framework for effective teamwork that can be incorporated into medical education and practice across health professions. We introduce a comprehensive framework for team effectiveness. Common challenges to teamwork in healthcare are identified along with evidence-based strategies for overcoming them.</p><p class="mb15"><strong>Methods:</strong> The framework was developed in four steps: 1) grounding in the existing team science literature, 2) semi-structured interviews (<em>N</em> = 13), 3) thematic analysis and initial framework development, and 4) revision of the framework through input from healthcare professionals representative of different functions across the healthcare system (<em>N</em> = 13). A diagnostic tool consisting of one survey item per team competency was developed to complement the framework. The survey was then administered to healthcare teams across clinical and administrative functions (<em>N</em> = 10 teams, 96 individuals), and results were compiled and then used to conduct debriefs with individual team members and teams. A set of common teamwork challenges were identified using the survey and qualitative data. Qualitative data was analyzed to explore the unique ways these challenges manifest in both clinical and administrative teams.</p><p class="mb15"><strong>Results:</strong> The five most common challenges that face healthcare teams relate to accountability, conflict management, decision-making, reflecting on progress, and coaching. These challenges were similar across both clinical and administrative team types. Based on the authors' collective experience designing and implementing Team Development Interventions (TDIs), strategies for managing each challenge are provided.</p><p class="mb15"><strong>Conclusions:</strong> The proposed framework is unique in two ways. First, it's generally applicable across the many types of teams that contribute to the quality and safety of patient care. Second, the levels of the framework build upon each other to contribute to the development of the ideal team states. The framework and accompanying strategies can provide guidance for where and how to target developmental efforts.</p><div class="clear"></div></div><div class="JournalFullText"><a id="h2" name="h2"></a><h2>Introduction</h2><p class="mb15">Multidisciplinary teams have been established as best practice for optimal patient care across many disciplines in healthcare (<a href="#B56">Haward, 2008</a>; <a href="#B128">Tripathy, 2003</a>; <a href="#B83">Merién, et al., 2010</a>). In fact, advancements in medicine and the complex regulatory and economic factors affecting healthcare necessitate the use of multidisciplinary teams across the clinical, research, and administrative sectors of health systems. Although teamwork has been integrated into core competency models of health professional education, there is still an imbalance with a stronger focus on individual skill development, individual contribution, and accountability (<a href="#B73">Leggat, 2007</a>). Given the decades of evidence that have borne out that teamwork skills contribute to performance (e.g., <a href="#B76">LePine et al., 2008</a>), this lack of focus on teaming represents an important gap in professional preparation.</p><p class="mb15">While the potential benefits of multidisciplinary teams are clear (e.g., a larger source of knowledge and skill from which the team can draw), working with team members from a wide variety of backgrounds can be challenging (<a href="#B44">Fleissig, et al., 2006</a>). The practical barriers to these teams reaching their full potential can include differences in training, professional values, approaches to problem solving, and understanding of critical issues (<a href="#B54">Hall, 2005</a>). Each team member also brings with them their unique personality, values, and communication preferences, which affects how team members interact and ultimately their ability to reach shared goals (<a href="#B9">Bell et al., 2018</a>). Considering the context in which these teams work, there are a number of challenges inherent to healthcare that can also hinder performance, including psychological barriers (e.g., professional silos, hierarchies, power differentials) and organizational barriers (e.g., distributed teams, hybrid working models; <a href="#B138">Weller et al., 2014</a>).</p><p class="mb15">It is not surprising then, that teamwork breakdowns continue to be a primary cause of errors and near misses in healthcare, with root cause analysis suggesting lack of effective teamwork (e.g., communication) is involved in 60–70% of serious patient incidents (<a href="#B94">Rabøl, 2011</a>). In the field, teamwork can affect clinical (e.g., diagnostic accuracy, time to response/treatment), patient (e.g., complications, length of stay; e.g., <a href="#B107">Schmutz and Manser, 2013</a>), and employee (e.g., well-being and patient satisfaction; <a href="#B87">Ogbonnaya et al., 2018</a>) outcomes. Fortunately, there is ample evidence to suggest that team interventions in the field can improve teamwork and team performance (<a href="#B61">Hughes et al., 2016</a>; <a href="#B133">Weaver, et al., 2014</a>).</p><p class="mb15">For teamwork interventions in healthcare to reach their full potential, we need to first identify what drives or contributes to performance. While we have an understanding of the broad teamwork competencies that contribute to effective performance (e.g., shared mental models, mutual respect and trust, communication; <a href="#B138">Weller et al., 2014</a>), the healthcare field lacks an evidence-based, comprehensive framework to better understand what facilitates and hinders effective multidisciplinary teamwork. Also lacking is an understanding of the most common teamwork challenges for multidisciplinary teams, how they can manifest in the field, and how they can be addressed.</p><h3 class="pt0">Purpose</h3><p class="mb0">This effort set out to accomplish two primary objectives, both of which hold implications for research and practice: 1) to develop a comprehensive, evidence-based framework for healthcare team effectiveness, and 2) to generate a practical assessment tool that aligns with the framework and use this tool to identify common teamwork challenges. Towards the accomplishment of Objective 1, a framework for team effectiveness, informed by team science and grounded in data from the field, is introduced and critical team competencies defined. At present, the field has yet to establish a robust, evidence-based multidisciplinary framework for effective teamwork that can be integrated into current medical education curriculum. Limited extant team effectiveness research has attempted to generate integrative models that span across multiple healthcare contexts, and incorporate aspects of task design and organizational context (<a href="#B74">Lemieux-Charles and McGuire, 2006</a>). While we acknowledge these contributions as valuable to the field, existing models fail provide a sufficient, in-depth perspective of teamwork essential to multidisciplinary team effectiveness. In addition, existing frameworks that address teamwork fail to span across multiple health professions (e.g., neonatal resuscitation, <a href="#B122">Thomas et al., 2004</a>; emergency medicine, <a href="#B43">Fernandez et al., 2008</a>; and healthcare governance, <a href="#B16">Brown et al., 2018</a>). Our framework addresses both of these concerns by defining components to team effectiveness that are essential to multidisciplinary teams across healthcare contexts (i.e., clinical, administrative, research).</p><p class="mb0">To achieve our second objective, we created and administered a diagnostic tool aligned with the framework. Follow-up qualitative inquiry was used to provide a case study or enriched interpretation of how teams experience these challenges, potential root causes, and the consequences for team outcomes. Despite the significant progress that has been made in understanding the difficulties healthcare teams face, challenges unique to multidisciplinary teams and how they manifest in the field remain less understood (<a href="#B54">Hall, 2005</a>). As a result, the increase in multidisciplinary team care in healthcare settings has come with a tradeoff of placing teams in uncharted territory, encountering problems specific to interdependent multidisciplinary work that members are less equipped to navigate effectively. Finally, we complement these two objectives by providing evidence-based strategies or solutions, drawing from both the literature and our collective experience with team development, for addressing these common challenges.</p><p class="mb0">In the sections that follow, we provide a brief discussion of relevant background research and report the development of the unified framework (Objective 1) created through interviews, focus groups, and extant literature. We also outline the development and refinement of a practical tool corresponding to the framework informed by team and healthcare subject matter experts or SMEs (Objective 2). In addition, we discuss deployment of this tool with a diverse sample of healthcare teams spanning multiple contexts within a larger hospital system. Following this, we present teamwork challenges identified through survey data and further explored through follow-up debriefs. We conclude by presenting illustrative case studies exemplifying five of the most common teamwork and evidence-based approaches to address these challenges.</p><a id="h3" name="h3"></a><h2>Background</h2><p class="mb0">We grounded this effort in the research literature on team effectiveness in healthcare. Below we provide a brief overview of this literature, drawing from three overarching streams of research that informed the present work. Specifically, we introduce the concept of team effectiveness and highlight research supporting three distinct dimensions of team effectiveness: team performance, team functioning, and team viability.</p><h3 class="pt0">Team Effectiveness</h3><p class="mb0">Team effectiveness can remain elusive and ill-defined if not clearly operationalized and consistently measured. Towards this end, team effectiveness is best understood as the combination of 1) team performance (results), 2) team functioning, and 3) team viability (<a href="#B53">Hackman and Lorsch, 1987</a>). Essentially, effectiveness is a combination of what the team is able to accomplish (results – also referred to as team performance outcomes), how the team functions while working together on a daily basis (team functioning), and whether the team believes they would be able to continue successfully working together in the future (viability; <a href="#B53">Hackman and Lorsch, 1987</a>). This multidimensional conceptualization is critical as it is not only present-focused, but takes into account future outcomes and members' beliefs about the team.</p><h3 class="pt0">Team Performance (Results)</h3><p class="mb0">Team performance is regarded as a process reflective of individual and team-level teamwork, taskwork, and emergent team-level processes that arise when working towards a shared goal (<a href="#B70">Kozlowski and Klein, 2000</a>; <a href="#B102">Salas et al., 2007</a>; <a href="#B100">Salas et al., 2008</a>). Based on this definition, <em>team performance</em> is often captured through objective production metrics (quotas, rates of production, etc.) in an effort to substantiate assertions of team performance improvement with tangible <em>results</em> (<a href="#B3">Barrick et al., 1998</a>). Other subjective metrics have also proven useful in capturing team performance, such as peer and supervisor ratings (<a href="#B3">Barrick et al., 1998</a>). The healthcare industry operates in a high-reliability context, and has a critical need to continually enhance team performance due to the nature and gravity of sub-optimal performance (i.e., patient quality of care and safety). Importantly, patient outcomes are impacted by clinical, administrative, and research teams alike. Thus, understanding factors that underpin team performance across different healthcare functions is essential to promoting team effectiveness in healthcare.</p><h3 class="pt0">Team Functioning</h3><p class="mb0">Team performance results from the combination of two streams of <em>team functioning</em> (i.e., how the team performs on a day-to-day basis): teamwork and taskwork (<a href="#B101">Salas et al., 2004</a>). Taskwork encompasses actions required for successful task completion contributing towards goal accomplishment (<a href="#B12">Bowers et al., 1997</a>), and teamwork consists of the interrelated attitudes, behaviors, and cognitions (ABCs) needed to carry out interdependent actions required of the team (<a href="#B102">Salas et al., 2007</a>). Although taskwork is acknowledged as important, researchers argue the linchpin to team performance is effective teamwork (<a href="#B134">Weaver et al., 2010</a>). Seminal research on teams in healthcare has established the linkage between teamwork and team performance outcomes. For example, <a href="#B79">Manser (2009)</a> synthesized multiple streams of research, finding that research on adverse events, healthcare provider perceptions, and clinical performance all supported the positive relationship between teamwork and patient safety. Better teamwork is associated with lower patient morbidity and mortality, as well as other critical outcomes such as reduced nursing turnover and increased patient satisfaction. Taken together, teamwork has proven instrumental to healthcare performance outcomes, meriting efforts to clarify how best to facilitate effective teamwork.</p><h3 class="pt0">Team Viability</h3><p class="mb0">The final component of team effectiveness, <em>team viability</em>, pertains to future predictions of team functioning. A team’s perception of viability is subject to change after each performance episode and can be based on a broad number of factors – team processes, inputs, outcomes, and context – making it a more dynamic feature of effectiveness to capture (<a href="#B10">Bell, and Marentette, 2011</a>). Despite the higher level of dynamism and fluidity in viability, researchers have asserted it is a critical criterion of effectiveness (<a href="#B116">Sundstrom et al., 1990</a>), as it can be used to forecast the likelihood of a team operating successfully in the future. As with the preceding criteria, supervisor ratings (<a href="#B3">Barrick et al., 1998</a>) and self-report measures (e.g., survey items) (<a href="#B19">Bushe and Coetzer, 2007</a>; <a href="#B10">Bell and Marentette, 2011</a>) have been used to capture team viability. In sum, many methods have been deployed to assess each facet of team effectiveness; it is with this in mind that we endeavor to provide and pilot test both a framework and a practical diagnostic measure that is carefully aligned with the framework to capture team effectiveness in healthcare.</p><a id="h4" name="h4"></a><h2>Method</h2><p class="mb15">As previously mentioned, we aimed to achieve two objectives: 1) to develop a comprehensive, evidence-based framework for healthcare team effectiveness, and 2) create a practical assessment tool that aligns with the framework and use this tool to identify common teamwork challenges. Specifically, the framework was informed from multiple sources, including the literature on team science, interviews, and focus groups. Next, a practical tool that aligns with the framework was developed and refined based on input from team and healthcare SMEs. The tool was deployed with a diverse sample of teams across different healthcare functions in a large healthcare system. Finally, teamwork challenges were identified from both quantitative survey data and post-survey follow-up debriefs to add context and rich detail. In the sections that follow, the above process is outlined in more detail, followed by presentation of five of the most common teamwork challenges across the teams, rich illustrative cases studies of each challenge, and evidence-based solutions for addressing these challenges. This study received Institutional Review Board exemption and did not require informed consent (Protocol 2020-0627).</p><h3 class="pt0">Participants</h3><h5>Objective 1</h5><p class="mb0">For development of the Team Effectiveness Framework, participants included 26 (76.9% F, 23.1% M) employees from a large healthcare organization in the Southwest United States. Of all participants, 69.2% were White, 11.5% were Black, and 7.7% were Asian, 3.8% were Hispanic, and 7.7% were other or non-disclosed. These participants included 10 healthcare leaders representing a variety of functional areas (including Nursing Education, Pharmacy, Communications, Interprofessional Education, Performance Improvement, and Leadership Development), three team science SMEs, and 13 frontline healthcare employees.</p><h5>Objective 2</h5><p class="mb0">Survey participants were 96 healthcare professionals (<em>N</em> = 10 teams, 96 individuals; 66.7% F, 32.3% M) from a large healthcare organization in the Southwest United States employed across a variety of clinical and administrative functions. Of all participants, 31.3% were White, 30.2% were Black, and 22.9% were Asian, 12.5% were Hispanic, and 3.1% were other or non-disclosed (note that 13 participants contributed to both Objectives 1 and 2). A subset of 35 participants contributed to further qualitative data collection (20 individual interviews, one 15 person debrief). All participants were involved in an administrative team performance improvement program that was open to all members of the institution across clinical, research, and administrative sectors. The leaders of the teams opted in to the performance improvement program.</p><h3 class="pt0">Research Design and Procedures</h3><h5>Objective 1</h5><p class="mb0">Development of the framework utilized a qualitative research design similar to a grounded theory, which is well-suited to the present effort because it allows for drawing from the vast knowledge on team science (i.e., a deductive approach) as well as for the capture of data unique to multidisciplinary healthcare teams (i.e., an inductive approach). Specifically, the literature on team science was used to create an initial framework based on existing theory. Competencies that have proven critical to teams were drawn from the literature to create an initial list for inclusion in the framework. Team science experts then conducted interviews and focus groups to develop and refine the framework to the unique context. Specifically, input was sought both from individuals who work together in teams in the field and from SMEs who work extensively with a variety of healthcare teams to ensure the framework would be applicable across different aspects of healthcare. The framework was developed through three steps.</p><h5>Grounding in the Existing Team Science Literature</h5><p class="mb0">To identify potential team competencies of interest, we first scanned the literature on teams and team performance models in healthcare. Two team science SMEs reviewed these to establish a preliminary list of critical team competencies.</p><p class="mb0">The two team science SMEs then conducted semi-structured interviews with a group of multidisciplinary healthcare professionals (<em>N = 13</em>). The interview protocol addressed the structure and purpose of teams, individual roles and responsibilities, and factors that facilitate and hinder team performance.</p><h5>Thematic Analysis and Initial Framework Development</h5><p class="mb0">Qualitative interview data were then thematically analyzed. Competencies identified through the interview process were integrated with the preliminary competencies identified from the literature to create an initial framework.</p><h5>Refinement of the Framework Though Iterative Feedback and Revision</h5><p class="mb0">The initial framework was then presented to a working group of key stakeholders representative of the different functions across a healthcare system, including Nursing Education, Pharmacy, Communications, Interprofessional Education, Performance Improvement, and Leadership Development (<em>N</em> = 13). Through a series of focus groups facilitated by two team science SMEs, stakeholders provided feedback that was incorporated into framework revisions. Specifically, stakeholders refined competency terms to aid in understanding and added key components not identified through the literature (e.g., Assume Positive Intent). The final framework contains 27 competencies that are critical to team effectiveness in healthcare (<em>see</em> <a href="#F1">Figure 1</a> for framework and <a href="#app1">Appendix A</a> for a description of competencies). Teams that exhibit these competencies demonstrate more effective team functioning (e.g., exchanging information effectively) and vitality (e.g., believing they can succeed) and experience conditions that enable team results (e.g., adequately staffed).</p><div class="DottedLine"></div><div class="Imageheaders">FIGURE 1</div><div class="FigureDesc"><a href="https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-g001.jpg" name="Figure1" target="_blank"> <picture> <source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=480&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-g001.jpg" media="(max-width: 563px)"><source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=370&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-g001.jpg" media="(max-width: 1024px)"><source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=290&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-g001.jpg" media="(max-width: 1441px)"><source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=410&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-g001.jpg" media=""><source type="image/jpg" srcset="https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-g001.jpg" media=""> <img src="https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-g001.jpg" alt="www.frontiersin.org" id="F1" loading="lazy"> </picture> </a><p><strong>FIGURE 1</strong>. Comprehensive Team Effectiveness Framework.</p></div><div class="clear"></div><div class="DottedLine"></div><h3 class="pt0">Objective 2</h3><h5>Team Diagnostic Tool (Objective 2.1)</h5><p class="mb0">For <strong>Objective 2.1,</strong> we first needed to create a practical assessment tool to measure each of the 27 components of the framework (see <a href="#app1">Appendix A</a> for a description). The <strong>Team Diagnostic Tool,</strong> designed to capture a snapshot of team effectiveness and reduce the survey fatigue common in healthcare, was developed in three steps:</p><h5>Initial Item Development</h5><p class="mb0">First, one subject matter expert (SME) drafted one survey item per competency in the framework. Survey items were based on the competency definitions available in the literature.</p><h5>Item Quality Review</h5><p class="mb0">Next, each item was independently reviewed by two subject matter experts for clarity and content. Item edits suggested by the SMEs were incorporated into the next iteration of the survey.</p><h5>Item Comprehension Review</h5><p class="mb0">Finally, one expert in the field of employee development, but not in teams and teamwork, reviewed the items to ensure they were easily understandable by healthcare professionals across disciplines (i.e., free from jargon). Final item edits were made after this review, and items were uploaded to Qualtrics survey platform.</p><p class="mb0">The final tool contained a set of 27 items that assess various aspects of team effectiveness. Items were rated on a Likert-type scale with the anchors: 1) Does Not Describe my Team at All to 9) Describes my Team Very Well. Example items include: 1) Both leaders and team members hold individuals <strong>accountable</strong> for their commitments and for behaving professionally, 2) <strong>Roles are defined clearly</strong> on this team, including responsibilities, reporting structure, and decision-making authority, and 3) Team members communicate effectively by <strong>exchanging information</strong> that is clear, accurate, timely, and unique.</p><h5>Identification of Teamwork Challenges (Objective 2.2)</h5><p class="mb0">For <strong>Objective 2.2</strong>, the identification of common teamwork challenges, we used a mixed method, explanatory design. Quantitative data collection and analysis (i.e., deployment of the Team Diagnostic Tool) was followed up by qualitative data collection (i.e., interviews and focus groups; <em>see</em><a href="#app2">Appendix B</a> for sample items) and analysis to aid in deeper interpretation of the data. Average interview and focus group length was approximately 1 h per interview/focus group.</p><h5>Diagnosing Team Effectiveness</h5><p class="mb0">The Team Diagnostic Tool described above was deployed to each of the teams (<em>N</em> = 10 teams, 96 individuals) that participated in the study. These healthcare teams represented both clinical and administrative functions. The purpose of the tool was to provide a practical and quantitative diagnosis of each team’s competencies as depicted in the framework and assess its strengths and potential challenges to team effectiveness.</p><h5>Initial Presentation of Results</h5><p class="mb0">Once the data from the Team Diagnostic Tool was analyzed (i.e., team averages were calculated for each item), results were presented to the team leader and then team members (de-identified and aggregated to the team level) of each team.</p><h5>Follow Up Debriefs</h5><p class="mb0">Following the presentation of Team Diagnostic Tool data, individual semi-structured interviews (<em>N</em> = 20 individuals) and one focus group (<em>N</em> = 15 individuals) were held. The purpose of the interviews and focus group was to operationalize or provide rich detail around the challenges identified by the initial Team Diagnostic Tool.</p><p class="mb0">In sum, using data aggregated across all teams, teamwork competencies consistently among the lowest rated were identified and represent a set of common challenges to healthcare team performance. Qualitative data from semi-structured interviews and group debriefs were thematically analyzed to explore the unique ways these challenges manifest in both clinical and administrative teams. Below, we introduce the framework, present the common challenges for healthcare teams, and provide evidence-based guidance on how to address the challenges and create high-performing teams.</p><a id="h5" name="h5"></a><h2>Results</h2><h3 class="pt0">Framework Introduction</h3><p class="mb0">The proposed framework is unique in at least two ways (<em>see</em><a href="#F1">Figure 1</a>; <a href="#B141">Zajac et al., in press</a>). First, it is broadly applicable across the many types of teams that contribute to the quality and safety of patient care. While the importance of teamwork across all types of healthcare teams (e.g., administrative and research teams; <a href="#B73">Leggat, 2007</a>) has been recognized, the majority of research is conducted with clinical teams. We aim for the framework to be adopted to create and study team development interventions (TDIs) across all sectors of healthcare, and to be integrated into healthcare professional education. Second, the levels of the framework build upon each other to contribute to the development of the ideal team states. This point is critical when determining where to target limited resources for team development. If gaps exist in lower levels of the framework, efforts may be maximized by focusing there first.</p><p class="mb0">The framework delineates 27 competencies that are essential for high-performing teams functioning in large healthcare systems. Specifically, we present a blueprint for fostering team effectiveness through a hierarchical structure of building blocks organized by overarching themes (i.e., levels). While we acknowledge the importance of individual level traits (e.g., assertiveness, personal cultural traits) on team effectiveness, we did not include them in our framework as we focus specifically on team level variables. The <strong>Foundations</strong> of team effectiveness can be thought of as laying the groundwork for successful teamwork (e.g., Supportive Culture); if these elements are not in place initially, it can have a negative bottom-up impact on components at higher levels of the framework. Often termed <em>enabling conditions</em>, these critical aspects of teams have been evidenced to account for up to half of the variation in team performance (<a href="#B51">Hackman, 2012</a>). The attitudes, behaviors, and cognitions, or <strong>ABCs</strong> of teamwork, refer to how teams think, feel, and act. Some ABCs are team-specific competencies in that they are associated with a specific team and context (e.g., clear roles, shared mental models), while others are generic or transportable and can be trained and brought to any team or situation (e.g., closed-loop communication; <a href="#B134">Weaver et al., 2010</a>). Finally, the <strong>Ideal Team States</strong> are emergent properties that arise from individual team member characteristics and the ABCs, or how teams interact over time. According to <a href="#B70">Kozlowski and Klein (2000)</a>, “A phenomenon is emergent when it originates in the cognition, affect, behaviors, or other characteristics of individuals, is amplified by their interactions, and manifests as a higher-level, collective phenomenon’’ (p. 55). Because these ideal team states are emergent and built from the ABCs and foundations, we focus our identification of team challenges at the first two levels of this framework (<em>see</em><a href="#app1">Appendix A</a> for a description of each competency).</p><h3 class="pt0">Identification of Teamwork Challenges</h3><p class="mb0">To identify common challenges, we began by calculating descriptive statistics including the average score of each competency within each team. Further analyses were then conducted to identify the five competencies consistently rated the lowest across all teams (i.e., which competencies were ranked lowest across teams with the highest frequency). The team-level competency ratings were dichotomized such that items rated within the five lowest competencies on the team indicated the presence of a challenge. The dichotomized variables were dummy coded across teams with challenging competencies valued as 1 and not challenging as 0. Frequencies were then generated to identify the five most challenging competencies (i.e., competencies that appeared in the bottom five most frequently). A comparison of clinical and non-clinical teams revealed the top challenges remained largely the same across the different functions.</p><p class="mb0">To build upon these findings, qualitative data was collected in the form of field notes from free response questions embedded in the survey, interviews, and focus groups. This allowed for triangulation of the data and identification of the different ways in which challenges associated with each competency can manifest on teams. Researchers have supported the value of qualitative analyses in healthcare to capture underlying phenomena experienced by healthcare providers and patients (<a href="#B132">Vaismoradi et al., 2013</a>). The qualitative analyses were carried out by two researchers with expertise in team science. All qualitative data was analyzed by both researchers separately using Atlas.ti (a qualitative data analysis software). Specifically, using the list of team competencies derived from Objective 1 and the Team Effectiveness Framework as a codebook, each coder read through interview or focus group transcripts. Excerpts from the transcripts were coded or labeled with the representative team competency, and extensive notes were captured on how the competency manifested itself. The researchers met to discuss discrepancies at the midpoint and conclusion of the coding process. Taken together, our methodological approach aligns with the literature on teams, by utilizing multiple modalities to capture team-level phenomenon (<a href="#B103">Salas et al., 2017</a>), providing a quantitative foundation for revealing common challenges, and the qualitative insight to enrich our interpretation and provide examples of how the challenges manifest in the healthcare context. Below, we present five common teamwork challenges along with case studies that were derived from the qualitative data collection effort (i.e., from the interviews and focus groups conducted during the team development activities).</p><h3 class="pt0">Accountability</h3><p class="mb0">Accountability has been regarded as a key feature that enables teams to effectively outperform independent individual efforts (<a href="#B68">Katzenbach and Smith, 2005</a>). Accountability is often defined in terms of an employee or team accepting responsibility or answering for certain deliverables, for example as, “the means by which individuals and organizations report to a recognized authority (or authorities) and are held responsible for their actions” (<a href="#B39">Edwards and Hulme, 1996</a>; p. 967). While there is no doubt that following through on commitments is important to performance, accountability can also be defined as something a leader fosters more proactively. <a href="#B15">Bregman (2016)</a> asserts that getting angry, frustrated, or pleading when goals are not met rarely works as a strategy for holding team members accountable. Instead, the author urges leaders to provide the following to create accountability and set employees up for success: 1) clear expectations around the desired outcome, the desired approach to achieving the outcome, and how success will be measured (2), the skills and resources needed to meet expectations, 3) clear, measurable targets with associated milestones, 4) open and ongoing feedback, and 5) clear consequences for success or failure. The employee or team can help co-create these conditions, but they need to be in place up front.</p><p class="mb0">In the context of healthcare, accountability is of particular importance as the tasks teams engage in ultimately affect patient safety and quality of care. Unfortunately, efforts examining accountability have revealed that many teams face challenges; specifically, <a href="#B17">Brown et al. (2011)</a> examined conflict in primary healthcare teams (PHCTs), finding that accountability was one of three main sources of conflict. Many of these challenges arise out of incongruences between current approaches to patient care and assignment of accountability (<a href="#B73">Leggat, 2007</a>; <a href="#B7">Bell et al., 2011</a>). Put differently, from a multilevel perspective, the accountability structures in many healthcare organizations are seemingly at odds with the team-level care healthcare providers are expected to deliver to patients, and the individual level to which accountability is assigned (<a href="#B73">Leggat, 2007</a>). This can be problematic as medical errors often occur through multiple breakdowns in teamwork, wherein responsibility falls on several members of the team (<a href="#B7">Bell et al., 2011</a>).</p><p class="mb0">Below, we examine how accountability challenges manifested on one such team and follow this with recommendations for interventions.</p><h5>Case Example: Accountability vs. Punishment and Blame</h5><p class="mb0">The exemplar team for accountability functioned on the administrative side of processing clinical trials. Because the output of this team directly influenced the research activities and financial outcomes of the institution, expectations for timely and high-quality work were high. To encourage accountability, each member of the team was required to sign an individual accountability contract, holding them to a standard output of quality and quantity. Accountability measures in and of themselves may not be problematic and are commonplace in organizations; they can take the form of formal reporting relationships, individual and team performance evaluations, and group norms (<a href="#B45">Frink and Klimowksi, 1998</a>). Implemented under the right circumstances, these measures <em>can</em> result in positive outcomes. For example, <a href="#B123">Thoms et al. (2002)</a> found accountability measures increased employee perception that coworkers and managers were aware of their work, and ultimately improved job satisfaction.While the accountability document was intended to increase motivation and follow-through, it was perceived as a way to place blame and punish those who did not meet goals. Essentially, this effort fell short because it ignored the pre-conditions for success or the proactive establishment of accountability delineated by Bergman (2016). First, clear, challenging (yet achievable) expectations were not established or consistent. Priorities of the team changed rapidly, and changes (although necessary) were implemented without a strong or cohesive message from leadership, leading to the perception by some that change was “optional” or that leadership was enforcing change inconsistently or unfairly. For example, a new policy was implemented and no clear expectations for how it would be enforced were established, leading some team members to wonder if everyone was being held accountable – was everyone actually adhering to the new policy, and moreover was anyone going to check for compliance? Second, not all team members had the capability or skills needed to meet the expectations (i.e., in terms of the Team Effectiveness Framework, they were not trained). Specifically, because the team was in a fast-paced, high-pressure environment, new employees were not receiving the onboarding training they needed to be successful. As is common in many teams, members were required to “figure it out as they go." This resulted in new members working longer hours, missing their performance goals despite these long hours, and making numerous mistakes. In addition to this, qualitative data revealed employees felt they lacked the needed continuing education (e.g., around new processes and procedures) and cross-training to understand how their work affected the group that received it.Ultimately, the end result was a detriment to team morale when members were held accountable for goals they felt they could not achieve. Mistakes led to the threat of additional accountability measures from an institutional body outside of the department, and the formation of an internal accountability team that raised tension and conflict. The department experienced a significant amount of turnover from both managers and frontline staff.</p><h5>Solutions for Accountability</h5><p class="mb0">Accountability is an enormous and sometimes complicated concept; teams presenting with a concern around accountability could be experiencing a number of underlying issues. Often additional information is needed to pinpoint the contributing factors (for example, in the previous case, causes included unclear expectations and lack of training). One such intervention that can provide more insight is the Start, Stop, and Continue (SSC) exercise. The SSC exercise can be thought of as a dedicated time or opportunity for the team to debrief on their collective experience. According to <a href="#B25">Ciccarelli (2016)</a>, the “Start” bucket is the best place to begin—this includes generating new ideas around where the team should invest time, new initiatives, or improved processes that could move the team forward. The “Stop” bucket includes items that get in the team’s way, including activities that cost a great deal of time with little return, distract from the core purpose of the team, or cause undue stress or conflict. Finally, identify the activities that result in positive outcomes, and that the team should “Continue” moving forward.</p><p class="mb0">To create clear expectations and a shared awareness of changes to policy and procedures (and importantly, how changes impact the team’s work) leadership teams should be intentional about creating strategic communication plans. The literature on change management provides a wealth of advice on communicating change. For example, <a href="#B2">Balogun (2003)</a> examined the complexity of change and how this affects choice of communication media. Routine changes communicated via individual, personal methods (e.g., face-to-face, telephone) may be overly complicated, while complex changes communicated more general (i.e., employee announcements) may lack depth and sensitivity. While a review of the literature around communicating change is beyond the scope of this article, we provide key points that can be used as a checklist when creating a communication strategy (See <a href="#T1">Table 1</a>).</p><div class="DottedLine"></div><div class="Imageheaders">TABLE 1</div><div class="FigureDesc"><a href="https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t001.jpg" name="Table1" target="_blank"> <picture> <source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=480&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t001.jpg" media="(max-width: 563px)"><source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=370&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t001.jpg" media="(max-width: 1024px)"><source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=290&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t001.jpg" media="(max-width: 1441px)"><source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=410&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t001.jpg" media=""><source type="image/jpg" srcset="https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t001.jpg" media=""> <img src="https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t001.jpg" alt="www.frontiersin.org" id="T1" loading="lazy"> </picture> </a><p><strong>TABLE 1</strong>. Elements of a strategic communication plan.</p></div><div class="clear"></div><div class="DottedLine"></div><h3 class="pt0">Conflict Management</h3><p class="mb0">Conflict is inherent to working in diverse teams, and under certain circumstances can be beneficial to team outcomes. Conflict in teams is often broken down into two distinct categories delineated by <a href="#B65">Jehn (1999)</a>, and each has its own unique influence on performance. <em>Relationship Conflict</em>, which arises from interpersonal issues and differences in personality, values, and beliefs, almost universally has a negative influence on team member attitudes and team effectiveness (e.g., motivation, commitment, performance; <a href="#B22">Chen at al., 2011</a>; <a href="#B110">Shaw et al., 2011</a>). On the other hand, the association between <em>Task Conflict</em>, defined as disagreements among ideas, opinions, and approaches to the task (<a href="#B65">Jehn, 1999</a>), and team outcomes is much more complicated. <a href="#B31">De Dreu (2006)</a> suggests there may be a curvilinear relationship among task conflict and outcomes such as innovation, such that moderate levels of task conflict result in the best outcomes. We argue, whether or not the positive aspects of task conflict are realized may depend largely on how the conflict is managed.</p><p class="mb0">Conflict management has been defined by <a href="#B32">DeChurch and Marks (2001)</a> as “strategies implemented by group members aimed at reducing or solving conflict” (p. 6). The authors find that task conflict can lead to greater performance and satisfaction; however, this only holds true if managed actively (i.e., open discussion of differences and firm pursuit of one’s ideas) and agreeably (i.e., pleasant, relaxed). The conflict management literature has since steadily grown to include the importance of cooperation and competition styles (<a href="#B114">Somech et al., 2009</a>). In <a href="#B33">DeChurch et al. (2013)</a>, the authors theoretically separate conflict states (i.e., <em>what</em> teams are disagreeing about) and conflict process (i.e., <em>how</em> teams incorporate disagreements), and find meta-analytic support for this distinction. The authors assert it is the latter, conflict process, which directly influences performance; findings suggest that when conflict states are controlled, processes used to manage conflict predicted more variance in team outcomes than did the states themselves.</p><p class="mb0">Task conflict management strategies are essentially reflective of the way dissent is processed at the team level and have indeed been linked to team outcomes (<a href="#B6">Behfar et al., 2008</a>). Regardless of what a specific management style is called, taxonomies of conflict style have one underlying theme; effective styles result in sincere consideration and integration of other’s input while ineffective styles lead to dismissal of ideas and lost information (<a href="#B64">Janssen et al., 1999</a>). <a href="#B75">Lencioni (2012)</a> describes at one end of extreme teams can experience artificial harmony, where team members don’t engage in open, constructive conflict (e.g., because of low levels of trust, desire to appear agreeable, discomfort with confrontation) and strive to keep a level of peace. On the other end of the conflict continuum, teams can experience abrasive personal attacks during disagreements. To be effective, teams need to find a middle ground characterized by psychological safety, where members can openly disagree, respect each other’s input, and walk away without taking things personally (<a href="#B38">Edmondson, 1999</a>).</p><h5>Case Study: Extreme Ends of the Conflict Continuum</h5><p class="mb0">At either end of the conflict continuum, artificial harmony or personal attacks, consequences can occur for open exchange of ideas; essentially, under these conditions teams are unable to capitalize on the wider pool of knowledge and experience from diverse members. Healthcare attracts many individuals who are passionate about the purpose and mission of their work. Furthermore, these individuals are well-trained experts in their field, and they are working in an environment where their team’s performance can affect patient care and mistakes hold serious consequences. Because of the combinations of these factors, this exemplar team, a senior leadership team (SLT) involved in clinical care, experienced strong, vocal disagreements between members on one end of the continuum. Each member was enthusiastic and entrenched in their positions, and without the right set of skills to uncover them, mutually satisfying solutions were not sought.</p><p class="mb0">On the opposite end of the continuum, the strong hierarchy inherent in the medical field has been evidenced to present barriers to speaking up, or what <a href="#B137">Weiss et al. 2017</a> term voice behavior. The authors note that while research shows employees with lower hierarchical status are often hesitant to speak up because of fear of negative outcomes, the complex, ill-structured nature of problems in healthcare make voicing concerns or opinions even more important. Individual characteristics of employees, including personality (e.g., assertiveness; <a href="#B136">Weiss et al., 2014</a>) and directness of conflict expression (<a href="#B135">Weingart et al., 2015</a>) can also create differences in how people speak up, and how comfortable they are doing so. Taken together, these factors can lead to silence being interpreted as agreement when team members are avoidant of conflict. They can also lead to conflict initially focused on the task bleeding over into relationship conflict when conflict styles don’t match (e.g., a direct conflict individual approaches a colleague who prefers indirect expression). In this team, the members varied widely on assertiveness and directness of conflict expression, leaving the less assertive, less direct members to disengage from conflict. Silence from these members was interpreted as agreement.</p><p class="mb0">For this team, experiencing both strong task conflict that turned personal as well as artificial agreement led to a number of different negative team outcomes. First, significant time and energy was lost. Specifically, SLT members not directly involved in the conflict spent time that could have been directed toward the task and accomplishing shared goals instead trying to maintain harmony on the team. Second, the valuable contribution of team members, especially direct frontline staff, was lost. These members were hesitant to speak up with an idea or experiment with the unknown or new and innovative processes. Watching the SLT model behaviors perceived as attacking, or hearing their own leaders express a desire to avoid confrontation, strongly influenced their behavior. Poor conflict management between SLT members also led to each of the units within the department feeling siloed. Areas where collaboration between units may have benefited both parties were evident but not taken advantage of. Overall, otherwise well-intentioned, talented leaders created a culture that was prohibiting the open exchange of team members’ diverse perspectives and getting in the way of this team and their staff achieving their full potential.</p><h5>Solutions for Conflict Management</h5><p class="mb0">To foster constructive task conflict, include courses on negotiation in leadership and team development interventions. According to <a href="#B1">Allred et al. (1997)</a>, negotiation is the primary process by which conflict can be managed. The authors define effective negotiation as generating mutually satisfying solutions that build or integrate different interests in innovative ways, with the dimensions of claiming value, creating value, and maintaining the ongoing relationship. Solutions that meet the needs of both parties, or create value, include 1) Bridging solutions (i.e., solutions that meet the needs or interest of both people without compromise or tradeoff) and 2) Trade-offs (i.e., strategic trade-offs where one gives up something of lesser importance to obtain something viewed as more important; Rubin et al., 1994). To reach these integrative solutions, team training can include the following behaviors (<a href="#B1">Allred et al., 1997</a>):</p><p style="margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;">• Free exchange of information between negotiators (being forthcoming about one’s own interests and preferences)</p><p style="margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;">• Actively listening and seeking to understand the other side’s perspective</p><p style="margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;">• Asking more questions about the other's position and making less statements about one's own position</p><p style="margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;">• Considering or negotiating for multiple issues rather than each issue separately</p><p style="margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;">• Avoiding fixed-pie bias and assumption of the other party’s key interests and priorities</p><p class="mb0">Use simulation to get team members comfortable with conflict. Simulation is a powerful tool for teaching teamwork or interpersonal skills (e.g., <a href="#B109">Shapiro et al., 2004</a>), including conflict management. Moreover, as long as psychological fidelity (e.g., the degree to which trainees believe the simulation to be a comparable substitute; <a href="#B95">Rehmann et al., 1995</a>) is high, simulations need not be costly. The design and development of the simulation, however, plays a large role in the efficacy of this intervention (see <a href="#T2">Table 2</a> for best practices).</p><div class="DottedLine"></div><div class="Imageheaders">TABLE 2</div><div class="FigureDesc"><a href="https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t002.jpg" name="Table2" target="_blank"> <picture> <source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=480&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t002.jpg" media="(max-width: 563px)"><source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=370&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t002.jpg" media="(max-width: 1024px)"><source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=290&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t002.jpg" media="(max-width: 1441px)"><source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=410&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t002.jpg" media=""><source type="image/jpg" srcset="https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t002.jpg" media=""> <img src="https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/fcomm-06-606445-t002.jpg" alt="www.frontiersin.org" id="T2" loading="lazy"> </picture> </a><p><strong>TABLE 2</strong>. Simulation best practices.</p></div><div class="clear"></div><div class="DottedLine"></div><h3 class="pt0">Decision Making</h3><p class="mb0">Research on individual vs. team decision making bears out that teams can outperform individual decision makers in terms of decision accuracy, and that process gains cannot be explained by the most knowledgeable member or even the average level of knowledge across the team (i.e., there’s a synergistic gain; <a href="#B85">Michaelsen et al., 1989</a>). Given these benefits, there has been ample research on the factors that contribute to accurate, high-quality team decisions. For example, <a href="#B59">Hollenbeck et al. (1995)</a> identify three individual characteristics that affect decision accuracy, including how informed each individual member of the decision making team is, the validity of individual member recommendations, and the ability of the team leader to weigh recommendations appropriately. <a href="#B131">Urban et al. (1996)</a> emphasize the importance of the work environment, including time pressure, resource demand, and workload. In working with teams in the field, however, challenges to decision making most often arise when individual team members must combine their expertise and experience to come to a collective decision.</p><p class="mb0">According to <a href="#B97">Rogers and Blenko (2006)</a>, ambiguity in decision making roles and accountability for decisions are the root causes of decisions stalling inside organizations. The authors present the RAPID model that delineates team decision roles, standing for Recommend, Agree, Perform, Input, and Decide. Those who recommend a course of action are responsible for interpreting relevant data and proposing a course of action. Those who provide input present the facts and the practicality or feasibility of different courses of action. Importantly, both of these can be distinct from those who must agree or sign off on a decision before it can move forward. Finally, the person(s) with the authority to decide makes the final decision, and those who perform carry out the decision.</p><p class="mb0">Equally important is clearly defining what level of agreement those with final decision authority need to achieve. Desired level of agreement depends on a number of factors, including level of risk involved, uncertainty or complexity in the environment, and commitment needed to the implementation. Decision consensus occurs when all members with responsibility for making the final decision agree. Often this level of agreement can be time consuming or difficult to achieve. Further, while this level of consensus may be appropriate in some situations, at the extreme level this can result in loss of individual perspectives and groupthink (<a href="#B63">Janis, 1982</a>). Majority rule occurs when the decision is put to a vote. In teams where power or influence is distributed unequally, majority rule can have a potential for reducing these inequalities (<a href="#B42">Falk and Falk, 1981</a>). Majority rule can also be used in situations with time constraints or ambiguous, incomplete information; however, this can leave the dissenting group with less commitment to the outcomes. Finally, leader-made decisions occur when a formal or informal leader is solely responsible for the decision. While <a href="#B60">Holloman and Hendrick (1972)</a> find decision adequacy increases with the direct participation of more group members, the leader must carefully consider the situation (e.g., sensitivity of the data) and constraints (e.g., time pressure).</p><h5>Case Example: Unclear Decision Roles</h5><p class="mb0">Dyad leadership is defined by <a href="#B104">Sanford (2015)</a> as two people working together as a team to co-lead a specific department, division, or clinical service line. According to the authors, this model consists of two people with different backgrounds (e.g., professional field, training, education, skill sets) that are paired together with the assumption that they can perform above and beyond what either could individually. Importantly, the dyad members do not report to or work for one another; rather, each has their own responsibilities and accountability for their joint work. <a href="#B89">Oostra (2016)</a> describes how the dyad leadership structure has evolved from a rigid, largely separate dual reporting system to an interdependent, situationally distributed model with shared roles and responsibilities. For this model to be effective, both leaders must draw from each other’s complementary strengths, be included in decision making, and present as a united front supporting and maintaining any decision made. <a href="#B105">Saxena et al. (2018)</a> found support for this integrated leadership structure, with the majority of dyad leaders indicating that hybrid leadership, with well-defined responsibilities in both individual and shared domains, is preferred. While the majority of respondents agreed joint-decision making was preferable, nearly all endorsed the importance of presenting a united front to healthcare team members.</p><p class="mb0">In this exemplar of a physician and physician assistant (PA) dyad leadership team, ambiguity in decision roles created a strict division in accountability and confusion that permeated throughout the rest of the team. Instead of clearly defining what fell into shared and individual responsibility (i.e., who held the “Decision” role in the RAPID model), the pair had loosely defined the PA leader as the final decision maker on administrative duties, and the physician leader on clinical duties. This left decision authority on a number of issues that cross those domains (e.g., scheduling for the staff, managing performance issues, resource allocation) unclear and the message to the team divided.</p><p class="mb0">The outcomes the team experienced ranged from uncertainty in how to perform their roles to interpersonal conflict and detriments to team morale. Decisions on how policies and procedures (e.g., billing, covering shifts) should be carried out were often decided by one member of the leadership without involvement from the other dyad leader. Sometimes, each leader made a separate decision on the same issue that did not align, and therefore gave conflicting information to team members. The result left team members unsure of how to carry out key functions or carrying out the same function in different ways. Additionally, as team members became aware that they would receive different answers depending on which leader they approached first, they began to approach the leader who most often provided them with the answer they were seeking. As these consequences unfolded, it created a level of interpersonal conflict that began at the leadership level and had a top-down effect on the team’s morale. Because of this uncertainty at the top level, participative decision making was also low and left members unheard or unappreciated. As the leaders grappled with their own accountability, the team was rarely consulted to provide input or recommendation. Ultimately, this dyad leadership team that had the capability of being a successful partnership instead created what <a href="#B105">Saxena et al. (2018)</a> warn about as the potential dark side of shared leadership—parallel structures of responsibility characterized by power struggles between leaders.</p><h5>Solutions for Decision Making</h5><p class="mb0"><a href="#B130">Turpin (2019)</a> shared strategies for building a successful dyadic relationship. The relationship must begin with intentional discussion around how decisions will be made, how to engage in effective communication, and how disagreements will be handled. Corroborating the findings of Saxena and colleagues (2016), the authors also emphasize the importance of 1) clarity around roles and responsibilities that are shared and held individually, and 2) presenting a united front. Presenting a united front includes negotiating and debating before, leaving any lingering disagreements solely between the two leaders, and presenting the same message. Finally, acknowledging that in all situations we are sometimes the mentor and sometimes the learner goes a long way toward the leaders recognizing and appreciating each other’s unique expertise. Although in its nascent stages, there is evidence to suggest that leadership training specifically around improving leadership skills (e.g., coaching) and communication in dyad pairs can positively influence team outcomes (e.g., engagement; <a href="#B62">James, 2017</a>).</p><p class="mb0">Procedural justice is defined by <a href="#B28">Cropanzano et al. 2001</a> as employee perception or judgement regarding the fairness of work-related processes. According to the authors, justice perceptions are not necessarily based on a final outcome, but <em>how</em> the outcome was reached (e.g., whether the process to assign an outcome was fair, if an acceptable justification was given). Applied to decision making, <a href="#B93">Phillips (2002)</a> asserts that one factor that may influence procedural justice is the perceived decision control, or level of influence the leader gives a team member’s input relative to others. In our collective experience with teams in the field, another factor we suggest may influence justice perceptions (above and beyond the final decision outcome) is the transparency or level of clarity around not only decision roles and level agreement (as discussed above), but also the status of the decision-making process and what is and is not included in the decision.</p><p class="mb0">For example, when team members have a different understanding of the intent of a decision making discussion, it can create problems for the team. As a leader or team member tasked with making a final decision, you can avoid confusion and the potential feeling of lack of voice by being clear with your purpose prior to any team discussion. A simple tool to provide clarity around the status of a decision, or where the decision stands in terms of timeline, is the Update-Input-Decide (UID) Framework. For each agenda item, specify the intent: 1) Update (to simply inform the team about progress of plans), 2) seek Input (to request other’s perspective or feedback), or 3) Decide (to make the decision or determine who will make the decision).</p><p class="mb0">As another example, research on Participation in Decision Making (PDM) suggests that greater inclusion of team members, including those with diverse backgrounds and the dissenting minority, can improve decisions outcomes (e.g., creativity), satisfaction with the process, and organizational commitment (<a href="#B11">Black and Gregersen, 1997</a>; <a href="#B30">De Dreu and West, 2001</a>; <a href="#B40">Elele and Fields, 2010</a>). <a href="#B108">Scott-Ladd and Chan (2004)</a> echo the importance of PDM, however, they note that not all employees will be able to participate at the same level or time, and there will be times when this participation will not be possible (e.g., critical or urgent decisions). In these circumstances, the authors stress the importance of realistic involvement expectations and clear boundaries of when, what, and how employees will contribute. Toward this end, negotiables (i.e., items the team can weigh in on) and non-negotiables (i.e., items decided at a later point or restricted by external circumstances) can help the team avoid confusion, unmet expectations, and wasted time discussing points that are not within decision limits.</p><h3 class="pt0">Reflecting on Progress</h3><p class="mb0">American philosopher, psychologist, and leader in early educational reform John Dewey underscored that while our experiences are an integral part to learning, we truly learn or learn more deeply from reflecting on that experience (<a href="#B96">Rodgers, 2002</a>). The education and training field emphasizes learning by doing, whether it be “experiential learning”, “active learning”, or “action learning” (e.g., <a href="#B69">Kolb, 1984</a>; <a href="#B8">Bell and Kozlowski, 2008</a>). But an often left out piece is that we also learn by reflecting on what we’ve done—what worked, what didn’t work, and what could be done better next time. In this sense reflection deepens learning, it allows us to develop at a faster pace. This is true in an individual setting, and maybe even more important in a team setting where we’re learning not only how to improve and develop ourselves, but where we’re also learning how to interact effectively with others.</p><p class="mb0">At the team level, team reflexivity is defined as the extent to which team members set aside time to specifically reflect upon the team’s objectives and strategies or processes to meet these objectives, as well as the extent to which teams adapt strategies to current or future situations (<a href="#B139">West and Beyerlein, 2000</a>). This includes taking time out from performing work to pause, reflect, and plan for future success. Reflexivity has been evidenced to predict team effectiveness, creativity, and innovation (e.g., <a href="#B31">De Dreu, 2006</a>; <a href="#B126">Tjosvold et al., 2003</a>; <a href="#B127">Tjosvold et al., 2004</a>). <a href="#B106">Schippers et al. (2008)</a> argue team reflexivity may be especially beneficial under high levels of work demands (e.g., high patient-to-clinician ratio, time pressure). The authors tested and found support for their hypothesis with 98 multidisciplinary primary health care teams, including physicians, practice managers, nurses, and administrators. Under high demands, teams who reflect gain a greater awareness of these demands and their consequences and the gap between their current and desired state. This in turn focuses attention and team discussion on ideas for new and innovative ways to work.</p><p class="mb0">Recognizing that medical knowledge and technology in healthcare change rapidly (e.g., <a href="#B34">Densen, 2011</a>), team reflection plays an essential role in effectively implementing continuous change. In investigating healthcare teams undergoing adoption of new technology, <a href="#B37">Edmondson et al., 2001</a> found that teams with successful implementation went through a qualitatively different process for team learning. Specifically, the authors found that organization size, resources, support from senior management, and academic status were not associated with implementation success. Instead, success depended on an implementation process that included reflection. Teams were successful when they took the time to collect and review data, initiate discussions with the whole team, go over what happened immediately after an event, set aside regular time to review activities, review errors, and discuss how to change team process to improve in the future.</p><h5>Case Example: High Work Demands & Time Pressure</h5><p class="mb0">The exemplar team for reflecting on progress was comprised of multi-disciplinary clinical professionals, including physicians and staff members, who were highly interdependent. Specifically, they had a team workflow, meaning there was a simultaneous, multidirectional exchange (<a href="#B99">Saavedra et al., 1993</a>). In order to manage this interdependency in clinical care, <a href="#B119">Taplin et al. (2015)</a> point to the importance of workflow reappraisal across the team, fostering situational awareness and flexibility, and awareness of the overall operation. As this team was in the process of hiring physicians to bring them up to a full level of staffing, time to engage in these highly important but non-clinical team duties was limited and was not emphasized as a priority, and the factors below served to compound the issue.</p><p class="mb0">According to <a href="#B41">Emanuele and Koetter (2007)</a>, healthcare organizations are constantly facing the challenge of improving quality of care while reducing overall costs. To address this, many are turning to workflow technology as a way to improve efficiency and quality of care in a cost-effective manner. While the authors highlight the many potential benefits (e.g., automated steps, greater access to information when and where it is needed, decision support, integrated care plan), they also acknowledge potential drawbacks, including issues with communication (i.e., access to the technology, overloading members with messages). What we witnessed in this team is the negative impact this technology <em>can</em> have on the quality of communication if the team does not take the dedicated time to reflect and reappraise. This electronic patient management system made the reactions and stress levels of teammates hard to interpret, and there was less opportunity to get questions answered quickly. Perhaps more importantly, there was little opportunity to discuss cases and reflect as a team to learn collectively, surface concerns, and find ways to communicate more effectively.</p><p class="mb0">Furthermore, this technology reduced the need for the team to experience patient cases together, and therefore understand each other’s roles and responsibilities, how the actions of one group affects the work of the other, and the stressors and pressures each groups faces. In short, there was a lack of a shared mental model or clarity around what each group does and thinks (e.g., how long it takes to do certain tasks, the effect of changes to the patient plan) and awareness of how the situation impacts each group. This not only affects operations, such as how tasks are prioritized and the time allotted for tasks, but is also detrimental to team morale and understanding and empathy between team members.</p><h5>Solutions for Reflecting on Progress</h5><p class="mb0">Team coaching, which focuses on helping the team as a whole, is defined as direct interaction with an intact team to help members coordinate, make use of collective resources, and review and refine strategies (<a href="#B52">Hackman and Wageman, 2005</a>). According to <a href="#B26">Clutterbuck et al. (2010)</a>, an essential piece of team coaching is assisted reflection and analysis. While research is still in its nascent stages, this type of coaching has been evidenced to improve interpersonal teamwork skills (e.g., communication) and team outcomes including effectiveness and innovation (<a href="#B92">Peters and Carr, 2013</a>; <a href="#B98">Rousseau et al., 2013</a>). The coaching process allows teams to engage in the reappraisal of team strategies, building of mental models and situational awareness, and awareness of others roles and responsibilities that <a href="#B120">Taplin et al. (2015)</a> pointed out as essential to managing interdependencies.</p><p class="mb0">Team coaching is often overlooked or given little attention by team leaders. One reason for the underutilization is that leaders don’t understand the process or know how to engage in coaching effectively (<a href="#B52">Hackman and Wageman, 2005</a>). Fortunately, <a href="#B18">Brown and Grant (2010)</a> put forth a practical model for team coaching based on the popular GROW (Goal-Reality-Options-Way Forward) model for individual coaching. The extended framework, called GROUP (Goal-Reality-Options-Understand Others-Perform), includes the importance of shifting both individual and group awareness and treating issues at a systemic and not symptom level (i.e., getting to the root cause of performance issues). The authors include example questions for each phase that can be asked by the team leader or a facilitator in an iterative process (e.g., How have you handled problems in the past? What worked? What didn’t?). Drawing from the literature on a similar group process (i.e., team debriefs), teaming coaching sessions may also be more effective when the development, non-punitive, and non-administrative intent is stressed, when teams reflect on specific events rather than general performance or competencies, and when multiple sources of information are used (e.g., multiple team members, objective data source).</p><p class="mb0">Additionally, individual and team assessments can be useful tools to raise each team member’s level of self-awareness, which at the collective level has been shown to influence team functioning (e.g., coordination, conflict, cohesion, and team performance; <a href="#B35">Dierdoff et al., 2019</a>). These tools can focus on personality, emotional intelligence, 360 feedback or a number of other critical performance areas. In essence, they help an individual become more aware of their own strengths and how they can be leveraged, as well as areas that represent opportunities for development. These tools can also be used for developmental discussions around how a team member interacts with others on the team. At the team level, these tools can be utilized for coaching sessions around team dynamics (e.g., the roles each members contributes to on the team; <a href="#B36">Driskell et al., 2017</a>).</p><h3 class="pt0">Coaching and Development</h3><p class="mb0">While team coaching can help teams reflect on and improve team processes, individual coaching is foundational to an employee’s personal development plan. Coaching has received considerable attention from the literature (<a href="#B113">Smither, 2011</a>; <a href="#B49">Grant, and Hartley, 2013</a>; <a href="#B13">Bozer, and Jones, 2018</a>), and has been found to be instrumental to employee learning and development (<a href="#B71">Ladyshewsky, 2010</a>; <a href="#B77">Liu and Batt, 2010</a>; <a href="#B66">Jones et al., 2016</a>). The primary function of workplace coaching is to support the coachee in the achievement of professional outcomes they deem important (<a href="#B113">Smither, 2011</a>; <a href="#B66">Jones et al., 2016</a>). This involves one-on-one relationships that are developmental in nature, and characterized as goal-focused, collaborative, and reflective (<a href="#B113">Smither, 2011</a>; <a href="#B66">Jones et al., 2016</a>). <a href="#B29">Dasborough et al. (2009)</a> shed light on how differential attention on behalf of leaders can influence team climate, such that when team members perceive that leaders are treating certain members with favoritism this could act as a contagion to the team invoking negative affective responses. We draw upon this evidence to support our argument as to the influence one-on-one relationships can have on team-level challenges in the context of coaching. Specifically, coaching serves as yet another resource that leaders can provide to the team, and lack of this resource can impede employee development and perceptions of fairness.</p><p class="mb0">In healthcare, coaching is of significant importance (<a href="#B115">Stapleton et al., 2007</a>; <a href="#B50">Grant et al., 2017</a>; <a href="#B140">Wolever et al., 2017</a>). The notion of continual development aligns with the overarching mission of healthcare institutions to strive for continual improvement in quality of care and patient safety, and teams often depend on coaching to provide them with opportunities to grow and improve. Specifically, Chatalalsingh and Reeves (2014) emphasize the importance of coaching to inspire collective learning to enhance task-related knowledge and relational aspects of the team. Coaching responsibilities can often reside with leadership and have been regarded as a critical in directing efforts towards developing others (<a href="#B20">Calhoun et al., 2008</a>). Challenges with many aforementioned outcomes and processes central to the healthcare context can be addressed through effective coaching strategies (<a href="#B21">Chatalalsingh and Reeves, 2014</a>; <a href="#B48">Grant, et al., 2009</a>). Coaching can positively impact goal attainment, resilience, morale, and well-being (<a href="#B115">Stapleton et al., 2007</a>; <a href="#B48">Grant et al., 2009</a>). Moreover, leader coaching interventions have been found to be effective at enhancing resilience, self-efficacy, and perspective taking among healthcare providers implementing change (<a href="#B50">Grant et al., 2017</a>).</p><p class="mb0">However, the healthcare industry has faced challenges with coaching, requiring a cultural shift among healthcare organizations to first recognize the value of providing individuals with opportunities to promote their capacity to attain their own professional goals (<a href="#B124">Thorn and Raj, 2012</a>). <a href="#B124">Thorn and Raj (2012)</a> identify four core coaching behaviors: 1) be authentic, 2) ask powerful questions, 3) establish trust, and 4) challenge beliefs. In addition, <a href="#B124">Thorn and Raj (2012)</a> assert that in valuing professional pursuits a leader can enhance performance in teams. Taken together, healthcare is a domain that strives for continual improvement, and in this context, coaching can serve as a linchpin for improvement on the team and individual level. Thus, this work further supports the importance of coaching in healthcare while noting the challenges many organizations face with facilitating coaching-centered relationships.</p><h5>Case Example: Lack of Leader Accessibility</h5><p class="mb0">Leader accessibility, defined in part by approachability and commitment, has been identified as a top quality of effective leaders (<a href="#B88">Olanrewaju and Okorie, 2019</a>). This exemplar team, which performed a critical regulatory function within the institution, depicts the consequences of lack of accessibility on employee perception of coaching and development. Importantly, lack of accessibility may have little to do with individual leader characteristics and can be a result of external factors inherent in the field of medicine (e.g., time pressure, heavy workloads) and leadership needs of the institution. However, these factors may not be readily perceptible to the team and can engender perceptions of leader unfairness. If leader accessibility is limited or unequal across members, then the attention leaders devote to certain members of the team could be perceived by other members of the team as being exclusionary, negatively impacting overall team climate (<a href="#B29">Dasborough et al., 2009</a>).</p><p class="mb0">This exemplar team had experienced frequent changes in leadership over the previous five years. As research bears out, while a change in leadership can enhance team reflection and adaption (<a href="#B67">Kalmanovich-Cohen et al., 2018</a>), frequent changes in leadership can add to the perception of a lack of coaching and development. In addition, the executive leader of the team had their role expanded to meet the needs of the institution. This left the mid-level manager in charge of implementing new technology that was being integrated into the team’s process as well as the day-to-day functions of the team, requiring they block their schedule to complete a heavy workload—and furthering the perceptions of lack of leader accessibility.</p><p class="mb0">Team members experienced a number of missed opportunities for development. Broadly, these consisted of a general lack of one-on-one meetings with leadership and an absence of feedback on work-related activities and progress. Unfortunately, there were many areas that the team would have benefited from either protected meeting time or feedback. For example, in terms of affect and morale, team members showed considerable concern regarding negative external perceptions of their team; they felt that others in the department did not respect them and voiced their aspiration to change these perceptions. This is a situation where a developmental opportunity allowing them to improve inter-departmental dynamics as well as their collective efficacy was deprived as a result of lack of one-on-one meetings with leadership to address these concerns through coaching. Members also expressed an inclination to improve upon their work and an overall growth mindset; however, this served as another missed opportunity wherein feedback and development was not prioritized and therefore not provided to them.</p><h5>Solutions for Coaching and Development</h5><p class="mb0">To address these challenges, we offer two readily implementable potential solutions: leader–member meetings and creating protected time before meetings to check in with members and build rapport. While we acknowledge that time is a scarce resource in healthcare, oftentimes one-on-one meetings can take place in 15 minutes or less and can be as infrequent as once a month. However, we would encourage leaders to discuss temporal needs amongst their team to ascertain the ideal length and frequency of one-on-one meetings to ensure that the team’s learning and developmental needs are adequately addressed.</p><p class="mb0">Given time constraints, exercises that build familiarity with developmental goals (i.e., “get to know you” exercises) can also take place in shorter durations (e.g., 10 minutes), and could precede regular meetings. The purpose of these exercises would be to give team members an opportunity to share professional goals and aspirations with both the leader and the team. This could later be leveraged by the leader during one-on-one meetings to provide members with learning and developmental opportunities that align with their goals. Finally, researchers have generated evidence-based and theoretically grounded steps to guide coaching efforts: 1) pre-coaching (e.g., identify expectations), 2) self-discovery and awareness (e.g., determine follower motivation(s), needs, and approach to achievement of results), 3) goal setting and accountability (e.g., agree upon goals and objectives), 4) action learning and execution (e.g., provide developmental activities and feedback), and 5) evaluation and revision (e.g., continue to provide feedback and evaluate progress; <a href="#B55">Harper, 2012</a>).</p><p class="mb0">The effectiveness of these solutions relies heavily on the level of buy-in and commitment from leadership; without this commitment, these efforts could lack follow-through. Hence, prior to the implementation of coaching efforts, it is critical to ascertain this information (i.e., leadership buy-in and commitment). This can be accomplished through a set of structured interview questions prior to the launch of any effort and will help shape expectations and strategies for improvement up front. For example, a leader can be asked if they have the bandwidth to make themselves available to their team and carry out some of these potential solutions. If the leader expresses that they are not available, an important follow-up response to this would be to have the leader identify someone who can champion the implementation of these solutions. Relatedly, it is equally important to present an accurate depiction of what these efforts could entail to the leader to facilitate informed decision making.</p><a id="h6" name="h6"></a><h2>Discussion</h2><p class="mb15">In this investigation into healthcare team effectiveness, we provided a comprehensive, evidence-based framework that is generalizable across team types. The findings reveal that teams in healthcare face similar challenges, regardless of whether they operate in the clinical, research, or administrative realm. Qualitative inquiry was used to provide rich detail about how each one of these challenges may manifest in the field and the impact of these challenges on team outcomes including performance, functioning, and viability. Finally, we pulled from the literature on team science and our collective experience in the field to provide potential solutions to address these challenges.</p><p class="mb15">Qualitative data analysis made evident the numerous factors, internal and external to the team, that can influence effectiveness, emphasizing that a team of experts does not automatically create an expert team. The healthcare environment itself is characterized by high workloads, time pressure, and continuous change (e.g., new technology, new organizational structures) that can have a top-down effect on how teams perform. At the team level, combining the expertise necessary to tackle the complex and ambiguous problems that healthcare teams often face represents a significant barrier. Finally, characteristics of the team members themselves, including personality and communication or conflict style can create further barriers, even when members are passionate, talented, and working toward the same goal. The solutions presented help teams manage these challenges that manifest across different levels and emphasize the importance of targeting the root cause (and not the symptom) of team issues. They center on being intentional about setting up and carrying through team processes, setting aside dedicated time to develop the team, and practicing team skills just as you would technical skills.</p><h3 class="pt0">Practical Implications</h3><p class="mb0">The Team Effectiveness Framework was designed to inform both research and practice, and as such presents three unique contributions for those that lead and develop teams. First, it is generally applicable across the many types of teams that contribute to the quality and safety of patient care. The development of this framework synthesized literature on teamwork competencies and overall team effectiveness across multiple disciplines within healthcare. This synthesis was bolstered by both quantitative and qualitative analyses of healthcare teams across multiple domains embedded in a larger healthcare organization. The integration of two metrics that capture different aspects of team dynamics, and challenges teams face as a result of breakdowns in teamwork as they occur in different healthcare settings, support the ecological validity of our findings and the applicability of our framework throughout the entire system. Additionally, this supports the practical utility of our framework in that it can be used as a common language or message about team effectiveness across the organization. It can also serve as a solid foundation for any team training program.</p><p class="mb0">Second, the framework is structured to reflect a scaffolded process towards the development of ideal team states, such that each level builds upon the preceding one. The lowest level comprises competencies that provide the foundation and shape emergent attitudes, behaviors, and cognitions. If the team feels, acts, and thinks (i.e., the ABCs of teamwork; <a href="#B134">Weaver et al., 2010</a>) in accordance with the framework this facilitates the development of ideal team states of psychological safety and trust, and adaptability and resilience. These states are what are ultimately needed in order for the team to successfully perform and accomplish shared goals at present (performance and results) and possess the capacity to continue working together effectively in the future (viability), thereby enabling overall team effectiveness.</p><p class="mb0">Finally, the framework can provide guidance for when and where to target developmental efforts. As discussed, the framework’s hierarchical nature is structured such that each level is dependent on the preceding one, and within each level the competencies are clearly defined. This provides a blueprint leaders and practitioners can use to diagnose challenges and determine where interventions are needed. Specifically, given the scarcity of resources that often faces healthcare teams (e.g., time, financial resources), a team effectiveness measurement tool can guide efforts and maximize effects of any intervention. The potential solutions we generate to address challenges as they arise provide additional insight for leaders and practitioners to tailor their efforts to address the team’s unique needs and determine approaches to improving overall team effectiveness.</p><p class="mb0">The team diagnostic used in this effort, like any cross-sectional measure, is based on a point in time and the framework includes elements that should be monitored on an ongoing basis. Membership changes, or team member fluidity, are quite common in healthcare (e.g., shift changes, membership loss and replacement). As membership changes, it can be helpful to re-assess the team on the framework components. However, in general, teams should be trained on transportable or generalizable teamwork skills (e.g., sharing just enough of the right information, shared leadership) to enable effective adaptation and resiliency throughout membership changes (<a href="#B5">Bedwell et al., 2012</a>). As specific developmental interventions are conducted overtime, a re-assessment can help clarify if the intended improvements have resulted.</p><a id="h7" name="h7"></a><h2>Limitations</h2><p class="mb15">The present research effort took place in a larger academic-teaching hospital, thus presenting contextual limitations to the generalizability of our findings and framework. Academic medical institutions are a unique environment in the healthcare domain, and it is the aim of this effort to generalize this framework across institutions. As such, we encourage future research to replicate these findings across different healthcare institutions and care settings. In the same vein, the focal institution was larger in size, warranting needs for replicability across different institution sizes. Size can present an important boundary condition to teams operating as components of a larger system (i.e., teams nested within teams working towards a shared goal). Hence, institutional size could influence the present findings. From a different perspective, our effort does not account for the “nestedness” of teams in larger systems, referred to as multiteam systems (MTSs), which involve collectives of teams working towards a shared goal (<a href="#B81">Mathieu et al., 2001</a>). It would be both interesting and valuable for future research to expand upon this framework to consider multidisciplinary teams in the context of MTSs.</p><a id="h8" name="h8"></a><h2>Future Research</h2><p class="mb15">While there have been several reviews of the efficacy of team training or TDIs in healthcare (e.g., <a href="#B133">Weaver et al., 2014</a>; <a href="#B61">Hughes et al., 2016</a>), empirical studies have focused largely on clinical teams. While there is no doubt teams with direct patient care responsibilities greatly influence critical outcomes for healthcare organizations (e.g., patient safety, quality of care), research and administrative teams often directly or indirectly influence patient outcomes as well. For example, organizational development teams that train clinical leaders to better manage their teams ultimately impact how these teams care for the patient. Non-clinical teams also play a key role in keeping the organization operating smoothly, including the management of clinical trials, ensuring regulatory guidelines are followed, and caring for the health and well-being of employees. While the competencies that are important for teams across different functions remain the same, how to effectively engage in teamwork (e.g., communication, coordination) may look very different depending on team characteristics like skill differentiation, authority differentiation, and temporal stability (<a href="#B58">Hollenbeck et al., 2012</a>). For example, effective communication norms of an operating room team, with the surgeon as a clear leader and high skill differentiation between members (e.g., anesthesiologists, nurses, surgical techs), will look very different than that of a more homogenous team managing employee recruitment. Because of this, more research is needed into the efficacy of different training interventions for non-clinical healthcare teams.</p><p class="mb15">Specific developmental interventions have gained more attention in recent years, one of which that stands out is individual leader and team coaching. The benefits of coaching have been touted to be everything from increased goal attainment, professional growth, improved interpersonal relationships, improved productivity, and greater resilience, but strong empirical evidence lags far behind the use of coaching in the field (<a href="#B66">Jones et al., 2016</a>). This issue is even greater for investigations into team coaching. While there are many practical resources for team coaching best practices (e.g., <a href="#B125">Thorton, 2010</a>; <a href="#B57">Hawkins, 2017</a>), more empirical research into overall effectiveness and the specific techniques that work best, the length of engagements, the impact of team types, and specific desired outcomes that are most amenable to coaching is needed.</p><p class="mb15">Finally, as the dyad leadership structure becomes more prevalent in healthcare, leadership training best practices specific to this group are needed. As a starting point, research on the training needs of the dyadic pair and the development of a competency model (essentially, what makes a dyadic pair effective) could help inform leadership development programs. As dyadic pairs can take many forms (e.g., physician and registered nurse, physician and operations manager), uncovering the challenges specific to each of these team types would also move research forward. Finally, the enabling conditions, or what the dyadic pair needs from the organization and environment in which they operate, can add to the overall picture of dyadic leadership team effectiveness.</p><p class="mb15">The very nature of teamwork gives rise to complex, dynamic processes that arise over time from the interactions of team members. While the field of team science has made tremendous progress over the last several decades, researchers note that to move forward we need to “embrace the complexity” of current team-based designs (Mathieu, et al., 2008). Therefore, we encourage future research to look beyond the methodologies traditionally used in teams research and to seek underutilized approaches that may be able to further advance our understanding of multidisciplinary teams in healthcare (e.g., integrated qualitative and quantitative research paradigms, participatory action research (PAR); <a href="#B4">Baum et al., 2006</a>; <a href="#B91">Paoletti et al., 2021</a>).</p><a id="h9" name="h9"></a><h2>Data Availability Statement</h2><p class="mb15">The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.</p><a id="h10" name="h10"></a><h2>Ethics Statement</h2><p class="mb0">The studies involving human participants were reviewed and approved by University of Texas MD Anderson IRB Committee. Written informed consent for participation was not required for this study in accordance with the national legislation and the institutional requirements.</p><a id="h11" name="h11"></a><h2>Author Contributions</h2><p class="mb0">SZ, CH, ES, and ST all contributed to the activities related to the development of the framework. SZ and CH developed the diagnostic tool. SZ conducted interviews and debriefs for follow-up to the diagnostic tool. AW contributed substantially to data analysis and manuscript development/writing. All authors contributed to the development, writing, and review of the manuscript.</p><a id="h12" name="h12"></a><h2>Conflict of Interest</h2><p class="mb0">The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.</p><a id="h13" name="h13"></a><h2>Appendix A</h2><div class="Imageheaders">TABLE A1</div><div class="FigureDesc"><a href="https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/FCOMM_fcomm-2021-606445_tbl3.jpg" name="TABLEA1" target="_blank"> <picture> <source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=480&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/FCOMM_fcomm-2021-606445_tbl3.jpg" media="(max-width: 563px)"><source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=370&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/FCOMM_fcomm-2021-606445_tbl3.jpg" media="(max-width: 1024px)"><source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=290&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/FCOMM_fcomm-2021-606445_tbl3.jpg" media="(max-width: 1441px)"><source type="image/webp" srcset="https://images-provider.frontiersin.org/api/ipx/w=410&f=webp/https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/FCOMM_fcomm-2021-606445_tbl3.jpg" media=""><source type="image/jpg" srcset="https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/FCOMM_fcomm-2021-606445_tbl3.jpg" media=""> <img src="https://www.frontiersin.org/files/Articles/606445/fcomm-06-606445-HTML/image_m/FCOMM_fcomm-2021-606445_tbl3.jpg" alt="www.frontiersin.org" id="app1" loading="lazy"> </picture> </a><p><strong>TABLE A1</strong>. Framework Competency Descriptions</p></div><div class="clear"></div><div class="DottedLine"></div><a id="h14" name="h14"></a><h2>Appendix B</h2><p id="app2">Sample in-field interview items</p><p style="margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;">1 What is your role on the team?</p><p style="margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;">2 How effectively do team members work together?</p><p style="margin-left: 4em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;">a What is helping your team? What are your team’s strengths?</p><p style="margin-left: 4em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;">b What do you think may be hindering your team’s effectiveness? What are your team’s weaknesses?</p><p style="margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;">3 If you could change on thing on this team, what would it be?</p><p style="margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;">4 What do you need to able to succeed as a member of this team?</p><a id="h15" name="h15"></a><h2>References</h2><div class="References"><p class="ReferencesCopy1"><a name="B1" id="B1"></a>Allred, K. G. (1997). “Conflict management.” in <em>What works: training and development practices</em>, Editors Bassi, L. J., and Russ-Eft, D., (Alexandria, VA: <span class="publisher-name">American Society for Training & Development</span>), 27–50. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Conflict+management&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B2" id="B2"></a>Balogun, J. (2003). From blaming the middle to harnessing its potential: Creating change intermediaries. <em>Br. J. Manag.</em> 14(1), 69–83. doi:10.1111/1467-8551.00266</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1111/1467-8551.00266">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=From+blaming+the+middle+to+harnessing+its+potential:+creating+change+intermediaries&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B3" id="B3"></a>Barrick, M. R., Stewart, G. L., Neubert, M. J., and Mount, M. K. (1998). Relating member ability and personality to work-team processes and team effectiveness. <em>J. Appl. Psychol.</em> 83, 377–391. doi:10.1037/0021-9010.83.3.377</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1037/0021-9010.83.3.377">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Relating+member+ability+and+personality+to+work-team+processes+and+team+effectiveness&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B4" id="B4"></a>Baum, F., MacDougall, C., and Smith, D. (2006). Participatory action research. <em>J. Epidemiol. Community Health.</em> 60 (10), 854–857. doi:10.1136/jech.2004.028662</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/16973531/">PubMed Abstract</a> | <a href="https://doi.org/10.1136/jech.2004.028662">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Participatory+action+research&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B143" id="B143"></a>Beaubien, J. M., and Baker, D. P. (2004). The use of simulation for training teamwork skills in health care: how low can you go?. <em>BMJ Qual. Saf.</em> 13 (suppl 1), i51–i56. doi:10.4324/9781315243092-22</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1007/s13142-012-0177-9">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Helping+fluid+teams+work:+a+research+agenda+for+effective+team+adaptation+in+healthcare&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B5" id="B5"></a>Bedwell, W. L., Ramsay, P. S., and Salas, E. (2012). Helping fluid teams work: a research agenda for effective team adaptation in healthcare. <em>Trans. Behav. Med.</em> 2 (4), 504–509. doi:10.1007/s13142-012-0177-9</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1007/s13142-012-0177-9">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Helping+fluid+teams+work:+a+research+agenda+for+effective+team+adaptation+in+healthcare&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B6" id="B6"></a>Behfar, K. J., Peterson, R. S., Mannix, E. A., and Trochim, W. M. (2008). The critical role of conflict resolution in teams: a close look at the links between conflict type, conflict management strategies, and team outcomes. <em>J. Appl. Psychol.</em> 93 (1), 170–188. doi:10.1037/0021-9010.93.1.170</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/18211143/">PubMed Abstract</a> | <a href="https://doi.org/10.1037/0021-9010.93.1.170">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+critical+role+of+conflict+resolution+in+teams:+a+close+look+at+the+links+between+conflict+type,+conflict+management+strategies,+and+team+outcomes&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B7" id="B7"></a>Bell, S. K., Delbanco, T., Anderson-Shaw, L., McDonald, T. B., and Gallagher, T. H. (2011). Accountability for medical error: moving beyond blame to advocacy. <em>Chest</em> 140 (2), 519–526. doi:10.1378/chest.10-2533</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/21813531/">PubMed Abstract</a> | <a href="https://doi.org/10.1378/chest.10-2533">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Accountability+for+medical+error:+moving+beyond+blame+to+advocacy&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B8" id="B8"></a>Bell, S., and Kozlowski, S. W. (2008). Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability. <em>J. Appl. Psychol.</em> 93 (2), 296–316. doi:10.1037/0021-9010.93.2.296</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/18361633/">PubMed Abstract</a> | <a href="https://doi.org/10.1037/0021-9010.93.2.296">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Active+learning:+effects+of+core+training+design+elements+on+self-regulatory+processes,+learning,+and+adaptability&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B9" id="B9"></a>Bell, S. T., Brown, S. G., Colaneri, A., and Outland, N. (2018). Team composition and the ABCs of teamwork. <em>Am. Psychol.</em> 73 (4), 349–362. doi:10.1037/amp0000305</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/29792453/">PubMed Abstract</a> | <a href="https://doi.org/10.1037/amp0000305">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Team+composition+and+the+ABCs+of+teamwork&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B10" id="B10"></a>Bell, S. T., and Marentette, B. J. (2011). Team viability for long-term and ongoing organizational teams. <em>Organizational Psych. Review</em> 1 (4), 275–292. doi:10.1177/2041386611405876</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/2041386611405876">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Team+viability+for+long-term+and+ongoing+organizational+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B11" id="B11"></a>Black, J. S., and Gregersen, H. B. (1997). Participative decision-making: an integration of multiple dimensions. <em>Hum. Relat.</em> 50 (7), 859–878. doi:10.1177/001872679705000705</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/001872679705000705">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Participative+decision-making:+an+integration+of+multiple+dimensions&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B12" id="B12"></a>Bowers, C. A., Braun, C. C., and Morgan, B. B. (1997). “Team workload: its meaning and measurement.” in <em>Team performance and measurement: theory, methods, and applications.</em> Editors Brannick, M. T., Salas, E., and Prince, C., (Mahwah, NJ: <span class="publisher-name">Lawrence Erlbaum Associates</span>), 85–108. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Team+workload:+its+meaning+and+measurement&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B13" id="B13"></a>Bozer, G., and Jones, R. J. (2018). Understanding the factors that determine workplace coaching effectiveness: a systematic literature review. <em>Eur. J. Work. Organ. Psychol.</em> 27(3), 342–361. doi:10.1080/1359432X.2018.1446946</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1080/1359432X.2018.1446946">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Understanding+the+factors+that+determine+workplace+coaching+effectiveness:+a+systematic+literature+review&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B15" id="B15"></a>Bregman, P. (2016). The right way to hold people accountable. <em>Harv. Bus. Rev.</em> Available at: <a href="https://hbr.org/2016/01/the-right-way-to-hold-people-accountable">https://hbr.org/2016/01/the-right-way-to-hold-people-accountable</a>.</p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+right+way+to+hold+people+accountable&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B16" id="B16"></a>Brown, A., Dickinson, H., and Kelaher, M. (2018). Governing the quality and safety of healthcare: a conceptual framework. <em>Soc. Sci. Med.</em> 202, 99–107. doi:10.1016/j.socscimed.2018.02.020</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/29518702/">PubMed Abstract</a> | <a href="https://doi.org/10.1016/j.socscimed.2018.02.020">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Governing+the+quality+and+safety+of+healthcare:+a+conceptual+framework&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B17" id="B17"></a>Brown, J., Lewis, L., Ellis, K., Stewart, M., Freeman, T. R., and Kasperski, M. J. (2011). Conflict on interprofessional primary health care teams “can it be resolved?. <em>J. Interprof. Care</em> 25 (1), 4–10. doi:10.3109/13561820.2010.497750</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/20795830/">PubMed Abstract</a> | <a href="https://doi.org/10.3109/13561820.2010.497750">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Conflict+on+interprofessional+primary+health+care+teams+can+it+be+resolved?&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B18" id="B18"></a>Brown, S. W., and Grant, A. M. (2010). From GROW to GROUP: theoretical issues and a practical model for group coaching in organisations. <em>Coaching</em> 3 (1), 30–45. doi:10.1080/17521880903559697</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1080/17521880903559697">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=From+GROW+to+GROUP:+theoretical+issues+and+a+practical+model+for+group+coaching+in+organisations&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B19" id="B19"></a>Bushe, G. R., and Coetzer, G. H. (2007). Group development and team effectiveness: using cognitive representations to measure group development and predict task performance and group viability. <em>J. Appl. Behav. Sci.</em> 43 (2), 184–212. doi:10.1177/0021886306298892</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/0021886306298892">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Group+development+and+team+effectiveness:+using+cognitive+representations+to+measure+group+development+and+predict+task+performance+and+group+viability&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B20" id="B20"></a>Calhoun, J. G., Dollett, L., Sinioris, M. E., Wainio, J. A., Butler, P. W., Griffith, J. R., et al. (2008). Development of an interprofessional competency model for healthcare leadership. <em>J. Healthc. Manag.</em> 53 (6), 375–390. doi:10.1097/00115514-200811000-00006</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/19070333/">PubMed Abstract</a> | <a href="https://doi.org/10.1097/00115514-200811000-00006">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Development+of+an+interprofessional+competency+model+for+healthcare+leadership&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B21" id="B21"></a>Chatalalsingh, C., and Reeves, S. (2014). Leading team learning: what makes interprofessional teams learn to work well?. <em>J. Interprof. Care</em> 28 (6), 513–518. doi:10.3109/13561820.2014.900001</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/24654793/">PubMed Abstract</a> | <a href="https://doi.org/10.3109/13561820.2014.900001">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Leading+team+learning:+what+makes+interprofessional+teams+learn+to+work+well?&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B22" id="B22"></a>Chen, G., Sharma, P. N., Edinger, S. K., Shapiro, D. L., and Farh, J. L. (2011). Motivating and demotivating forces in teams: cross-level influences of empowering leadership and relationship conflict. <em>J. Appl. Psychol.</em> 96 (3), 541–557. doi:10.1037/a0021886</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/21171730/">PubMed Abstract</a> | <a href="https://doi.org/10.1037/a0021886">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Motivating+and+demotivating+forces+in+teams:+cross-level+influences+of+empowering+leadership+and+relationship+conflict&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B25" id="B25"></a>Ciccarelli, D. (2016). <em>Start, stop, continue tutorial</em>. New York, NY: <span class="publisher-name">Forbes</span>, Available at:<a href="https://www.forbes.com/sites/groupthink/2016/02/02/start-stop-continue-tutorial/?sh=5c1752c22798">https://www.forbes.com/sites/groupthink/2016/02/02/start-stop-continue-tutorial/?sh=5c1752c22798</a>.</p></div><div class="References"><p class="ReferencesCopy1"><a name="B26" id="B26"></a>Clutterbuck, D. (2010). “Team coaching.” in <em>The complete handbook of coaching</em> Editors Cox, E., Bachkirova, T., and Clutterbuck, D., (London, UK: <span class="publisher-name">Sage Publications</span>), 271–283. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Team+coaching&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B28" id="B28"></a>Cropanzano, R., Byrne, Z. S., Bobocel, D. R., and Rupp, D. E. (2001). Moral virtues, fairness heuristics, social entities, and other denizens of organizational justice. <em>J. Vocat. Behav<em>.</em></em> 58 (2), 164–209. doi:10.1006/jvbe.2001.1791</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1006/jvbe.2001.1791">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Moral+virtues,+fairness+heuristics,+social+entities,+and+other+denizens+of+organizational+justice&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B29" id="B29"></a>Dasborough, M. T., Ashkanasy, N. M., Tee, E. Y., and Herman, H. M. (2009). What goes around comes around: how meso-level negative emotional contagion can ultimately determine organizational attitudes toward leaders. <em>Leader. Q.</em> 20 (4), 571–585. doi:10.1016/j.leaqua.2009.04.009</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1016/j.leaqua.2009.04.009">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=What+goes+around+comes+around:+how+meso-level+negative+emotional+contagion+can+ultimately+determine+organizational+attitudes+toward+leaders&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B30" id="B30"></a>De Dreu, C. K., and West, M. A. (2001). Minority dissent and team innovation: the importance of participation in decision making. <em>J. Appl. Psychol.</em> 86 (6), 1191–1201. doi:10.1037/0021-9010.86.6.1191</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/11768061/">PubMed Abstract</a> | <a href="https://doi.org/10.1037/0021-9010.86.6.1191">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Minority+dissent+and+team+innovation:+the+importance+of+participation+in+decision+making&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B31" id="B31"></a>De Dreu, C. K. (2006). When too little or too much hurts: evidence for a curvilinear relationship between task conflict and innovation in teams. <em>J. Manag.</em> 32 (1), 83–107. doi:10.1177/0149206305277795</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/0149206305277795">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=When+too+little+or+too+much+hurts:+evidence+for+a+curvilinear+relationship+between+task+conflict+and+innovation+in+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B32" id="B32"></a>DeChurch, L. A., and Marks, M. A. (2001). Maximizing the benefits of task conflict: the role of conflict management. <em>Int. J. Conflict Manag.</em> 12 (1) 4–22. doi:10.1108/eb022847</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1108/eb022847">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Maximizing+the+benefits+of+task+conflict:+the+role+of+conflict+management&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B33" id="B33"></a>DeChurch, L. A., Mesmer-Magnus, J. R., and Doty, D. (2013). Moving beyond relationship and task conflict: toward a process-state perspective. <em>J. Appl. Psychol.</em> 98 (4), 559–578. doi:10.1037/a0032896</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/23731027/">PubMed Abstract</a> | <a href="https://doi.org/10.1037/a0032896">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Moving+beyond+relationship+and+task+conflict:+toward+a+process-state+perspective&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B34" id="B34"></a>Densen, P. (2011). Challenges and opportunities facing medical education. <em>Trans. Am. Clin. Climatol. Assoc.</em> 122, 48–58.</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/21686208/">PubMed Abstract</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Challenges+and+opportunities+facing+medical+education&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B35" id="B35"></a>Dierdorff, E. C., Fisher, D. M., and Rubin, R. S. (2019). The power of percipience: consequences of self-awareness in teams on team-level functioning and performance. <em>J. Manag.</em> 45 (7), 2891–2919. doi:10.1177/0149206318774622</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/0149206318774622">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+power+of+percipience:+consequences+of+self-awareness+in+teams+on+team-level+functioning+and+performance&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B36" id="B36"></a>Driskell, T., Driskell, J. E., Burke, C. S., and Salas, E. (2017). Team roles: a review and integration. <em>Small Group Res.</em> 48 (4), 482–511. doi:10.1177/1046496417711529</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/1046496417711529">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Team+roles:+a+review+and+integration&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B37" id="B37"></a>Edmondson, A. C., Bohmer, R. M., and Pisano, G. P. (2001). Disrupted routines: team learning and new technology implementation in hospitals. <em>Adm. Sci. Q.</em> 46 (4), 685–716. doi:10.2307/3094828</p><p class="ReferencesCopy2"><a href="https://doi.org/10.2307/3094828">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Disrupted+routines:+team+learning+and+new+technology+implementation+in+hospitals&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B38" id="B38"></a>Edmondson, A. (1999). Psychological safety and learning behavior in work teams. <em>Adm. Sci. Q.</em> 44 (2), 350–383. doi:10.2307/2666999</p><p class="ReferencesCopy2"><a href="https://doi.org/10.2307/2666999">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Psychological+safety+and+learning+behavior+in+work+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B39" id="B39"></a>Edwards, M., and Hulme, D. (1996). Too close for comfort? The impact of official aid on nongovernmental organizations. <em>World Dev.</em> 24 (6), 961–973. doi:10.1016/0305-750X(96)00019-8</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1016/0305-750X(96)00019-8">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Too+close+for+comfort?+The+impact+of+official+aid+on+nongovernmental+organizations&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B40" id="B40"></a>Elele, J., and Fields, D. (2010). Participative decision making and organizational commitment. <em>Cross Cult. Manag.: Int. J.</em> 17 (4), 368–392. doi:10.1108/13527601011086586</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1108/13527601011086586">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Participative+decision+making+and+organizational+commitment&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B41" id="B41"></a>Emanuele, J., and Koetter, L. (2007). Workflow opportunities and challenges in healthcare. <em>BPM & Workflow Handbook</em> 1, 157–166. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Workflow+opportunities+and+challenges+in+healthcare&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B42" id="B42"></a>Falk, G., and Falk, S. (1981). The impact of decision rules on the distribution of power in problem-solving teams with unequal power. <em>Group Organ. Stud.</em> 6 (2), 211–223. doi:10.1177/105960118100600207</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/105960118100600207">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+impact+of+decision+rules+on+the+distribution+of+power+in+problem-solving+teams+with+unequal+power&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B43" id="B43"></a>Fernandez, R., Kozlowski, S. W., Shapiro, M. J., and Salas, E. (2008). Toward a definition of teamwork in emergency medicine. <em>Acad. Emerg. Med.</em> 15 (11), 1104–1112. doi:10.1111/j.1553-2712.2008.00250.x</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/18828831/">PubMed Abstract</a> | <a href="https://doi.org/10.1111/j.1553-2712.2008.00250.x">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Toward+a+definition+of+teamwork+in+emergency+medicine&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B44" id="B44"></a>Fleissig, A., Jenkins, V., Catt, S., and Fallowfield, L. (2006). Multidisciplinary teams in cancer care: are they effective in the UK?. <em>Lancet Oncol.</em> 7 (11), 935–943. doi:10.1016/S1470-2045(06)70940-8</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/17081919/">PubMed Abstract</a> | <a href="https://doi.org/10.1016/S1470-2045(06)70940-8">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Multidisciplinary+teams+in+cancer+care:+are+they+effective+in+the+UK?&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B45" id="B45"></a>Frink, D. D., and Klimoski, R. J. (1998). Toward a theory of accountability in organizations and human resource management. <em>Res. Person. Hum. Resour. Manag.</em> 17, 1–51. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Toward+a+theory+of+accountability+in+organizations+and+human+resource+management&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B48" id="B48"></a>Grant, A. M., Curtayne, L., and Burton, G. (2009). Executive coaching enhances goal attainment, resilience and workplace well-being: a randomised controlled study. <em>J. Posit. Psychol.</em> 4 (5), 396–407. doi:10.1080/17439760902992456</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1080/17439760902992456">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Executive+coaching+enhances+goal+attainment,+resilience+and+workplace+well-being:+a+randomised+controlled+study&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B49" id="B49"></a>Grant, A. M., and Hartley, M. (2013). Developing the leader as coach: insights, strategies and tips for embedding coaching skills in the workplace. <em>Coaching</em> 6 (2), 102–115. doi:10.1080/17521882.2013.824015</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1080/17521882.2013.824015">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Developing+the+leader+as+coach:+insights,+strategies+and+tips+for+embedding+coaching+skills+in+the+workplace&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B50" id="B50"></a>Grant, A. M., Studholme, I., Verma, R., Kirkwood, L., Paton, B., and O’Connor, S. (2017). The impact of leadership coaching in an Australian healthcare setting. <em>J. Health Organ. Manag.</em> 31 (2) 237–252. doi:10.1108/JHOM-09-2016-0187</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/28482767/">PubMed Abstract</a> | <a href="https://doi.org/10.1108/JHOM-09-2016-0187">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+impact+of+leadership+coaching+in+an+Australian+healthcare+setting&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B51" id="B51"></a>Hackman, J. R. (2012). From causes to conditions in group research. <em>J. Organ. Behav.</em> 33 (3), 428–444. doi:10.1002/job.1774</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1002/job.1774">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=From+causes+to+conditions+in+group+research&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B52" id="B52"></a>Hackman, J. R., and Wageman, R. (2005). A theory of team coaching. <em>Acad. Manag. Rev.</em> 30 (2), 269–287. doi:10.5465/amr.2005.16387885</p><p class="ReferencesCopy2"><a href="https://doi.org/10.5465/amr.2005.16387885">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=A+theory+of+team+coaching&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B53" id="B53"></a>Hackman, J. R. (1987). “The design of work teams.” in <em>Handbook of organizational behavior</em>. Editor Lorsch, W., (Upper Saddle River, NJ: <span class="publisher-name">Prentice Hall</span>), 315–342. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+design+of+work+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B54" id="B54"></a>Hall, P. (2005). Interprofessional teamwork: professional cultures as barriers. <em>J. Interprof. Care</em> 19 (Suppl. 1), 188–196. doi:10.1080/13561820500081745</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/16096155/">PubMed Abstract</a> | <a href="https://doi.org/10.1080/13561820500081745">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Interprofessional+teamwork:+professional+cultures+as+barriers&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B55" id="B55"></a>Harper, S. (2012). The leader coach: a model of multi-style leadership. <em>J. Pract. Consult.</em> 4 (1), 22–31. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+leader+coach:+a+model+of+multi-style+leadership&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B56" id="B56"></a>Haward, R. (2008). “Organizing a comprehensive framework for cancer control.” in <em>Responding to the challenge of cancer in Europe</em> Editors M. Alexe, T. Albreht, M. McKee, and M. P. Coleman (Ljubljana, Slovenia: <span class="publisher-name">Institute of Public Health of the Republic of Slovenia and European Observatory on Health Systems and Policies (EOHSP)</span>), 113–134. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Organizing+a+comprehensive+framework+for+cancer+control&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B57" id="B57"></a>Hawkins, P. (2017). <em>Leadership team coaching: Developing collective transformational leadership</em>. London, UK: <span class="publisher-name">Kogan Page Publishers</span>.</p></div><div class="References"><p class="ReferencesCopy1"><a name="B58" id="B58"></a>Hollenbeck, J. R., Beersma, B., and Schouten, M. E. (2012). Beyond team types and taxonomies: a dimensional scaling conceptualization for team description. <em>Acad. Manag. Rev.</em> 37 (1), 82–106. doi:10.5465/amr.2010.0181</p><p class="ReferencesCopy2"><a href="https://doi.org/10.5465/amr.2010.0181">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Beyond+team+types+and+taxonomies:+a+dimensional+scaling+conceptualization+for+team+description&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B59" id="B59"></a>Hollenbeck, J. R., Ilgen, D. R., Sego, D. J., Hedlund, J., Major, D. A., and Phillips, J. (1995). Multilevel theory of team decision making: decision performance in teams incorporating distributed expertise. <em>J. Appl. Psychol.</em> 80 (2), 292–316. doi:10.1037/0021-9010.80.2.292</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1037/0021-9010.80.2.292">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Multilevel+theory+of+team+decision+making:+decision+performance+in+teams+incorporating+distributed+expertise&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B60" id="B60"></a>Holloman, C. R., and Hendrick, H. W. (1972). Adequacy of group decisions as a function of the decision-making process. <em>Acad. Manag. J.</em> 15 (2), 175–184. doi:10.5465/254909</p><p class="ReferencesCopy2"><a href="https://doi.org/10.5465/254909">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Adequacy+of+group+decisions+as+a+function+of+the+decision-making+process&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B61" id="B61"></a>Hughes, A. M., Gregory, M. E., Joseph, D. L., Sonesh, S. C., Marlow, S. L., Lacerenza, C. N., et al. (2016). Saving lives: a meta-analysis of team training in healthcare. <em>J. Appl. Psychol.</em> 101 (9), 1266–1304. doi:10.1037/apl0000120</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/27599089/">PubMed Abstract</a> | <a href="https://doi.org/10.1037/apl0000120">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Saving+lives:+a+meta-analysis+of+team+training+in+healthcare&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B62" id="B62"></a>James, L. (2017). Improving leadership communication in nurse-physician dyad teams. [Doctoral dissertation], Columbia, SC: <span class="publisher-name">University of South Carolina</span>. Available at:<a href="https://scholarcommons.sc.edu/etd/4460">https://scholarcommons.sc.edu/etd/4460</a></p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Improving+leadership+communication+in+nurse-physician+dyad+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B63" id="B63"></a>Janis, I. L. (1982). <em>Groupthink</em> (2nd ed.). Boston, MA: <span class="publisher-name">Houghton-Mifflin</span>.</p></div><div class="References"><p class="ReferencesCopy1"><a name="B64" id="B64"></a>Janssen, O., Van de Vliert, E., and Veenstra, C. (1999). How task and person conflict shape the role of positive interdependence in management teams. <em>J. Manag.</em> 25 (2), 117–141. doi:10.1016/S0149-2063(99)80006-3</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1016/S0149-2063(99)80006-3">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=How+task+and+person+conflict+shape+the+role+of+positive+interdependence+in+management+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B65" id="B65"></a>Jehn, K. A. (1999). Diversity, conflict, and team performances summary of program of research. <em>Perform. Improv. Q.</em> 12 (1), 6–19. doi:10.1111/j.1937-8327.1999.tb00112.x</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1111/j.1937-8327.1999.tb00112.x">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Diversity,+conflict,+and+team+performances+summary+of+program+of+research&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B66" id="B66"></a>Jones, R. J., Woods, S. A., and Guillaume, Y. R. (2016). The effectiveness of workplace coaching: a meta analysis of learning and performance outcomes from coaching. <em>J. Occup. Organ. Psychol.</em> 89 (2), 249–277. doi:10.1111/joop.12119</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1111/joop.12119">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+effectiveness+of+workplace+coaching:+a+meta+analysis+of+learning+and+performance+outcomes+from+coaching&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B67" id="B67"></a>Kalmanovich-Cohen, H., Pearsall, M. J., and Christian, J. S. (2018). The effects of leadership change on team escalation of commitment. <em>Leader. Q.</em> 29 (5), 597–608. doi:10.1016/j.leaqua.2018.03.004</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1016/j.leaqua.2018.03.004">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+effects+of+leadership+change+on+team+escalation+of+commitment&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B68" id="B68"></a>Katzenbach, J. R., and Smith, D. K. (2005). The discipline of teams. <em>Harv. Bus. Rev.</em> 83 (7), 11–120. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+discipline+of+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B69" id="B69"></a>Kolb, D. A. (1984). <em>Experiential learning</em>. Englewood Cliffs, NJ: <span class="publisher-name">Prentice-Hall</span>.</p></div><div class="References"><p class="ReferencesCopy1"><a name="B70" id="B70"></a>Kozlowski, S. W. J., and Klein, K. J. (2000). “A multilevel approach to theory and research in organizations: contextual, temporal, and emergent processes.” <em>in Multilevel theory, research and methods in organizations: foundations, extensions, and new directions</em>. Editors K. J. Klein, and S. W. J. Kozlowski, (San Francisco, CA: <span class="publisher-name">Jossey-Bass</span>). 3–90. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=A+multilevel+approach+to+theory+and+research+in+organizations:+contextual,+temporal,+and+emergent+processes&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B71" id="B71"></a>Ladyshewsky, R. K. (2010). Building competency in the novice allied health professional through peer coaching. <em>J. Allied Health</em> 39 (2), 77E–82E. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Building+competency+in+the+novice+allied+health+professional+through+peer+coaching&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B73" id="B73"></a>Leggat, S. G. (2007). Effective healthcare teams require effective team members: defining teamwork competencies. <em>BMC Health Serv. Res.</em> 7 (1), 17. doi:10.1186/1472-6963-7-17</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/17284324/">PubMed Abstract</a> | <a href="https://doi.org/10.1186/1472-6963-7-17">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Effective+healthcare+teams+require+effective+team+members:+defining+teamwork+competencies&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B74" id="B74"></a>Lemieux-Charles, L., and McGuire, W. L. (2006). What do we know about health care team effectiveness? A review of the literature. <em>Med. Care Res. Rev.</em> 63 (3), 263–300. doi:10.1177/1077558706287003</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/16651394/">PubMed Abstract</a> | <a href="https://doi.org/10.1177/1077558706287003">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=What+do+we+know+about+health+care+team+effectiveness?+A+review+of+the+literature&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B75" id="B75"></a>Lencioni, P. M. (2012). <em>The five dysfunctions of a team: team assessment</em>. Hoboken, NJ: <span class="publisher-name">John Wiley & Sons</span>. doi:10.1108/k.2011.06740aae.002 </p><p class="ReferencesCopy2"><a href="https://doi.org/10.1108/k.2011.06740aae.002">CrossRef Full Text</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B76" id="B76"></a>LePine, J. A., Piccolo, R. F., Jackson, C. L., Mathieu, J. E., and Saul, J. R. (2008). A meta analysis of teamwork processes: tests of a multidimensional model and relationships with team effectiveness criteria. <em>Person. Psychol.</em> 61 (2), 273–307. doi:10.1111/j.1744-6570.2008.00114.x</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1111/j.1744-6570.2008.00114.x">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=A+meta+analysis+of+teamwork+processes:+tests+of+a+multidimensional+model+and+relationships+with+team+effectiveness+criteria&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B77" id="B77"></a>Liu, X., and Batt, R. (2010). How supervisors influence performance: a multilevel study of coaching and group management in technology mediated services. <em>Person. Psychol.</em> 63 (2), 265–298. doi:10.1111/j.1744-6570.2010.01170.x</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1111/j.1744-6570.2010.01170.x">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=How+supervisors+influence+performance:+a+multilevel+study+of+coaching+and+group+management+in+technology+mediated+services&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B79" id="B79"></a>Manser, T. (2009). Teamwork and patient safety in dynamic domains of healthcare: a review of the literature. <em>Acta Anaesthesiol. Scand.</em> 53 (2), 143–151. doi:10.1111/j.1399-6576.2008.01717.x</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/19032571/">PubMed Abstract</a> | <a href="https://doi.org/10.1111/j.1399-6576.2008.01717.x">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Teamwork+and+patient+safety+in+dynamic+domains+of+healthcare:+a+review+of+the+literature&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B81" id="B81"></a>Mathieu, J. E., Marks, M. A., and Zaccaro, S. J. (2001). “Multi-team systems.” in <em>Handbook of industrial, work and organizational psychology</em> Editors Anderson, N., Ones, D. S., Sinangil, H. K., and Viswesvaran, C., (London, UK: <span class="publisher-name">Sage</span>), Vol. 2, 289–313. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Multi-team+systems&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B144" id="B144"></a>Mathieu, J., Maynard, M. T., Rapp, T., and Gilson, L. (2008). Team effectiveness 1997-2007: A review of recent advancements and a glimpse into the future. <em>J. Manag.</em> 34 (3), 410–476. doi:10.1177/0149206308316061</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/21512370/">PubMed Abstract</a> | <a href="https://doi.org/10.1097/ACM.0b013e318217e119">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Does+simulation-based+medical+education+with+deliberate+practice+yield+better+results+than+traditional+clinical+education?+A+meta-analytic+comparative+review+of+the+evidence&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B82" id="B82"></a>McGaghie, W. C., Issenberg, S. B., Cohen, M. E. R., Barsuk, J. H., and Wayne, D. B. (2011). Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. <em>Acad. Med.</em> 86 (6), 706–711. doi:10.1097/ACM.0b013e318217e119</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/21512370/">PubMed Abstract</a> | <a href="https://doi.org/10.1097/ACM.0b013e318217e119">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Does+simulation-based+medical+education+with+deliberate+practice+yield+better+results+than+traditional+clinical+education?+A+meta-analytic+comparative+review+of+the+evidence&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B83" id="B83"></a>Merién, A. E. R., Van de Ven, J., Mol, B. W., Houterman, S., and Oei, S. G. (2010). Multidisciplinary team training in a simulation setting for acute obstetric emergencies: a systematic review. <em>Obstet. Gynecol.</em> 115 (5), 1021–1031. doi:10.1097/AOG.0b013e3181d9f4cd</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/20410778/">PubMed Abstract</a> | <a href="https://doi.org/10.1097/AOG.0b013e3181d9f4cd">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Multidisciplinary+team+training+in+a+simulation+setting+for+acute+obstetric+emergencies:+a+systematic+review&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B85" id="B85"></a>Michaelsen, L. K., Watson, W. E., and Black, R. H. (1989). A realistic test of individual versus group consensus decision making. <em>J. Appl. Psychol.</em> 74 (5), 834–839. doi:10.1037/0021-9010.74.5.834</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1037/0021-9010.74.5.834">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=A+realistic+test+of+individual+versus+group+consensus+decision+making&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B87" id="B87"></a>Ogbonnaya, C., Tillman, C. J., and Gonzalez, K. (2018). Perceived organizational support in health care: the importance of teamwork and training for employee well-being and patient satisfaction. <em>Group Organ. Manag.</em> 43 (3), 475–503. doi:10.1177/1059601118767244</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/1059601118767244">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Perceived+organizational+support+in+health+care:+the+importance+of+teamwork+and+training+for+employee+well-being+and+patient+satisfaction&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B88" id="B88"></a>Olanrewaju, O. I., and Okorie, V. N. (2019). Exploring the qualities of a good leader using principal component analysis. <em>J. Eng. Proj. Prod. Manag.</em> 9 (2), 142–150. doi:10.2478/jeppm-2019-0016</p><p class="ReferencesCopy2"><a href="https://doi.org/10.2478/jeppm-2019-0016">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Exploring+the+qualities+of+a+good+leader+using+principal+component+analysis&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B89" id="B89"></a>Oostra, R. D. (2016). Physician leadership: a central strategy to transforming healthcare. <em>Front. Health Serv. Manag.</em> 32 (3), 15–26. doi:10.1097/01974520-201601000-00003</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1097/01974520-201601000-00003">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Physician+leadership:+a+central+strategy+to+transforming+healthcare&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B90" id="B90"></a>Overton, A. R., and Lowry, A. C. (2013). Conflict management: difficult conversations with difficult people. <em>Clin. Colon Rectal Surg.</em> 26 (4), 259–264. doi:10.1055/s-0033-1356728</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/24436688/">PubMed Abstract</a> | <a href="https://doi.org/10.1055/s-0033-1356728">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Conflict+management:+difficult+conversations+with+difficult+people&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B91" id="B91"></a>Paoletti, J., Bisbey, B., Zajac, S., Waller, M. J., and Salas, E. (2021). Looking to the middle of the qualitative-quantitative spectrum for integrated mixed methods. <em>Small Group Research</em>, 1–35. doi:10.1177/1046496421992433 </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Looking+to+the+middle+of+the+qualitative-quantitative+spectrum+for+integrated+mixed+methods&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B92" id="B92"></a>Peters, J., and Carr, C. (2013). Team effectiveness and team coaching literature review. <em>Coaching</em> 6 (2), 116–136. doi:10.1080/17521882.2013.798669</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1080/17521882.2013.798669">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Team+effectiveness+and+team+coaching+literature+review&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B93" id="B93"></a>Phillips, J. M. (2002). Antecedents and consequences of procedural justice perceptions in hierarchical decision-making teams. <em>Small Group Res.</em> 33 (1), 32–64. doi:10.1177/104649640203300102</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/104649640203300102">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Antecedents+and+consequences+of+procedural+justice+perceptions+in+hierarchical+decision-making+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B94" id="B94"></a>Rabøl, L. I., Andersen, M. L., Ã˜stergaard, D., BjÃ¸rn, B., Lilja, B., and Mogensen, T. (2011). Descriptions of verbal communication errors between staff. An analysis of 84 root cause analysis-reports from Danish hospitals. <em>BMJ Qual. Saf.</em> 20 (3), 268–274. doi:10.1136/bmjqs.2010.040238</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/21209139/">PubMed Abstract</a> | <a href="https://doi.org/10.1136/bmjqs.2010.040238">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Descriptions+of+verbal+communication+errors+between+staff.+An+analysis+of+84+root+cause+analysis-reports+from+Danish+hospitals&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B95" id="B95"></a>Rehmann, A. J., Mitman, R. D., and Reynolds, M. C. (1995). <em>A handbook of flight simulation fidelity requirements for human factors research</em>. AFB, OH: <span class="publisher-name">Crew System Ergonomics Information Analysis Center Wright-Patterson</span>. </p><p class="ReferencesCopy2"><a href="https://doi.org/10.1037/e472002008-001">CrossRef Full Text</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B96" id="B96"></a>Rodgers, C. (2002). Defining reflection: another look at John Dewey and reflective thinking. <em>Teach. Coll. Rec.</em> 104 (4), 842–866. doi:10.1111/1467-9620.00181</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1111/1467-9620.00181">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Defining+reflection:+another+look+at+John+Dewey+and+reflective+thinking&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B97" id="B97"></a>Rogers, P., and Blenko, M. (2006). Who has the d?. <em>Harv. Bus. Rev.</em> 84 (1), 52–61.</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/16447369/">PubMed Abstract</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Who+has+the+d?&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B98" id="B98"></a>Rousseau, V., Aubé, C., and Tremblay, S. (2013). Team coaching and innovation in work teams. <em>Leader. Organ. Dev. J.</em> 34 (4), 344–364. doi:10.1108/LODJ-08-2011-0073</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1108/LODJ-08-2011-0073">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Team+coaching+and+innovation+in+work+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B145" id="B145"></a>Rubin, J. Z. (1994). Models of conflict management. <em>J. Soc.</em> 50 (1), 33–45.</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1108/LODJ-08-2011-0073">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Team+coaching+and+innovation+in+work+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B99" id="B99"></a>Saavedra, R., Earley, P. C., and Van Dyne, L. (1993). Complex interdependence in task- performing groups. <em>J. Appl. Psychol.</em> 78(1), 61–72. doi:10.1037/0021-9010.78.1.61</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1037/0021-9010.78.1.61">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Complex+interdependence+in+task-+performing+groups&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B100" id="B100"></a>Salas, E., DiazGranados, D., Klein, C., Burke, C. S., Stagl, K. C., Goodwin, G. F., et al. (2008). Does team training improve team performance? A meta-analysis. <em>Hum. Factors</em> 50 (6), 903–933. doi:10.1518/001872008X375009</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/19292013/">PubMed Abstract</a> | <a href="https://doi.org/10.1518/001872008X375009">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Does+team+training+improve+team+performance?+A+meta-analysis&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B101" id="B101"></a>Salas, E., Kosarzycki, M. P., Tannenbaum, S. I., and Carnegie, D. (2004). “Principles and advice for understanding and promoting effective teamwork in organizations.” in, <em>Leading in turbulent times: managing in the new world of work</em>. Editors R. Burke, and C. Cooper Malden, MA: <span class="publisher-name">Blackwell</span>). 95–120. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Principles+and+advice+for+understanding+and+promoting+effective+teamwork+in+organizations&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B102" id="B102"></a>Salas, E., Priest, H. A., Stagl, K. C., Sims, D. E., and Burke, C. S. (2007). “Work teams in organizations: a historical reflection and lessons learned.” in <em>Historical perspectives in industrial and organizational psychology.</em> Editor Koppes, L. L., (Mahwah, NJ: <span class="publisher-name">Lawrence Erlbaum Associates Publishers</span>), 407–438. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Work+teams+in+organizations:+a+historical+reflection+and+lessons+learned&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B103" id="B103"></a>Salas, E., Reyes, D. L., and Woods, A. L. (2017). “The assessment of team performance: observations and needs.” in <em>Innovative assessment of collaboration</em>. Editors von Davier, A., Zhu, M., and Kyllonen, P. (Cham., Switzerland: <span class="publisher-name">Springer</span>), 21–36. doi:10.1007/978-3-31933261-1_2</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1007/978-3-31933261-1_2">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+assessment+of+team+performance:+observations+and+needs&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B104" id="B104"></a>Sanford, K. (2015). <em>Dyad leadership in healthcare: when one plus one is greater than two</em>. Philadelphia, PA: <span class="publisher-name">Lippincott Williams & Wilkins</span>.</p></div><div class="References"><p class="ReferencesCopy1"><a name="B105" id="B105"></a>Saxena, A., Davies, M., and Philippon, D. (2018). Structure of health-care dyad leadership: an organization’s experience. <em>Leader. Health Serv.</em> 31 (2), 238–253. doi:10.1108/LHS-12-2017-0076</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1108/LHS-12-2017-0076">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Structure+of+health-care+dyad+leadership:+an+organization芒聙聶s+experience&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B106" id="B106"></a>Schippers, M. C., Den Hartog, D. N., Koopman, P. L., and Van Knippenberg, D. (2008). The role of transformational leadership in enhancing team reflexivity. <em>Hum. Relat.</em> 61 (11), 1593–1616. doi:10.1177/0018726708096639</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/0018726708096639">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+role+of+transformational+leadership+in+enhancing+team+reflexivity&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B107" id="B107"></a>Schmutz, J., and Manser, T. (2013). Do team processes really have an effect on clinical performance? A systematic literature review. <em>Br. J. Anaesth.</em> 110 (4), 529–544. doi:10.1093/bja/aes513</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/23454826/">PubMed Abstract</a> | <a href="https://doi.org/10.1093/bja/aes513">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Do+team+processes+really+have+an+effect+on+clinical+performance?+A+systematic+literature+review&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B108" id="B108"></a>Scott Ladd, B., and Chan, C. C. (2004). Emotional intelligence and participation in decision making: strategies for promoting organizational learning and change. <em>Strat. Change</em> 13 (2), 95–105. doi:10.1002/jsc.668</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1002/jsc.668">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Emotional+intelligence+and+participation+in+decision+making:+strategies+for+promoting+organizational+learning+and+change&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B109" id="B109"></a>Shapiro, M. J., Morey, J. C., Small, S. D., Langford, V., Kaylor, C. J., Jagminas, L., et al. (2004). Simulation based teamwork training for emergency department staff: does it improve clinical team performance when added to an existing didactic teamwork curriculum?. <em>BMJ Qual. Saf.</em> 13 (6), 417–421. doi:10.1136/qshc.2003.005447</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1136/qshc.2003.005447">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Simulation+based+teamwork+training+for+emergency+department+staff:+does+it+improve+clinical+team+performance+when+added+to+an+existing+didactic+teamwork+curriculum?&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B110" id="B110"></a>Shaw, J. D., Zhu, J., Duffy, M. K., Scott, K. L., Shih, H. A., and Susanto, E. (2011). A contingency model of conflict and team effectiveness. <em>J. Appl. Psychol.</em> 96 (2), 391–400. doi:10.1037/a0021340</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/20939655/">PubMed Abstract</a> | <a href="https://doi.org/10.1037/a0021340">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=A+contingency+model+of+conflict+and+team+effectiveness&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B113" id="B113"></a>Smither, J. W. (2011). Can psychotherapy research serve as a guide for research about executive coaching? An agenda for the next decade. <em>J. Bus. Psychol.</em> 26 (2), 135–145. doi:10.1007/s10869-011-9216-7</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1007/s10869-011-9216-7">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Can+psychotherapy+research+serve+as+a+guide+for+research+about+executive+coaching?+An+agenda+for+the+next+decade&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B114" id="B114"></a>Somech, A., Desivilya, H. S., and Lidogoster, H. (2009). Team conflict management and team effectiveness: the effects of task interdependence and team identification. <em>J. Organ. Behav.</em> 30 (3), 359–378. doi:10.1002/job.537</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1002/job.537">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Team+conflict+management+and+team+effectiveness:+the+effects+of+task+interdependence+and+team+identification&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B115" id="B115"></a>Stapleton, P., Henderson, A., Creedy, D. K., Cooke, M., Patterson, E., Alexander, H., et al. (2007). Boosting morale and improving performance in the nursing setting. <em>J. Nurs. Manag.</em> 15 (8), 811–816. doi:10.1111/j.13652934.2007.00745.x</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/17944606/">PubMed Abstract</a> | <a href="https://doi.org/10.1111/j.13652934.2007.00745.x">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Boosting+morale+and+improving+performance+in+the+nursing+setting&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B116" id="B116"></a>Sundstrom, E., De Meuse, K. P., and Futrell, D. (1990). Work teams: applications and effectiveness. <em>Am. Psychol.</em> 45 (2), 120–133. doi:10.1037/0003-066X.45.2.120</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1037/0003-066X.45.2.120">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Work+teams:+applications+and+effectiveness&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B119" id="B119"></a>Taplin, S. H., Weaver, S., Chollette, V., Marks, L. B., Jacobs, A., Schiff, G., et al. (2015). Teams and teamwork during a cancer diagnosis: interdependency within and between teams. <em>J. Oncol. Pract.</em> 11 (3), 231–238. doi:10.1200/JOP.2014.003376</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/25873059/">PubMed Abstract</a> | <a href="https://doi.org/10.1200/JOP.2014.003376">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Teams+and+teamwork+during+a+cancer+diagnosis:+interdependency+within+and+between+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B120" id="B120"></a>Taplin, S. H., Weaver, S., Salas, E., Chollette, V., Edwards, H. M., Bruinooge, S. S., et al. (2015). Reviewing cancer care team effectiveness. <em>J. Oncol. Pract.</em> 11 (3), 239–246. doi:10.1200/JOP.2014.003350</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/25873056/">PubMed Abstract</a> | <a href="https://doi.org/10.1200/JOP.2014.003350">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Reviewing+cancer+care+team+effectiveness&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B121" id="B121"></a>Taylor, P. J., Russ-Eft, D. F., and Chan, D. W. (2005). A meta-analytic review of behavior modeling training. <em>J. Appl. Psychol.</em> 90 (4), 692–709. doi:10.1037/0021-9010.90.4.692</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/16060787/">PubMed Abstract</a> | <a href="https://doi.org/10.1037/0021-9010.90.4.692">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=A+meta-analytic+review+of+behavior+modeling+training&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B122" id="B122"></a>Thomas, E. J., Sexton, J. B., and Helmreich, R. L. (2004). Translating teamwork behaviours from aviation to healthcare: development of behavioural markers for neonatal resuscitation. <em>BMJ Qual. Saf.</em> 13 (Suppl. 1), i57–i64. doi:10.1136/qshc.2004.009811</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1136/qshc.2004.009811">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Translating+teamwork+behaviours+from+aviation+to+healthcare:+development+of+behavioural+markers+for+neonatal+resuscitation&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B123" id="B123"></a>Thoms, P., Dose, J. J., and Scott, K. S. (2002). Relationships between accountability, job satisfaction, and trust. <em>Hum. Resour. Dev. Q.</em> 13 (3), 307–323. doi:10.1002/hrdq.1033</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1002/hrdq.1033">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Relationships+between+accountability,+job+satisfaction,+and+trust&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B124" id="B124"></a>Thorn, P. M., and Raj, J. M. (2012). A culture of coaching: achieving peak performance of individuals and teams in academic health centers. <em>Acad. Med.</em> 87 (11), 1482–1483. doi:10.1097/ACM.0b013e31826ce3bc</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/23111271/">PubMed Abstract</a> | <a href="https://doi.org/10.1097/ACM.0b013e31826ce3bc">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=A+culture+of+coaching:+achieving+peak+performance+of+individuals+and+teams+in+academic+health+centers&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B125" id="B125"></a>Thornton, C. (2010). <em>Group and team coaching: the essential guide</em>. Abingdon, UK: <span class="publisher-name">Routledge</span>. </p><p class="ReferencesCopy2"><a href="https://doi.org/10.4324/9780203852385">CrossRef Full Text</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B126" id="B126"></a>Tjosvold, D., Hui, C., and Yu, Z. (2003). Conflict management and task reflexivity for team in-role and extra-role performance in China. <em>Int. J. Conflict Manag.</em> 14 (2), 141–163. doi:10.1108/eb022895</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1108/eb022895">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Conflict+management+and+task+reflexivity+for+team+in-role+and+extra-role+performance+in+China&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B127" id="B127"></a>Tjosvold, D., Tang, M. M. L., and West, M. A. (2004). Reflexivity for team innovation in China: the contribution of goal interdependence. <em>Group & Organizational Management</em> 29 (5), 540–559. doi:10.1177/1059601103254911</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/1059601103254911">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Reflexivity+for+team+innovation+in+China:+the+contribution+of+goal+interdependence&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B128" id="B128"></a>Tripathy, D. (2003). Multidisciplinary care for breast cancer: barriers and solutions. <em>Breast J.</em> 9 (1), 60–63. doi:10.1046/j.1524-4741.2003.09118.x</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/12558678/">PubMed Abstract</a> | <a href="https://doi.org/10.1046/j.1524-4741.2003.09118.x">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Multidisciplinary+care+for+breast+cancer:+barriers+and+solutions&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B130" id="B130"></a>Turpin, C. (2019). The dyad leadership model: defining a new physician/nurse relationship (Publication no. 22617608). [Doctoral dissertation]. Victoria, Canada: <span class="publisher-name">Royal Roads University</span>. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+dyad+leadership+model:+defining+a+new+physician/nurse+relationship+(Publication+no.+22617608)&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B131" id="B131"></a>Urban, J. M., Weaver, J. L., Bowers, C. A., and Rhodenizer, L. (1996). Effects of workload and structure on team processes and performance: implications for complex team decision making. <em>Hum. Factors</em> 38 (2), 300–310. doi:10.1177/001872089606380210</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/001872089606380210">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Effects+of+workload+and+structure+on+team+processes+and+performance:+implications+for+complex+team+decision+making&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B132" id="B132"></a>Vaismoradi, M., Turunen, H., and Bondas, T. (2013). Content analysis and thematic analysis: implications for conducting a qualitative descriptive study. <em>Nurs. Health Sci.</em> 15 (3), 398–405. doi:10.1111/nhs.12048</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/23480423/">PubMed Abstract</a> | <a href="https://doi.org/10.1111/nhs.12048">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Content+analysis+and+thematic+analysis:+implications+for+conducting+a+qualitative+descriptive+study&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B133" id="B133"></a>Weaver, S. J., Dy, S. M., and Rosen, M. A. (2014). Team-training in healthcare: a narrative synthesis of the literature. <em>BMJ Qual. Saf.</em> 23 (5), 359–372. doi:10.1136/bmjqs-2013-001848</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/24501181/">PubMed Abstract</a> | <a href="https://doi.org/10.1136/bmjqs-2013-001848">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Team-training+in+healthcare:+a+narrative+synthesis+of+the+literature&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B134" id="B134"></a>Weaver, S. J., Lyons, R., DiazGranados, D., Rosen, M. A., Salas, E., Oglesby, J., et al. (2010). The anatomy of health care team training and the state of practice: a critical review. <em>Acad. Med.</em> 85 (11), 1746–1760. doi:10.1097/ACM.0b013e3181f2e907</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/20841989/">PubMed Abstract</a> | <a href="https://doi.org/10.1097/ACM.0b013e3181f2e907">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+anatomy+of+health+care+team+training+and+the+state+of+practice:+a+critical+review&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B135" id="B135"></a>Weingart, L. R., Behfar, K. J., Bendersky, C., Todorova, G., and Jehn, K. A. (2015). The directness and oppositional intensity of conflict expression. <em>Acad. Manag. Rev.</em> 40 (2), 235–262. doi:10.5465/amr.2013.0124</p><p class="ReferencesCopy2"><a href="https://doi.org/10.5465/amr.2013.0124">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+directness+and+oppositional+intensity+of+conflict+expression&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B136" id="B136"></a>Weiss, M., Kolbe, M., Grote, G., Dambach, M., Marty, A., Spahn, D. R., et al. (2014). Agency and communion predict speaking up in acute care teams. <em>Small Group Res.</em> 45 (3), 290–313. doi:10.1177/1046496414531495</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1177/1046496414531495">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Agency+and+communion+predict+speaking+up+in+acute+care+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B137" id="B137"></a>Weiss, M., Kolbe, M., Grote, G., Spahn, D. R., and Grande, B. (2017). Why didn’t you say something? Effects of after-event reviews on voice behaviour and hierarchy beliefs in multi-professional action teams. <em>Eur. J. Work. Organ. Psychol.</em> 26 (1), 66–80. doi:10.1080/1359432X.2016.1208652</p><p class="ReferencesCopy2"><a href="https://doi.org/10.1080/1359432X.2016.1208652">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Why+didn芒聙聶t+you+say+something?+Effects+of+after-event+reviews+on+voice+behaviour+and+hierarchy+beliefs+in+multi-professional+action+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B138" id="B138"></a>Weller, J., Boyd, M., and Cumin, D. (2014). Teams, tribes and patient safety: overcoming barriers to effective teamwork in healthcare. <em>Postgrad. Med.</em> 90 (1061), 149–154. doi:10.1136/postgradmedj-2012-131168</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/24398594/">PubMed Abstract</a> | <a href="https://doi.org/10.1136/postgradmedj-2012-131168">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Teams,+tribes+and+patient+safety:+overcoming+barriers+to+effective+teamwork+in+healthcare&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B139" id="B139"></a>West, M. A. (2000). “Reflexivity, revolution and innovation in work teams.” in <em>Product development teams: advances in interdisciplinary studies of work teams</em>. Editor Beyerlein, M., (California: <span class="publisher-name">JAI Press</span>), 1–30. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Reflexivity,+revolution+and+innovation+in+work+teams&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B140" id="B140"></a>Wolever, R., Moore, M., and Jordan, M. (2017). “Coaching in healthcare.” in <em>The sage handbook of coaching</em> Editors T. Bachkirova, G. Spence, and D. Drake, (London, UK: <span class="publisher-name">Sage</span>), 521–543. </p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Coaching+in+healthcare&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B141" id="B141"></a>Zajac, S., Holladay, C., Tannenbaum, S., and Salas, E. (Forthcoming In Press). Building effective healthcare team development interventions in uncertain times: tips for success. <em>Organ. Dynam.</em></p><p class="ReferencesCopy2"><a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Building+effective+healthcare+team+development+interventions+in+uncertain+times:+tips+for+success&btnG=">Google Scholar</a></p></div><div class="References"><p class="ReferencesCopy1"><a name="B142" id="B142"></a>Zitzman, E., Berkley, H., and Jindal, R. M. (2018). Accountability in global surgery missions. <em>BMJ Global Health</em> 3, e001025. doi:10.1136/bmjgh-2018-001025</p><p class="ReferencesCopy2"><a href="https://pubmed.ncbi.nlm.nih.gov/30687523/">PubMed Abstract</a> | <a href="https://doi.org/10.1136/bmjgh-2018-001025">CrossRef Full Text</a> | <a href="https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Accountability+in+global+surgery+missions&btnG=">Google Scholar</a></p></div></div><div class="thinLineM20"></div><div class="AbstractSummary"><p><span>Keywords:</span> teams and groups, leadership, communication, decision making, coaching, reflection, conflict management, accountability</p><p><span>Citation:</span> Zajac S, Woods A, Tannenbaum S, Salas E and Holladay CL (2021) Overcoming Challenges to Teamwork in Healthcare: A Team Effectiveness Framework and Evidence-Based Guidance. <em>Front. Commun.</em> 6:606445. doi: 10.3389/fcomm.2021.606445</p><p id="timestamps"><span>Received:</span> 15 September 2020; <span>Accepted:</span> 06 January 2021;<br><span>Published:</span> 17 March 2021.</p><div><p>Edited by:</p><a href="https://loop.frontiersin.org/people/889237/overview">Leah M. Omilion-Hodges</a>, Western Michigan University, United States</div><div><p>Reviewed by:</p><a href="https://loop.frontiersin.org/people/326682/overview">Rafael Obregon</a>, UNICEF United Nations International Children's Emergency Fund, United States<br><a href="https://loop.frontiersin.org/people/961455/overview">Bryan Abendschein</a>, Western Michigan University, United States</div><p><span>Copyright</span> © 2021 Zajac, Woods, Tannenbaum, Salas and Holladay. This is an open-access article distributed under the terms of the <a rel="license" href="http://creativecommons.org/licenses/by/4.0/" target="_blank">Creative Commons Attribution License (CC BY).</a> The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.</p><p><span>*Correspondence:</span> Stephanie Zajac <a href="http://sazajac@mdanderson.org">sazajac@mdanderson.org</a></p><div class="clear"></div></div> </div></div> <p class="AbstractSummary__disclaimer"><span>Disclaimer: </span> All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher. </p></div></div></main> <aside class="Layout__aside"><div class="ArticleDetails__wrapper"><div class="ArticleDetails__aside"><div class="ArticleDetails__aside__responsiveButtons"><div id="FloatingButtonsEl" class="ActionsDropDown"><button aria-label="Open dropdown" data-event="actionsDropDown-button-toggle" class="ActionsDropDown__button ActionsDropDown__button--type ActionsDropDown__button--icon"><span class="ActionsDropDown__button__label">Download article</span></button> <div class="ActionsDropDown__menuWrapper"> <ul class="ActionsDropDown__menu"><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/pdf" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-pdf" class="ActionsDropDown__option"> Download PDF </a></li><li><a href="http://www.readcube.com/articles/10.3389/fcomm.2021.606445" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-readCube" class="ActionsDropDown__option"> ReadCube </a></li><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/epub" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-epub" class="ActionsDropDown__option"> EPUB </a></li><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/xml/nlm" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-nlmXml" class="ActionsDropDown__option"> XML (NLM) </a></li></ul> <button aria-label="Close modal" data-event="actionsDropDown-button-close" class="ActionsDropDown__mobileClose"></button></div></div> <div class="ArticleDetails__aside__responsiveButtons__items"> <div class="ArticleDetailsShare__responsive"><button aria-label="Open share options" class="ArticleDetailsShare__trigger"></button> <div class="ArticleDetailsShare"><p class="ArticleDetailsShare__title">Share on</p> <ul class="ArticleDetailsShare__list"><li class="ArticleDetailsShare__item"><a href="https://www.twitter.com/share?url=https://www.frontiersin.org/journals/communication/articles/10.3389/fcomm.2021.606445/full" target="_blank" title="Share on X" aria-label="Share on X" class="ArticleDetailsShare__link ArticleDetailsShare__link--x"></a></li><li class="ArticleDetailsShare__item"><a href="https://www.linkedin.com/share?url=https://www.frontiersin.org/journals/communication/articles/10.3389/fcomm.2021.606445/full" target="_blank" title="Share on Linkedin" aria-label="Share on Linkedin" class="ArticleDetailsShare__link ArticleDetailsShare__link--linkedin"></a></li><li class="ArticleDetailsShare__item"><a href="https://www.facebook.com/sharer/sharer.php?u=https://www.frontiersin.org/journals/communication/articles/10.3389/fcomm.2021.606445/full" target="_blank" title="Share on Facebook" aria-label="Share on Facebook" class="ArticleDetailsShare__link ArticleDetailsShare__link--facebook"></a></li></ul></div></div> <div class="ActionsDropDown"><button aria-label="Open dropdown" data-event="actionsDropDown-button-toggle" class="ActionsDropDown__button ActionsDropDown__button--typeIconButton ActionsDropDown__button--iconQuote"></button> <div class="ActionsDropDown__menuWrapper"><div class="ActionsDropDown__mobileTitle"> Export citation </div> <ul class="ActionsDropDown__menu"><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/endNote" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-endNote" class="ActionsDropDown__option"> EndNote </a></li><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/reference" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-referenceManager" class="ActionsDropDown__option"> Reference Manager </a></li><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/text" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-simpleTextFile" class="ActionsDropDown__option"> Simple Text file </a></li><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/bibTex" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-bibTex" class="ActionsDropDown__option"> BibTex </a></li></ul> <button aria-label="Close modal" data-event="actionsDropDown-button-close" class="ActionsDropDown__mobileClose"></button></div></div></div></div> <div class="TotalViews"><div class="TotalViews__data"><div class="TotalViews__data__metrics"><div class="TotalViews__data__metrics__number"> 431K </div> <div class="TotalViews__data__metrics__text"><div class="TotalViews__data__metrics__label">Total views</div></div></div> <div class="TotalViews__data__metrics"><div class="TotalViews__data__metrics__number"> 25,8K </div> <div class="TotalViews__data__metrics__text"><div class="TotalViews__data__metrics__label">Downloads</div></div></div> <div class="TotalViews__data__metrics"><div class="TotalViews__data__metrics__number"> 100 </div> <div class="TotalViews__data__metrics__text"><div class="TotalViews__data__metrics__label">Citations</div></div></div> <div class="ImpactMetricsInfoPopover"><button aria-label="Open impact metrics info" class="ImpactMetricsInfoPopover__button"></button> <div class="ImpactMetricsInfoPopover__tooltip"><button aria-label="Close impact metrics info" class="ImpactMetricsInfoPopover__tooltip__closeButton"></button> <div class="ImpactMetricsInfoPopover__tooltip__text"> Citation numbers are available from Dimensions </div></div></div></div> <div class="TotalViews__viewImpactLink"><span class="Link__wrapper"><a aria-label="View article impact" href="http://loop-impact.frontiersin.org/impact/article/606445#totalviews/views" target="_blank" data-event="customLink-link-a_viewArticleImpact" class="Link Link--linkType Link--maincolor Link--medium Link--icon Link--chevronRight Link--right"><span>View article impact</span></a></span></div> <div class="TotalViews__altmetric"><div data-badge-popover="bottom" data-badge-type="donut" data-doi="10.3389/fcomm.2021.606445" data-condensed="true" data-link-target="new" class="altmetric-embed"></div> <span class="Link__wrapper"><a aria-label="View altmetric score" href="https://www.altmetric.com/details/doi/10.3389/fcomm.2021.606445" target="_blank" data-event="customLink-link-a_viewAltmetricScore" class="Link Link--linkType Link--maincolor Link--medium Link--icon Link--chevronRight Link--right"><span>View altmetric score</span></a></span></div></div> <div class="ArticleDetailsShare"><p class="ArticleDetailsShare__title">Share on</p> <ul class="ArticleDetailsShare__list"><li class="ArticleDetailsShare__item"><a href="https://www.twitter.com/share?url=https://www.frontiersin.org/journals/communication/articles/10.3389/fcomm.2021.606445/full" target="_blank" title="Share on X" aria-label="Share on X" class="ArticleDetailsShare__link ArticleDetailsShare__link--x"></a></li><li class="ArticleDetailsShare__item"><a href="https://www.linkedin.com/share?url=https://www.frontiersin.org/journals/communication/articles/10.3389/fcomm.2021.606445/full" target="_blank" title="Share on Linkedin" aria-label="Share on Linkedin" class="ArticleDetailsShare__link ArticleDetailsShare__link--linkedin"></a></li><li class="ArticleDetailsShare__item"><a href="https://www.facebook.com/sharer/sharer.php?u=https://www.frontiersin.org/journals/communication/articles/10.3389/fcomm.2021.606445/full" target="_blank" title="Share on Facebook" aria-label="Share on Facebook" class="ArticleDetailsShare__link ArticleDetailsShare__link--facebook"></a></li></ul></div> <div class="ArticleDetailsEditors"><div class="ArticleDetailsEditors__editors"><div class="ArticleDetailsEditors__title">Edited by</div> <a href="https://loop.frontiersin.org/people/889237/overview" data-event="editorInfo-a-leahMOmilionHodges" class="ArticleDetailsEditors__ediorInfo"><figure class="Avatar Avatar--size-32"><img src="https://loop.frontiersin.org/images/profile/889237/32" alt="Leah M. Omilion-Hodges" class="Avatar__img is-inside-mask"></figure> <div class="ArticleDetailsEditors__ediorInfo__info"><div class="ArticleDetailsEditors__ediorInfo__name notranslate"> Leah M. Omilion-Hodges </div> <div class="ArticleDetailsEditors__ediorInfo__affiliation notranslate"> Western Michigan University, United States </div></div></a></div></div> <div class="ArticleDetailsEditors"><div class="ArticleDetailsEditors__editors"><div class="ArticleDetailsEditors__title">Reviewed by</div> <a href="https://loop.frontiersin.org/people/326682/overview" data-event="editorInfo-a-rafaelObregon" class="ArticleDetailsEditors__ediorInfo"><figure class="Avatar Avatar--size-32"><img src="https://loop.frontiersin.org/images/profile/326682/32" alt="Rafael Obregon" class="Avatar__img is-inside-mask"></figure> <div class="ArticleDetailsEditors__ediorInfo__info"><div class="ArticleDetailsEditors__ediorInfo__name notranslate"> Rafael Obregon </div> <div class="ArticleDetailsEditors__ediorInfo__affiliation notranslate"> UNICEF United Nations International Children's Emergency Fund, United States </div></div></a><a href="https://loop.frontiersin.org/people/961455/overview" data-event="editorInfo-a-bryanAbendschein" class="ArticleDetailsEditors__ediorInfo"><figure class="Avatar Avatar--size-32"><img src="https://loop.frontiersin.org/images/profile/961455/32" alt="Bryan Abendschein" class="Avatar__img is-inside-mask"></figure> <div class="ArticleDetailsEditors__ediorInfo__info"><div class="ArticleDetailsEditors__ediorInfo__name notranslate"> Bryan Abendschein </div> <div class="ArticleDetailsEditors__ediorInfo__affiliation notranslate"> Western Michigan University, United States </div></div></a></div></div> <div class="ArticleDetailsGlossary ArticleDetailsGlossary--open"><button class="ArticleDetailsGlossary__header"><div class="ArticleDetailsGlossary__header__title">Table of contents</div> <div class="ArticleDetailsGlossary__header__arrow"></div></button> <div class="ArticleDetailsGlossary__content"><ul class="flyoutJournal"><li><a href="#h1">Abstract</a></li><li><a href="#h2">Introduction</a></li><li><a href="#h3">Background</a></li><li><a href="#h4">Method</a></li><li><a href="#h5">Results</a></li><li><a href="#h6">Discussion</a></li><li><a href="#h7">Limitations</a></li><li><a href="#h8">Future Research</a></li><li><a href="#h9">Data Availability Statement</a></li><li><a href="#h10">Ethics Statement</a></li><li><a href="#h11">Author Contributions</a></li><li><a href="#h12">Conflict of Interest</a></li><li><a href="#h13">Appendix A</a></li><li><a href="#h14">Appendix B</a></li><li><a href="#h15">References</a></li></ul> </div></div>  <div class="ActionsDropDown"><button aria-label="Open dropdown" data-event="actionsDropDown-button-toggle" class="ActionsDropDown__button ActionsDropDown__button--typeOutline ActionsDropDown__button--iconQuote"><span class="ActionsDropDown__button__label">Export citation</span></button> <div class="ActionsDropDown__menuWrapper"> <ul class="ActionsDropDown__menu"><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/endNote" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-endNote" class="ActionsDropDown__option"> EndNote </a></li><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/reference" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-referenceManager" class="ActionsDropDown__option"> Reference Manager </a></li><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/text" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-simpleTextFile" class="ActionsDropDown__option"> Simple Text file </a></li><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/bibTex" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-bibTex" class="ActionsDropDown__option"> BibTex </a></li></ul> <button aria-label="Close modal" data-event="actionsDropDown-button-close" class="ActionsDropDown__mobileClose"></button></div></div> <div class="CheckForUpdates"><button data-target="crossmark" data-event="checkForUpdates-btn-openModal" class="CheckForUpdates__link"><img src="/article-pages/_nuxt/img/crossmark.5c8ec60.svg" alt="Crossmark icon" class="CheckForUpdates__link__img"> <div class="CheckForUpdates__link__text">Check for updates</div></button></div> <div class="Announcement"><p class="Announcement__title"> Research integrity at Frontiers </p> <article class="CardA"><div class="CardA__wrapper CardA__wrapper--vertical"><figure class="FrontiersImage CardA__img"><picture class="FrontiersImage"><source srcset="https://images-provider.frontiersin.org/api/ipx/w=440&f=webp/https://d2csxpduxe849s.cloudfront.net/media/E32629C6-9347-4F84-81FEAEF7BFA342B3/0B4B1380-42EB-4FD5-9D7E2DBC603E79F8/webimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png" media="(max-width: 563px)"><source srcset="https://images-provider.frontiersin.org/api/ipx/s=320x400&fit=outside&f=webp/https://d2csxpduxe849s.cloudfront.net/media/E32629C6-9347-4F84-81FEAEF7BFA342B3/0B4B1380-42EB-4FD5-9D7E2DBC603E79F8/webimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png" media="(max-width: 1024px)"><source srcset="https://images-provider.frontiersin.org/api/ipx/s=268x280&fit=outside&f=webp/https://d2csxpduxe849s.cloudfront.net/media/E32629C6-9347-4F84-81FEAEF7BFA342B3/0B4B1380-42EB-4FD5-9D7E2DBC603E79F8/webimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png" media="(max-width: 1441px)"><source srcset="https://images-provider.frontiersin.org/api/ipx/s=366x408&fit=outside&f=webp/https://d2csxpduxe849s.cloudfront.net/media/E32629C6-9347-4F84-81FEAEF7BFA342B3/0B4B1380-42EB-4FD5-9D7E2DBC603E79F8/webimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png" media=""><source srcset="https://d2csxpduxe849s.cloudfront.net/media/E32629C6-9347-4F84-81FEAEF7BFA342B3/0B4B1380-42EB-4FD5-9D7E2DBC603E79F8/webimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png" media=""> <img src="https://d2csxpduxe849s.cloudfront.net/media/E32629C6-9347-4F84-81FEAEF7BFA342B3/0B4B1380-42EB-4FD5-9D7E2DBC603E79F8/webimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png" alt="Man ultramarathon runner in the mountains he trains at sunset" loading="lazy" class="is-inside-mask"></picture> </figure> <div class="CardA__info"><h2 class="CardA__title">94% of researchers rate our articles as excellent or good</h2> <p class="CardA__text">Learn more about the work of our research integrity team to safeguard the quality of each article we publish.</p> <br> <span class="Link__wrapper"><a aria-label="About our research integrity team" href="https://www.frontiersin.org/about/research-integrity" target="_self" data-event="customLink-link-a_findOutMore" class="Link Link--linkType Link--maincolor Link--small Link--icon Link--chevronRight Link--right"><span>Find out more </span></a></span></div></div></article></div>  </div>  <div><div class="FloatingButtons"> <div class="ActionsDropDown"><button aria-label="Open dropdown" data-event="actionsDropDown-button-toggle" class="ActionsDropDown__button ActionsDropDown__button--type ActionsDropDown__button--iconDownload"><span class="ActionsDropDown__button__label">Download article</span></button> <div class="ActionsDropDown__menuWrapper"><div class="ActionsDropDown__mobileTitle"> Download </div> <ul class="ActionsDropDown__menu"><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/pdf" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-pdf" class="ActionsDropDown__option"> Download PDF </a></li><li><a href="http://www.readcube.com/articles/10.3389/fcomm.2021.606445" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-readCube" class="ActionsDropDown__option"> ReadCube </a></li><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/epub" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-epub" class="ActionsDropDown__option"> EPUB </a></li><li><a href="/journals/communication/articles/10.3389/fcomm.2021.606445/xml/nlm" target="_blank" rel="noopener noreferrer" data-event="actionsDropDown-a-nlmXml" class="ActionsDropDown__option"> XML (NLM) </a></li></ul> <button aria-label="Close modal" data-event="actionsDropDown-button-close" class="ActionsDropDown__mobileClose"></button></div></div></div> </div></div></aside></div> <div class="Announcement Announcement--Responsive"><p class="Announcement__title"> Research integrity at Frontiers </p> <article class="CardA"><div class="CardA__wrapper CardA__wrapper--vertical"><figure class="FrontiersImage CardA__img"><picture class="FrontiersImage"><source srcset="https://images-provider.frontiersin.org/api/ipx/w=440&f=webp/https://d2csxpduxe849s.cloudfront.net/media/E32629C6-9347-4F84-81FEAEF7BFA342B3/0B4B1380-42EB-4FD5-9D7E2DBC603E79F8/webimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png" media="(max-width: 563px)"><source srcset="https://images-provider.frontiersin.org/api/ipx/s=320x400&fit=outside&f=webp/https://d2csxpduxe849s.cloudfront.net/media/E32629C6-9347-4F84-81FEAEF7BFA342B3/0B4B1380-42EB-4FD5-9D7E2DBC603E79F8/webimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png" media="(max-width: 1024px)"><source srcset="https://images-provider.frontiersin.org/api/ipx/s=268x280&fit=outside&f=webp/https://d2csxpduxe849s.cloudfront.net/media/E32629C6-9347-4F84-81FEAEF7BFA342B3/0B4B1380-42EB-4FD5-9D7E2DBC603E79F8/webimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png" media="(max-width: 1441px)"><source srcset="https://images-provider.frontiersin.org/api/ipx/s=366x408&fit=outside&f=webp/https://d2csxpduxe849s.cloudfront.net/media/E32629C6-9347-4F84-81FEAEF7BFA342B3/0B4B1380-42EB-4FD5-9D7E2DBC603E79F8/webimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png" media=""><source srcset="https://d2csxpduxe849s.cloudfront.net/media/E32629C6-9347-4F84-81FEAEF7BFA342B3/0B4B1380-42EB-4FD5-9D7E2DBC603E79F8/webimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png" media=""> <img src="https://d2csxpduxe849s.cloudfront.net/media/E32629C6-9347-4F84-81FEAEF7BFA342B3/0B4B1380-42EB-4FD5-9D7E2DBC603E79F8/webimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png" alt="Man ultramarathon runner in the mountains he trains at sunset" loading="lazy" class="is-inside-mask"></picture> </figure> <div class="CardA__info"><h2 class="CardA__title">94% of researchers rate our articles as excellent or good</h2> <p class="CardA__text">Learn more about the work of our research integrity team to safeguard the quality of each article we publish.</p> <br> <span class="Link__wrapper"><a aria-label="About our research integrity team" href="https://www.frontiersin.org/about/research-integrity" target="_self" data-event="customLink-link-a_findOutMore" class="Link Link--linkType Link--maincolor Link--small Link--icon Link--chevronRight Link--right"><span>Find out more </span></a></span></div></div></article></div> <div></div></div></div>  <footer class="Footer"><div class="Footer__wrapper"><div class="Footer__sections"><ul class="Accordion"><li class="Accordion__item"><button class="Accordion__headline"> <div class="Accordion__title">Guidelines</div> <div class="Accordion__space"></div> <div class="Accordion__arrow"></div></button> <div class="Accordion__content Accordion__content--fadeOut" style="height:0px;"><ul><li><a href="https://www.frontiersin.org/guidelines/author-guidelines" target="_self" data-event="footer-block_0-a_authorGuidelines">Author guidelines</a></li><li><a href="https://www.frontiersin.org/guidelines/editor-guidelines" target="_self" data-event="footer-block_0-a_editorGuidelines">Editor guidelines</a></li><li><a href="https://www.frontiersin.org/guidelines/policies-and-publication-ethics" target="_self" data-event="footer-block_0-a_policiesAndPublicationE">Policies and publication ethics</a></li><li><a href="https://www.frontiersin.org/about/fee-policy" target="_self" data-event="footer-block_0-a_feePolicy">Fee policy</a></li></ul></div></li><li class="Accordion__item"><button class="Accordion__headline"> <div class="Accordion__title">Explore</div> <div class="Accordion__space"></div> <div class="Accordion__arrow"></div></button> <div class="Accordion__content Accordion__content--fadeOut" style="height:0px;"><ul><li><a href="https://www.frontiersin.org/articles" target="_self" data-event="footer-block_1-a_articles">Articles</a></li><li><a href="https://www.frontiersin.org/research-topics" target="_self" data-event="footer-block_1-a_researchTopics">Research Topics </a></li><li><a href="https://www.frontiersin.org/journals" target="_self" data-event="footer-block_1-a_journals">Journals</a></li><li><a href="https://www.frontiersin.org/about/how-we-publish" target="_self" data-event="footer-block_1-a_howWePublish">How we publish</a></li></ul></div></li><li class="Accordion__item"><button class="Accordion__headline"> <div class="Accordion__title">Outreach</div> <div class="Accordion__space"></div> <div class="Accordion__arrow"></div></button> <div class="Accordion__content Accordion__content--fadeOut" style="height:0px;"><ul><li><a href="https://forum.frontiersin.org/" target="_blank" data-event="footer-block_2-a_frontiersForum">Frontiers Forum </a></li><li><a href="https://policylabs.frontiersin.org/" target="_blank" data-event="footer-block_2-a_frontiersPolicyLabs">Frontiers Policy Labs </a></li><li><a href="https://kids.frontiersin.org/" target="_blank" data-event="footer-block_2-a_frontiersForYoungMinds">Frontiers for Young Minds</a></li><li><a href="https://www.frontiersplanetprize.org/" target="_blank" data-event="footer-block_2-a_frontiersPlanetPrize">Frontiers Planet Prize</a></li></ul></div></li><li class="Accordion__item"><button class="Accordion__headline"> <div class="Accordion__title">Connect</div> <div class="Accordion__space"></div> <div class="Accordion__arrow"></div></button> <div class="Accordion__content Accordion__content--fadeOut" style="height:0px;"><ul><li><a href="https://helpcenter.frontiersin.org" target="_blank" data-event="footer-block_3-a_helpCenter">Help center</a></li><li><a href="https://loop.frontiersin.org/settings/email-preferences?a=publishers" target="_blank" data-event="footer-block_3-a_emailsAndAlerts">Emails and alerts </a></li><li><a href="https://www.frontiersin.org/about/contact" target="_self" data-event="footer-block_3-a_contactUs">Contact us </a></li><li><a href="https://www.frontiersin.org/submission/submit" target="_self" data-event="footer-block_3-a_submit">Submit</a></li><li><a href="https://careers.frontiersin.org/" target="_blank" data-event="footer-block_3-a_careerOpportunities">Career opportunities</a></li></ul></div></li></ul> <div class="Footer__socialLinks"><div class="Footer__socialLinks__title">Follow us</div> <span class="Link__wrapper"><a aria-label="Frontiers Facebook" href="https://www.facebook.com/Frontiersin" target="_blank" data-event="footer-facebook-a_" class="Link Link--linkType Link--grey Link--medium Link--icon Link--facebook Link--right"><span></span></a></span><span class="Link__wrapper"><a aria-label="Frontiers Twitter" href="https://twitter.com/frontiersin" target="_blank" data-event="footer-twitter-a_" class="Link Link--linkType Link--grey Link--medium Link--icon Link--twitter Link--right"><span></span></a></span><span class="Link__wrapper"><a aria-label="Frontiers LinkedIn" href="https://www.linkedin.com/company/frontiers" target="_blank" data-event="footer-linkedIn-a_" class="Link Link--linkType Link--grey Link--medium Link--icon Link--linkedin Link--right"><span></span></a></span><span class="Link__wrapper"><a aria-label="Frontiers Instagram" href="https://www.instagram.com/frontiersin_" target="_blank" data-event="footer-instagram-a_" class="Link Link--linkType Link--grey Link--medium Link--icon Link--instagram Link--right"><span></span></a></span></div></div> <div class="Footer__copyright"><div><span>漏 2025 Frontiers Media S.A. All rights reserved</span></div> <div><a href="https://www.frontiersin.org/legal/privacy-policy" target="_blank">Privacy policy</a> <span>|</span> <a href="https://www.frontiersin.org/legal/terms-and-conditions" target="_blank">Terms and conditions</a></div></div></div></footer> <div class="SnackbarWrapper"><ul class="SnackbarContainer"></ul></div></div></div></div><script>window.__NUXT__=(function(a,b,c,d,e,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x,y,z,A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U,V,W,X,Y,Z,_,$,aa,ab,ac,ad,ae,af,ag,ah,ai,aj,ak,al,am,an,ao,ap,aq,ar,as,at,au,av,aw,ax,ay,az,aA,aB,aC,aD,aE,aF,aG,aH,aI,aJ,aK,aL,aM,aN,aO,aP,aQ,aR,aS,aT,aU,aV,aW,aX,aY,aZ,a_,a$,ba,bb,bc,bd,be,bf,bg,bh,bi,bj,bk,bl,bm,bn,bo,bp,bq,br,bs,bt,bu,bv,bw,bx,by,bz,bA,bB,bC,bD,bE,bF,bG,bH,bI,bJ,bK,bL,bM,bN,bO,bP,bQ,bR,bS,bT,bU,bV,bW,bX,bY,bZ,b_,b$,ca,cb,cc,cd,ce,cf,cg,ch,ci,cj,ck,cl,cm,cn,co,cp,cq,cr,cs,ct,cu,cv,cw,cx,cy,cz,cA,cB,cC,cD,cE,cF,cG,cH,cI,cJ){aq.id=ar;aq.name=as;aq.slug=at;aq.specialtyId=501;aq.__typename="journal_section";return {layout:"ArticleLayout",data:[{}],fetch:{},error:e,state:{currentJournal:{identifier:r,name:p,slug:s,banner:[{id:"F15690B8-8851-4C92-A9E3C49722C8BF0D",src:V,name:"FCOMM_Main Visual_Purple_Website",tags:["casual","travelling","couple","caucasian","female","smartphone","trip","discus"],type:F,width:5627,height:3751,idHash:"66beca6734d0dadc",archive:m,brandId:W,limited:m,fileSize:14035063,isPublic:c,original:"https:\u002F\u002Fbrand.frontiersin.org\u002Fm\u002F66beca6734d0dadc\u002Foriginal\u002FFCOMM_Main-Visual_Purple_Website.jpeg",copyright:"Copyright (c) 2021 SmartPhotoLab\u002FShutterstock. No use without permission.",extension:["jpeg"],thumbnails:{mini:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002FF15690B8-8851-4C92-A9E3C49722C8BF0D\u002Fmini-EE060F72-0C1B-4C47-9BAC049572142C03.jpg",thul:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002FF15690B8-8851-4C92-A9E3C49722C8BF0D\u002Fthul-30840399-1F51-4C17-AC98167A2C89CC41.jpg",webimage:V,Guidelines:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002FF15690B8-8851-4C92-A9E3C49722C8BF0D\u002FCA89EFF7-3D3B-4BF9-801ECFEB9BD835D9\u002FGuidelines-FCOMM_Main Visual_Purple_Website.png",WebsiteJpg_XL:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002FF15690B8-8851-4C92-A9E3C49722C8BF0D\u002FCA89EFF7-3D3B-4BF9-801ECFEB9BD835D9\u002FWebsiteJpg_XL-FCOMM_Main Visual_Purple_Website.jpg",WebsiteWebP_L:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002FF15690B8-8851-4C92-A9E3C49722C8BF0D\u002FCA89EFF7-3D3B-4BF9-801ECFEB9BD835D9\u002FWebsiteWebP_L-FCOMM_Main Visual_Purple_Website.webp",WebsiteWebP_M:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002FF15690B8-8851-4C92-A9E3C49722C8BF0D\u002FCA89EFF7-3D3B-4BF9-801ECFEB9BD835D9\u002FWebsiteWebP_M-FCOMM_Main Visual_Purple_Website.webp",WebsiteWebP_XL:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002FF15690B8-8851-4C92-A9E3C49722C8BF0D\u002FCA89EFF7-3D3B-4BF9-801ECFEB9BD835D9\u002FWebsiteWebP_XL-FCOMM_Main Visual_Purple_Website.webp"},dateCreated:X,description:"young couple discussing online news in a subway car .",orientation:G,userCreated:"Caroline Sutter",watermarked:m,dateModified:X,datePublished:"2022-06-27T09:27:09Z",ecsArchiveFiles:[],propertyOptions:["414FB2D4-2283-43FD-BE14E534ECA67928","6C18119B-14BD-4951-B437696F4357BD33","7C692885-DB25-4858-B1FB4FF47B241E9B","D88C0047-EC30-4506-A7DF28A4D765E1CF"],property_Channel:["frontiersin_org"],"property_Sub-Type":["Main_Visual"],property_Asset_Type:["Photography"],activeOriginalFocusPoint:{x:2814,y:1876},property_Office_Department:["Publishing"]}],description:"A cross-disciplinary journal that advances our understanding of the global communication revolution and its relevance across social, economic and cultural spheres.",mission:"\u003Cp\u003EFrontiers in Communication is a multidisciplinary journal that focuses on advancing communication developments across society and culture, in areas including politics, health, media and industry, science and environment.\u003C\u002Fp\u003E\n\n\u003Cp\u003ELed by Field Chief Editor Prof Justin Lewis (Cardiff University, UK), this Scopus and DOAJ indexed journal welcomes research contributions in all areas of communication that advance our understanding of communication technologies and bridge the gap between theory and practice. Topics of interest include, but are not limited to:\u003C\u002Fp\u003E\n\u003Cul\u003E\n \u003Cli\u003Eadvertising and marketing communication\u003C\u002Fli\u003E\n \u003Cli\u003Eculture and communication\u003C\u002Fli\u003E\n \u003Cli\u003Edisaster communications\u003C\u002Fli\u003E\n \u003Cli\u003Ehealth communication\u003C\u002Fli\u003E\n \u003Cli\u003Elanguage communication\u003C\u002Fli\u003E\n \u003Cli\u003Emedia, culture and creative industries media governance and the public sphere\u003C\u002Fli\u003E\n \u003Cli\u003Emultimodality of communication\u003C\u002Fli\u003E\n \u003Cli\u003Eorganizational communication\u003C\u002Fli\u003E\n \u003Cli\u003Escience and environmental communication\u003C\u002Fli\u003E\n \u003Cli\u003Evisual communication.\u003C\u002Fli\u003E\n\u003C\u002Ful\u003E\n\n\u003Cp\u003EFrontiers in Communication is a cross-disciplinary journal that seeks to develop understanding of the rapidly-changing global communication revolution and its relevance across social, economic and cultural spheres. Submissions that focus on new areas, such as multimodality of communication, advertising, and the creative industries are of particular interest.\u003C\u002Fp\u003E\n\n\u003Cp\u003EManuscripts that focus solely on business management, industrial processes, or economic theory without a relevance to communication studies are not suitable for publication in this journal. Similarly, studies that are purely statistical or methodological, without applying the methods to analyze communication phenomena, are also outside the scope of this journal.\u003C\u002Fp\u003E\n\n\u003Cp\u003EFrontiers in Communication is committed to advancing developments in the field of communication by allowing unrestricted access to articles, and communicating scientific knowledge to researchers and the public alike, to enable the scientific breakthroughs of the future.\u003C\u002Fp\u003E",palette:"purple",impactFactor:"2.4",citeScore:"2.7",citations:"6000",showTagline:e,twitter:"nan",__typename:"Journal"},currentFrontiersJournal:{id:r,name:p,slug:s,printISSN:g,shortName:H,electronicISSN:I,abbreviation:Y,specialtyId:e,publicationDate:e,isOnline:h,isOpenForSubmissions:h,spaceId:c,field:{id:J,domainId:n,__typename:Z},__typename:a},articleHubSlug:g,articleHubPage:K,currentArticle:{id:606445,doi:_,title:L,acceptanceDate:"2021-01-06T16:38:58.000Z",receptionDate:"2020-09-15T00:06:24.000Z",publicationDate:"2021-03-17T00:00:00.000Z",isPublished:h,abstract:$,researchTopic:{id:12794,title:"Team and Leader Communication in the Healthcare Context: Building and Maintaining Optimal Transdisciplinary Teams",articlesCount:n,isMagazinePage:l,slug:"team-and-leader-communication-in-the-healthcare-context-building-and-maintaining-optimal-transdisciplinary-teams",isOpenForSubmission:l},articleType:{id:24,name:"Original Research"},stage:{id:M,name:g},keywords:["Teams and groups",aa,"Communication","Decision Making","coaching","Reflection","conflict management","accountability"],authors:[{id:ab,firstName:ac,lastName:"Zajac",givenNames:ac,isCorresponding:l,isProfilePublic:h,userId:ab,affiliations:[{organizationName:ad,countryName:o,cityName:g,stateName:g,zipCode:g}]},{id:m,firstName:ae,lastName:"Woods",givenNames:ae,isCorresponding:l,isProfilePublic:l,userId:m,affiliations:[{organizationName:af,countryName:o,cityName:g,stateName:g,zipCode:g}]},{id:m,firstName:ag,lastName:"Tannenbaum",givenNames:ag,isCorresponding:l,isProfilePublic:l,userId:m,affiliations:[{organizationName:"Group for Organizational Effectiveness",countryName:o,cityName:g,stateName:g,zipCode:g}]},{id:ah,firstName:ai,lastName:"Salas",givenNames:ai,isCorresponding:l,isProfilePublic:h,userId:ah,affiliations:[{organizationName:af,countryName:o,cityName:g,stateName:g,zipCode:g}]},{id:m,firstName:aj,lastName:"Holladay",givenNames:aj,isCorresponding:l,isProfilePublic:l,userId:m,affiliations:[{organizationName:ad,countryName:o,cityName:g,stateName:g,zipCode:g}]}],editors:[{id:ak,firstName:"Leah",lastName:"Omilion-Hodges",givenNames:"Leah M.",isCorresponding:l,isProfilePublic:h,userId:ak,affiliations:[{organizationName:al,countryName:o,cityName:g,stateName:g,zipCode:g}]}],reviewers:[{id:am,firstName:an,lastName:"Obregon",givenNames:an,isCorresponding:l,isProfilePublic:h,userId:am,affiliations:[{organizationName:"UNICEF United Nations International Children's Emergency Fund",countryName:o,cityName:g,stateName:g,zipCode:g}]},{id:ao,firstName:ap,lastName:"Abendschein",givenNames:ap,isCorresponding:l,isProfilePublic:h,userId:ao,affiliations:[{organizationName:al,countryName:o,cityName:g,stateName:g,zipCode:g}]}],journal:{id:r,slug:s,name:p,shortName:H,electronicISSN:I,field:{id:J,domainId:n,__typename:Z},specialtyId:e,journalSectionPaths:[{section:aq,__typename:"journal_journalSectionPath"}],__typename:a},section:aq,impactMetrics:{views:431004,downloads:25772,citations:100},volume:N,articleVolume:"Volume 6 - 2021",relatedArticles:[],isPublishedV2:l,contents:{titleHtml:L,fullTextHtml:"\u003Cdiv class=\"JournalAbstract\"\u003E\u003Ca id=\"h1\" name=\"h1\"\u003E\u003C\u002Fa\u003E\u003Cdiv class=\"authors\"\u003E\u003Cspan class=\"author-wrapper notranslate\"\u003E\u003Ca href=\"https:\u002F\u002Floop.frontiersin.org\u002Fpeople\u002F1085380\" class=\"user-id-1085380\"\u003E\u003Cimg class=\"pr5\" src=\"https:\u002F\u002Floop.frontiersin.org\u002Fimages\u002Fprofile\u002F1085380\u002F74\" onerror=\"this.onerror=null;this.src='https:\u002F\u002Floop.frontiersin.org\u002Fcdn\u002Fimages\u002Fprofile\u002Fdefault_32.jpg';\" alt=\"Stephanie Zajac
\"\u003EStephanie Zajac\u003C\u002Fa\u003E\u003Csup\u003E1\u003C\u002Fsup\u003E*\u003C\u002Fspan\u003E\u003Cspan class=\"author-wrapper notranslate\"\u003E\u003Cimg class=\"pr5\" src=\"https:\u002F\u002Floop.frontiersin.org\u002Fcdn\u002Fimages\u002Fprofile\u002Fdefault_32.jpg\" alt=\"Amanda Woods\" onerror=\"this.onerror=null;this.src='https:\u002F\u002Floop.frontiersin.org\u002Fcdn\u002Fimages\u002Fprofile\u002Fdefault_32.jpg';\"\u003EAmanda Woods\u003Csup\u003E2\u003C\u002Fsup\u003E\u003C\u002Fspan\u003E\u003Cspan class=\"author-wrapper notranslate\"\u003E\u003Cimg class=\"pr5\" src=\"https:\u002F\u002Floop.frontiersin.org\u002Fcdn\u002Fimages\u002Fprofile\u002Fdefault_32.jpg\" alt=\"Scott Tannenbaum\" onerror=\"this.onerror=null;this.src='https:\u002F\u002Floop.frontiersin.org\u002Fcdn\u002Fimages\u002Fprofile\u002Fdefault_32.jpg';\"\u003EScott Tannenbaum\u003Csup\u003E3\u003C\u002Fsup\u003E\u003C\u002Fspan\u003E\u003Cspan class=\"author-wrapper notranslate\"\u003E\u003Ca href=\"https:\u002F\u002Floop.frontiersin.org\u002Fpeople\u002F511760\" class=\"user-id-511760\"\u003E\u003Cimg class=\"pr5\" src=\"https:\u002F\u002Floop.frontiersin.org\u002Fimages\u002Fprofile\u002F511760\u002F74\" onerror=\"this.onerror=null;this.src='https:\u002F\u002Floop.frontiersin.org\u002Fcdn\u002Fimages\u002Fprofile\u002Fdefault_32.jpg';\" alt=\"Eduardo Salas\"\u003EEduardo Salas\u003C\u002Fa\u003E\u003Csup\u003E2\u003C\u002Fsup\u003E\u003C\u002Fspan\u003E\u003Cspan class=\"author-wrapper notranslate\"\u003E\u003Cimg class=\"pr5\" src=\"https:\u002F\u002Floop.frontiersin.org\u002Fcdn\u002Fimages\u002Fprofile\u002Fdefault_32.jpg\" alt=\"Courtney L. Holladay\" onerror=\"this.onerror=null;this.src='https:\u002F\u002Floop.frontiersin.org\u002Fcdn\u002Fimages\u002Fprofile\u002Fdefault_32.jpg';\"\u003ECourtney L. Holladay\u003Csup\u003E1\u003C\u002Fsup\u003E\u003C\u002Fspan\u003E\u003C\u002Fdiv\u003E\u003Cul class=\"notes\"\u003E\u003Cli\u003E\u003Cspan\u003E\u003Csup\u003E1\u003C\u002Fsup\u003E\u003C\u002Fspan\u003EUniversity of Texas MD Anderson Cancer Center, Houston, TX, United States\u003C\u002Fli\u003E\u003Cli\u003E\u003Cspan\u003E\u003Csup\u003E2\u003C\u002Fsup\u003E\u003C\u002Fspan\u003ERice University, Houston, TX, United States\u003C\u002Fli\u003E\u003Cli\u003E\u003Cspan\u003E\u003Csup\u003E3\u003C\u002Fsup\u003E\u003C\u002Fspan\u003EGroup for Organizational Effectiveness, Albany, NY, United States\u003C\u002Fli\u003E\u003C\u002Ful\u003E\u003Cp class=\"mb15\"\u003E\u003Cstrong\u003EBackground:\u003C\u002Fstrong\u003E Safe and effective patient care depends on the teamwork of multidisciplinary healthcare professionals. Unfortunately, the field currently lacks an evidence-based framework for effective teamwork that can be incorporated into medical education and practice across health professions. We introduce a comprehensive framework for team effectiveness. Common challenges to teamwork in healthcare are identified along with evidence-based strategies for overcoming them.\u003C\u002Fp\u003E\u003Cp class=\"mb15\"\u003E\u003Cstrong\u003EMethods:\u003C\u002Fstrong\u003E The framework was developed in four steps: 1) grounding in the existing team science literature, 2) semi-structured interviews (\u003Cem\u003EN\u003C\u002Fem\u003E = 13), 3) thematic analysis and initial framework development, and 4) revision of the framework through input from healthcare professionals representative of different functions across the healthcare system (\u003Cem\u003EN\u003C\u002Fem\u003E = 13). A diagnostic tool consisting of one survey item per team competency was developed to complement the framework. The survey was then administered to healthcare teams across clinical and administrative functions (\u003Cem\u003EN\u003C\u002Fem\u003E = 10 teams, 96 individuals), and results were compiled and then used to conduct debriefs with individual team members and teams. A set of common teamwork challenges were identified using the survey and qualitative data. Qualitative data was analyzed to explore the unique ways these challenges manifest in both clinical and administrative teams.\u003C\u002Fp\u003E\u003Cp class=\"mb15\"\u003E\u003Cstrong\u003EResults:\u003C\u002Fstrong\u003E The five most common challenges that face healthcare teams relate to accountability, conflict management, decision-making, reflecting on progress, and coaching. These challenges were similar across both clinical and administrative team types. Based on the authors' collective experience designing and implementing Team Development Interventions (TDIs), strategies for managing each challenge are provided.\u003C\u002Fp\u003E\u003Cp class=\"mb15\"\u003E\u003Cstrong\u003EConclusions:\u003C\u002Fstrong\u003E The proposed framework is unique in two ways. First, it's generally applicable across the many types of teams that contribute to the quality and safety of patient care. Second, the levels of the framework build upon each other to contribute to the development of the ideal team states. The framework and accompanying strategies can provide guidance for where and how to target developmental efforts.\u003C\u002Fp\u003E\u003Cdiv class=\"clear\"\u003E\u003C\u002Fdiv\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"JournalFullText\"\u003E\u003Ca id=\"h2\" name=\"h2\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EIntroduction\u003C\u002Fh2\u003E\u003Cp class=\"mb15\"\u003EMultidisciplinary teams have been established as best practice for optimal patient care across many disciplines in healthcare (\u003Ca href=\"#B56\"\u003EHaward, 2008\u003C\u002Fa\u003E; \u003Ca href=\"#B128\"\u003ETripathy, 2003\u003C\u002Fa\u003E; \u003Ca href=\"#B83\"\u003EMerién, et al., 2010\u003C\u002Fa\u003E). In fact, advancements in medicine and the complex regulatory and economic factors affecting healthcare necessitate the use of multidisciplinary teams across the clinical, research, and administrative sectors of health systems. Although teamwork has been integrated into core competency models of health professional education, there is still an imbalance with a stronger focus on individual skill development, individual contribution, and accountability (\u003Ca href=\"#B73\"\u003ELeggat, 2007\u003C\u002Fa\u003E). Given the decades of evidence that have borne out that teamwork skills contribute to performance (e.g., \u003Ca href=\"#B76\"\u003ELePine et al., 2008\u003C\u002Fa\u003E), this lack of focus on teaming represents an important gap in professional preparation.\u003C\u002Fp\u003E\u003Cp class=\"mb15\"\u003EWhile the potential benefits of multidisciplinary teams are clear (e.g., a larger source of knowledge and skill from which the team can draw), working with team members from a wide variety of backgrounds can be challenging (\u003Ca href=\"#B44\"\u003EFleissig, et al., 2006\u003C\u002Fa\u003E). The practical barriers to these teams reaching their full potential can include differences in training, professional values, approaches to problem solving, and understanding of critical issues (\u003Ca href=\"#B54\"\u003EHall, 2005\u003C\u002Fa\u003E). Each team member also brings with them their unique personality, values, and communication preferences, which affects how team members interact and ultimately their ability to reach shared goals (\u003Ca href=\"#B9\"\u003EBell et al., 2018\u003C\u002Fa\u003E). Considering the context in which these teams work, there are a number of challenges inherent to healthcare that can also hinder performance, including psychological barriers (e.g., professional silos, hierarchies, power differentials) and organizational barriers (e.g., distributed teams, hybrid working models; \u003Ca href=\"#B138\"\u003EWeller et al., 2014\u003C\u002Fa\u003E).\u003C\u002Fp\u003E\u003Cp class=\"mb15\"\u003EIt is not surprising then, that teamwork breakdowns continue to be a primary cause of errors and near misses in healthcare, with root cause analysis suggesting lack of effective teamwork (e.g., communication) is involved in 60–70% of serious patient incidents (\u003Ca href=\"#B94\"\u003ERabøl, 2011\u003C\u002Fa\u003E). In the field, teamwork can affect clinical (e.g., diagnostic accuracy, time to response\u002Ftreatment), patient (e.g., complications, length of stay; e.g., \u003Ca href=\"#B107\"\u003ESchmutz and Manser, 2013\u003C\u002Fa\u003E), and employee (e.g., well-being and patient satisfaction; \u003Ca href=\"#B87\"\u003EOgbonnaya et al., 2018\u003C\u002Fa\u003E) outcomes. Fortunately, there is ample evidence to suggest that team interventions in the field can improve teamwork and team performance (\u003Ca href=\"#B61\"\u003EHughes et al., 2016\u003C\u002Fa\u003E; \u003Ca href=\"#B133\"\u003EWeaver, et al., 2014\u003C\u002Fa\u003E).\u003C\u002Fp\u003E\u003Cp class=\"mb15\"\u003EFor teamwork interventions in healthcare to reach their full potential, we need to first identify what drives or contributes to performance. While we have an understanding of the broad teamwork competencies that contribute to effective performance (e.g., shared mental models, mutual respect and trust, communication; \u003Ca href=\"#B138\"\u003EWeller et al., 2014\u003C\u002Fa\u003E), the healthcare field lacks an evidence-based, comprehensive framework to better understand what facilitates and hinders effective multidisciplinary teamwork. Also lacking is an understanding of the most common teamwork challenges for multidisciplinary teams, how they can manifest in the field, and how they can be addressed.\u003C\u002Fp\u003E\u003Ch3 class=\"pt0\"\u003EPurpose\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003EThis effort set out to accomplish two primary objectives, both of which hold implications for research and practice: 1) to develop a comprehensive, evidence-based framework for healthcare team effectiveness, and 2) to generate a practical assessment tool that aligns with the framework and use this tool to identify common teamwork challenges. Towards the accomplishment of Objective 1, a framework for team effectiveness, informed by team science and grounded in data from the field, is introduced and critical team competencies defined. At present, the field has yet to establish a robust, evidence-based multidisciplinary framework for effective teamwork that can be integrated into current medical education curriculum. Limited extant team effectiveness research has attempted to generate integrative models that span across multiple healthcare contexts, and incorporate aspects of task design and organizational context (\u003Ca href=\"#B74\"\u003ELemieux-Charles and McGuire, 2006\u003C\u002Fa\u003E). While we acknowledge these contributions as valuable to the field, existing models fail provide a sufficient, in-depth perspective of teamwork essential to multidisciplinary team effectiveness. In addition, existing frameworks that address teamwork fail to span across multiple health professions (e.g., neonatal resuscitation, \u003Ca href=\"#B122\"\u003EThomas et al., 2004\u003C\u002Fa\u003E; emergency medicine, \u003Ca href=\"#B43\"\u003EFernandez et al., 2008\u003C\u002Fa\u003E; and healthcare governance, \u003Ca href=\"#B16\"\u003EBrown et al., 2018\u003C\u002Fa\u003E). Our framework addresses both of these concerns by defining components to team effectiveness that are essential to multidisciplinary teams across healthcare contexts (i.e., clinical, administrative, research).\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003ETo achieve our second objective, we created and administered a diagnostic tool aligned with the framework. Follow-up qualitative inquiry was used to provide a case study or enriched interpretation of how teams experience these challenges, potential root causes, and the consequences for team outcomes. Despite the significant progress that has been made in understanding the difficulties healthcare teams face, challenges unique to multidisciplinary teams and how they manifest in the field remain less understood (\u003Ca href=\"#B54\"\u003EHall, 2005\u003C\u002Fa\u003E). As a result, the increase in multidisciplinary team care in healthcare settings has come with a tradeoff of placing teams in uncharted territory, encountering problems specific to interdependent multidisciplinary work that members are less equipped to navigate effectively. Finally, we complement these two objectives by providing evidence-based strategies or solutions, drawing from both the literature and our collective experience with team development, for addressing these common challenges.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EIn the sections that follow, we provide a brief discussion of relevant background research and report the development of the unified framework (Objective 1) created through interviews, focus groups, and extant literature. We also outline the development and refinement of a practical tool corresponding to the framework informed by team and healthcare subject matter experts or SMEs (Objective 2). In addition, we discuss deployment of this tool with a diverse sample of healthcare teams spanning multiple contexts within a larger hospital system. Following this, we present teamwork challenges identified through survey data and further explored through follow-up debriefs. We conclude by presenting illustrative case studies exemplifying five of the most common teamwork and evidence-based approaches to address these challenges.\u003C\u002Fp\u003E\u003Ca id=\"h3\" name=\"h3\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EBackground\u003C\u002Fh2\u003E\u003Cp class=\"mb0\"\u003EWe grounded this effort in the research literature on team effectiveness in healthcare. Below we provide a brief overview of this literature, drawing from three overarching streams of research that informed the present work. Specifically, we introduce the concept of team effectiveness and highlight research supporting three distinct dimensions of team effectiveness: team performance, team functioning, and team viability.\u003C\u002Fp\u003E\u003Ch3 class=\"pt0\"\u003ETeam Effectiveness\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003ETeam effectiveness can remain elusive and ill-defined if not clearly operationalized and consistently measured. Towards this end, team effectiveness is best understood as the combination of 1) team performance (results), 2) team functioning, and 3) team viability (\u003Ca href=\"#B53\"\u003EHackman and Lorsch, 1987\u003C\u002Fa\u003E). Essentially, effectiveness is a combination of what the team is able to accomplish (results – also referred to as team performance outcomes), how the team functions while working together on a daily basis (team functioning), and whether the team believes they would be able to continue successfully working together in the future (viability; \u003Ca href=\"#B53\"\u003EHackman and Lorsch, 1987\u003C\u002Fa\u003E). This multidimensional conceptualization is critical as it is not only present-focused, but takes into account future outcomes and members' beliefs about the team.\u003C\u002Fp\u003E\u003Ch3 class=\"pt0\"\u003ETeam Performance (Results)\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003ETeam performance is regarded as a process reflective of individual and team-level teamwork, taskwork, and emergent team-level processes that arise when working towards a shared goal (\u003Ca href=\"#B70\"\u003EKozlowski and Klein, 2000\u003C\u002Fa\u003E; \u003Ca href=\"#B102\"\u003ESalas et al., 2007\u003C\u002Fa\u003E; \u003Ca href=\"#B100\"\u003ESalas et al., 2008\u003C\u002Fa\u003E). Based on this definition, \u003Cem\u003Eteam performance\u003C\u002Fem\u003E is often captured through objective production metrics (quotas, rates of production, etc.) in an effort to substantiate assertions of team performance improvement with tangible \u003Cem\u003Eresults\u003C\u002Fem\u003E (\u003Ca href=\"#B3\"\u003EBarrick et al., 1998\u003C\u002Fa\u003E). Other subjective metrics have also proven useful in capturing team performance, such as peer and supervisor ratings (\u003Ca href=\"#B3\"\u003EBarrick et al., 1998\u003C\u002Fa\u003E). The healthcare industry operates in a high-reliability context, and has a critical need to continually enhance team performance due to the nature and gravity of sub-optimal performance (i.e., patient quality of care and safety). Importantly, patient outcomes are impacted by clinical, administrative, and research teams alike. Thus, understanding factors that underpin team performance across different healthcare functions is essential to promoting team effectiveness in healthcare.\u003C\u002Fp\u003E\u003Ch3 class=\"pt0\"\u003ETeam Functioning\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003ETeam performance results from the combination of two streams of \u003Cem\u003Eteam functioning\u003C\u002Fem\u003E (i.e., how the team performs on a day-to-day basis): teamwork and taskwork (\u003Ca href=\"#B101\"\u003ESalas et al., 2004\u003C\u002Fa\u003E). Taskwork encompasses actions required for successful task completion contributing towards goal accomplishment (\u003Ca href=\"#B12\"\u003EBowers et al., 1997\u003C\u002Fa\u003E), and teamwork consists of the interrelated attitudes, behaviors, and cognitions (ABCs) needed to carry out interdependent actions required of the team (\u003Ca href=\"#B102\"\u003ESalas et al., 2007\u003C\u002Fa\u003E). Although taskwork is acknowledged as important, researchers argue the linchpin to team performance is effective teamwork (\u003Ca href=\"#B134\"\u003EWeaver et al., 2010\u003C\u002Fa\u003E). Seminal research on teams in healthcare has established the linkage between teamwork and team performance outcomes. For example, \u003Ca href=\"#B79\"\u003EManser (2009)\u003C\u002Fa\u003E synthesized multiple streams of research, finding that research on adverse events, healthcare provider perceptions, and clinical performance all supported the positive relationship between teamwork and patient safety. Better teamwork is associated with lower patient morbidity and mortality, as well as other critical outcomes such as reduced nursing turnover and increased patient satisfaction. Taken together, teamwork has proven instrumental to healthcare performance outcomes, meriting efforts to clarify how best to facilitate effective teamwork.\u003C\u002Fp\u003E\u003Ch3 class=\"pt0\"\u003ETeam Viability\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003EThe final component of team effectiveness, \u003Cem\u003Eteam viability\u003C\u002Fem\u003E, pertains to future predictions of team functioning. A team’s perception of viability is subject to change after each performance episode and can be based on a broad number of factors – team processes, inputs, outcomes, and context – making it a more dynamic feature of effectiveness to capture (\u003Ca href=\"#B10\"\u003EBell, and Marentette, 2011\u003C\u002Fa\u003E). Despite the higher level of dynamism and fluidity in viability, researchers have asserted it is a critical criterion of effectiveness (\u003Ca href=\"#B116\"\u003ESundstrom et al., 1990\u003C\u002Fa\u003E), as it can be used to forecast the likelihood of a team operating successfully in the future. As with the preceding criteria, supervisor ratings (\u003Ca href=\"#B3\"\u003EBarrick et al., 1998\u003C\u002Fa\u003E) and self-report measures (e.g., survey items) (\u003Ca href=\"#B19\"\u003EBushe and Coetzer, 2007\u003C\u002Fa\u003E; \u003Ca href=\"#B10\"\u003EBell and Marentette, 2011\u003C\u002Fa\u003E) have been used to capture team viability. In sum, many methods have been deployed to assess each facet of team effectiveness; it is with this in mind that we endeavor to provide and pilot test both a framework and a practical diagnostic measure that is carefully aligned with the framework to capture team effectiveness in healthcare.\u003C\u002Fp\u003E\u003Ca id=\"h4\" name=\"h4\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EMethod\u003C\u002Fh2\u003E\u003Cp class=\"mb15\"\u003EAs previously mentioned, we aimed to achieve two objectives: 1) to develop a comprehensive, evidence-based framework for healthcare team effectiveness, and 2) create a practical assessment tool that aligns with the framework and use this tool to identify common teamwork challenges. Specifically, the framework was informed from multiple sources, including the literature on team science, interviews, and focus groups. Next, a practical tool that aligns with the framework was developed and refined based on input from team and healthcare SMEs. The tool was deployed with a diverse sample of teams across different healthcare functions in a large healthcare system. Finally, teamwork challenges were identified from both quantitative survey data and post-survey follow-up debriefs to add context and rich detail. In the sections that follow, the above process is outlined in more detail, followed by presentation of five of the most common teamwork challenges across the teams, rich illustrative cases studies of each challenge, and evidence-based solutions for addressing these challenges. This study received Institutional Review Board exemption and did not require informed consent (Protocol 2020-0627).\u003C\u002Fp\u003E\u003Ch3 class=\"pt0\"\u003EParticipants\u003C\u002Fh3\u003E\u003Ch5\u003EObjective 1\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EFor development of the Team Effectiveness Framework, participants included 26 (76.9% F, 23.1% M) employees from a large healthcare organization in the Southwest United States. Of all participants, 69.2% were White, 11.5% were Black, and 7.7% were Asian, 3.8% were Hispanic, and 7.7% were other or non-disclosed. These participants included 10 healthcare leaders representing a variety of functional areas (including Nursing Education, Pharmacy, Communications, Interprofessional Education, Performance Improvement, and Leadership Development), three team science SMEs, and 13 frontline healthcare employees.\u003C\u002Fp\u003E\u003Ch5\u003EObjective 2\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003ESurvey participants were 96 healthcare professionals (\u003Cem\u003EN\u003C\u002Fem\u003E = 10 teams, 96 individuals; 66.7% F, 32.3% M) from a large healthcare organization in the Southwest United States employed across a variety of clinical and administrative functions. Of all participants, 31.3% were White, 30.2% were Black, and 22.9% were Asian, 12.5% were Hispanic, and 3.1% were other or non-disclosed (note that 13 participants contributed to both Objectives 1 and 2). A subset of 35 participants contributed to further qualitative data collection (20 individual interviews, one 15 person debrief). All participants were involved in an administrative team performance improvement program that was open to all members of the institution across clinical, research, and administrative sectors. The leaders of the teams opted in to the performance improvement program.\u003C\u002Fp\u003E\u003Ch3 class=\"pt0\"\u003EResearch Design and Procedures\u003C\u002Fh3\u003E\u003Ch5\u003EObjective 1\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EDevelopment of the framework utilized a qualitative research design similar to a grounded theory, which is well-suited to the present effort because it allows for drawing from the vast knowledge on team science (i.e., a deductive approach) as well as for the capture of data unique to multidisciplinary healthcare teams (i.e., an inductive approach). Specifically, the literature on team science was used to create an initial framework based on existing theory. Competencies that have proven critical to teams were drawn from the literature to create an initial list for inclusion in the framework. Team science experts then conducted interviews and focus groups to develop and refine the framework to the unique context. Specifically, input was sought both from individuals who work together in teams in the field and from SMEs who work extensively with a variety of healthcare teams to ensure the framework would be applicable across different aspects of healthcare. The framework was developed through three steps.\u003C\u002Fp\u003E\u003Ch5\u003EGrounding in the Existing Team Science Literature\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003ETo identify potential team competencies of interest, we first scanned the literature on teams and team performance models in healthcare. Two team science SMEs reviewed these to establish a preliminary list of critical team competencies.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EThe two team science SMEs then conducted semi-structured interviews with a group of multidisciplinary healthcare professionals (\u003Cem\u003EN = 13\u003C\u002Fem\u003E). The interview protocol addressed the structure and purpose of teams, individual roles and responsibilities, and factors that facilitate and hinder team performance.\u003C\u002Fp\u003E\u003Ch5\u003EThematic Analysis and Initial Framework Development\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EQualitative interview data were then thematically analyzed. Competencies identified through the interview process were integrated with the preliminary competencies identified from the literature to create an initial framework.\u003C\u002Fp\u003E\u003Ch5\u003ERefinement of the Framework Though Iterative Feedback and Revision\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EThe initial framework was then presented to a working group of key stakeholders representative of the different functions across a healthcare system, including Nursing Education, Pharmacy, Communications, Interprofessional Education, Performance Improvement, and Leadership Development (\u003Cem\u003EN\u003C\u002Fem\u003E = 13). Through a series of focus groups facilitated by two team science SMEs, stakeholders provided feedback that was incorporated into framework revisions. Specifically, stakeholders refined competency terms to aid in understanding and added key components not identified through the literature (e.g., Assume Positive Intent). The final framework contains 27 competencies that are critical to team effectiveness in healthcare (\u003Cem\u003Esee\u003C\u002Fem\u003E \u003Ca href=\"#F1\"\u003EFigure 1\u003C\u002Fa\u003E for framework and \u003Ca href=\"#app1\"\u003EAppendix A\u003C\u002Fa\u003E for a description of competencies). Teams that exhibit these competencies demonstrate more effective team functioning (e.g., exchanging information effectively) and vitality (e.g., believing they can succeed) and experience conditions that enable team results (e.g., adequately staffed).\u003C\u002Fp\u003E\u003Cdiv class=\"DottedLine\"\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"Imageheaders\"\u003EFIGURE 1\u003C\u002Fdiv\u003E\u003Cdiv class=\"FigureDesc\"\u003E\u003Ca href=\"https:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-g001.jpg\" name=\"Figure1\" target=\"_blank\"\u003E\n \u003Cpicture\u003E\n \u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=480&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-g001.jpg\" media=\"(max-width: 563px)\"\u003E\u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=370&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-g001.jpg\" media=\"(max-width: 1024px)\"\u003E\u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=290&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-g001.jpg\" media=\"(max-width: 1441px)\"\u003E\u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=410&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-g001.jpg\" media=\"\"\u003E\u003Csource type=\"image\u002Fjpg\" srcset=\"https:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-g001.jpg\" media=\"\"\u003E \u003Cimg src=\"https:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-g001.jpg\" alt=\"www.frontiersin.org\" id=\"F1\" loading=\"lazy\"\u003E\n \u003C\u002Fpicture\u003E\n\u003C\u002Fa\u003E\u003Cp\u003E\u003Cstrong\u003EFIGURE 1\u003C\u002Fstrong\u003E. Comprehensive Team Effectiveness Framework.\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"clear\"\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"DottedLine\"\u003E\u003C\u002Fdiv\u003E\u003Ch3 class=\"pt0\"\u003EObjective 2\u003C\u002Fh3\u003E\u003Ch5\u003ETeam Diagnostic Tool (Objective 2.1)\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EFor \u003Cstrong\u003EObjective 2.1,\u003C\u002Fstrong\u003E we first needed to create a practical assessment tool to measure each of the 27 components of the framework (see \u003Ca href=\"#app1\"\u003EAppendix A\u003C\u002Fa\u003E for a description). The \u003Cstrong\u003ETeam Diagnostic Tool,\u003C\u002Fstrong\u003E designed to capture a snapshot of team effectiveness and reduce the survey fatigue common in healthcare, was developed in three steps:\u003C\u002Fp\u003E\u003Ch5\u003EInitial Item Development\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EFirst, one subject matter expert (SME) drafted one survey item per competency in the framework. Survey items were based on the competency definitions available in the literature.\u003C\u002Fp\u003E\u003Ch5\u003EItem Quality Review\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003ENext, each item was independently reviewed by two subject matter experts for clarity and content. Item edits suggested by the SMEs were incorporated into the next iteration of the survey.\u003C\u002Fp\u003E\u003Ch5\u003EItem Comprehension Review\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EFinally, one expert in the field of employee development, but not in teams and teamwork, reviewed the items to ensure they were easily understandable by healthcare professionals across disciplines (i.e., free from jargon). Final item edits were made after this review, and items were uploaded to Qualtrics survey platform.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EThe final tool contained a set of 27 items that assess various aspects of team effectiveness. Items were rated on a Likert-type scale with the anchors: 1) Does Not Describe my Team at All to 9) Describes my Team Very Well. Example items include: 1) Both leaders and team members hold individuals \u003Cstrong\u003Eaccountable\u003C\u002Fstrong\u003E for their commitments and for behaving professionally, 2) \u003Cstrong\u003ERoles are defined clearly\u003C\u002Fstrong\u003E on this team, including responsibilities, reporting structure, and decision-making authority, and 3) Team members communicate effectively by \u003Cstrong\u003Eexchanging information\u003C\u002Fstrong\u003E that is clear, accurate, timely, and unique.\u003C\u002Fp\u003E\u003Ch5\u003EIdentification of Teamwork Challenges (Objective 2.2)\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EFor \u003Cstrong\u003EObjective 2.2\u003C\u002Fstrong\u003E, the identification of common teamwork challenges, we used a mixed method, explanatory design. Quantitative data collection and analysis (i.e., deployment of the Team Diagnostic Tool) was followed up by qualitative data collection (i.e., interviews and focus groups; \u003Cem\u003Esee\u003C\u002Fem\u003E\u003Ca href=\"#app2\"\u003EAppendix B\u003C\u002Fa\u003E for sample items) and analysis to aid in deeper interpretation of the data. Average interview and focus group length was approximately 1 h per interview\u002Ffocus group.\u003C\u002Fp\u003E\u003Ch5\u003EDiagnosing Team Effectiveness\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EThe Team Diagnostic Tool described above was deployed to each of the teams (\u003Cem\u003EN\u003C\u002Fem\u003E = 10 teams, 96 individuals) that participated in the study. These healthcare teams represented both clinical and administrative functions. The purpose of the tool was to provide a practical and quantitative diagnosis of each team’s competencies as depicted in the framework and assess its strengths and potential challenges to team effectiveness.\u003C\u002Fp\u003E\u003Ch5\u003EInitial Presentation of Results\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EOnce the data from the Team Diagnostic Tool was analyzed (i.e., team averages were calculated for each item), results were presented to the team leader and then team members (de-identified and aggregated to the team level) of each team.\u003C\u002Fp\u003E\u003Ch5\u003EFollow Up Debriefs\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EFollowing the presentation of Team Diagnostic Tool data, individual semi-structured interviews (\u003Cem\u003EN\u003C\u002Fem\u003E = 20 individuals) and one focus group (\u003Cem\u003EN\u003C\u002Fem\u003E = 15 individuals) were held. The purpose of the interviews and focus group was to operationalize or provide rich detail around the challenges identified by the initial Team Diagnostic Tool.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EIn sum, using data aggregated across all teams, teamwork competencies consistently among the lowest rated were identified and represent a set of common challenges to healthcare team performance. Qualitative data from semi-structured interviews and group debriefs were thematically analyzed to explore the unique ways these challenges manifest in both clinical and administrative teams. Below, we introduce the framework, present the common challenges for healthcare teams, and provide evidence-based guidance on how to address the challenges and create high-performing teams.\u003C\u002Fp\u003E\u003Ca id=\"h5\" name=\"h5\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EResults\u003C\u002Fh2\u003E\u003Ch3 class=\"pt0\"\u003EFramework Introduction\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003EThe proposed framework is unique in at least two ways (\u003Cem\u003Esee\u003C\u002Fem\u003E\u003Ca href=\"#F1\"\u003EFigure 1\u003C\u002Fa\u003E; \u003Ca href=\"#B141\"\u003EZajac et al., in press\u003C\u002Fa\u003E). First, it is broadly applicable across the many types of teams that contribute to the quality and safety of patient care. While the importance of teamwork across all types of healthcare teams (e.g., administrative and research teams; \u003Ca href=\"#B73\"\u003ELeggat, 2007\u003C\u002Fa\u003E) has been recognized, the majority of research is conducted with clinical teams. We aim for the framework to be adopted to create and study team development interventions (TDIs) across all sectors of healthcare, and to be integrated into healthcare professional education. Second, the levels of the framework build upon each other to contribute to the development of the ideal team states. This point is critical when determining where to target limited resources for team development. If gaps exist in lower levels of the framework, efforts may be maximized by focusing there first.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EThe framework delineates 27 competencies that are essential for high-performing teams functioning in large healthcare systems. Specifically, we present a blueprint for fostering team effectiveness through a hierarchical structure of building blocks organized by overarching themes (i.e., levels). While we acknowledge the importance of individual level traits (e.g., assertiveness, personal cultural traits) on team effectiveness, we did not include them in our framework as we focus specifically on team level variables. The \u003Cstrong\u003EFoundations\u003C\u002Fstrong\u003E of team effectiveness can be thought of as laying the groundwork for successful teamwork (e.g., Supportive Culture); if these elements are not in place initially, it can have a negative bottom-up impact on components at higher levels of the framework. Often termed \u003Cem\u003Eenabling conditions\u003C\u002Fem\u003E, these critical aspects of teams have been evidenced to account for up to half of the variation in team performance (\u003Ca href=\"#B51\"\u003EHackman, 2012\u003C\u002Fa\u003E). The attitudes, behaviors, and cognitions, or \u003Cstrong\u003EABCs\u003C\u002Fstrong\u003E of teamwork, refer to how teams think, feel, and act. Some ABCs are team-specific competencies in that they are associated with a specific team and context (e.g., clear roles, shared mental models), while others are generic or transportable and can be trained and brought to any team or situation (e.g., closed-loop communication; \u003Ca href=\"#B134\"\u003EWeaver et al., 2010\u003C\u002Fa\u003E). Finally, the \u003Cstrong\u003EIdeal Team States\u003C\u002Fstrong\u003E are emergent properties that arise from individual team member characteristics and the ABCs, or how teams interact over time. According to \u003Ca href=\"#B70\"\u003EKozlowski and Klein (2000)\u003C\u002Fa\u003E, “A phenomenon is emergent when it originates in the cognition, affect, behaviors, or other characteristics of individuals, is amplified by their interactions, and manifests as a higher-level, collective phenomenon’’ (p. 55). Because these ideal team states are emergent and built from the ABCs and foundations, we focus our identification of team challenges at the first two levels of this framework (\u003Cem\u003Esee\u003C\u002Fem\u003E\u003Ca href=\"#app1\"\u003EAppendix A\u003C\u002Fa\u003E for a description of each competency).\u003C\u002Fp\u003E\u003Ch3 class=\"pt0\"\u003EIdentification of Teamwork Challenges\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003ETo identify common challenges, we began by calculating descriptive statistics including the average score of each competency within each team. Further analyses were then conducted to identify the five competencies consistently rated the lowest across all teams (i.e., which competencies were ranked lowest across teams with the highest frequency). The team-level competency ratings were dichotomized such that items rated within the five lowest competencies on the team indicated the presence of a challenge. The dichotomized variables were dummy coded across teams with challenging competencies valued as 1 and not challenging as 0. Frequencies were then generated to identify the five most challenging competencies (i.e., competencies that appeared in the bottom five most frequently). A comparison of clinical and non-clinical teams revealed the top challenges remained largely the same across the different functions.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003ETo build upon these findings, qualitative data was collected in the form of field notes from free response questions embedded in the survey, interviews, and focus groups. This allowed for triangulation of the data and identification of the different ways in which challenges associated with each competency can manifest on teams. Researchers have supported the value of qualitative analyses in healthcare to capture underlying phenomena experienced by healthcare providers and patients (\u003Ca href=\"#B132\"\u003EVaismoradi et al., 2013\u003C\u002Fa\u003E). The qualitative analyses were carried out by two researchers with expertise in team science. All qualitative data was analyzed by both researchers separately using Atlas.ti (a qualitative data analysis software). Specifically, using the list of team competencies derived from Objective 1 and the Team Effectiveness Framework as a codebook, each coder read through interview or focus group transcripts. Excerpts from the transcripts were coded or labeled with the representative team competency, and extensive notes were captured on how the competency manifested itself. The researchers met to discuss discrepancies at the midpoint and conclusion of the coding process. Taken together, our methodological approach aligns with the literature on teams, by utilizing multiple modalities to capture team-level phenomenon (\u003Ca href=\"#B103\"\u003ESalas et al., 2017\u003C\u002Fa\u003E), providing a quantitative foundation for revealing common challenges, and the qualitative insight to enrich our interpretation and provide examples of how the challenges manifest in the healthcare context. Below, we present five common teamwork challenges along with case studies that were derived from the qualitative data collection effort (i.e., from the interviews and focus groups conducted during the team development activities).\u003C\u002Fp\u003E\u003Ch3 class=\"pt0\"\u003EAccountability\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003EAccountability has been regarded as a key feature that enables teams to effectively outperform independent individual efforts (\u003Ca href=\"#B68\"\u003EKatzenbach and Smith, 2005\u003C\u002Fa\u003E). Accountability is often defined in terms of an employee or team accepting responsibility or answering for certain deliverables, for example as, “the means by which individuals and organizations report to a recognized authority (or authorities) and are held responsible for their actions” (\u003Ca href=\"#B39\"\u003EEdwards and Hulme, 1996\u003C\u002Fa\u003E; p. 967). While there is no doubt that following through on commitments is important to performance, accountability can also be defined as something a leader fosters more proactively. \u003Ca href=\"#B15\"\u003EBregman (2016)\u003C\u002Fa\u003E asserts that getting angry, frustrated, or pleading when goals are not met rarely works as a strategy for holding team members accountable. Instead, the author urges leaders to provide the following to create accountability and set employees up for success: 1) clear expectations around the desired outcome, the desired approach to achieving the outcome, and how success will be measured (2), the skills and resources needed to meet expectations, 3) clear, measurable targets with associated milestones, 4) open and ongoing feedback, and 5) clear consequences for success or failure. The employee or team can help co-create these conditions, but they need to be in place up front.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EIn the context of healthcare, accountability is of particular importance as the tasks teams engage in ultimately affect patient safety and quality of care. Unfortunately, efforts examining accountability have revealed that many teams face challenges; specifically, \u003Ca href=\"#B17\"\u003EBrown et al. (2011)\u003C\u002Fa\u003E examined conflict in primary healthcare teams (PHCTs), finding that accountability was one of three main sources of conflict. Many of these challenges arise out of incongruences between current approaches to patient care and assignment of accountability (\u003Ca href=\"#B73\"\u003ELeggat, 2007\u003C\u002Fa\u003E; \u003Ca href=\"#B7\"\u003EBell et al., 2011\u003C\u002Fa\u003E). Put differently, from a multilevel perspective, the accountability structures in many healthcare organizations are seemingly at odds with the team-level care healthcare providers are expected to deliver to patients, and the individual level to which accountability is assigned (\u003Ca href=\"#B73\"\u003ELeggat, 2007\u003C\u002Fa\u003E). This can be problematic as medical errors often occur through multiple breakdowns in teamwork, wherein responsibility falls on several members of the team (\u003Ca href=\"#B7\"\u003EBell et al., 2011\u003C\u002Fa\u003E).\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EBelow, we examine how accountability challenges manifested on one such team and follow this with recommendations for interventions.\u003C\u002Fp\u003E\u003Ch5\u003ECase Example: Accountability vs. Punishment and Blame\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EThe exemplar team for accountability functioned on the administrative side of processing clinical trials. Because the output of this team directly influenced the research activities and financial outcomes of the institution, expectations for timely and high-quality work were high. To encourage accountability, each member of the team was required to sign an individual accountability contract, holding them to a standard output of quality and quantity. Accountability measures in and of themselves may not be problematic and are commonplace in organizations; they can take the form of formal reporting relationships, individual and team performance evaluations, and group norms (\u003Ca href=\"#B45\"\u003EFrink and Klimowksi, 1998\u003C\u002Fa\u003E). Implemented under the right circumstances, these measures \u003Cem\u003Ecan\u003C\u002Fem\u003E result in positive outcomes. For example, \u003Ca href=\"#B123\"\u003EThoms et al. (2002)\u003C\u002Fa\u003E found accountability measures increased employee perception that coworkers and managers were aware of their work, and ultimately improved job satisfaction.While the accountability document was intended to increase motivation and follow-through, it was perceived as a way to place blame and punish those who did not meet goals. Essentially, this effort fell short because it ignored the pre-conditions for success or the proactive establishment of accountability delineated by Bergman (2016). First, clear, challenging (yet achievable) expectations were not established or consistent. Priorities of the team changed rapidly, and changes (although necessary) were implemented without a strong or cohesive message from leadership, leading to the perception by some that change was “optional” or that leadership was enforcing change inconsistently or unfairly. For example, a new policy was implemented and no clear expectations for how it would be enforced were established, leading some team members to wonder if everyone was being held accountable – was everyone actually adhering to the new policy, and moreover was anyone going to check for compliance? Second, not all team members had the capability or skills needed to meet the expectations (i.e., in terms of the Team Effectiveness Framework, they were not trained). Specifically, because the team was in a fast-paced, high-pressure environment, new employees were not receiving the onboarding training they needed to be successful. As is common in many teams, members were required to “figure it out as they go.\" This resulted in new members working longer hours, missing their performance goals despite these long hours, and making numerous mistakes. In addition to this, qualitative data revealed employees felt they lacked the needed continuing education (e.g., around new processes and procedures) and cross-training to understand how their work affected the group that received it.Ultimately, the end result was a detriment to team morale when members were held accountable for goals they felt they could not achieve. Mistakes led to the threat of additional accountability measures from an institutional body outside of the department, and the formation of an internal accountability team that raised tension and conflict. The department experienced a significant amount of turnover from both managers and frontline staff.\u003C\u002Fp\u003E\u003Ch5\u003ESolutions for Accountability\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EAccountability is an enormous and sometimes complicated concept; teams presenting with a concern around accountability could be experiencing a number of underlying issues. Often additional information is needed to pinpoint the contributing factors (for example, in the previous case, causes included unclear expectations and lack of training). One such intervention that can provide more insight is the Start, Stop, and Continue (SSC) exercise. The SSC exercise can be thought of as a dedicated time or opportunity for the team to debrief on their collective experience. According to \u003Ca href=\"#B25\"\u003ECiccarelli (2016)\u003C\u002Fa\u003E, the “Start” bucket is the best place to begin—this includes generating new ideas around where the team should invest time, new initiatives, or improved processes that could move the team forward. The “Stop” bucket includes items that get in the team’s way, including activities that cost a great deal of time with little return, distract from the core purpose of the team, or cause undue stress or conflict. Finally, identify the activities that result in positive outcomes, and that the team should “Continue” moving forward.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003ETo create clear expectations and a shared awareness of changes to policy and procedures (and importantly, how changes impact the team’s work) leadership teams should be intentional about creating strategic communication plans. The literature on change management provides a wealth of advice on communicating change. For example, \u003Ca href=\"#B2\"\u003EBalogun (2003)\u003C\u002Fa\u003E examined the complexity of change and how this affects choice of communication media. Routine changes communicated via individual, personal methods (e.g., face-to-face, telephone) may be overly complicated, while complex changes communicated more general (i.e., employee announcements) may lack depth and sensitivity. While a review of the literature around communicating change is beyond the scope of this article, we provide key points that can be used as a checklist when creating a communication strategy (See \u003Ca href=\"#T1\"\u003ETable 1\u003C\u002Fa\u003E).\u003C\u002Fp\u003E\u003Cdiv class=\"DottedLine\"\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"Imageheaders\"\u003ETABLE 1\u003C\u002Fdiv\u003E\u003Cdiv class=\"FigureDesc\"\u003E\u003Ca href=\"https:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t001.jpg\" name=\"Table1\" target=\"_blank\"\u003E\n \u003Cpicture\u003E\n \u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=480&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t001.jpg\" media=\"(max-width: 563px)\"\u003E\u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=370&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t001.jpg\" media=\"(max-width: 1024px)\"\u003E\u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=290&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t001.jpg\" media=\"(max-width: 1441px)\"\u003E\u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=410&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t001.jpg\" media=\"\"\u003E\u003Csource type=\"image\u002Fjpg\" srcset=\"https:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t001.jpg\" media=\"\"\u003E \u003Cimg src=\"https:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t001.jpg\" alt=\"www.frontiersin.org\" id=\"T1\" loading=\"lazy\"\u003E\n \u003C\u002Fpicture\u003E\n\u003C\u002Fa\u003E\u003Cp\u003E\u003Cstrong\u003ETABLE 1\u003C\u002Fstrong\u003E. Elements of a strategic communication plan.\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"clear\"\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"DottedLine\"\u003E\u003C\u002Fdiv\u003E\u003Ch3 class=\"pt0\"\u003EConflict Management\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003EConflict is inherent to working in diverse teams, and under certain circumstances can be beneficial to team outcomes. Conflict in teams is often broken down into two distinct categories delineated by \u003Ca href=\"#B65\"\u003EJehn (1999)\u003C\u002Fa\u003E, and each has its own unique influence on performance. \u003Cem\u003ERelationship Conflict\u003C\u002Fem\u003E, which arises from interpersonal issues and differences in personality, values, and beliefs, almost universally has a negative influence on team member attitudes and team effectiveness (e.g., motivation, commitment, performance; \u003Ca href=\"#B22\"\u003EChen at al., 2011\u003C\u002Fa\u003E; \u003Ca href=\"#B110\"\u003EShaw et al., 2011\u003C\u002Fa\u003E). On the other hand, the association between \u003Cem\u003ETask Conflict\u003C\u002Fem\u003E, defined as disagreements among ideas, opinions, and approaches to the task (\u003Ca href=\"#B65\"\u003EJehn, 1999\u003C\u002Fa\u003E), and team outcomes is much more complicated. \u003Ca href=\"#B31\"\u003EDe Dreu (2006)\u003C\u002Fa\u003E suggests there may be a curvilinear relationship among task conflict and outcomes such as innovation, such that moderate levels of task conflict result in the best outcomes. We argue, whether or not the positive aspects of task conflict are realized may depend largely on how the conflict is managed.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EConflict management has been defined by \u003Ca href=\"#B32\"\u003EDeChurch and Marks (2001)\u003C\u002Fa\u003E as “strategies implemented by group members aimed at reducing or solving conflict” (p. 6). The authors find that task conflict can lead to greater performance and satisfaction; however, this only holds true if managed actively (i.e., open discussion of differences and firm pursuit of one’s ideas) and agreeably (i.e., pleasant, relaxed). The conflict management literature has since steadily grown to include the importance of cooperation and competition styles (\u003Ca href=\"#B114\"\u003ESomech et al., 2009\u003C\u002Fa\u003E). In \u003Ca href=\"#B33\"\u003EDeChurch et al. (2013)\u003C\u002Fa\u003E, the authors theoretically separate conflict states (i.e., \u003Cem\u003Ewhat\u003C\u002Fem\u003E teams are disagreeing about) and conflict process (i.e., \u003Cem\u003Ehow\u003C\u002Fem\u003E teams incorporate disagreements), and find meta-analytic support for this distinction. The authors assert it is the latter, conflict process, which directly influences performance; findings suggest that when conflict states are controlled, processes used to manage conflict predicted more variance in team outcomes than did the states themselves.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003ETask conflict management strategies are essentially reflective of the way dissent is processed at the team level and have indeed been linked to team outcomes (\u003Ca href=\"#B6\"\u003EBehfar et al., 2008\u003C\u002Fa\u003E). Regardless of what a specific management style is called, taxonomies of conflict style have one underlying theme; effective styles result in sincere consideration and integration of other’s input while ineffective styles lead to dismissal of ideas and lost information (\u003Ca href=\"#B64\"\u003EJanssen et al., 1999\u003C\u002Fa\u003E). \u003Ca href=\"#B75\"\u003ELencioni (2012)\u003C\u002Fa\u003E describes at one end of extreme teams can experience artificial harmony, where team members don’t engage in open, constructive conflict (e.g., because of low levels of trust, desire to appear agreeable, discomfort with confrontation) and strive to keep a level of peace. On the other end of the conflict continuum, teams can experience abrasive personal attacks during disagreements. To be effective, teams need to find a middle ground characterized by psychological safety, where members can openly disagree, respect each other’s input, and walk away without taking things personally (\u003Ca href=\"#B38\"\u003EEdmondson, 1999\u003C\u002Fa\u003E).\u003C\u002Fp\u003E\u003Ch5\u003ECase Study: Extreme Ends of the Conflict Continuum\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EAt either end of the conflict continuum, artificial harmony or personal attacks, consequences can occur for open exchange of ideas; essentially, under these conditions teams are unable to capitalize on the wider pool of knowledge and experience from diverse members. Healthcare attracts many individuals who are passionate about the purpose and mission of their work. Furthermore, these individuals are well-trained experts in their field, and they are working in an environment where their team’s performance can affect patient care and mistakes hold serious consequences. Because of the combinations of these factors, this exemplar team, a senior leadership team (SLT) involved in clinical care, experienced strong, vocal disagreements between members on one end of the continuum. Each member was enthusiastic and entrenched in their positions, and without the right set of skills to uncover them, mutually satisfying solutions were not sought.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EOn the opposite end of the continuum, the strong hierarchy inherent in the medical field has been evidenced to present barriers to speaking up, or what \u003Ca href=\"#B137\"\u003EWeiss et al. 2017\u003C\u002Fa\u003E term voice behavior. The authors note that while research shows employees with lower hierarchical status are often hesitant to speak up because of fear of negative outcomes, the complex, ill-structured nature of problems in healthcare make voicing concerns or opinions even more important. Individual characteristics of employees, including personality (e.g., assertiveness; \u003Ca href=\"#B136\"\u003EWeiss et al., 2014\u003C\u002Fa\u003E) and directness of conflict expression (\u003Ca href=\"#B135\"\u003EWeingart et al., 2015\u003C\u002Fa\u003E) can also create differences in how people speak up, and how comfortable they are doing so. Taken together, these factors can lead to silence being interpreted as agreement when team members are avoidant of conflict. They can also lead to conflict initially focused on the task bleeding over into relationship conflict when conflict styles don’t match (e.g., a direct conflict individual approaches a colleague who prefers indirect expression). In this team, the members varied widely on assertiveness and directness of conflict expression, leaving the less assertive, less direct members to disengage from conflict. Silence from these members was interpreted as agreement.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EFor this team, experiencing both strong task conflict that turned personal as well as artificial agreement led to a number of different negative team outcomes. First, significant time and energy was lost. Specifically, SLT members not directly involved in the conflict spent time that could have been directed toward the task and accomplishing shared goals instead trying to maintain harmony on the team. Second, the valuable contribution of team members, especially direct frontline staff, was lost. These members were hesitant to speak up with an idea or experiment with the unknown or new and innovative processes. Watching the SLT model behaviors perceived as attacking, or hearing their own leaders express a desire to avoid confrontation, strongly influenced their behavior. Poor conflict management between SLT members also led to each of the units within the department feeling siloed. Areas where collaboration between units may have benefited both parties were evident but not taken advantage of. Overall, otherwise well-intentioned, talented leaders created a culture that was prohibiting the open exchange of team members’ diverse perspectives and getting in the way of this team and their staff achieving their full potential.\u003C\u002Fp\u003E\u003Ch5\u003ESolutions for Conflict Management\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003ETo foster constructive task conflict, include courses on negotiation in leadership and team development interventions. According to \u003Ca href=\"#B1\"\u003EAllred et al. (1997)\u003C\u002Fa\u003E, negotiation is the primary process by which conflict can be managed. The authors define effective negotiation as generating mutually satisfying solutions that build or integrate different interests in innovative ways, with the dimensions of claiming value, creating value, and maintaining the ongoing relationship. Solutions that meet the needs of both parties, or create value, include 1) Bridging solutions (i.e., solutions that meet the needs or interest of both people without compromise or tradeoff) and 2) Trade-offs (i.e., strategic trade-offs where one gives up something of lesser importance to obtain something viewed as more important; Rubin et al., 1994). To reach these integrative solutions, team training can include the following behaviors (\u003Ca href=\"#B1\"\u003EAllred et al., 1997\u003C\u002Fa\u003E):\u003C\u002Fp\u003E\u003Cp style=\"margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;\"\u003E• Free exchange of information between negotiators (being forthcoming about one’s own interests and preferences)\u003C\u002Fp\u003E\u003Cp style=\"margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;\"\u003E• Actively listening and seeking to understand the other side’s perspective\u003C\u002Fp\u003E\u003Cp style=\"margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;\"\u003E• Asking more questions about the other's position and making less statements about one's own position\u003C\u002Fp\u003E\u003Cp style=\"margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;\"\u003E• Considering or negotiating for multiple issues rather than each issue separately\u003C\u002Fp\u003E\u003Cp style=\"margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;\"\u003E• Avoiding fixed-pie bias and assumption of the other party’s key interests and priorities\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EUse simulation to get team members comfortable with conflict. Simulation is a powerful tool for teaching teamwork or interpersonal skills (e.g., \u003Ca href=\"#B109\"\u003EShapiro et al., 2004\u003C\u002Fa\u003E), including conflict management. Moreover, as long as psychological fidelity (e.g., the degree to which trainees believe the simulation to be a comparable substitute; \u003Ca href=\"#B95\"\u003ERehmann et al., 1995\u003C\u002Fa\u003E) is high, simulations need not be costly. The design and development of the simulation, however, plays a large role in the efficacy of this intervention (see \u003Ca href=\"#T2\"\u003ETable 2\u003C\u002Fa\u003E for best practices).\u003C\u002Fp\u003E\u003Cdiv class=\"DottedLine\"\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"Imageheaders\"\u003ETABLE 2\u003C\u002Fdiv\u003E\u003Cdiv class=\"FigureDesc\"\u003E\u003Ca href=\"https:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t002.jpg\" name=\"Table2\" target=\"_blank\"\u003E\n \u003Cpicture\u003E\n \u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=480&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t002.jpg\" media=\"(max-width: 563px)\"\u003E\u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=370&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t002.jpg\" media=\"(max-width: 1024px)\"\u003E\u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=290&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t002.jpg\" media=\"(max-width: 1441px)\"\u003E\u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=410&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t002.jpg\" media=\"\"\u003E\u003Csource type=\"image\u002Fjpg\" srcset=\"https:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t002.jpg\" media=\"\"\u003E \u003Cimg src=\"https:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-t002.jpg\" alt=\"www.frontiersin.org\" id=\"T2\" loading=\"lazy\"\u003E\n \u003C\u002Fpicture\u003E\n\u003C\u002Fa\u003E\u003Cp\u003E\u003Cstrong\u003ETABLE 2\u003C\u002Fstrong\u003E. Simulation best practices.\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"clear\"\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"DottedLine\"\u003E\u003C\u002Fdiv\u003E\u003Ch3 class=\"pt0\"\u003EDecision Making\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003EResearch on individual vs. team decision making bears out that teams can outperform individual decision makers in terms of decision accuracy, and that process gains cannot be explained by the most knowledgeable member or even the average level of knowledge across the team (i.e., there’s a synergistic gain; \u003Ca href=\"#B85\"\u003EMichaelsen et al., 1989\u003C\u002Fa\u003E). Given these benefits, there has been ample research on the factors that contribute to accurate, high-quality team decisions. For example, \u003Ca href=\"#B59\"\u003EHollenbeck et al. (1995)\u003C\u002Fa\u003E identify three individual characteristics that affect decision accuracy, including how informed each individual member of the decision making team is, the validity of individual member recommendations, and the ability of the team leader to weigh recommendations appropriately. \u003Ca href=\"#B131\"\u003EUrban et al. (1996)\u003C\u002Fa\u003E emphasize the importance of the work environment, including time pressure, resource demand, and workload. In working with teams in the field, however, challenges to decision making most often arise when individual team members must combine their expertise and experience to come to a collective decision.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EAccording to \u003Ca href=\"#B97\"\u003ERogers and Blenko (2006)\u003C\u002Fa\u003E, ambiguity in decision making roles and accountability for decisions are the root causes of decisions stalling inside organizations. The authors present the RAPID model that delineates team decision roles, standing for Recommend, Agree, Perform, Input, and Decide. Those who recommend a course of action are responsible for interpreting relevant data and proposing a course of action. Those who provide input present the facts and the practicality or feasibility of different courses of action. Importantly, both of these can be distinct from those who must agree or sign off on a decision before it can move forward. Finally, the person(s) with the authority to decide makes the final decision, and those who perform carry out the decision.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EEqually important is clearly defining what level of agreement those with final decision authority need to achieve. Desired level of agreement depends on a number of factors, including level of risk involved, uncertainty or complexity in the environment, and commitment needed to the implementation. Decision consensus occurs when all members with responsibility for making the final decision agree. Often this level of agreement can be time consuming or difficult to achieve. Further, while this level of consensus may be appropriate in some situations, at the extreme level this can result in loss of individual perspectives and groupthink (\u003Ca href=\"#B63\"\u003EJanis, 1982\u003C\u002Fa\u003E). Majority rule occurs when the decision is put to a vote. In teams where power or influence is distributed unequally, majority rule can have a potential for reducing these inequalities (\u003Ca href=\"#B42\"\u003EFalk and Falk, 1981\u003C\u002Fa\u003E). Majority rule can also be used in situations with time constraints or ambiguous, incomplete information; however, this can leave the dissenting group with less commitment to the outcomes. Finally, leader-made decisions occur when a formal or informal leader is solely responsible for the decision. While \u003Ca href=\"#B60\"\u003EHolloman and Hendrick (1972)\u003C\u002Fa\u003E find decision adequacy increases with the direct participation of more group members, the leader must carefully consider the situation (e.g., sensitivity of the data) and constraints (e.g., time pressure).\u003C\u002Fp\u003E\u003Ch5\u003ECase Example: Unclear Decision Roles\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EDyad leadership is defined by \u003Ca href=\"#B104\"\u003ESanford (2015)\u003C\u002Fa\u003E as two people working together as a team to co-lead a specific department, division, or clinical service line. According to the authors, this model consists of two people with different backgrounds (e.g., professional field, training, education, skill sets) that are paired together with the assumption that they can perform above and beyond what either could individually. Importantly, the dyad members do not report to or work for one another; rather, each has their own responsibilities and accountability for their joint work. \u003Ca href=\"#B89\"\u003EOostra (2016)\u003C\u002Fa\u003E describes how the dyad leadership structure has evolved from a rigid, largely separate dual reporting system to an interdependent, situationally distributed model with shared roles and responsibilities. For this model to be effective, both leaders must draw from each other’s complementary strengths, be included in decision making, and present as a united front supporting and maintaining any decision made. \u003Ca href=\"#B105\"\u003ESaxena et al. (2018)\u003C\u002Fa\u003E found support for this integrated leadership structure, with the majority of dyad leaders indicating that hybrid leadership, with well-defined responsibilities in both individual and shared domains, is preferred. While the majority of respondents agreed joint-decision making was preferable, nearly all endorsed the importance of presenting a united front to healthcare team members.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EIn this exemplar of a physician and physician assistant (PA) dyad leadership team, ambiguity in decision roles created a strict division in accountability and confusion that permeated throughout the rest of the team. Instead of clearly defining what fell into shared and individual responsibility (i.e., who held the “Decision” role in the RAPID model), the pair had loosely defined the PA leader as the final decision maker on administrative duties, and the physician leader on clinical duties. This left decision authority on a number of issues that cross those domains (e.g., scheduling for the staff, managing performance issues, resource allocation) unclear and the message to the team divided.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EThe outcomes the team experienced ranged from uncertainty in how to perform their roles to interpersonal conflict and detriments to team morale. Decisions on how policies and procedures (e.g., billing, covering shifts) should be carried out were often decided by one member of the leadership without involvement from the other dyad leader. Sometimes, each leader made a separate decision on the same issue that did not align, and therefore gave conflicting information to team members. The result left team members unsure of how to carry out key functions or carrying out the same function in different ways. Additionally, as team members became aware that they would receive different answers depending on which leader they approached first, they began to approach the leader who most often provided them with the answer they were seeking. As these consequences unfolded, it created a level of interpersonal conflict that began at the leadership level and had a top-down effect on the team’s morale. Because of this uncertainty at the top level, participative decision making was also low and left members unheard or unappreciated. As the leaders grappled with their own accountability, the team was rarely consulted to provide input or recommendation. Ultimately, this dyad leadership team that had the capability of being a successful partnership instead created what \u003Ca href=\"#B105\"\u003ESaxena et al. (2018)\u003C\u002Fa\u003E warn about as the potential dark side of shared leadership—parallel structures of responsibility characterized by power struggles between leaders.\u003C\u002Fp\u003E\u003Ch5\u003ESolutions for Decision Making\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003E\u003Ca href=\"#B130\"\u003ETurpin (2019)\u003C\u002Fa\u003E shared strategies for building a successful dyadic relationship. The relationship must begin with intentional discussion around how decisions will be made, how to engage in effective communication, and how disagreements will be handled. Corroborating the findings of Saxena and colleagues (2016), the authors also emphasize the importance of 1) clarity around roles and responsibilities that are shared and held individually, and 2) presenting a united front. Presenting a united front includes negotiating and debating before, leaving any lingering disagreements solely between the two leaders, and presenting the same message. Finally, acknowledging that in all situations we are sometimes the mentor and sometimes the learner goes a long way toward the leaders recognizing and appreciating each other’s unique expertise. Although in its nascent stages, there is evidence to suggest that leadership training specifically around improving leadership skills (e.g., coaching) and communication in dyad pairs can positively influence team outcomes (e.g., engagement; \u003Ca href=\"#B62\"\u003EJames, 2017\u003C\u002Fa\u003E).\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EProcedural justice is defined by \u003Ca href=\"#B28\"\u003ECropanzano et al. 2001\u003C\u002Fa\u003E as employee perception or judgement regarding the fairness of work-related processes. According to the authors, justice perceptions are not necessarily based on a final outcome, but \u003Cem\u003Ehow\u003C\u002Fem\u003E the outcome was reached (e.g., whether the process to assign an outcome was fair, if an acceptable justification was given). Applied to decision making, \u003Ca href=\"#B93\"\u003EPhillips (2002)\u003C\u002Fa\u003E asserts that one factor that may influence procedural justice is the perceived decision control, or level of influence the leader gives a team member’s input relative to others. In our collective experience with teams in the field, another factor we suggest may influence justice perceptions (above and beyond the final decision outcome) is the transparency or level of clarity around not only decision roles and level agreement (as discussed above), but also the status of the decision-making process and what is and is not included in the decision.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EFor example, when team members have a different understanding of the intent of a decision making discussion, it can create problems for the team. As a leader or team member tasked with making a final decision, you can avoid confusion and the potential feeling of lack of voice by being clear with your purpose prior to any team discussion. A simple tool to provide clarity around the status of a decision, or where the decision stands in terms of timeline, is the Update-Input-Decide (UID) Framework. For each agenda item, specify the intent: 1) Update (to simply inform the team about progress of plans), 2) seek Input (to request other’s perspective or feedback), or 3) Decide (to make the decision or determine who will make the decision).\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EAs another example, research on Participation in Decision Making (PDM) suggests that greater inclusion of team members, including those with diverse backgrounds and the dissenting minority, can improve decisions outcomes (e.g., creativity), satisfaction with the process, and organizational commitment (\u003Ca href=\"#B11\"\u003EBlack and Gregersen, 1997\u003C\u002Fa\u003E; \u003Ca href=\"#B30\"\u003EDe Dreu and West, 2001\u003C\u002Fa\u003E; \u003Ca href=\"#B40\"\u003EElele and Fields, 2010\u003C\u002Fa\u003E). \u003Ca href=\"#B108\"\u003EScott-Ladd and Chan (2004)\u003C\u002Fa\u003E echo the importance of PDM, however, they note that not all employees will be able to participate at the same level or time, and there will be times when this participation will not be possible (e.g., critical or urgent decisions). In these circumstances, the authors stress the importance of realistic involvement expectations and clear boundaries of when, what, and how employees will contribute. Toward this end, negotiables (i.e., items the team can weigh in on) and non-negotiables (i.e., items decided at a later point or restricted by external circumstances) can help the team avoid confusion, unmet expectations, and wasted time discussing points that are not within decision limits.\u003C\u002Fp\u003E\u003Ch3 class=\"pt0\"\u003EReflecting on Progress\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003EAmerican philosopher, psychologist, and leader in early educational reform John Dewey underscored that while our experiences are an integral part to learning, we truly learn or learn more deeply from reflecting on that experience (\u003Ca href=\"#B96\"\u003ERodgers, 2002\u003C\u002Fa\u003E). The education and training field emphasizes learning by doing, whether it be “experiential learning”, “active learning”, or “action learning” (e.g., \u003Ca href=\"#B69\"\u003EKolb, 1984\u003C\u002Fa\u003E; \u003Ca href=\"#B8\"\u003EBell and Kozlowski, 2008\u003C\u002Fa\u003E). But an often left out piece is that we also learn by reflecting on what we’ve done—what worked, what didn’t work, and what could be done better next time. In this sense reflection deepens learning, it allows us to develop at a faster pace. This is true in an individual setting, and maybe even more important in a team setting where we’re learning not only how to improve and develop ourselves, but where we’re also learning how to interact effectively with others.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EAt the team level, team reflexivity is defined as the extent to which team members set aside time to specifically reflect upon the team’s objectives and strategies or processes to meet these objectives, as well as the extent to which teams adapt strategies to current or future situations (\u003Ca href=\"#B139\"\u003EWest and Beyerlein, 2000\u003C\u002Fa\u003E). This includes taking time out from performing work to pause, reflect, and plan for future success. Reflexivity has been evidenced to predict team effectiveness, creativity, and innovation (e.g., \u003Ca href=\"#B31\"\u003EDe Dreu, 2006\u003C\u002Fa\u003E; \u003Ca href=\"#B126\"\u003ETjosvold et al., 2003\u003C\u002Fa\u003E; \u003Ca href=\"#B127\"\u003ETjosvold et al., 2004\u003C\u002Fa\u003E). \u003Ca href=\"#B106\"\u003ESchippers et al. (2008)\u003C\u002Fa\u003E argue team reflexivity may be especially beneficial under high levels of work demands (e.g., high patient-to-clinician ratio, time pressure). The authors tested and found support for their hypothesis with 98 multidisciplinary primary health care teams, including physicians, practice managers, nurses, and administrators. Under high demands, teams who reflect gain a greater awareness of these demands and their consequences and the gap between their current and desired state. This in turn focuses attention and team discussion on ideas for new and innovative ways to work.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003ERecognizing that medical knowledge and technology in healthcare change rapidly (e.g., \u003Ca href=\"#B34\"\u003EDensen, 2011\u003C\u002Fa\u003E), team reflection plays an essential role in effectively implementing continuous change. In investigating healthcare teams undergoing adoption of new technology, \u003Ca href=\"#B37\"\u003EEdmondson et al., 2001\u003C\u002Fa\u003E found that teams with successful implementation went through a qualitatively different process for team learning. Specifically, the authors found that organization size, resources, support from senior management, and academic status were not associated with implementation success. Instead, success depended on an implementation process that included reflection. Teams were successful when they took the time to collect and review data, initiate discussions with the whole team, go over what happened immediately after an event, set aside regular time to review activities, review errors, and discuss how to change team process to improve in the future.\u003C\u002Fp\u003E\u003Ch5\u003ECase Example: High Work Demands & Time Pressure\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003EThe exemplar team for reflecting on progress was comprised of multi-disciplinary clinical professionals, including physicians and staff members, who were highly interdependent. Specifically, they had a team workflow, meaning there was a simultaneous, multidirectional exchange (\u003Ca href=\"#B99\"\u003ESaavedra et al., 1993\u003C\u002Fa\u003E). In order to manage this interdependency in clinical care, \u003Ca href=\"#B119\"\u003ETaplin et al. (2015)\u003C\u002Fa\u003E point to the importance of workflow reappraisal across the team, fostering situational awareness and flexibility, and awareness of the overall operation. As this team was in the process of hiring physicians to bring them up to a full level of staffing, time to engage in these highly important but non-clinical team duties was limited and was not emphasized as a priority, and the factors below served to compound the issue.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EAccording to \u003Ca href=\"#B41\"\u003EEmanuele and Koetter (2007)\u003C\u002Fa\u003E, healthcare organizations are constantly facing the challenge of improving quality of care while reducing overall costs. To address this, many are turning to workflow technology as a way to improve efficiency and quality of care in a cost-effective manner. While the authors highlight the many potential benefits (e.g., automated steps, greater access to information when and where it is needed, decision support, integrated care plan), they also acknowledge potential drawbacks, including issues with communication (i.e., access to the technology, overloading members with messages). What we witnessed in this team is the negative impact this technology \u003Cem\u003Ecan\u003C\u002Fem\u003E have on the quality of communication if the team does not take the dedicated time to reflect and reappraise. This electronic patient management system made the reactions and stress levels of teammates hard to interpret, and there was less opportunity to get questions answered quickly. Perhaps more importantly, there was little opportunity to discuss cases and reflect as a team to learn collectively, surface concerns, and find ways to communicate more effectively.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EFurthermore, this technology reduced the need for the team to experience patient cases together, and therefore understand each other’s roles and responsibilities, how the actions of one group affects the work of the other, and the stressors and pressures each groups faces. In short, there was a lack of a shared mental model or clarity around what each group does and thinks (e.g., how long it takes to do certain tasks, the effect of changes to the patient plan) and awareness of how the situation impacts each group. This not only affects operations, such as how tasks are prioritized and the time allotted for tasks, but is also detrimental to team morale and understanding and empathy between team members.\u003C\u002Fp\u003E\u003Ch5\u003ESolutions for Reflecting on Progress\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003ETeam coaching, which focuses on helping the team as a whole, is defined as direct interaction with an intact team to help members coordinate, make use of collective resources, and review and refine strategies (\u003Ca href=\"#B52\"\u003EHackman and Wageman, 2005\u003C\u002Fa\u003E). According to \u003Ca href=\"#B26\"\u003EClutterbuck et al. (2010)\u003C\u002Fa\u003E, an essential piece of team coaching is assisted reflection and analysis. While research is still in its nascent stages, this type of coaching has been evidenced to improve interpersonal teamwork skills (e.g., communication) and team outcomes including effectiveness and innovation (\u003Ca href=\"#B92\"\u003EPeters and Carr, 2013\u003C\u002Fa\u003E; \u003Ca href=\"#B98\"\u003ERousseau et al., 2013\u003C\u002Fa\u003E). The coaching process allows teams to engage in the reappraisal of team strategies, building of mental models and situational awareness, and awareness of others roles and responsibilities that \u003Ca href=\"#B120\"\u003ETaplin et al. (2015)\u003C\u002Fa\u003E pointed out as essential to managing interdependencies.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003ETeam coaching is often overlooked or given little attention by team leaders. One reason for the underutilization is that leaders don’t understand the process or know how to engage in coaching effectively (\u003Ca href=\"#B52\"\u003EHackman and Wageman, 2005\u003C\u002Fa\u003E). Fortunately, \u003Ca href=\"#B18\"\u003EBrown and Grant (2010)\u003C\u002Fa\u003E put forth a practical model for team coaching based on the popular GROW (Goal-Reality-Options-Way Forward) model for individual coaching. The extended framework, called GROUP (Goal-Reality-Options-Understand Others-Perform), includes the importance of shifting both individual and group awareness and treating issues at a systemic and not symptom level (i.e., getting to the root cause of performance issues). The authors include example questions for each phase that can be asked by the team leader or a facilitator in an iterative process (e.g., How have you handled problems in the past? What worked? What didn’t?). Drawing from the literature on a similar group process (i.e., team debriefs), teaming coaching sessions may also be more effective when the development, non-punitive, and non-administrative intent is stressed, when teams reflect on specific events rather than general performance or competencies, and when multiple sources of information are used (e.g., multiple team members, objective data source).\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EAdditionally, individual and team assessments can be useful tools to raise each team member’s level of self-awareness, which at the collective level has been shown to influence team functioning (e.g., coordination, conflict, cohesion, and team performance; \u003Ca href=\"#B35\"\u003EDierdoff et al., 2019\u003C\u002Fa\u003E). These tools can focus on personality, emotional intelligence, 360 feedback or a number of other critical performance areas. In essence, they help an individual become more aware of their own strengths and how they can be leveraged, as well as areas that represent opportunities for development. These tools can also be used for developmental discussions around how a team member interacts with others on the team. At the team level, these tools can be utilized for coaching sessions around team dynamics (e.g., the roles each members contributes to on the team; \u003Ca href=\"#B36\"\u003EDriskell et al., 2017\u003C\u002Fa\u003E).\u003C\u002Fp\u003E\u003Ch3 class=\"pt0\"\u003ECoaching and Development\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003EWhile team coaching can help teams reflect on and improve team processes, individual coaching is foundational to an employee’s personal development plan. Coaching has received considerable attention from the literature (\u003Ca href=\"#B113\"\u003ESmither, 2011\u003C\u002Fa\u003E; \u003Ca href=\"#B49\"\u003EGrant, and Hartley, 2013\u003C\u002Fa\u003E; \u003Ca href=\"#B13\"\u003EBozer, and Jones, 2018\u003C\u002Fa\u003E), and has been found to be instrumental to employee learning and development (\u003Ca href=\"#B71\"\u003ELadyshewsky, 2010\u003C\u002Fa\u003E; \u003Ca href=\"#B77\"\u003ELiu and Batt, 2010\u003C\u002Fa\u003E; \u003Ca href=\"#B66\"\u003EJones et al., 2016\u003C\u002Fa\u003E). The primary function of workplace coaching is to support the coachee in the achievement of professional outcomes they deem important (\u003Ca href=\"#B113\"\u003ESmither, 2011\u003C\u002Fa\u003E; \u003Ca href=\"#B66\"\u003EJones et al., 2016\u003C\u002Fa\u003E). This involves one-on-one relationships that are developmental in nature, and characterized as goal-focused, collaborative, and reflective (\u003Ca href=\"#B113\"\u003ESmither, 2011\u003C\u002Fa\u003E; \u003Ca href=\"#B66\"\u003EJones et al., 2016\u003C\u002Fa\u003E). \u003Ca href=\"#B29\"\u003EDasborough et al. (2009)\u003C\u002Fa\u003E shed light on how differential attention on behalf of leaders can influence team climate, such that when team members perceive that leaders are treating certain members with favoritism this could act as a contagion to the team invoking negative affective responses. We draw upon this evidence to support our argument as to the influence one-on-one relationships can have on team-level challenges in the context of coaching. Specifically, coaching serves as yet another resource that leaders can provide to the team, and lack of this resource can impede employee development and perceptions of fairness.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EIn healthcare, coaching is of significant importance (\u003Ca href=\"#B115\"\u003EStapleton et al., 2007\u003C\u002Fa\u003E; \u003Ca href=\"#B50\"\u003EGrant et al., 2017\u003C\u002Fa\u003E; \u003Ca href=\"#B140\"\u003EWolever et al., 2017\u003C\u002Fa\u003E). The notion of continual development aligns with the overarching mission of healthcare institutions to strive for continual improvement in quality of care and patient safety, and teams often depend on coaching to provide them with opportunities to grow and improve. Specifically, Chatalalsingh and Reeves (2014) emphasize the importance of coaching to inspire collective learning to enhance task-related knowledge and relational aspects of the team. Coaching responsibilities can often reside with leadership and have been regarded as a critical in directing efforts towards developing others (\u003Ca href=\"#B20\"\u003ECalhoun et al., 2008\u003C\u002Fa\u003E). Challenges with many aforementioned outcomes and processes central to the healthcare context can be addressed through effective coaching strategies (\u003Ca href=\"#B21\"\u003EChatalalsingh and Reeves, 2014\u003C\u002Fa\u003E; \u003Ca href=\"#B48\"\u003EGrant, et al., 2009\u003C\u002Fa\u003E). Coaching can positively impact goal attainment, resilience, morale, and well-being (\u003Ca href=\"#B115\"\u003EStapleton et al., 2007\u003C\u002Fa\u003E; \u003Ca href=\"#B48\"\u003EGrant et al., 2009\u003C\u002Fa\u003E). Moreover, leader coaching interventions have been found to be effective at enhancing resilience, self-efficacy, and perspective taking among healthcare providers implementing change (\u003Ca href=\"#B50\"\u003EGrant et al., 2017\u003C\u002Fa\u003E).\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EHowever, the healthcare industry has faced challenges with coaching, requiring a cultural shift among healthcare organizations to first recognize the value of providing individuals with opportunities to promote their capacity to attain their own professional goals (\u003Ca href=\"#B124\"\u003EThorn and Raj, 2012\u003C\u002Fa\u003E). \u003Ca href=\"#B124\"\u003EThorn and Raj (2012)\u003C\u002Fa\u003E identify four core coaching behaviors: 1) be authentic, 2) ask powerful questions, 3) establish trust, and 4) challenge beliefs. In addition, \u003Ca href=\"#B124\"\u003EThorn and Raj (2012)\u003C\u002Fa\u003E assert that in valuing professional pursuits a leader can enhance performance in teams. Taken together, healthcare is a domain that strives for continual improvement, and in this context, coaching can serve as a linchpin for improvement on the team and individual level. Thus, this work further supports the importance of coaching in healthcare while noting the challenges many organizations face with facilitating coaching-centered relationships.\u003C\u002Fp\u003E\u003Ch5\u003ECase Example: Lack of Leader Accessibility\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003ELeader accessibility, defined in part by approachability and commitment, has been identified as a top quality of effective leaders (\u003Ca href=\"#B88\"\u003EOlanrewaju and Okorie, 2019\u003C\u002Fa\u003E). This exemplar team, which performed a critical regulatory function within the institution, depicts the consequences of lack of accessibility on employee perception of coaching and development. Importantly, lack of accessibility may have little to do with individual leader characteristics and can be a result of external factors inherent in the field of medicine (e.g., time pressure, heavy workloads) and leadership needs of the institution. However, these factors may not be readily perceptible to the team and can engender perceptions of leader unfairness. If leader accessibility is limited or unequal across members, then the attention leaders devote to certain members of the team could be perceived by other members of the team as being exclusionary, negatively impacting overall team climate (\u003Ca href=\"#B29\"\u003EDasborough et al., 2009\u003C\u002Fa\u003E).\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EThis exemplar team had experienced frequent changes in leadership over the previous five years. As research bears out, while a change in leadership can enhance team reflection and adaption (\u003Ca href=\"#B67\"\u003EKalmanovich-Cohen et al., 2018\u003C\u002Fa\u003E), frequent changes in leadership can add to the perception of a lack of coaching and development. In addition, the executive leader of the team had their role expanded to meet the needs of the institution. This left the mid-level manager in charge of implementing new technology that was being integrated into the team’s process as well as the day-to-day functions of the team, requiring they block their schedule to complete a heavy workload—and furthering the perceptions of lack of leader accessibility.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003ETeam members experienced a number of missed opportunities for development. Broadly, these consisted of a general lack of one-on-one meetings with leadership and an absence of feedback on work-related activities and progress. Unfortunately, there were many areas that the team would have benefited from either protected meeting time or feedback. For example, in terms of affect and morale, team members showed considerable concern regarding negative external perceptions of their team; they felt that others in the department did not respect them and voiced their aspiration to change these perceptions. This is a situation where a developmental opportunity allowing them to improve inter-departmental dynamics as well as their collective efficacy was deprived as a result of lack of one-on-one meetings with leadership to address these concerns through coaching. Members also expressed an inclination to improve upon their work and an overall growth mindset; however, this served as another missed opportunity wherein feedback and development was not prioritized and therefore not provided to them.\u003C\u002Fp\u003E\u003Ch5\u003ESolutions for Coaching and Development\u003C\u002Fh5\u003E\u003Cp class=\"mb0\"\u003ETo address these challenges, we offer two readily implementable potential solutions: leader–member meetings and creating protected time before meetings to check in with members and build rapport. While we acknowledge that time is a scarce resource in healthcare, oftentimes one-on-one meetings can take place in 15 minutes or less and can be as infrequent as once a month. However, we would encourage leaders to discuss temporal needs amongst their team to ascertain the ideal length and frequency of one-on-one meetings to ensure that the team’s learning and developmental needs are adequately addressed.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EGiven time constraints, exercises that build familiarity with developmental goals (i.e., “get to know you” exercises) can also take place in shorter durations (e.g., 10 minutes), and could precede regular meetings. The purpose of these exercises would be to give team members an opportunity to share professional goals and aspirations with both the leader and the team. This could later be leveraged by the leader during one-on-one meetings to provide members with learning and developmental opportunities that align with their goals. Finally, researchers have generated evidence-based and theoretically grounded steps to guide coaching efforts: 1) pre-coaching (e.g., identify expectations), 2) self-discovery and awareness (e.g., determine follower motivation(s), needs, and approach to achievement of results), 3) goal setting and accountability (e.g., agree upon goals and objectives), 4) action learning and execution (e.g., provide developmental activities and feedback), and 5) evaluation and revision (e.g., continue to provide feedback and evaluate progress; \u003Ca href=\"#B55\"\u003EHarper, 2012\u003C\u002Fa\u003E).\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EThe effectiveness of these solutions relies heavily on the level of buy-in and commitment from leadership; without this commitment, these efforts could lack follow-through. Hence, prior to the implementation of coaching efforts, it is critical to ascertain this information (i.e., leadership buy-in and commitment). This can be accomplished through a set of structured interview questions prior to the launch of any effort and will help shape expectations and strategies for improvement up front. For example, a leader can be asked if they have the bandwidth to make themselves available to their team and carry out some of these potential solutions. If the leader expresses that they are not available, an important follow-up response to this would be to have the leader identify someone who can champion the implementation of these solutions. Relatedly, it is equally important to present an accurate depiction of what these efforts could entail to the leader to facilitate informed decision making.\u003C\u002Fp\u003E\u003Ca id=\"h6\" name=\"h6\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EDiscussion\u003C\u002Fh2\u003E\u003Cp class=\"mb15\"\u003EIn this investigation into healthcare team effectiveness, we provided a comprehensive, evidence-based framework that is generalizable across team types. The findings reveal that teams in healthcare face similar challenges, regardless of whether they operate in the clinical, research, or administrative realm. Qualitative inquiry was used to provide rich detail about how each one of these challenges may manifest in the field and the impact of these challenges on team outcomes including performance, functioning, and viability. Finally, we pulled from the literature on team science and our collective experience in the field to provide potential solutions to address these challenges.\u003C\u002Fp\u003E\u003Cp class=\"mb15\"\u003EQualitative data analysis made evident the numerous factors, internal and external to the team, that can influence effectiveness, emphasizing that a team of experts does not automatically create an expert team. The healthcare environment itself is characterized by high workloads, time pressure, and continuous change (e.g., new technology, new organizational structures) that can have a top-down effect on how teams perform. At the team level, combining the expertise necessary to tackle the complex and ambiguous problems that healthcare teams often face represents a significant barrier. Finally, characteristics of the team members themselves, including personality and communication or conflict style can create further barriers, even when members are passionate, talented, and working toward the same goal. The solutions presented help teams manage these challenges that manifest across different levels and emphasize the importance of targeting the root cause (and not the symptom) of team issues. They center on being intentional about setting up and carrying through team processes, setting aside dedicated time to develop the team, and practicing team skills just as you would technical skills.\u003C\u002Fp\u003E\u003Ch3 class=\"pt0\"\u003EPractical Implications\u003C\u002Fh3\u003E\u003Cp class=\"mb0\"\u003EThe Team Effectiveness Framework was designed to inform both research and practice, and as such presents three unique contributions for those that lead and develop teams. First, it is generally applicable across the many types of teams that contribute to the quality and safety of patient care. The development of this framework synthesized literature on teamwork competencies and overall team effectiveness across multiple disciplines within healthcare. This synthesis was bolstered by both quantitative and qualitative analyses of healthcare teams across multiple domains embedded in a larger healthcare organization. The integration of two metrics that capture different aspects of team dynamics, and challenges teams face as a result of breakdowns in teamwork as they occur in different healthcare settings, support the ecological validity of our findings and the applicability of our framework throughout the entire system. Additionally, this supports the practical utility of our framework in that it can be used as a common language or message about team effectiveness across the organization. It can also serve as a solid foundation for any team training program.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003ESecond, the framework is structured to reflect a scaffolded process towards the development of ideal team states, such that each level builds upon the preceding one. The lowest level comprises competencies that provide the foundation and shape emergent attitudes, behaviors, and cognitions. If the team feels, acts, and thinks (i.e., the ABCs of teamwork; \u003Ca href=\"#B134\"\u003EWeaver et al., 2010\u003C\u002Fa\u003E) in accordance with the framework this facilitates the development of ideal team states of psychological safety and trust, and adaptability and resilience. These states are what are ultimately needed in order for the team to successfully perform and accomplish shared goals at present (performance and results) and possess the capacity to continue working together effectively in the future (viability), thereby enabling overall team effectiveness.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EFinally, the framework can provide guidance for when and where to target developmental efforts. As discussed, the framework’s hierarchical nature is structured such that each level is dependent on the preceding one, and within each level the competencies are clearly defined. This provides a blueprint leaders and practitioners can use to diagnose challenges and determine where interventions are needed. Specifically, given the scarcity of resources that often faces healthcare teams (e.g., time, financial resources), a team effectiveness measurement tool can guide efforts and maximize effects of any intervention. The potential solutions we generate to address challenges as they arise provide additional insight for leaders and practitioners to tailor their efforts to address the team’s unique needs and determine approaches to improving overall team effectiveness.\u003C\u002Fp\u003E\u003Cp class=\"mb0\"\u003EThe team diagnostic used in this effort, like any cross-sectional measure, is based on a point in time and the framework includes elements that should be monitored on an ongoing basis. Membership changes, or team member fluidity, are quite common in healthcare (e.g., shift changes, membership loss and replacement). As membership changes, it can be helpful to re-assess the team on the framework components. However, in general, teams should be trained on transportable or generalizable teamwork skills (e.g., sharing just enough of the right information, shared leadership) to enable effective adaptation and resiliency throughout membership changes (\u003Ca href=\"#B5\"\u003EBedwell et al., 2012\u003C\u002Fa\u003E). As specific developmental interventions are conducted overtime, a re-assessment can help clarify if the intended improvements have resulted.\u003C\u002Fp\u003E\u003Ca id=\"h7\" name=\"h7\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003ELimitations\u003C\u002Fh2\u003E\u003Cp class=\"mb15\"\u003EThe present research effort took place in a larger academic-teaching hospital, thus presenting contextual limitations to the generalizability of our findings and framework. Academic medical institutions are a unique environment in the healthcare domain, and it is the aim of this effort to generalize this framework across institutions. As such, we encourage future research to replicate these findings across different healthcare institutions and care settings. In the same vein, the focal institution was larger in size, warranting needs for replicability across different institution sizes. Size can present an important boundary condition to teams operating as components of a larger system (i.e., teams nested within teams working towards a shared goal). Hence, institutional size could influence the present findings. From a different perspective, our effort does not account for the “nestedness” of teams in larger systems, referred to as multiteam systems (MTSs), which involve collectives of teams working towards a shared goal (\u003Ca href=\"#B81\"\u003EMathieu et al., 2001\u003C\u002Fa\u003E). It would be both interesting and valuable for future research to expand upon this framework to consider multidisciplinary teams in the context of MTSs.\u003C\u002Fp\u003E\u003Ca id=\"h8\" name=\"h8\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EFuture Research\u003C\u002Fh2\u003E\u003Cp class=\"mb15\"\u003EWhile there have been several reviews of the efficacy of team training or TDIs in healthcare (e.g., \u003Ca href=\"#B133\"\u003EWeaver et al., 2014\u003C\u002Fa\u003E; \u003Ca href=\"#B61\"\u003EHughes et al., 2016\u003C\u002Fa\u003E), empirical studies have focused largely on clinical teams. While there is no doubt teams with direct patient care responsibilities greatly influence critical outcomes for healthcare organizations (e.g., patient safety, quality of care), research and administrative teams often directly or indirectly influence patient outcomes as well. For example, organizational development teams that train clinical leaders to better manage their teams ultimately impact how these teams care for the patient. Non-clinical teams also play a key role in keeping the organization operating smoothly, including the management of clinical trials, ensuring regulatory guidelines are followed, and caring for the health and well-being of employees. While the competencies that are important for teams across different functions remain the same, how to effectively engage in teamwork (e.g., communication, coordination) may look very different depending on team characteristics like skill differentiation, authority differentiation, and temporal stability (\u003Ca href=\"#B58\"\u003EHollenbeck et al., 2012\u003C\u002Fa\u003E). For example, effective communication norms of an operating room team, with the surgeon as a clear leader and high skill differentiation between members (e.g., anesthesiologists, nurses, surgical techs), will look very different than that of a more homogenous team managing employee recruitment. Because of this, more research is needed into the efficacy of different training interventions for non-clinical healthcare teams.\u003C\u002Fp\u003E\u003Cp class=\"mb15\"\u003ESpecific developmental interventions have gained more attention in recent years, one of which that stands out is individual leader and team coaching. The benefits of coaching have been touted to be everything from increased goal attainment, professional growth, improved interpersonal relationships, improved productivity, and greater resilience, but strong empirical evidence lags far behind the use of coaching in the field (\u003Ca href=\"#B66\"\u003EJones et al., 2016\u003C\u002Fa\u003E). This issue is even greater for investigations into team coaching. While there are many practical resources for team coaching best practices (e.g., \u003Ca href=\"#B125\"\u003EThorton, 2010\u003C\u002Fa\u003E; \u003Ca href=\"#B57\"\u003EHawkins, 2017\u003C\u002Fa\u003E), more empirical research into overall effectiveness and the specific techniques that work best, the length of engagements, the impact of team types, and specific desired outcomes that are most amenable to coaching is needed.\u003C\u002Fp\u003E\u003Cp class=\"mb15\"\u003EFinally, as the dyad leadership structure becomes more prevalent in healthcare, leadership training best practices specific to this group are needed. As a starting point, research on the training needs of the dyadic pair and the development of a competency model (essentially, what makes a dyadic pair effective) could help inform leadership development programs. As dyadic pairs can take many forms (e.g., physician and registered nurse, physician and operations manager), uncovering the challenges specific to each of these team types would also move research forward. Finally, the enabling conditions, or what the dyadic pair needs from the organization and environment in which they operate, can add to the overall picture of dyadic leadership team effectiveness.\u003C\u002Fp\u003E\u003Cp class=\"mb15\"\u003EThe very nature of teamwork gives rise to complex, dynamic processes that arise over time from the interactions of team members. While the field of team science has made tremendous progress over the last several decades, researchers note that to move forward we need to “embrace the complexity” of current team-based designs (Mathieu, et al., 2008). Therefore, we encourage future research to look beyond the methodologies traditionally used in teams research and to seek underutilized approaches that may be able to further advance our understanding of multidisciplinary teams in healthcare (e.g., integrated qualitative and quantitative research paradigms, participatory action research (PAR); \u003Ca href=\"#B4\"\u003EBaum et al., 2006\u003C\u002Fa\u003E; \u003Ca href=\"#B91\"\u003EPaoletti et al., 2021\u003C\u002Fa\u003E).\u003C\u002Fp\u003E\u003Ca id=\"h9\" name=\"h9\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EData Availability Statement\u003C\u002Fh2\u003E\u003Cp class=\"mb15\"\u003EThe raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.\u003C\u002Fp\u003E\u003Ca id=\"h10\" name=\"h10\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EEthics Statement\u003C\u002Fh2\u003E\u003Cp class=\"mb0\"\u003EThe studies involving human participants were reviewed and approved by University of Texas MD Anderson IRB Committee. Written informed consent for participation was not required for this study in accordance with the national legislation and the institutional requirements.\u003C\u002Fp\u003E\u003Ca id=\"h11\" name=\"h11\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EAuthor Contributions\u003C\u002Fh2\u003E\u003Cp class=\"mb0\"\u003ESZ, CH, ES, and ST all contributed to the activities related to the development of the framework. SZ and CH developed the diagnostic tool. SZ conducted interviews and debriefs for follow-up to the diagnostic tool. AW contributed substantially to data analysis and manuscript development\u002Fwriting. All authors contributed to the development, writing, and review of the manuscript.\u003C\u002Fp\u003E\u003Ca id=\"h12\" name=\"h12\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EConflict of Interest\u003C\u002Fh2\u003E\u003Cp class=\"mb0\"\u003EThe authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.\u003C\u002Fp\u003E\u003Ca id=\"h13\" name=\"h13\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EAppendix A\u003C\u002Fh2\u003E\u003Cdiv class=\"Imageheaders\"\u003ETABLE A1\u003C\u002Fdiv\u003E\u003Cdiv class=\"FigureDesc\"\u003E\u003Ca href=\"https:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002FFCOMM_fcomm-2021-606445_tbl3.jpg\" name=\"TABLEA1\" target=\"_blank\"\u003E\n \u003Cpicture\u003E\n \u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=480&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002FFCOMM_fcomm-2021-606445_tbl3.jpg\" media=\"(max-width: 563px)\"\u003E\u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=370&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002FFCOMM_fcomm-2021-606445_tbl3.jpg\" media=\"(max-width: 1024px)\"\u003E\u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=290&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002FFCOMM_fcomm-2021-606445_tbl3.jpg\" media=\"(max-width: 1441px)\"\u003E\u003Csource type=\"image\u002Fwebp\" srcset=\"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=410&f=webp\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002FFCOMM_fcomm-2021-606445_tbl3.jpg\" media=\"\"\u003E\u003Csource type=\"image\u002Fjpg\" srcset=\"https:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002FFCOMM_fcomm-2021-606445_tbl3.jpg\" media=\"\"\u003E \u003Cimg src=\"https:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002FFCOMM_fcomm-2021-606445_tbl3.jpg\" alt=\"www.frontiersin.org\" id=\"app1\" loading=\"lazy\"\u003E\n \u003C\u002Fpicture\u003E\n\u003C\u002Fa\u003E\u003Cp\u003E\u003Cstrong\u003ETABLE A1\u003C\u002Fstrong\u003E. Framework Competency Descriptions\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"clear\"\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"DottedLine\"\u003E\u003C\u002Fdiv\u003E\u003Ca id=\"h14\" name=\"h14\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EAppendix B\u003C\u002Fh2\u003E\u003Cp id=\"app2\"\u003ESample in-field interview items\u003C\u002Fp\u003E\u003Cp style=\"margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;\"\u003E1 What is your role on the team?\u003C\u002Fp\u003E\u003Cp style=\"margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;\"\u003E2 How effectively do team members work together?\u003C\u002Fp\u003E\u003Cp style=\"margin-left: 4em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;\"\u003Ea What is helping your team? What are your team’s strengths?\u003C\u002Fp\u003E\u003Cp style=\"margin-left: 4em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;\"\u003Eb What do you think may be hindering your team’s effectiveness? What are your team’s weaknesses?\u003C\u002Fp\u003E\u003Cp style=\"margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;\"\u003E3 If you could change on thing on this team, what would it be?\u003C\u002Fp\u003E\u003Cp style=\"margin-left: 2em;text-indent:-0.7em;margin-top: 0em;margin-bottom: 0em;\"\u003E4 What do you need to able to succeed as a member of this team?\u003C\u002Fp\u003E\u003Ca id=\"h15\" name=\"h15\"\u003E\u003C\u002Fa\u003E\u003Ch2\u003EReferences\u003C\u002Fh2\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B1\" id=\"B1\"\u003E\u003C\u002Fa\u003EAllred, K. G. (1997). “Conflict management.” in \u003Cem\u003EWhat works: training and development practices\u003C\u002Fem\u003E, Editors Bassi, L. J., and Russ-Eft, D., (Alexandria, VA: \u003Cspan class=\"publisher-name\"\u003EAmerican Society for Training & Development\u003C\u002Fspan\u003E), 27–50. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Conflict+management&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B2\" id=\"B2\"\u003E\u003C\u002Fa\u003EBalogun, J. (2003). From blaming the middle to harnessing its potential: Creating change intermediaries. \u003Cem\u003EBr. J. Manag.\u003C\u002Fem\u003E 14(1), 69–83. doi:10.1111\u002F1467-8551.00266\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1111\u002F1467-8551.00266\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=From+blaming+the+middle+to+harnessing+its+potential:+creating+change+intermediaries&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B3\" id=\"B3\"\u003E\u003C\u002Fa\u003EBarrick, M. R., Stewart, G. L., Neubert, M. J., and Mount, M. K. (1998). Relating member ability and personality to work-team processes and team effectiveness. \u003Cem\u003EJ. Appl. Psychol.\u003C\u002Fem\u003E 83, 377–391. doi:10.1037\u002F0021-9010.83.3.377\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002F0021-9010.83.3.377\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Relating+member+ability+and+personality+to+work-team+processes+and+team+effectiveness&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B4\" id=\"B4\"\u003E\u003C\u002Fa\u003EBaum, F., MacDougall, C., and Smith, D. (2006). Participatory action research. \u003Cem\u003EJ. Epidemiol. Community Health.\u003C\u002Fem\u003E 60 (10), 854–857. doi:10.1136\u002Fjech.2004.028662\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F16973531\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1136\u002Fjech.2004.028662\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Participatory+action+research&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B143\" id=\"B143\"\u003E\u003C\u002Fa\u003EBeaubien, J. M., and Baker, D. P. (2004). The use of simulation for training teamwork skills in health care: how low can you go?. \u003Cem\u003EBMJ Qual. Saf.\u003C\u002Fem\u003E 13 (suppl 1), i51–i56. doi:10.4324\u002F9781315243092-22\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs13142-012-0177-9\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Helping+fluid+teams+work:+a+research+agenda+for+effective+team+adaptation+in+healthcare&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B5\" id=\"B5\"\u003E\u003C\u002Fa\u003EBedwell, W. L., Ramsay, P. S., and Salas, E. (2012). Helping fluid teams work: a research agenda for effective team adaptation in healthcare. \u003Cem\u003ETrans. Behav. Med.\u003C\u002Fem\u003E 2 (4), 504–509. doi:10.1007\u002Fs13142-012-0177-9\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs13142-012-0177-9\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Helping+fluid+teams+work:+a+research+agenda+for+effective+team+adaptation+in+healthcare&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B6\" id=\"B6\"\u003E\u003C\u002Fa\u003EBehfar, K. J., Peterson, R. S., Mannix, E. A., and Trochim, W. M. (2008). The critical role of conflict resolution in teams: a close look at the links between conflict type, conflict management strategies, and team outcomes. \u003Cem\u003EJ. Appl. Psychol.\u003C\u002Fem\u003E 93 (1), 170–188. doi:10.1037\u002F0021-9010.93.1.170\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F18211143\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002F0021-9010.93.1.170\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+critical+role+of+conflict+resolution+in+teams:+a+close+look+at+the+links+between+conflict+type,+conflict+management+strategies,+and+team+outcomes&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B7\" id=\"B7\"\u003E\u003C\u002Fa\u003EBell, S. K., Delbanco, T., Anderson-Shaw, L., McDonald, T. B., and Gallagher, T. H. (2011). Accountability for medical error: moving beyond blame to advocacy. \u003Cem\u003EChest\u003C\u002Fem\u003E 140 (2), 519–526. doi:10.1378\u002Fchest.10-2533\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F21813531\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1378\u002Fchest.10-2533\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Accountability+for+medical+error:+moving+beyond+blame+to+advocacy&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B8\" id=\"B8\"\u003E\u003C\u002Fa\u003EBell, S., and Kozlowski, S. W. (2008). Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability. \u003Cem\u003EJ. Appl. Psychol.\u003C\u002Fem\u003E 93 (2), 296–316. doi:10.1037\u002F0021-9010.93.2.296\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F18361633\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002F0021-9010.93.2.296\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Active+learning:+effects+of+core+training+design+elements+on+self-regulatory+processes,+learning,+and+adaptability&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B9\" id=\"B9\"\u003E\u003C\u002Fa\u003EBell, S. T., Brown, S. G., Colaneri, A., and Outland, N. (2018). Team composition and the ABCs of teamwork. \u003Cem\u003EAm. Psychol.\u003C\u002Fem\u003E 73 (4), 349–362. doi:10.1037\u002Famp0000305\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F29792453\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002Famp0000305\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Team+composition+and+the+ABCs+of+teamwork&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B10\" id=\"B10\"\u003E\u003C\u002Fa\u003EBell, S. T., and Marentette, B. J. (2011). Team viability for long-term and ongoing organizational teams. \u003Cem\u003EOrganizational Psych. Review\u003C\u002Fem\u003E 1 (4), 275–292. doi:10.1177\u002F2041386611405876\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F2041386611405876\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Team+viability+for+long-term+and+ongoing+organizational+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B11\" id=\"B11\"\u003E\u003C\u002Fa\u003EBlack, J. S., and Gregersen, H. B. (1997). Participative decision-making: an integration of multiple dimensions. \u003Cem\u003EHum. Relat.\u003C\u002Fem\u003E 50 (7), 859–878. doi:10.1177\u002F001872679705000705\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F001872679705000705\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Participative+decision-making:+an+integration+of+multiple+dimensions&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B12\" id=\"B12\"\u003E\u003C\u002Fa\u003EBowers, C. A., Braun, C. C., and Morgan, B. B. (1997). “Team workload: its meaning and measurement.” in \u003Cem\u003ETeam performance and measurement: theory, methods, and applications.\u003C\u002Fem\u003E Editors Brannick, M. T., Salas, E., and Prince, C., (Mahwah, NJ: \u003Cspan class=\"publisher-name\"\u003ELawrence Erlbaum Associates\u003C\u002Fspan\u003E), 85–108. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Team+workload:+its+meaning+and+measurement&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B13\" id=\"B13\"\u003E\u003C\u002Fa\u003EBozer, G., and Jones, R. J. (2018). Understanding the factors that determine workplace coaching effectiveness: a systematic literature review. \u003Cem\u003EEur. J. Work. Organ. Psychol.\u003C\u002Fem\u003E 27(3), 342–361. doi:10.1080\u002F1359432X.2018.1446946\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1080\u002F1359432X.2018.1446946\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Understanding+the+factors+that+determine+workplace+coaching+effectiveness:+a+systematic+literature+review&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B15\" id=\"B15\"\u003E\u003C\u002Fa\u003EBregman, P. (2016). The right way to hold people accountable. \u003Cem\u003EHarv. Bus. Rev.\u003C\u002Fem\u003E Available at: \u003Ca href=\"https:\u002F\u002Fhbr.org\u002F2016\u002F01\u002Fthe-right-way-to-hold-people-accountable\"\u003Ehttps:\u002F\u002Fhbr.org\u002F2016\u002F01\u002Fthe-right-way-to-hold-people-accountable\u003C\u002Fa\u003E.\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+right+way+to+hold+people+accountable&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B16\" id=\"B16\"\u003E\u003C\u002Fa\u003EBrown, A., Dickinson, H., and Kelaher, M. (2018). Governing the quality and safety of healthcare: a conceptual framework. \u003Cem\u003ESoc. Sci. Med.\u003C\u002Fem\u003E 202, 99–107. doi:10.1016\u002Fj.socscimed.2018.02.020\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F29518702\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.socscimed.2018.02.020\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Governing+the+quality+and+safety+of+healthcare:+a+conceptual+framework&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B17\" id=\"B17\"\u003E\u003C\u002Fa\u003EBrown, J., Lewis, L., Ellis, K., Stewart, M., Freeman, T. R., and Kasperski, M. J. (2011). Conflict on interprofessional primary health care teams “can it be resolved?. \u003Cem\u003EJ. Interprof. Care\u003C\u002Fem\u003E 25 (1), 4–10. doi:10.3109\u002F13561820.2010.497750\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F20795830\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.3109\u002F13561820.2010.497750\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Conflict+on+interprofessional+primary+health+care+teams+can+it+be+resolved?&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B18\" id=\"B18\"\u003E\u003C\u002Fa\u003EBrown, S. W., and Grant, A. M. (2010). From GROW to GROUP: theoretical issues and a practical model for group coaching in organisations. \u003Cem\u003ECoaching\u003C\u002Fem\u003E 3 (1), 30–45. doi:10.1080\u002F17521880903559697\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1080\u002F17521880903559697\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=From+GROW+to+GROUP:+theoretical+issues+and+a+practical+model+for+group+coaching+in+organisations&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B19\" id=\"B19\"\u003E\u003C\u002Fa\u003EBushe, G. R., and Coetzer, G. H. (2007). Group development and team effectiveness: using cognitive representations to measure group development and predict task performance and group viability. \u003Cem\u003EJ. Appl. Behav. Sci.\u003C\u002Fem\u003E 43 (2), 184–212. doi:10.1177\u002F0021886306298892\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F0021886306298892\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Group+development+and+team+effectiveness:+using+cognitive+representations+to+measure+group+development+and+predict+task+performance+and+group+viability&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B20\" id=\"B20\"\u003E\u003C\u002Fa\u003ECalhoun, J. G., Dollett, L., Sinioris, M. E., Wainio, J. A., Butler, P. W., Griffith, J. R., et al. (2008). Development of an interprofessional competency model for healthcare leadership. \u003Cem\u003EJ. Healthc. Manag.\u003C\u002Fem\u003E 53 (6), 375–390. doi:10.1097\u002F00115514-200811000-00006\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F19070333\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1097\u002F00115514-200811000-00006\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Development+of+an+interprofessional+competency+model+for+healthcare+leadership&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B21\" id=\"B21\"\u003E\u003C\u002Fa\u003EChatalalsingh, C., and Reeves, S. (2014). Leading team learning: what makes interprofessional teams learn to work well?. \u003Cem\u003EJ. Interprof. Care\u003C\u002Fem\u003E 28 (6), 513–518. doi:10.3109\u002F13561820.2014.900001\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F24654793\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.3109\u002F13561820.2014.900001\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Leading+team+learning:+what+makes+interprofessional+teams+learn+to+work+well?&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B22\" id=\"B22\"\u003E\u003C\u002Fa\u003EChen, G., Sharma, P. N., Edinger, S. K., Shapiro, D. L., and Farh, J. L. (2011). Motivating and demotivating forces in teams: cross-level influences of empowering leadership and relationship conflict. \u003Cem\u003EJ. Appl. Psychol.\u003C\u002Fem\u003E 96 (3), 541–557. doi:10.1037\u002Fa0021886\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F21171730\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0021886\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Motivating+and+demotivating+forces+in+teams:+cross-level+influences+of+empowering+leadership+and+relationship+conflict&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B25\" id=\"B25\"\u003E\u003C\u002Fa\u003ECiccarelli, D. (2016). \u003Cem\u003EStart, stop, continue tutorial\u003C\u002Fem\u003E. New York, NY: \u003Cspan class=\"publisher-name\"\u003EForbes\u003C\u002Fspan\u003E, Available at:\u003Ca href=\"https:\u002F\u002Fwww.forbes.com\u002Fsites\u002Fgroupthink\u002F2016\u002F02\u002F02\u002Fstart-stop-continue-tutorial\u002F?sh=5c1752c22798\"\u003Ehttps:\u002F\u002Fwww.forbes.com\u002Fsites\u002Fgroupthink\u002F2016\u002F02\u002F02\u002Fstart-stop-continue-tutorial\u002F?sh=5c1752c22798\u003C\u002Fa\u003E.\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B26\" id=\"B26\"\u003E\u003C\u002Fa\u003EClutterbuck, D. (2010). “Team coaching.” in \u003Cem\u003EThe complete handbook of coaching\u003C\u002Fem\u003E Editors Cox, E., Bachkirova, T., and Clutterbuck, D., (London, UK: \u003Cspan class=\"publisher-name\"\u003ESage Publications\u003C\u002Fspan\u003E), 271–283. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Team+coaching&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B28\" id=\"B28\"\u003E\u003C\u002Fa\u003ECropanzano, R., Byrne, Z. S., Bobocel, D. R., and Rupp, D. E. (2001). Moral virtues, fairness heuristics, social entities, and other denizens of organizational justice. \u003Cem\u003EJ. Vocat. Behav\u003Cem\u003E.\u003C\u002Fem\u003E\u003C\u002Fem\u003E 58 (2), 164–209. doi:10.1006\u002Fjvbe.2001.1791\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1006\u002Fjvbe.2001.1791\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Moral+virtues,+fairness+heuristics,+social+entities,+and+other+denizens+of+organizational+justice&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B29\" id=\"B29\"\u003E\u003C\u002Fa\u003EDasborough, M. T., Ashkanasy, N. M., Tee, E. Y., and Herman, H. M. (2009). What goes around comes around: how meso-level negative emotional contagion can ultimately determine organizational attitudes toward leaders. \u003Cem\u003ELeader. Q.\u003C\u002Fem\u003E 20 (4), 571–585. doi:10.1016\u002Fj.leaqua.2009.04.009\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.leaqua.2009.04.009\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=What+goes+around+comes+around:+how+meso-level+negative+emotional+contagion+can+ultimately+determine+organizational+attitudes+toward+leaders&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B30\" id=\"B30\"\u003E\u003C\u002Fa\u003EDe Dreu, C. K., and West, M. A. (2001). Minority dissent and team innovation: the importance of participation in decision making. \u003Cem\u003EJ. Appl. Psychol.\u003C\u002Fem\u003E 86 (6), 1191–1201. doi:10.1037\u002F0021-9010.86.6.1191\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F11768061\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002F0021-9010.86.6.1191\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Minority+dissent+and+team+innovation:+the+importance+of+participation+in+decision+making&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B31\" id=\"B31\"\u003E\u003C\u002Fa\u003EDe Dreu, C. K. (2006). When too little or too much hurts: evidence for a curvilinear relationship between task conflict and innovation in teams. \u003Cem\u003EJ. Manag.\u003C\u002Fem\u003E 32 (1), 83–107. doi:10.1177\u002F0149206305277795\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F0149206305277795\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=When+too+little+or+too+much+hurts:+evidence+for+a+curvilinear+relationship+between+task+conflict+and+innovation+in+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B32\" id=\"B32\"\u003E\u003C\u002Fa\u003EDeChurch, L. A., and Marks, M. A. (2001). Maximizing the benefits of task conflict: the role of conflict management. \u003Cem\u003EInt. J. Conflict Manag.\u003C\u002Fem\u003E 12 (1) 4–22. doi:10.1108\u002Feb022847\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1108\u002Feb022847\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Maximizing+the+benefits+of+task+conflict:+the+role+of+conflict+management&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B33\" id=\"B33\"\u003E\u003C\u002Fa\u003EDeChurch, L. A., Mesmer-Magnus, J. R., and Doty, D. (2013). Moving beyond relationship and task conflict: toward a process-state perspective. \u003Cem\u003EJ. Appl. Psychol.\u003C\u002Fem\u003E 98 (4), 559–578. doi:10.1037\u002Fa0032896\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F23731027\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0032896\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Moving+beyond+relationship+and+task+conflict:+toward+a+process-state+perspective&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B34\" id=\"B34\"\u003E\u003C\u002Fa\u003EDensen, P. (2011). Challenges and opportunities facing medical education. \u003Cem\u003ETrans. Am. Clin. Climatol. Assoc.\u003C\u002Fem\u003E 122, 48–58.\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F21686208\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Challenges+and+opportunities+facing+medical+education&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B35\" id=\"B35\"\u003E\u003C\u002Fa\u003EDierdorff, E. C., Fisher, D. M., and Rubin, R. S. (2019). The power of percipience: consequences of self-awareness in teams on team-level functioning and performance. \u003Cem\u003EJ. Manag.\u003C\u002Fem\u003E 45 (7), 2891–2919. doi:10.1177\u002F0149206318774622\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F0149206318774622\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+power+of+percipience:+consequences+of+self-awareness+in+teams+on+team-level+functioning+and+performance&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B36\" id=\"B36\"\u003E\u003C\u002Fa\u003EDriskell, T., Driskell, J. E., Burke, C. S., and Salas, E. (2017). Team roles: a review and integration. \u003Cem\u003ESmall Group Res.\u003C\u002Fem\u003E 48 (4), 482–511. doi:10.1177\u002F1046496417711529\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F1046496417711529\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Team+roles:+a+review+and+integration&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B37\" id=\"B37\"\u003E\u003C\u002Fa\u003EEdmondson, A. C., Bohmer, R. M., and Pisano, G. P. (2001). Disrupted routines: team learning and new technology implementation in hospitals. \u003Cem\u003EAdm. Sci. Q.\u003C\u002Fem\u003E 46 (4), 685–716. doi:10.2307\u002F3094828\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.2307\u002F3094828\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Disrupted+routines:+team+learning+and+new+technology+implementation+in+hospitals&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B38\" id=\"B38\"\u003E\u003C\u002Fa\u003EEdmondson, A. (1999). Psychological safety and learning behavior in work teams. \u003Cem\u003EAdm. Sci. Q.\u003C\u002Fem\u003E 44 (2), 350–383. doi:10.2307\u002F2666999\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.2307\u002F2666999\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Psychological+safety+and+learning+behavior+in+work+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B39\" id=\"B39\"\u003E\u003C\u002Fa\u003EEdwards, M., and Hulme, D. (1996). Too close for comfort? The impact of official aid on nongovernmental organizations. \u003Cem\u003EWorld Dev.\u003C\u002Fem\u003E 24 (6), 961–973. doi:10.1016\u002F0305-750X(96)00019-8\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1016\u002F0305-750X(96)00019-8\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Too+close+for+comfort?+The+impact+of+official+aid+on+nongovernmental+organizations&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B40\" id=\"B40\"\u003E\u003C\u002Fa\u003EElele, J., and Fields, D. (2010). Participative decision making and organizational commitment. \u003Cem\u003ECross Cult. Manag.: Int. J.\u003C\u002Fem\u003E 17 (4), 368–392. doi:10.1108\u002F13527601011086586\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1108\u002F13527601011086586\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Participative+decision+making+and+organizational+commitment&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B41\" id=\"B41\"\u003E\u003C\u002Fa\u003EEmanuele, J., and Koetter, L. (2007). Workflow opportunities and challenges in healthcare. \u003Cem\u003EBPM & Workflow Handbook\u003C\u002Fem\u003E 1, 157–166. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Workflow+opportunities+and+challenges+in+healthcare&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B42\" id=\"B42\"\u003E\u003C\u002Fa\u003EFalk, G., and Falk, S. (1981). The impact of decision rules on the distribution of power in problem-solving teams with unequal power. \u003Cem\u003EGroup Organ. Stud.\u003C\u002Fem\u003E 6 (2), 211–223. doi:10.1177\u002F105960118100600207\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F105960118100600207\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+impact+of+decision+rules+on+the+distribution+of+power+in+problem-solving+teams+with+unequal+power&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B43\" id=\"B43\"\u003E\u003C\u002Fa\u003EFernandez, R., Kozlowski, S. W., Shapiro, M. J., and Salas, E. (2008). Toward a definition of teamwork in emergency medicine. \u003Cem\u003EAcad. Emerg. Med.\u003C\u002Fem\u003E 15 (11), 1104–1112. doi:10.1111\u002Fj.1553-2712.2008.00250.x\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F18828831\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1553-2712.2008.00250.x\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Toward+a+definition+of+teamwork+in+emergency+medicine&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B44\" id=\"B44\"\u003E\u003C\u002Fa\u003EFleissig, A., Jenkins, V., Catt, S., and Fallowfield, L. (2006). Multidisciplinary teams in cancer care: are they effective in the UK?. \u003Cem\u003ELancet Oncol.\u003C\u002Fem\u003E 7 (11), 935–943. doi:10.1016\u002FS1470-2045(06)70940-8\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F17081919\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1016\u002FS1470-2045(06)70940-8\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Multidisciplinary+teams+in+cancer+care:+are+they+effective+in+the+UK?&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B45\" id=\"B45\"\u003E\u003C\u002Fa\u003EFrink, D. D., and Klimoski, R. J. (1998). Toward a theory of accountability in organizations and human resource management. \u003Cem\u003ERes. Person. Hum. Resour. Manag.\u003C\u002Fem\u003E 17, 1–51. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Toward+a+theory+of+accountability+in+organizations+and+human+resource+management&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B48\" id=\"B48\"\u003E\u003C\u002Fa\u003EGrant, A. M., Curtayne, L., and Burton, G. (2009). Executive coaching enhances goal attainment, resilience and workplace well-being: a randomised controlled study. \u003Cem\u003EJ. Posit. Psychol.\u003C\u002Fem\u003E 4 (5), 396–407. doi:10.1080\u002F17439760902992456\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1080\u002F17439760902992456\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Executive+coaching+enhances+goal+attainment,+resilience+and+workplace+well-being:+a+randomised+controlled+study&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B49\" id=\"B49\"\u003E\u003C\u002Fa\u003EGrant, A. M., and Hartley, M. (2013). Developing the leader as coach: insights, strategies and tips for embedding coaching skills in the workplace. \u003Cem\u003ECoaching\u003C\u002Fem\u003E 6 (2), 102–115. doi:10.1080\u002F17521882.2013.824015\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1080\u002F17521882.2013.824015\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Developing+the+leader+as+coach:+insights,+strategies+and+tips+for+embedding+coaching+skills+in+the+workplace&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B50\" id=\"B50\"\u003E\u003C\u002Fa\u003EGrant, A. M., Studholme, I., Verma, R., Kirkwood, L., Paton, B., and O’Connor, S. (2017). The impact of leadership coaching in an Australian healthcare setting. \u003Cem\u003EJ. Health Organ. Manag.\u003C\u002Fem\u003E 31 (2) 237–252. doi:10.1108\u002FJHOM-09-2016-0187\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F28482767\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1108\u002FJHOM-09-2016-0187\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+impact+of+leadership+coaching+in+an+Australian+healthcare+setting&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B51\" id=\"B51\"\u003E\u003C\u002Fa\u003EHackman, J. R. (2012). From causes to conditions in group research. \u003Cem\u003EJ. Organ. Behav.\u003C\u002Fem\u003E 33 (3), 428–444. doi:10.1002\u002Fjob.1774\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1002\u002Fjob.1774\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=From+causes+to+conditions+in+group+research&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B52\" id=\"B52\"\u003E\u003C\u002Fa\u003EHackman, J. R., and Wageman, R. (2005). A theory of team coaching. \u003Cem\u003EAcad. Manag. Rev.\u003C\u002Fem\u003E 30 (2), 269–287. doi:10.5465\u002Famr.2005.16387885\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.5465\u002Famr.2005.16387885\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=A+theory+of+team+coaching&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B53\" id=\"B53\"\u003E\u003C\u002Fa\u003EHackman, J. R. (1987). “The design of work teams.” in \u003Cem\u003EHandbook of organizational behavior\u003C\u002Fem\u003E. Editor Lorsch, W., (Upper Saddle River, NJ: \u003Cspan class=\"publisher-name\"\u003EPrentice Hall\u003C\u002Fspan\u003E), 315–342. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+design+of+work+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B54\" id=\"B54\"\u003E\u003C\u002Fa\u003EHall, P. (2005). Interprofessional teamwork: professional cultures as barriers. \u003Cem\u003EJ. Interprof. Care\u003C\u002Fem\u003E 19 (Suppl. 1), 188–196. doi:10.1080\u002F13561820500081745\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F16096155\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1080\u002F13561820500081745\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Interprofessional+teamwork:+professional+cultures+as+barriers&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B55\" id=\"B55\"\u003E\u003C\u002Fa\u003EHarper, S. (2012). The leader coach: a model of multi-style leadership. \u003Cem\u003EJ. Pract. Consult.\u003C\u002Fem\u003E 4 (1), 22–31. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+leader+coach:+a+model+of+multi-style+leadership&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B56\" id=\"B56\"\u003E\u003C\u002Fa\u003EHaward, R. (2008). “Organizing a comprehensive framework for cancer control.” in \u003Cem\u003EResponding to the challenge of cancer in Europe\u003C\u002Fem\u003E Editors M. Alexe, T. Albreht, M. McKee, and M. P. Coleman (Ljubljana, Slovenia: \u003Cspan class=\"publisher-name\"\u003EInstitute of Public Health of the Republic of Slovenia and European Observatory on Health Systems and Policies (EOHSP)\u003C\u002Fspan\u003E), 113–134. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Organizing+a+comprehensive+framework+for+cancer+control&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B57\" id=\"B57\"\u003E\u003C\u002Fa\u003EHawkins, P. (2017). \u003Cem\u003ELeadership team coaching: Developing collective transformational leadership\u003C\u002Fem\u003E. London, UK: \u003Cspan class=\"publisher-name\"\u003EKogan Page Publishers\u003C\u002Fspan\u003E.\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B58\" id=\"B58\"\u003E\u003C\u002Fa\u003EHollenbeck, J. R., Beersma, B., and Schouten, M. E. (2012). Beyond team types and taxonomies: a dimensional scaling conceptualization for team description. \u003Cem\u003EAcad. Manag. Rev.\u003C\u002Fem\u003E 37 (1), 82–106. doi:10.5465\u002Famr.2010.0181\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.5465\u002Famr.2010.0181\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Beyond+team+types+and+taxonomies:+a+dimensional+scaling+conceptualization+for+team+description&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B59\" id=\"B59\"\u003E\u003C\u002Fa\u003EHollenbeck, J. R., Ilgen, D. R., Sego, D. J., Hedlund, J., Major, D. A., and Phillips, J. (1995). Multilevel theory of team decision making: decision performance in teams incorporating distributed expertise. \u003Cem\u003EJ. Appl. Psychol.\u003C\u002Fem\u003E 80 (2), 292–316. doi:10.1037\u002F0021-9010.80.2.292\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002F0021-9010.80.2.292\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Multilevel+theory+of+team+decision+making:+decision+performance+in+teams+incorporating+distributed+expertise&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B60\" id=\"B60\"\u003E\u003C\u002Fa\u003EHolloman, C. R., and Hendrick, H. W. (1972). Adequacy of group decisions as a function of the decision-making process. \u003Cem\u003EAcad. Manag. J.\u003C\u002Fem\u003E 15 (2), 175–184. doi:10.5465\u002F254909\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.5465\u002F254909\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Adequacy+of+group+decisions+as+a+function+of+the+decision-making+process&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B61\" id=\"B61\"\u003E\u003C\u002Fa\u003EHughes, A. M., Gregory, M. E., Joseph, D. L., Sonesh, S. C., Marlow, S. L., Lacerenza, C. N., et al. (2016). Saving lives: a meta-analysis of team training in healthcare. \u003Cem\u003EJ. Appl. Psychol.\u003C\u002Fem\u003E 101 (9), 1266–1304. doi:10.1037\u002Fapl0000120\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F27599089\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002Fapl0000120\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Saving+lives:+a+meta-analysis+of+team+training+in+healthcare&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B62\" id=\"B62\"\u003E\u003C\u002Fa\u003EJames, L. (2017). Improving leadership communication in nurse-physician dyad teams. [Doctoral dissertation], Columbia, SC: \u003Cspan class=\"publisher-name\"\u003EUniversity of South Carolina\u003C\u002Fspan\u003E. Available at:\u003Ca href=\"https:\u002F\u002Fscholarcommons.sc.edu\u002Fetd\u002F4460\"\u003Ehttps:\u002F\u002Fscholarcommons.sc.edu\u002Fetd\u002F4460\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Improving+leadership+communication+in+nurse-physician+dyad+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B63\" id=\"B63\"\u003E\u003C\u002Fa\u003EJanis, I. L. (1982). \u003Cem\u003EGroupthink\u003C\u002Fem\u003E (2nd ed.). Boston, MA: \u003Cspan class=\"publisher-name\"\u003EHoughton-Mifflin\u003C\u002Fspan\u003E.\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B64\" id=\"B64\"\u003E\u003C\u002Fa\u003EJanssen, O., Van de Vliert, E., and Veenstra, C. (1999). How task and person conflict shape the role of positive interdependence in management teams. \u003Cem\u003EJ. Manag.\u003C\u002Fem\u003E 25 (2), 117–141. doi:10.1016\u002FS0149-2063(99)80006-3\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1016\u002FS0149-2063(99)80006-3\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=How+task+and+person+conflict+shape+the+role+of+positive+interdependence+in+management+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B65\" id=\"B65\"\u003E\u003C\u002Fa\u003EJehn, K. A. (1999). Diversity, conflict, and team performances summary of program of research. \u003Cem\u003EPerform. Improv. Q.\u003C\u002Fem\u003E 12 (1), 6–19. doi:10.1111\u002Fj.1937-8327.1999.tb00112.x\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1937-8327.1999.tb00112.x\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Diversity,+conflict,+and+team+performances+summary+of+program+of+research&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B66\" id=\"B66\"\u003E\u003C\u002Fa\u003EJones, R. J., Woods, S. A., and Guillaume, Y. R. (2016). The effectiveness of workplace coaching: a meta analysis of learning and performance outcomes from coaching. \u003Cem\u003EJ. Occup. Organ. Psychol.\u003C\u002Fem\u003E 89 (2), 249–277. doi:10.1111\u002Fjoop.12119\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1111\u002Fjoop.12119\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+effectiveness+of+workplace+coaching:+a+meta+analysis+of+learning+and+performance+outcomes+from+coaching&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B67\" id=\"B67\"\u003E\u003C\u002Fa\u003EKalmanovich-Cohen, H., Pearsall, M. J., and Christian, J. S. (2018). The effects of leadership change on team escalation of commitment. \u003Cem\u003ELeader. Q.\u003C\u002Fem\u003E 29 (5), 597–608. doi:10.1016\u002Fj.leaqua.2018.03.004\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.leaqua.2018.03.004\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+effects+of+leadership+change+on+team+escalation+of+commitment&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B68\" id=\"B68\"\u003E\u003C\u002Fa\u003EKatzenbach, J. R., and Smith, D. K. (2005). The discipline of teams. \u003Cem\u003EHarv. Bus. Rev.\u003C\u002Fem\u003E 83 (7), 11–120. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+discipline+of+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B69\" id=\"B69\"\u003E\u003C\u002Fa\u003EKolb, D. A. (1984). \u003Cem\u003EExperiential learning\u003C\u002Fem\u003E. Englewood Cliffs, NJ: \u003Cspan class=\"publisher-name\"\u003EPrentice-Hall\u003C\u002Fspan\u003E.\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B70\" id=\"B70\"\u003E\u003C\u002Fa\u003EKozlowski, S. W. J., and Klein, K. J. (2000). “A multilevel approach to theory and research in organizations: contextual, temporal, and emergent processes.” \u003Cem\u003Ein Multilevel theory, research and methods in organizations: foundations, extensions, and new directions\u003C\u002Fem\u003E. Editors K. J. Klein, and S. W. J. Kozlowski, (San Francisco, CA: \u003Cspan class=\"publisher-name\"\u003EJossey-Bass\u003C\u002Fspan\u003E). 3–90. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=A+multilevel+approach+to+theory+and+research+in+organizations:+contextual,+temporal,+and+emergent+processes&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B71\" id=\"B71\"\u003E\u003C\u002Fa\u003ELadyshewsky, R. K. (2010). Building competency in the novice allied health professional through peer coaching. \u003Cem\u003EJ. Allied Health\u003C\u002Fem\u003E 39 (2), 77E–82E. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Building+competency+in+the+novice+allied+health+professional+through+peer+coaching&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B73\" id=\"B73\"\u003E\u003C\u002Fa\u003ELeggat, S. G. (2007). Effective healthcare teams require effective team members: defining teamwork competencies. \u003Cem\u003EBMC Health Serv. Res.\u003C\u002Fem\u003E 7 (1), 17. doi:10.1186\u002F1472-6963-7-17\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F17284324\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1186\u002F1472-6963-7-17\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Effective+healthcare+teams+require+effective+team+members:+defining+teamwork+competencies&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B74\" id=\"B74\"\u003E\u003C\u002Fa\u003ELemieux-Charles, L., and McGuire, W. L. (2006). What do we know about health care team effectiveness? A review of the literature. \u003Cem\u003EMed. Care Res. Rev.\u003C\u002Fem\u003E 63 (3), 263–300. doi:10.1177\u002F1077558706287003\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F16651394\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F1077558706287003\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=What+do+we+know+about+health+care+team+effectiveness?+A+review+of+the+literature&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B75\" id=\"B75\"\u003E\u003C\u002Fa\u003ELencioni, P. M. (2012). \u003Cem\u003EThe five dysfunctions of a team: team assessment\u003C\u002Fem\u003E. Hoboken, NJ: \u003Cspan class=\"publisher-name\"\u003EJohn Wiley & Sons\u003C\u002Fspan\u003E. doi:10.1108\u002Fk.2011.06740aae.002 \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1108\u002Fk.2011.06740aae.002\"\u003ECrossRef Full Text\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B76\" id=\"B76\"\u003E\u003C\u002Fa\u003ELePine, J. A., Piccolo, R. F., Jackson, C. L., Mathieu, J. E., and Saul, J. R. (2008). A meta analysis of teamwork processes: tests of a multidimensional model and relationships with team effectiveness criteria. \u003Cem\u003EPerson. Psychol.\u003C\u002Fem\u003E 61 (2), 273–307. doi:10.1111\u002Fj.1744-6570.2008.00114.x\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1744-6570.2008.00114.x\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=A+meta+analysis+of+teamwork+processes:+tests+of+a+multidimensional+model+and+relationships+with+team+effectiveness+criteria&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B77\" id=\"B77\"\u003E\u003C\u002Fa\u003ELiu, X., and Batt, R. (2010). How supervisors influence performance: a multilevel study of coaching and group management in technology mediated services. \u003Cem\u003EPerson. Psychol.\u003C\u002Fem\u003E 63 (2), 265–298. doi:10.1111\u002Fj.1744-6570.2010.01170.x\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1744-6570.2010.01170.x\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=How+supervisors+influence+performance:+a+multilevel+study+of+coaching+and+group+management+in+technology+mediated+services&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B79\" id=\"B79\"\u003E\u003C\u002Fa\u003EManser, T. (2009). Teamwork and patient safety in dynamic domains of healthcare: a review of the literature. \u003Cem\u003EActa Anaesthesiol. Scand.\u003C\u002Fem\u003E 53 (2), 143–151. doi:10.1111\u002Fj.1399-6576.2008.01717.x\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F19032571\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1399-6576.2008.01717.x\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Teamwork+and+patient+safety+in+dynamic+domains+of+healthcare:+a+review+of+the+literature&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B81\" id=\"B81\"\u003E\u003C\u002Fa\u003EMathieu, J. E., Marks, M. A., and Zaccaro, S. J. (2001). “Multi-team systems.” in \u003Cem\u003EHandbook of industrial, work and organizational psychology\u003C\u002Fem\u003E Editors Anderson, N., Ones, D. S., Sinangil, H. K., and Viswesvaran, C., (London, UK: \u003Cspan class=\"publisher-name\"\u003ESage\u003C\u002Fspan\u003E), Vol. 2, 289–313. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Multi-team+systems&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B144\" id=\"B144\"\u003E\u003C\u002Fa\u003EMathieu, J., Maynard, M. T., Rapp, T., and Gilson, L. (2008). Team effectiveness 1997-2007: A review of recent advancements and a glimpse into the future. \u003Cem\u003EJ. Manag.\u003C\u002Fem\u003E 34 (3), 410–476. doi:10.1177\u002F0149206308316061\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F21512370\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1097\u002FACM.0b013e318217e119\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Does+simulation-based+medical+education+with+deliberate+practice+yield+better+results+than+traditional+clinical+education?+A+meta-analytic+comparative+review+of+the+evidence&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B82\" id=\"B82\"\u003E\u003C\u002Fa\u003EMcGaghie, W. C., Issenberg, S. B., Cohen, M. E. R., Barsuk, J. H., and Wayne, D. B. (2011). Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. \u003Cem\u003EAcad. Med.\u003C\u002Fem\u003E 86 (6), 706–711. doi:10.1097\u002FACM.0b013e318217e119\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F21512370\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1097\u002FACM.0b013e318217e119\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Does+simulation-based+medical+education+with+deliberate+practice+yield+better+results+than+traditional+clinical+education?+A+meta-analytic+comparative+review+of+the+evidence&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B83\" id=\"B83\"\u003E\u003C\u002Fa\u003EMerién, A. E. R., Van de Ven, J., Mol, B. W., Houterman, S., and Oei, S. G. (2010). Multidisciplinary team training in a simulation setting for acute obstetric emergencies: a systematic review. \u003Cem\u003EObstet. Gynecol.\u003C\u002Fem\u003E 115 (5), 1021–1031. doi:10.1097\u002FAOG.0b013e3181d9f4cd\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F20410778\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1097\u002FAOG.0b013e3181d9f4cd\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Multidisciplinary+team+training+in+a+simulation+setting+for+acute+obstetric+emergencies:+a+systematic+review&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B85\" id=\"B85\"\u003E\u003C\u002Fa\u003EMichaelsen, L. K., Watson, W. E., and Black, R. H. (1989). A realistic test of individual versus group consensus decision making. \u003Cem\u003EJ. Appl. Psychol.\u003C\u002Fem\u003E 74 (5), 834–839. doi:10.1037\u002F0021-9010.74.5.834\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002F0021-9010.74.5.834\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=A+realistic+test+of+individual+versus+group+consensus+decision+making&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B87\" id=\"B87\"\u003E\u003C\u002Fa\u003EOgbonnaya, C., Tillman, C. J., and Gonzalez, K. (2018). Perceived organizational support in health care: the importance of teamwork and training for employee well-being and patient satisfaction. \u003Cem\u003EGroup Organ. Manag.\u003C\u002Fem\u003E 43 (3), 475–503. doi:10.1177\u002F1059601118767244\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F1059601118767244\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Perceived+organizational+support+in+health+care:+the+importance+of+teamwork+and+training+for+employee+well-being+and+patient+satisfaction&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B88\" id=\"B88\"\u003E\u003C\u002Fa\u003EOlanrewaju, O. I., and Okorie, V. N. (2019). Exploring the qualities of a good leader using principal component analysis. \u003Cem\u003EJ. Eng. Proj. Prod. Manag.\u003C\u002Fem\u003E 9 (2), 142–150. doi:10.2478\u002Fjeppm-2019-0016\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.2478\u002Fjeppm-2019-0016\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Exploring+the+qualities+of+a+good+leader+using+principal+component+analysis&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B89\" id=\"B89\"\u003E\u003C\u002Fa\u003EOostra, R. D. (2016). Physician leadership: a central strategy to transforming healthcare. \u003Cem\u003EFront. Health Serv. Manag.\u003C\u002Fem\u003E 32 (3), 15–26. doi:10.1097\u002F01974520-201601000-00003\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1097\u002F01974520-201601000-00003\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Physician+leadership:+a+central+strategy+to+transforming+healthcare&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B90\" id=\"B90\"\u003E\u003C\u002Fa\u003EOverton, A. R., and Lowry, A. C. (2013). Conflict management: difficult conversations with difficult people. \u003Cem\u003EClin. Colon Rectal Surg.\u003C\u002Fem\u003E 26 (4), 259–264. doi:10.1055\u002Fs-0033-1356728\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F24436688\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1055\u002Fs-0033-1356728\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Conflict+management:+difficult+conversations+with+difficult+people&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B91\" id=\"B91\"\u003E\u003C\u002Fa\u003EPaoletti, J., Bisbey, B., Zajac, S., Waller, M. J., and Salas, E. (2021). Looking to the middle of the qualitative-quantitative spectrum for integrated mixed methods. \u003Cem\u003ESmall Group Research\u003C\u002Fem\u003E, 1–35. doi:10.1177\u002F1046496421992433 \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Looking+to+the+middle+of+the+qualitative-quantitative+spectrum+for+integrated+mixed+methods&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B92\" id=\"B92\"\u003E\u003C\u002Fa\u003EPeters, J., and Carr, C. (2013). Team effectiveness and team coaching literature review. \u003Cem\u003ECoaching\u003C\u002Fem\u003E 6 (2), 116–136. doi:10.1080\u002F17521882.2013.798669\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1080\u002F17521882.2013.798669\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Team+effectiveness+and+team+coaching+literature+review&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B93\" id=\"B93\"\u003E\u003C\u002Fa\u003EPhillips, J. M. (2002). Antecedents and consequences of procedural justice perceptions in hierarchical decision-making teams. \u003Cem\u003ESmall Group Res.\u003C\u002Fem\u003E 33 (1), 32–64. doi:10.1177\u002F104649640203300102\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F104649640203300102\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Antecedents+and+consequences+of+procedural+justice+perceptions+in+hierarchical+decision-making+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B94\" id=\"B94\"\u003E\u003C\u002Fa\u003ERabøl, L. I., Andersen, M. L., Ã˜stergaard, D., BjÃ¸rn, B., Lilja, B., and Mogensen, T. (2011). Descriptions of verbal communication errors between staff. An analysis of 84 root cause analysis-reports from Danish hospitals. \u003Cem\u003EBMJ Qual. Saf.\u003C\u002Fem\u003E 20 (3), 268–274. doi:10.1136\u002Fbmjqs.2010.040238\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F21209139\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1136\u002Fbmjqs.2010.040238\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Descriptions+of+verbal+communication+errors+between+staff.+An+analysis+of+84+root+cause+analysis-reports+from+Danish+hospitals&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B95\" id=\"B95\"\u003E\u003C\u002Fa\u003ERehmann, A. J., Mitman, R. D., and Reynolds, M. C. (1995). \u003Cem\u003EA handbook of flight simulation fidelity requirements for human factors research\u003C\u002Fem\u003E. AFB, OH: \u003Cspan class=\"publisher-name\"\u003ECrew System Ergonomics Information Analysis Center Wright-Patterson\u003C\u002Fspan\u003E. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002Fe472002008-001\"\u003ECrossRef Full Text\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B96\" id=\"B96\"\u003E\u003C\u002Fa\u003ERodgers, C. (2002). Defining reflection: another look at John Dewey and reflective thinking. \u003Cem\u003ETeach. Coll. Rec.\u003C\u002Fem\u003E 104 (4), 842–866. doi:10.1111\u002F1467-9620.00181\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1111\u002F1467-9620.00181\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Defining+reflection:+another+look+at+John+Dewey+and+reflective+thinking&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B97\" id=\"B97\"\u003E\u003C\u002Fa\u003ERogers, P., and Blenko, M. (2006). Who has the d?. \u003Cem\u003EHarv. Bus. Rev.\u003C\u002Fem\u003E 84 (1), 52–61.\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F16447369\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Who+has+the+d?&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B98\" id=\"B98\"\u003E\u003C\u002Fa\u003ERousseau, V., Aubé, C., and Tremblay, S. (2013). Team coaching and innovation in work teams. \u003Cem\u003ELeader. Organ. Dev. J.\u003C\u002Fem\u003E 34 (4), 344–364. doi:10.1108\u002FLODJ-08-2011-0073\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1108\u002FLODJ-08-2011-0073\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Team+coaching+and+innovation+in+work+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B145\" id=\"B145\"\u003E\u003C\u002Fa\u003ERubin, J. Z. (1994). Models of conflict management. \u003Cem\u003EJ. Soc.\u003C\u002Fem\u003E 50 (1), 33–45.\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1108\u002FLODJ-08-2011-0073\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Team+coaching+and+innovation+in+work+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B99\" id=\"B99\"\u003E\u003C\u002Fa\u003ESaavedra, R., Earley, P. C., and Van Dyne, L. (1993). Complex interdependence in task- performing groups. \u003Cem\u003EJ. Appl. Psychol.\u003C\u002Fem\u003E 78(1), 61–72. doi:10.1037\u002F0021-9010.78.1.61\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002F0021-9010.78.1.61\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Complex+interdependence+in+task-+performing+groups&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B100\" id=\"B100\"\u003E\u003C\u002Fa\u003ESalas, E., DiazGranados, D., Klein, C., Burke, C. S., Stagl, K. C., Goodwin, G. F., et al. (2008). Does team training improve team performance? A meta-analysis. \u003Cem\u003EHum. Factors\u003C\u002Fem\u003E 50 (6), 903–933. doi:10.1518\u002F001872008X375009\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F19292013\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1518\u002F001872008X375009\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Does+team+training+improve+team+performance?+A+meta-analysis&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B101\" id=\"B101\"\u003E\u003C\u002Fa\u003ESalas, E., Kosarzycki, M. P., Tannenbaum, S. I., and Carnegie, D. (2004). “Principles and advice for understanding and promoting effective teamwork in organizations.” in, \u003Cem\u003ELeading in turbulent times: managing in the new world of work\u003C\u002Fem\u003E. Editors R. Burke, and C. Cooper Malden, MA: \u003Cspan class=\"publisher-name\"\u003EBlackwell\u003C\u002Fspan\u003E). 95–120. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Principles+and+advice+for+understanding+and+promoting+effective+teamwork+in+organizations&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B102\" id=\"B102\"\u003E\u003C\u002Fa\u003ESalas, E., Priest, H. A., Stagl, K. C., Sims, D. E., and Burke, C. S. (2007). “Work teams in organizations: a historical reflection and lessons learned.” in \u003Cem\u003EHistorical perspectives in industrial and organizational psychology.\u003C\u002Fem\u003E Editor Koppes, L. L., (Mahwah, NJ: \u003Cspan class=\"publisher-name\"\u003ELawrence Erlbaum Associates Publishers\u003C\u002Fspan\u003E), 407–438. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Work+teams+in+organizations:+a+historical+reflection+and+lessons+learned&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B103\" id=\"B103\"\u003E\u003C\u002Fa\u003ESalas, E., Reyes, D. L., and Woods, A. L. (2017). “The assessment of team performance: observations and needs.” in \u003Cem\u003EInnovative assessment of collaboration\u003C\u002Fem\u003E. Editors von Davier, A., Zhu, M., and Kyllonen, P. (Cham., Switzerland: \u003Cspan class=\"publisher-name\"\u003ESpringer\u003C\u002Fspan\u003E), 21–36. doi:10.1007\u002F978-3-31933261-1_2\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-31933261-1_2\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+assessment+of+team+performance:+observations+and+needs&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B104\" id=\"B104\"\u003E\u003C\u002Fa\u003ESanford, K. (2015). \u003Cem\u003EDyad leadership in healthcare: when one plus one is greater than two\u003C\u002Fem\u003E. Philadelphia, PA: \u003Cspan class=\"publisher-name\"\u003ELippincott Williams & Wilkins\u003C\u002Fspan\u003E.\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B105\" id=\"B105\"\u003E\u003C\u002Fa\u003ESaxena, A., Davies, M., and Philippon, D. (2018). Structure of health-care dyad leadership: an organization’s experience. \u003Cem\u003ELeader. Health Serv.\u003C\u002Fem\u003E 31 (2), 238–253. doi:10.1108\u002FLHS-12-2017-0076\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1108\u002FLHS-12-2017-0076\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Structure+of+health-care+dyad+leadership:+an+organization芒聙聶s+experience&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B106\" id=\"B106\"\u003E\u003C\u002Fa\u003ESchippers, M. C., Den Hartog, D. N., Koopman, P. L., and Van Knippenberg, D. (2008). The role of transformational leadership in enhancing team reflexivity. \u003Cem\u003EHum. Relat.\u003C\u002Fem\u003E 61 (11), 1593–1616. doi:10.1177\u002F0018726708096639\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F0018726708096639\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+role+of+transformational+leadership+in+enhancing+team+reflexivity&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B107\" id=\"B107\"\u003E\u003C\u002Fa\u003ESchmutz, J., and Manser, T. (2013). Do team processes really have an effect on clinical performance? A systematic literature review. \u003Cem\u003EBr. J. Anaesth.\u003C\u002Fem\u003E 110 (4), 529–544. doi:10.1093\u002Fbja\u002Faes513\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F23454826\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1093\u002Fbja\u002Faes513\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Do+team+processes+really+have+an+effect+on+clinical+performance?+A+systematic+literature+review&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B108\" id=\"B108\"\u003E\u003C\u002Fa\u003EScott Ladd, B., and Chan, C. C. (2004). Emotional intelligence and participation in decision making: strategies for promoting organizational learning and change. \u003Cem\u003EStrat. Change\u003C\u002Fem\u003E 13 (2), 95–105. doi:10.1002\u002Fjsc.668\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1002\u002Fjsc.668\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Emotional+intelligence+and+participation+in+decision+making:+strategies+for+promoting+organizational+learning+and+change&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B109\" id=\"B109\"\u003E\u003C\u002Fa\u003EShapiro, M. J., Morey, J. C., Small, S. D., Langford, V., Kaylor, C. J., Jagminas, L., et al. (2004). Simulation based teamwork training for emergency department staff: does it improve clinical team performance when added to an existing didactic teamwork curriculum?. \u003Cem\u003EBMJ Qual. Saf.\u003C\u002Fem\u003E 13 (6), 417–421. doi:10.1136\u002Fqshc.2003.005447\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1136\u002Fqshc.2003.005447\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Simulation+based+teamwork+training+for+emergency+department+staff:+does+it+improve+clinical+team+performance+when+added+to+an+existing+didactic+teamwork+curriculum?&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B110\" id=\"B110\"\u003E\u003C\u002Fa\u003EShaw, J. D., Zhu, J., Duffy, M. K., Scott, K. L., Shih, H. A., and Susanto, E. (2011). A contingency model of conflict and team effectiveness. \u003Cem\u003EJ. Appl. Psychol.\u003C\u002Fem\u003E 96 (2), 391–400. doi:10.1037\u002Fa0021340\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F20939655\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0021340\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=A+contingency+model+of+conflict+and+team+effectiveness&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B113\" id=\"B113\"\u003E\u003C\u002Fa\u003ESmither, J. W. (2011). Can psychotherapy research serve as a guide for research about executive coaching? An agenda for the next decade. \u003Cem\u003EJ. Bus. Psychol.\u003C\u002Fem\u003E 26 (2), 135–145. doi:10.1007\u002Fs10869-011-9216-7\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10869-011-9216-7\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Can+psychotherapy+research+serve+as+a+guide+for+research+about+executive+coaching?+An+agenda+for+the+next+decade&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B114\" id=\"B114\"\u003E\u003C\u002Fa\u003ESomech, A., Desivilya, H. S., and Lidogoster, H. (2009). Team conflict management and team effectiveness: the effects of task interdependence and team identification. \u003Cem\u003EJ. Organ. Behav.\u003C\u002Fem\u003E 30 (3), 359–378. doi:10.1002\u002Fjob.537\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1002\u002Fjob.537\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Team+conflict+management+and+team+effectiveness:+the+effects+of+task+interdependence+and+team+identification&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B115\" id=\"B115\"\u003E\u003C\u002Fa\u003EStapleton, P., Henderson, A., Creedy, D. K., Cooke, M., Patterson, E., Alexander, H., et al. (2007). Boosting morale and improving performance in the nursing setting. \u003Cem\u003EJ. Nurs. Manag.\u003C\u002Fem\u003E 15 (8), 811–816. doi:10.1111\u002Fj.13652934.2007.00745.x\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F17944606\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.13652934.2007.00745.x\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Boosting+morale+and+improving+performance+in+the+nursing+setting&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B116\" id=\"B116\"\u003E\u003C\u002Fa\u003ESundstrom, E., De Meuse, K. P., and Futrell, D. (1990). Work teams: applications and effectiveness. \u003Cem\u003EAm. Psychol.\u003C\u002Fem\u003E 45 (2), 120–133. doi:10.1037\u002F0003-066X.45.2.120\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002F0003-066X.45.2.120\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Work+teams:+applications+and+effectiveness&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B119\" id=\"B119\"\u003E\u003C\u002Fa\u003ETaplin, S. H., Weaver, S., Chollette, V., Marks, L. B., Jacobs, A., Schiff, G., et al. (2015). Teams and teamwork during a cancer diagnosis: interdependency within and between teams. \u003Cem\u003EJ. Oncol. Pract.\u003C\u002Fem\u003E 11 (3), 231–238. doi:10.1200\u002FJOP.2014.003376\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F25873059\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1200\u002FJOP.2014.003376\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Teams+and+teamwork+during+a+cancer+diagnosis:+interdependency+within+and+between+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B120\" id=\"B120\"\u003E\u003C\u002Fa\u003ETaplin, S. H., Weaver, S., Salas, E., Chollette, V., Edwards, H. M., Bruinooge, S. S., et al. (2015). Reviewing cancer care team effectiveness. \u003Cem\u003EJ. Oncol. Pract.\u003C\u002Fem\u003E 11 (3), 239–246. doi:10.1200\u002FJOP.2014.003350\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F25873056\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1200\u002FJOP.2014.003350\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Reviewing+cancer+care+team+effectiveness&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B121\" id=\"B121\"\u003E\u003C\u002Fa\u003ETaylor, P. J., Russ-Eft, D. F., and Chan, D. W. (2005). A meta-analytic review of behavior modeling training. \u003Cem\u003EJ. Appl. Psychol.\u003C\u002Fem\u003E 90 (4), 692–709. doi:10.1037\u002F0021-9010.90.4.692\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F16060787\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1037\u002F0021-9010.90.4.692\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=A+meta-analytic+review+of+behavior+modeling+training&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B122\" id=\"B122\"\u003E\u003C\u002Fa\u003EThomas, E. J., Sexton, J. B., and Helmreich, R. L. (2004). Translating teamwork behaviours from aviation to healthcare: development of behavioural markers for neonatal resuscitation. \u003Cem\u003EBMJ Qual. Saf.\u003C\u002Fem\u003E 13 (Suppl. 1), i57–i64. doi:10.1136\u002Fqshc.2004.009811\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1136\u002Fqshc.2004.009811\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Translating+teamwork+behaviours+from+aviation+to+healthcare:+development+of+behavioural+markers+for+neonatal+resuscitation&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B123\" id=\"B123\"\u003E\u003C\u002Fa\u003EThoms, P., Dose, J. J., and Scott, K. S. (2002). Relationships between accountability, job satisfaction, and trust. \u003Cem\u003EHum. Resour. Dev. Q.\u003C\u002Fem\u003E 13 (3), 307–323. doi:10.1002\u002Fhrdq.1033\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1002\u002Fhrdq.1033\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Relationships+between+accountability,+job+satisfaction,+and+trust&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B124\" id=\"B124\"\u003E\u003C\u002Fa\u003EThorn, P. M., and Raj, J. M. (2012). A culture of coaching: achieving peak performance of individuals and teams in academic health centers. \u003Cem\u003EAcad. Med.\u003C\u002Fem\u003E 87 (11), 1482–1483. doi:10.1097\u002FACM.0b013e31826ce3bc\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F23111271\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1097\u002FACM.0b013e31826ce3bc\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=A+culture+of+coaching:+achieving+peak+performance+of+individuals+and+teams+in+academic+health+centers&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B125\" id=\"B125\"\u003E\u003C\u002Fa\u003EThornton, C. (2010). \u003Cem\u003EGroup and team coaching: the essential guide\u003C\u002Fem\u003E. Abingdon, UK: \u003Cspan class=\"publisher-name\"\u003ERoutledge\u003C\u002Fspan\u003E. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.4324\u002F9780203852385\"\u003ECrossRef Full Text\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B126\" id=\"B126\"\u003E\u003C\u002Fa\u003ETjosvold, D., Hui, C., and Yu, Z. (2003). Conflict management and task reflexivity for team in-role and extra-role performance in China. \u003Cem\u003EInt. J. Conflict Manag.\u003C\u002Fem\u003E 14 (2), 141–163. doi:10.1108\u002Feb022895\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1108\u002Feb022895\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Conflict+management+and+task+reflexivity+for+team+in-role+and+extra-role+performance+in+China&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B127\" id=\"B127\"\u003E\u003C\u002Fa\u003ETjosvold, D., Tang, M. M. L., and West, M. A. (2004). Reflexivity for team innovation in China: the contribution of goal interdependence. \u003Cem\u003EGroup & Organizational Management\u003C\u002Fem\u003E 29 (5), 540–559. doi:10.1177\u002F1059601103254911\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F1059601103254911\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Reflexivity+for+team+innovation+in+China:+the+contribution+of+goal+interdependence&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B128\" id=\"B128\"\u003E\u003C\u002Fa\u003ETripathy, D. (2003). Multidisciplinary care for breast cancer: barriers and solutions. \u003Cem\u003EBreast J.\u003C\u002Fem\u003E 9 (1), 60–63. doi:10.1046\u002Fj.1524-4741.2003.09118.x\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F12558678\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1046\u002Fj.1524-4741.2003.09118.x\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Multidisciplinary+care+for+breast+cancer:+barriers+and+solutions&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B130\" id=\"B130\"\u003E\u003C\u002Fa\u003ETurpin, C. (2019). The dyad leadership model: defining a new physician\u002Fnurse relationship (Publication no. 22617608). [Doctoral dissertation]. Victoria, Canada: \u003Cspan class=\"publisher-name\"\u003ERoyal Roads University\u003C\u002Fspan\u003E. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+dyad+leadership+model:+defining+a+new+physician\u002Fnurse+relationship+(Publication+no.+22617608)&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B131\" id=\"B131\"\u003E\u003C\u002Fa\u003EUrban, J. M., Weaver, J. L., Bowers, C. A., and Rhodenizer, L. (1996). Effects of workload and structure on team processes and performance: implications for complex team decision making. \u003Cem\u003EHum. Factors\u003C\u002Fem\u003E 38 (2), 300–310. doi:10.1177\u002F001872089606380210\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F001872089606380210\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Effects+of+workload+and+structure+on+team+processes+and+performance:+implications+for+complex+team+decision+making&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B132\" id=\"B132\"\u003E\u003C\u002Fa\u003EVaismoradi, M., Turunen, H., and Bondas, T. (2013). Content analysis and thematic analysis: implications for conducting a qualitative descriptive study. \u003Cem\u003ENurs. Health Sci.\u003C\u002Fem\u003E 15 (3), 398–405. doi:10.1111\u002Fnhs.12048\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F23480423\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1111\u002Fnhs.12048\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Content+analysis+and+thematic+analysis:+implications+for+conducting+a+qualitative+descriptive+study&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B133\" id=\"B133\"\u003E\u003C\u002Fa\u003EWeaver, S. J., Dy, S. M., and Rosen, M. A. (2014). Team-training in healthcare: a narrative synthesis of the literature. \u003Cem\u003EBMJ Qual. Saf.\u003C\u002Fem\u003E 23 (5), 359–372. doi:10.1136\u002Fbmjqs-2013-001848\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F24501181\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1136\u002Fbmjqs-2013-001848\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Team-training+in+healthcare:+a+narrative+synthesis+of+the+literature&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B134\" id=\"B134\"\u003E\u003C\u002Fa\u003EWeaver, S. J., Lyons, R., DiazGranados, D., Rosen, M. A., Salas, E., Oglesby, J., et al. (2010). The anatomy of health care team training and the state of practice: a critical review. \u003Cem\u003EAcad. Med.\u003C\u002Fem\u003E 85 (11), 1746–1760. doi:10.1097\u002FACM.0b013e3181f2e907\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F20841989\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1097\u002FACM.0b013e3181f2e907\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+anatomy+of+health+care+team+training+and+the+state+of+practice:+a+critical+review&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B135\" id=\"B135\"\u003E\u003C\u002Fa\u003EWeingart, L. R., Behfar, K. J., Bendersky, C., Todorova, G., and Jehn, K. A. (2015). The directness and oppositional intensity of conflict expression. \u003Cem\u003EAcad. Manag. Rev.\u003C\u002Fem\u003E 40 (2), 235–262. doi:10.5465\u002Famr.2013.0124\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.5465\u002Famr.2013.0124\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=The+directness+and+oppositional+intensity+of+conflict+expression&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B136\" id=\"B136\"\u003E\u003C\u002Fa\u003EWeiss, M., Kolbe, M., Grote, G., Dambach, M., Marty, A., Spahn, D. R., et al. (2014). Agency and communion predict speaking up in acute care teams. \u003Cem\u003ESmall Group Res.\u003C\u002Fem\u003E 45 (3), 290–313. doi:10.1177\u002F1046496414531495\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1177\u002F1046496414531495\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Agency+and+communion+predict+speaking+up+in+acute+care+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B137\" id=\"B137\"\u003E\u003C\u002Fa\u003EWeiss, M., Kolbe, M., Grote, G., Spahn, D. R., and Grande, B. (2017). Why didn’t you say something? Effects of after-event reviews on voice behaviour and hierarchy beliefs in multi-professional action teams. \u003Cem\u003EEur. J. Work. Organ. Psychol.\u003C\u002Fem\u003E 26 (1), 66–80. doi:10.1080\u002F1359432X.2016.1208652\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1080\u002F1359432X.2016.1208652\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Why+didn芒聙聶t+you+say+something?+Effects+of+after-event+reviews+on+voice+behaviour+and+hierarchy+beliefs+in+multi-professional+action+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B138\" id=\"B138\"\u003E\u003C\u002Fa\u003EWeller, J., Boyd, M., and Cumin, D. (2014). Teams, tribes and patient safety: overcoming barriers to effective teamwork in healthcare. \u003Cem\u003EPostgrad. Med.\u003C\u002Fem\u003E 90 (1061), 149–154. doi:10.1136\u002Fpostgradmedj-2012-131168\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F24398594\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1136\u002Fpostgradmedj-2012-131168\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Teams,+tribes+and+patient+safety:+overcoming+barriers+to+effective+teamwork+in+healthcare&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B139\" id=\"B139\"\u003E\u003C\u002Fa\u003EWest, M. A. (2000). “Reflexivity, revolution and innovation in work teams.” in \u003Cem\u003EProduct development teams: advances in interdisciplinary studies of work teams\u003C\u002Fem\u003E. Editor Beyerlein, M., (California: \u003Cspan class=\"publisher-name\"\u003EJAI Press\u003C\u002Fspan\u003E), 1–30. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Reflexivity,+revolution+and+innovation+in+work+teams&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B140\" id=\"B140\"\u003E\u003C\u002Fa\u003EWolever, R., Moore, M., and Jordan, M. (2017). “Coaching in healthcare.” in \u003Cem\u003EThe sage handbook of coaching\u003C\u002Fem\u003E Editors T. Bachkirova, G. Spence, and D. Drake, (London, UK: \u003Cspan class=\"publisher-name\"\u003ESage\u003C\u002Fspan\u003E), 521–543. \u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Coaching+in+healthcare&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B141\" id=\"B141\"\u003E\u003C\u002Fa\u003EZajac, S., Holladay, C., Tannenbaum, S., and Salas, E. (Forthcoming In Press). Building effective healthcare team development interventions in uncertain times: tips for success. \u003Cem\u003EOrgan. Dynam.\u003C\u002Fem\u003E\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Building+effective+healthcare+team+development+interventions+in+uncertain+times:+tips+for+success&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"References\"\u003E\u003Cp class=\"ReferencesCopy1\"\u003E\u003Ca name=\"B142\" id=\"B142\"\u003E\u003C\u002Fa\u003EZitzman, E., Berkley, H., and Jindal, R. M. (2018). Accountability in global surgery missions. \u003Cem\u003EBMJ Global Health\u003C\u002Fem\u003E 3, e001025. doi:10.1136\u002Fbmjgh-2018-001025\u003C\u002Fp\u003E\u003Cp class=\"ReferencesCopy2\"\u003E\u003Ca href=\"https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F30687523\u002F\"\u003EPubMed Abstract\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fdoi.org\u002F10.1136\u002Fbmjgh-2018-001025\"\u003ECrossRef Full Text\u003C\u002Fa\u003E | \u003Ca href=\"https:\u002F\u002Fscholar.google.com\u002Fscholar?hl=en&as_sdt=0%2C5&q=Accountability+in+global+surgery+missions&btnG=\"\u003EGoogle Scholar\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003C\u002Fdiv\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"thinLineM20\"\u003E\u003C\u002Fdiv\u003E\u003Cdiv class=\"AbstractSummary\"\u003E\u003Cp\u003E\u003Cspan\u003EKeywords:\u003C\u002Fspan\u003E teams and groups, leadership, communication, decision making, coaching, reflection, conflict management, accountability\u003C\u002Fp\u003E\u003Cp\u003E\u003Cspan\u003ECitation:\u003C\u002Fspan\u003E Zajac S, Woods A, Tannenbaum S, Salas E and Holladay CL (2021) Overcoming Challenges to Teamwork in Healthcare: A Team Effectiveness Framework and Evidence-Based Guidance. \u003Cem\u003EFront. Commun.\u003C\u002Fem\u003E 6:606445. doi: 10.3389\u002Ffcomm.2021.606445\u003C\u002Fp\u003E\u003Cp id=\"timestamps\"\u003E\u003Cspan\u003EReceived:\u003C\u002Fspan\u003E 15 September 2020; \u003Cspan\u003EAccepted:\u003C\u002Fspan\u003E 06 January 2021;\u003Cbr\u003E\u003Cspan\u003EPublished:\u003C\u002Fspan\u003E 17 March 2021.\u003C\u002Fp\u003E\u003Cdiv\u003E\u003Cp\u003EEdited by:\u003C\u002Fp\u003E\u003Ca href=\"https:\u002F\u002Floop.frontiersin.org\u002Fpeople\u002F889237\u002Foverview\"\u003ELeah M. Omilion-Hodges\u003C\u002Fa\u003E, Western Michigan University, United States\u003C\u002Fdiv\u003E\u003Cdiv\u003E\u003Cp\u003EReviewed by:\u003C\u002Fp\u003E\u003Ca href=\"https:\u002F\u002Floop.frontiersin.org\u002Fpeople\u002F326682\u002Foverview\"\u003ERafael Obregon\u003C\u002Fa\u003E, UNICEF United Nations International Children's Emergency Fund, United States\u003Cbr\u003E\u003Ca href=\"https:\u002F\u002Floop.frontiersin.org\u002Fpeople\u002F961455\u002Foverview\"\u003EBryan Abendschein\u003C\u002Fa\u003E, Western Michigan University, United States\u003C\u002Fdiv\u003E\u003Cp\u003E\u003Cspan\u003ECopyright\u003C\u002Fspan\u003E © 2021 Zajac, Woods, Tannenbaum, Salas and Holladay. This is an open-access article distributed under the terms of the \u003Ca rel=\"license\" href=\"http:\u002F\u002Fcreativecommons.org\u002Flicenses\u002Fby\u002F4.0\u002F\" target=\"_blank\"\u003ECreative Commons Attribution License (CC BY).\u003C\u002Fa\u003E The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.\u003C\u002Fp\u003E\u003Cp\u003E\u003Cspan\u003E*Correspondence:\u003C\u002Fspan\u003E Stephanie Zajac \u003Ca href=\"http:\u002F\u002Fsazajac@mdanderson.org\"\u003Esazajac@mdanderson.org\u003C\u002Fa\u003E\u003C\u002Fp\u003E\u003Cdiv class=\"clear\"\u003E\u003C\u002Fdiv\u003E\u003C\u002Fdiv\u003E\r\n",menuHtml:"\u003Cul class=\"flyoutJournal\"\u003E\u003Cli\u003E\u003Ca href=\"#h1\"\u003EAbstract\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h2\"\u003EIntroduction\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h3\"\u003EBackground\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h4\"\u003EMethod\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h5\"\u003EResults\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h6\"\u003EDiscussion\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h7\"\u003ELimitations\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h8\"\u003EFuture Research\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h9\"\u003EData Availability Statement\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h10\"\u003EEthics Statement\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h11\"\u003EAuthor Contributions\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h12\"\u003EConflict of Interest\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h13\"\u003EAppendix A\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h14\"\u003EAppendix B\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003Cli\u003E\u003Ca href=\"#h15\"\u003EReferences\u003C\u002Fa\u003E\u003C\u002Fli\u003E\u003C\u002Ful\u003E\r\n"},files:[{name:"EPUB.epub",fileServerPackageEntryId:g,type:{code:au,name:au}},{name:O,fileServerPackageEntryId:O,type:{code:q,name:q}},{name:O,fileServerPackageEntryId:g,type:{code:q,name:q}},{name:av,fileServerPackageEntryId:av,type:{code:"NLM_XML",name:"XML"}},{name:"Provisional PDF.pdf",fileServerPackageEntryId:g,type:{code:q,name:q}}]},currentArticlePageMetaInfo:{title:aw,link:[{rel:"canonical",href:ax}],meta:[{hid:y,property:y,name:y,content:ay},{hid:az,property:az,name:"title",content:aw},{hid:aA,property:aA,name:y,content:ay},{hid:aB,name:aB,content:"Teams and groups,Leadership,Communication,Decision Making,coaching,Reflection,conflict management,accountability"},{hid:aC,property:aC,name:"site_name",content:z},{hid:aD,property:aD,name:F,content:"https:\u002F\u002Fimages-provider.frontiersin.org\u002Fapi\u002Fipx\u002Fw=1200&f=png\u002Fhttps:\u002F\u002Fwww.frontiersin.org\u002Ffiles\u002FArticles\u002F606445\u002Ffcomm-06-606445-HTML\u002Fimage_m\u002Ffcomm-06-606445-g001.jpg"},{hid:aE,property:aE,name:"type",content:"article"},{hid:aF,property:aF,name:"url",content:ax},{hid:aG,name:aG,content:"summary_large_image"},{hid:aH,name:aH,content:"6"},{hid:aI,name:aI,content:p},{hid:aJ,name:aJ,content:z},{hid:aK,name:aK,content:H},{hid:aL,name:aL,content:I},{hid:aM,name:aM,content:_},{hid:aN,name:aN,content:"606445"},{hid:aO,name:aO,content:"English"},{hid:aP,name:aP,content:L},{hid:aQ,name:aQ,content:"Teams and groups; Leadership; Communication; Decision Making; coaching; Reflection; conflict management; accountability"},{hid:aR,name:aR,content:$},{hid:aS,name:aS,content:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Farticles\u002F10.3389\u002Ffcomm.2021.606445\u002Fpdf"},{hid:aT,name:aT,content:"2021\u002F01\u002F06"},{hid:aU,name:aU,content:"2021\u002F03\u002F17"},{hid:"citation_author_0",name:t,content:"Zajac, Stephanie"},{hid:"citation_author_institution_0",name:u,content:aV},{hid:"citation_author_1",name:t,content:"Woods, Amanda"},{hid:"citation_author_institution_1",name:u,content:aW},{hid:"citation_author_2",name:t,content:"Tannenbaum, Scott"},{hid:"citation_author_institution_2",name:u,content:"Group for Organizational Effectiveness, United States"},{hid:"citation_author_3",name:t,content:"Salas, Eduardo"},{hid:"citation_author_institution_3",name:u,content:aW},{hid:"citation_author_4",name:t,content:"Holladay, Courtney L."},{hid:"citation_author_institution_4",name:u,content:aV},{hid:aX,name:aX,content:"doi:10.3389\u002Ffcomm.2021.606445"}],script:[{src:"https:\u002F\u002Fcdnjs.cloudflare.com\u002Fpolyfill\u002Fv3\u002Fpolyfill.min.js?features=es6",body:h,async:h},{src:"https:\u002F\u002Fcdnjs.cloudflare.com\u002Fajax\u002Flibs\u002Fmathjax\u002F2.7.1\u002FMathJax.js?config=TeX-MML-AM_CHTML",body:h,async:h},{src:"https:\u002F\u002Fd1bxh8uas1mnw7.cloudfront.net\u002Fassets\u002Faltmetric_badges-f0bc9b243ff5677d05460c1eb71834ca998946d764eb3bc244ab4b18ba50d21e.js",body:h,async:h},{src:"https:\u002F\u002Fapi.altmetric.com\u002Fv1\u002Fdoi\u002F10.3389\u002Ffcomm.2021.606445?callback=_altmetric.embed_callback&domain=www.frontiersin.org&key=3c130976ca2b8f2e88f8377633751ba1&cache_until=14-15",body:h,async:h},{src:"https:\u002F\u002Fcrossmark-cdn.crossref.org\u002Fwidget\u002Fv2.0\u002Fwidget.js",body:h,async:h}]},articleHubArticlesList:[],showCrossmarkWidget:h,hasSupplementalData:l,isPreviewArticlePage:l,settingsFeaturesSwitchers:{displayTitlePillLabels:h,displayRelatedArticlesBox:h,showEditors:h,showReviewers:h,showLoopImpactLink:h,enableFigshare:l},tenantConfig:{spaceId:c,name:z,availableJournalPages:[aY,aZ,a_,"volumes","about"],announcement:{sys:{id:"2tE5oIdYfULBQILAgR2OSx",__typename:"Sys"},preHeader:"Research integrity at Frontiers",title:"94% of researchers rate our articles as excellent or good",description:"Learn more about the work of our research integrity team to safeguard the quality of each article we publish.",image:[{id:"0B4B1380-42EB-4FD5-9D7E2DBC603E79F8",src:a$,name:ba,tags:["ultra","sunset","achieving","summer","challenge","winning","extreme","workout","hike","path","action","uphill","effort","athlete","physical","height","activity","mountaineering","endurance","mount","runner","nordic","race","male","achieve","nature","run","adventure",G,"perseverance","freedom","fitness","backcountry","altitude","sports","man","hill","mountain","outdoor","exercise","energetic","trail","climb","skyrunning","lifestyle"],type:F,width:7100,height:4733,archive:m,brandId:W,limited:m,fileSize:16838862,isPublic:m,original:e,copyright:e,extension:["jpg"],thumbnails:{mini:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002F0B4B1380-42EB-4FD5-9D7E2DBC603E79F8\u002Fmini-C4875379-1478-416F-B03DF68FE3D8DBB5.png",thul:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002F0B4B1380-42EB-4FD5-9D7E2DBC603E79F8\u002Fthul-C4875379-1478-416F-B03DF68FE3D8DBB5.png",webimage:a$,Guidelines:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002F0B4B1380-42EB-4FD5-9D7E2DBC603E79F8\u002FGuidelines-C4875379-1478-416F-B03DF68FE3D8DBB5.png",WebsiteJpg_XL:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002F0B4B1380-42EB-4FD5-9D7E2DBC603E79F8\u002FWebsiteJpg_XL-C4875379-1478-416F-B03DF68FE3D8DBB5.jpg",WebsiteWebP_L:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002F0B4B1380-42EB-4FD5-9D7E2DBC603E79F8\u002FWebsiteWebP_L-C4875379-1478-416F-B03DF68FE3D8DBB5.webp",WebsiteWebP_M:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002F0B4B1380-42EB-4FD5-9D7E2DBC603E79F8\u002FWebsiteWebP_M-C4875379-1478-416F-B03DF68FE3D8DBB5.webp",WebsiteWebP_XL:"https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002F0B4B1380-42EB-4FD5-9D7E2DBC603E79F8\u002FWebsiteWebP_XL-C4875379-1478-416F-B03DF68FE3D8DBB5.webp"},dateCreated:"2022-12-14T15:44:00Z",description:ba,orientation:G,watermarked:m,dateModified:"2023-01-26T09:08:47Z",datePublished:"2022-12-14T16:40:06Z",videoPreviewURLs:[],textMetaproperties:[]}],link:{text:"Find out more ",url:bb,target:f,ariaLabel:"About our research integrity team",__typename:v},__typename:"Announcement"}},components:{ibar:{tenantLogo:g,journalLogo:g,aboutUs:[{title:"Who we are",links:[{text:"Mission and values",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fmission",target:f,ariaLabel:e},{text:"History",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fhistory",target:f,ariaLabel:e},{text:aa,url:"https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fleadership",target:f,ariaLabel:e},{text:"Awards",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fawards",target:f,ariaLabel:e}]},{title:"Impact and progress",links:[{text:"Frontiers' impact",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fimpact",target:f,ariaLabel:e},{text:"Progress Report 2022",url:"https:\u002F\u002Fprogressreport.frontiersin.org\u002F?utm_source=fweb&utm_medium=frep&utm_campaign=pr20",target:k,ariaLabel:e},{text:"All progress reports",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fprogress-reports",target:f,ariaLabel:e}]},{title:"Publishing model",links:[{text:bc,url:bd,target:f,ariaLabel:e},{text:"Open access",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fopen-access",target:f,ariaLabel:e},{text:be,url:bf,target:f,ariaLabel:e},{text:"Peer review",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fpeer-review",target:f,ariaLabel:e},{text:"Research integrity",url:bb,target:f,ariaLabel:e},{text:bg,url:"https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fresearch-topics",target:f,ariaLabel:e}]},{title:"Services",links:[{text:"Societies",url:"https:\u002F\u002Fpublishingpartnerships.frontiersin.org\u002F",target:k,ariaLabel:e},{text:"National consortia",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fopen-access-agreements\u002Fconsortia",target:f,ariaLabel:e},{text:"Institutional partnerships",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fopen-access-agreements",target:f,ariaLabel:e},{text:"Collaborators",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fcollaborators",target:f,ariaLabel:e}]},{title:"More from Frontiers",links:[{text:"Frontiers Forum",url:bh,target:k,ariaLabel:"this link will take you to the Frontiers Forum website"},{text:bi,url:bj,target:k,ariaLabel:bk},{text:"Press office",url:"https:\u002F\u002Fpressoffice.frontiersin.org\u002F",target:k,ariaLabel:"this link will take you to the Frontiers press office website"},{text:"Sustainability",url:"https:\u002F\u002Fwww.frontiersin.orgabout\u002Fsustainability",target:f,ariaLabel:"link to information about Frontiers' sustainability"},{text:bl,url:bm,target:k,ariaLabel:"this link will take you to the Frontiers careers website"},{text:"Contact us",url:bn,target:f,ariaLabel:"this link will take you to the help pages to contact our support team"}]}],submitUrl:"https:\u002F\u002Fwww.frontiersin.org\u002Fsubmission\u002Fsubmit?domainid=5&fieldid=14&specialtyid=0&entitytype=2&entityid=1238",showSubmitButton:h,journal:{id:r,name:p,slug:s,sections:[{id:2173,name:"Advertising and Marketing Communication",slug:"advertising-and-marketing-communication"},{id:1879,name:"Culture and Communication",slug:"culture-and-communication"},{id:1252,name:"Disaster Communications",slug:"disaster-communications"},{id:ar,name:as,slug:at},{id:3654,name:"Language Communication",slug:"language-communication"},{id:1375,name:"Media Governance and the Public Sphere",slug:"media-governance-and-the-public-sphere"},{id:3453,name:"Media, Creative, and Cultural Industries",slug:"media-creative-and-cultural-industries"},{id:2189,name:"Multimodality of Communication",slug:"multimodality-of-communication"},{id:2521,name:"Organizational Communication",slug:"organizational-communication"},{id:1290,name:"Science and Environmental Communication",slug:"science-and-environmental-communication"},{id:2451,name:"Visual Communication",slug:"visual-communication"}]},sectionTerm:"Sections",aboutJournal:[{title:"Scope",links:[{text:"Field chief editors",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Fabout#about-editors",target:f,ariaLabel:e},{text:"Mission & scope",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Fabout#about-scope",target:f,ariaLabel:e},{text:"Facts",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Fabout#about-facts",target:f,ariaLabel:e},{text:"Journal sections",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Fabout#about-submission",target:f,ariaLabel:e},{text:"Open access statement",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Fabout#about-open",target:f,ariaLabel:e},{text:"Copyright statement",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Fabout#copyright-statement",target:f,ariaLabel:e},{text:"Quality",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Fabout#about-quality",target:f,ariaLabel:e}]},{title:"For authors",links:[{text:"Why submit?",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Ffor-authors\u002Fwhy-submit",target:f,ariaLabel:e},{text:"Article types",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Ffor-authors\u002Farticle-types",target:f,ariaLabel:e},{text:bo,url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Ffor-authors\u002Fauthor-guidelines",target:f,ariaLabel:e},{text:bp,url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Ffor-authors\u002Feditor-guidelines",target:f,ariaLabel:e},{text:"Publishing fees",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Ffor-authors\u002Fpublishing-fees",target:f,ariaLabel:e},{text:"Submission checklist",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Ffor-authors\u002Fsubmission-checklist",target:f,ariaLabel:e},{text:"Contact editorial office",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Ffor-authors\u002Fcontact-editorial-office",target:f,ariaLabel:e}]}],mainLinks:[{text:"All journals",url:bq,target:f,ariaLabel:e},{text:"All articles",url:br,target:f,ariaLabel:e}],journalLinks:[{text:bs,url:aY,target:f,ariaLabel:e},{text:bg,url:a_,target:f,ariaLabel:e},{text:"Editorial board",url:aZ,target:f,ariaLabel:e}],helpCenterLink:{text:A,url:bt,target:k,ariaLabel:A}},footer:{blocks:[{title:"Guidelines",links:[{text:bo,url:"https:\u002F\u002Fwww.frontiersin.org\u002Fguidelines\u002Fauthor-guidelines",target:f,ariaLabel:e},{text:bp,url:"https:\u002F\u002Fwww.frontiersin.org\u002Fguidelines\u002Feditor-guidelines",target:f,ariaLabel:e},{text:"Policies and publication ethics",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fguidelines\u002Fpolicies-and-publication-ethics",target:f,ariaLabel:e},{text:be,url:bf,target:f,ariaLabel:e}]},{title:"Explore",links:[{text:bs,url:br,target:f,ariaLabel:e},{text:"Research Topics ",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fresearch-topics",target:f,ariaLabel:e},{text:"Journals",url:bq,target:f,ariaLabel:e},{text:bc,url:bd,target:f,ariaLabel:e}]},{title:"Outreach",links:[{text:"Frontiers Forum ",url:bh,target:k,ariaLabel:"Frontiers Forum website"},{text:"Frontiers Policy Labs ",url:"https:\u002F\u002Fpolicylabs.frontiersin.org\u002F",target:k,ariaLabel:e},{text:bu,url:"https:\u002F\u002Fkids.frontiersin.org\u002F",target:k,ariaLabel:"Frontiers for Young Minds journal"},{text:bi,url:bj,target:k,ariaLabel:bk}]},{title:"Connect",links:[{text:A,url:bt,target:k,ariaLabel:A},{text:"Emails and alerts ",url:"https:\u002F\u002Floop.frontiersin.org\u002Fsettings\u002Femail-preferences?a=publishers",target:k,ariaLabel:"Subscribe to Frontiers emails"},{text:"Contact us ",url:bn,target:f,ariaLabel:"Subscribe to newsletter"},{text:"Submit",url:"https:\u002F\u002Fwww.frontiersin.org\u002Fsubmission\u002Fsubmit",target:f,ariaLabel:e},{text:bl,url:bm,target:k,ariaLabel:e}]}],socialLinks:[{link:{text:bv,url:"https:\u002F\u002Fwww.facebook.com\u002FFrontiersin",target:k,ariaLabel:bv},type:v,color:B,icon:"Facebook",size:C,hiddenText:h},{link:{text:"Frontiers Twitter",url:"https:\u002F\u002Ftwitter.com\u002Ffrontiersin",target:k,ariaLabel:e},type:v,color:B,icon:"Twitter",size:C,hiddenText:h},{link:{text:"Frontiers LinkedIn",url:"https:\u002F\u002Fwww.linkedin.com\u002Fcompany\u002Ffrontiers",target:k,ariaLabel:e},type:v,color:B,icon:"LinkedIn",size:C,hiddenText:h},{link:{text:"Frontiers Instagram",url:"https:\u002F\u002Fwww.instagram.com\u002Ffrontiersin_",target:k,ariaLabel:e},type:v,color:B,icon:"Instagram",size:C,hiddenText:h}],copyright:"Frontiers Media S.A. All rights reserved",termsAndConditionsUrl:"https:\u002F\u002Fwww.frontiersin.org\u002Flegal\u002Fterms-and-conditions",privacyPolicyUrl:"https:\u002F\u002Fwww.frontiersin.org\u002Flegal\u002Fprivacy-policy"},newsletterComponent:e,snackbarItems:[]},mainHeader:{title:g,image:K,breadcrumbs:[],linksCollection:{total:m,items:[]},metricsCollection:{total:m,items:[]}},user:{loggedUserInfo:K},journals:[{id:bw,name:bx,slug:by,abbreviation:bz,space:{id:i,domainName:j,__typename:b},__typename:a},{id:2445,name:bx,slug:by,abbreviation:bz,space:{id:c,domainName:d,__typename:b},__typename:a},{id:P,name:"Test SSPH Journal",slug:"test-ssph-journal",abbreviation:"testjournal",space:{id:n,domainName:D,__typename:b},__typename:a},{id:bA,name:"TEST ALF Journal",slug:"test-alf-journal",abbreviation:"talfj",space:{id:w,domainName:Q,__typename:b},__typename:a},{id:i,name:bB,slug:bC,abbreviation:bD,space:{id:i,domainName:j,__typename:b},__typename:a},{id:2360,name:bB,slug:bC,abbreviation:bD,space:{id:c,domainName:d,__typename:b},__typename:a},{id:c,name:"Smoke Test Field",slug:"smoke-test-field",abbreviation:"FJST",space:{id:R,domainName:bE,__typename:b},__typename:a},{id:bA,name:bF,slug:bG,abbreviation:bH,space:{id:n,domainName:D,__typename:b},__typename:a},{id:2077,name:bF,slug:bG,abbreviation:bH,space:{id:c,domainName:d,__typename:b},__typename:a},{id:P,name:bI,slug:bJ,abbreviation:bK,space:{id:w,domainName:Q,__typename:b},__typename:a},{id:P,name:bI,slug:bJ,abbreviation:bK,space:{id:c,domainName:d,__typename:b},__typename:a},{id:bL,name:bM,slug:bN,abbreviation:bO,space:{id:i,domainName:j,__typename:b},__typename:a},{id:3776,name:bM,slug:bN,abbreviation:bO,space:{id:c,domainName:d,__typename:b},__typename:a},{id:bP,name:bQ,slug:bR,abbreviation:bS,space:{id:i,domainName:j,__typename:b},__typename:a},{id:3765,name:bQ,slug:bR,abbreviation:bS,space:{id:c,domainName:d,__typename:b},__typename:a},{id:J,name:bT,slug:bU,abbreviation:bV,space:{id:i,domainName:j,__typename:b},__typename:a},{id:3414,name:bT,slug:bU,abbreviation:bV,space:{id:c,domainName:d,__typename:b},__typename:a},{id:20,name:bW,slug:bX,abbreviation:bY,space:{id:i,domainName:j,__typename:b},__typename:a},{id:3754,name:bW,slug:bX,abbreviation:bY,space:{id:c,domainName:d,__typename:b},__typename:a},{id:R,name:bZ,slug:b_,abbreviation:b$,space:{id:i,domainName:j,__typename:b},__typename:a},{id:2444,name:bZ,slug:b_,abbreviation:b$,space:{id:c,domainName:d,__typename:b},__typename:a},{id:ca,name:cb,slug:cc,abbreviation:cd,space:{id:n,domainName:D,__typename:b},__typename:a},{id:ca,name:cb,slug:cc,abbreviation:cd,space:{id:c,domainName:d,__typename:b},__typename:a},{id:i,name:"GSL Test",slug:"gsl-test",abbreviation:"gslt",space:{id:x,domainName:S,__typename:b},__typename:a},{id:2356,name:"Frontiers in the Internet of Things",slug:"the-internet-of-things",abbreviation:"friot",space:{id:c,domainName:d,__typename:b},__typename:a},{id:656,name:"Frontiers in Zoological Science",slug:"zoological-science",abbreviation:"fzoos",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1720,name:"Frontiers in Zoological Research",slug:"zoological-research",abbreviation:"fzolr",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3162,name:"Frontiers in Wound Care",slug:"wound-care",abbreviation:"fwoca",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3136,name:"Frontiers in Worm Science",slug:"worm-science",abbreviation:"fwors",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3583,name:"Frontiers in Wind Energy",slug:"wind-energy",abbreviation:"fwinde",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1451,name:"Frontiers in Water",slug:"water",abbreviation:"frwa",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1561,name:"Frontiers in Virtual Reality",slug:"virtual-reality",abbreviation:"frvir",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2000,name:"Frontiers in Virology",slug:"virology",abbreviation:"fviro",space:{id:c,domainName:d,__typename:b},__typename:a},{id:649,name:"Frontiers in Veterinary Science",slug:"veterinary-science",abbreviation:"fvets",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2176,name:"Frontiers in Urology",slug:"urology",abbreviation:"fruro",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3099,name:"Frontiers in Tuberculosis",slug:"tuberculosis",abbreviation:"ftubr",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1843,name:"Frontiers in Tropical Diseases",slug:"tropical-diseases",abbreviation:"fitd",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2417,name:"Frontiers in Transplantation",slug:"transplantation",abbreviation:"frtra",space:{id:c,domainName:d,__typename:b},__typename:a},{id:473,name:"Frontiers in Toxicology",slug:"toxicology",abbreviation:"ftox",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2105,name:"Frontiers in Thermal Engineering",slug:"thermal-engineering",abbreviation:"fther",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3190,name:"Frontiers in The Neurobiology of Pain",slug:"the-neurobiology-of-pain",abbreviation:g,space:{id:c,domainName:d,__typename:b},__typename:a},{id:1967,name:"Frontiers in Test_Field_Science_Archive",slug:"testfieldsciencearchive",abbreviation:"fntesc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1347,name:"Frontiers in Test_Field_Humanities_Archive",slug:"testfieldhumanitiesarchive",abbreviation:"fntes",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3573,name:"Frontiers in Taxonomy",slug:"taxonomy",abbreviation:"Front. Taxon.",space:{id:c,domainName:d,__typename:b},__typename:a},{id:n,name:"Frontiers in Systems Neuroscience",slug:"systems-neuroscience",abbreviation:"fnsys",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1721,name:"Frontiers in Systems Biology",slug:"systems-biology",abbreviation:"fsysb",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3381,name:"Frontiers in Synthetic Biology",slug:"synthetic-biology",abbreviation:"fsybi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:22,name:"Frontiers in Synaptic Neuroscience",slug:"synaptic-neuroscience",abbreviation:"fnsyn",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2299,name:"Frontiers in Sustainable Tourism",slug:"sustainable-tourism",abbreviation:"frsut",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2483,name:"Frontiers in Sustainable Resource Management",slug:"sustainable-resource-management",abbreviation:"fsrma",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1335,name:"Frontiers in Sustainable Food Systems",slug:"sustainable-food-systems",abbreviation:"fsufs",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2726,name:"Frontiers in Sustainable Energy Policy",slug:"sustainable-energy-policy",abbreviation:"fsuep",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1468,name:"Frontiers in Sustainable Cities",slug:"sustainable-cities",abbreviation:"frsc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1397,name:"Frontiers in Sustainable Business",slug:"sustainable-business",abbreviation:"fisb",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1547,name:"Frontiers in Sustainability",slug:"sustainability",abbreviation:"frsus",space:{id:c,domainName:d,__typename:b},__typename:a},{id:604,name:"Frontiers in Surgery",slug:"surgery",abbreviation:"fsurg",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2504,name:"Frontiers in Structural Biology",slug:"structural-biology",abbreviation:"frsbi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2497,name:"Frontiers in Stroke",slug:"stroke",abbreviation:"fstro",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3434,name:"Frontiers in Stem Cells",slug:"stem-cells",abbreviation:"fstce",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1482,name:"Frontiers in Sports and Active Living",slug:"sports-and-active-living",abbreviation:"fspor",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1695,name:"Frontiers in Space Technologies",slug:"space-technologies",abbreviation:"frspt",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3519,name:"Frontiers in Solar Energy",slug:"solar-energy",abbreviation:"fsoln",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1718,name:"Frontiers in Soil Science",slug:"soil-science",abbreviation:"fsoil",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2346,name:"Frontiers in Soft Matter",slug:"soft-matter",abbreviation:"frsfm",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1213,name:"Frontiers in Sociology",slug:"sociology",abbreviation:"fsoc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:T,name:"Frontiers in Society Journal Archive",slug:"society-journal-archive",abbreviation:U,space:{id:c,domainName:d,__typename:b},__typename:a},{id:2690,name:"Frontiers in Social Psychology",slug:"social-psychology",abbreviation:"frsps",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2819,name:"Frontiers in Smart Grids",slug:"smart-grids",abbreviation:"frsgr",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2288,name:"Frontiers in Sleep",slug:"sleep",abbreviation:"frsle",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2552,name:"Frontiers in Skin Cancer",slug:"skin-cancer",abbreviation:"fskcr",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1786,name:"Frontiers in Signal Processing",slug:"signal-processing",abbreviation:"frsip",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1704,name:"Frontiers in Sensors",slug:"sensors",abbreviation:"fsens",space:{id:c,domainName:d,__typename:b},__typename:a},{id:n,name:"Frontiers in Science archive",slug:"science-archive",abbreviation:E,space:{id:i,domainName:j,__typename:b},__typename:a},{id:3737,name:"Frontiers in Science Diplomacy",slug:"science-diplomacy",abbreviation:"fsdip",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2766,name:"Frontiers in Science",slug:"science",abbreviation:"fsci",space:{id:c,domainName:d,__typename:b},__typename:a},{id:657,name:"Frontiers in Robotics and AI",slug:"robotics-and-ai",abbreviation:"frobt",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1606,name:"Frontiers in Research Metrics and Analytics",slug:"research-metrics-and-analytics",abbreviation:"frma",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1479,name:"Frontiers in Reproductive Health",slug:"reproductive-health",abbreviation:"frph",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1830,name:"Frontiers in Remote Sensing",slug:"remote-sensing",abbreviation:"frsen",space:{id:c,domainName:d,__typename:b},__typename:a},{id:659,name:"Frontiers in Rehabilitation Sciences",slug:"rehabilitation-sciences",abbreviation:"fresc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3550,name:"Frontiers in Regenerative Medicine",slug:"regenerative-medicine",abbreviation:"fregm",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1949,name:"Frontiers in Radiology",slug:"radiology",abbreviation:"fradi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3189,name:"Frontiers in RNA Research",slug:"rna-research",abbreviation:"frnar",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2306,name:"Frontiers in Quantum Science and Technology",slug:"quantum-science-and-technology",abbreviation:"frqst",space:{id:c,domainName:d,__typename:b},__typename:a},{id:T,name:"Frontiers in Public Health Archive",slug:"public-health-archive",abbreviation:U,space:{id:n,domainName:D,__typename:b},__typename:a},{id:609,name:"Frontiers in Public Health",slug:"public-health",abbreviation:"fpubh",space:{id:c,domainName:d,__typename:b},__typename:a},{id:36,name:"Frontiers in Psychology",slug:"psychology",abbreviation:"fpsyg",space:{id:c,domainName:d,__typename:b},__typename:a},{id:71,name:"Frontiers in Psychiatry",slug:"psychiatry",abbreviation:"fpsyt",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3267,name:"Frontiers in Protistology",slug:"protistology",abbreviation:"frpro",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2452,name:"Frontiers in Proteomics",slug:"proteomics",abbreviation:"fprot",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3171,name:"Frontiers in Prosthetics and Orthotics",slug:"prosthetics-and-orthotics",abbreviation:"fpror ",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3643,name:"Frontiers in Polymer Science",slug:"polymer-science",abbreviation:"fplms",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1558,name:"Frontiers in Political Science",slug:"political-science",abbreviation:"fpos",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3615,name:"Frontiers in Polar Science",slug:"polar-science",abbreviation:"fposc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:373,name:"Frontiers in Plant Science",slug:"plant-science",abbreviation:"fpls",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3477,name:"Frontiers in Plant Physiology",slug:"plant-physiology",abbreviation:"fphgy",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3589,name:"Frontiers in Plant Genomics",slug:"plant-genomics",abbreviation:"fpgen",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3579,name:"Frontiers in Plant Ecology",slug:"plant-ecology",abbreviation:"fpley",space:{id:c,domainName:d,__typename:b},__typename:a},{id:210,name:"Frontiers in Physiology",slug:"physiology",abbreviation:"fphys",space:{id:c,domainName:d,__typename:b},__typename:a},{id:616,name:"Frontiers in Physics",slug:"physics",abbreviation:"fphy",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1803,name:"Frontiers in Photonics",slug:"photonics",abbreviation:"fphot",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3604,name:"Frontiers in Photobiology",slug:"photobiology",abbreviation:"fphbi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:176,name:"Frontiers in Pharmacology",slug:"pharmacology",abbreviation:"fphar",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3388,name:"Frontiers in Personality Disorders",slug:"personality-disorders",abbreviation:"fprsd",space:{id:c,domainName:d,__typename:b},__typename:a},{id:606,name:"Frontiers in Pediatrics",slug:"pediatrics",abbreviation:"fped",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2554,name:"Frontiers in Pediatric Dermatology",slug:"pediatric-dermatology",abbreviation:"fpdm",space:{id:c,domainName:d,__typename:b},__typename:a},{id:T,name:"Frontiers in Pathology and Oncology Archive",slug:"pathology-and-oncology-archive",abbreviation:U,space:{id:w,domainName:Q,__typename:b},__typename:a},{id:610,name:ce,slug:cf,abbreviation:cg,space:{id:c,domainName:d,__typename:b},__typename:a},{id:3351,name:ce,slug:cf,abbreviation:cg,space:{id:c,domainName:d,__typename:b},__typename:a},{id:2705,name:"Frontiers in Parasitology",slug:"parasitology",abbreviation:"fpara",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1727,name:"Frontiers in Pain Research",slug:"pain-research",abbreviation:"fpain",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2679,name:"Frontiers in Organizational Psychology",slug:"organizational-psychology",abbreviation:"forgp",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1702,name:"Frontiers in Oral Health",slug:"oral-health",abbreviation:"froh",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2232,name:"Frontiers in Ophthalmology",slug:"ophthalmology",abbreviation:"fopht",space:{id:c,domainName:d,__typename:b},__typename:a},{id:451,name:"Frontiers in Oncology",slug:"oncology",abbreviation:"fonc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3123,name:"Frontiers in Ocean Sustainability",slug:"ocean-sustainability",abbreviation:"focsu",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2612,name:"Frontiers in Occupational Therapy",slug:"occupational-therapy",abbreviation:"froct",space:{id:c,domainName:d,__typename:b},__typename:a},{id:628,name:"Frontiers in Nutrition",slug:"nutrition",abbreviation:"fnut",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2062,name:"Frontiers in Nuclear Medicine",slug:"nuclear-medicine",abbreviation:"fnume",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2172,name:"Frontiers in Nuclear Engineering",slug:"nuclear-engineering",abbreviation:"fnuen",space:{id:c,domainName:d,__typename:b},__typename:a},{id:c,name:"Frontiers in Neuroscience",slug:"neuroscience",abbreviation:"fnins",space:{id:c,domainName:d,__typename:b},__typename:a},{id:ch,name:"Frontiers in Neurorobotics",slug:"neurorobotics",abbreviation:"fnbot",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3056,name:"Frontiers in Neuropsychiatry",slug:"neuropsychiatry",abbreviation:"fnpsy",space:{id:c,domainName:d,__typename:b},__typename:a},{id:141,name:"Frontiers in Neurology",slug:"neurology",abbreviation:"fneur",space:{id:c,domainName:d,__typename:b},__typename:a},{id:ci,name:"Frontiers in Neuroinformatics",slug:"neuroinformatics",abbreviation:"fninf",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3283,name:"Frontiers in Neuroinflammation",slug:"neuroinflammation",abbreviation:"fnein",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1973,name:"Frontiers in Neuroimaging",slug:"neuroimaging",abbreviation:"fnimg",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1833,name:"Frontiers in Neuroergonomics",slug:"neuroergonomics",abbreviation:"fnrgo",space:{id:c,domainName:d,__typename:b},__typename:a},{id:M,name:"Frontiers in Neuroengineering",slug:"neuroengineering",abbreviation:"fneng",space:{id:c,domainName:d,__typename:b},__typename:a},{id:cj,name:"Frontiers in Neuroenergetics",slug:"neuroenergetics",abbreviation:"fnene",space:{id:c,domainName:d,__typename:b},__typename:a},{id:w,name:"Frontiers in Neuroanatomy",slug:"neuroanatomy",abbreviation:"fnana",space:{id:c,domainName:d,__typename:b},__typename:a},{id:bP,name:"Frontiers in Neural Circuits",slug:"neural-circuits",abbreviation:"fncir",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2021,name:"Frontiers in Network Physiology",slug:"network-physiology",abbreviation:"fnetp",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3130,name:"Frontiers in Network Neuroscience",slug:"network-neuroscience",abbreviation:"fnnsc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2357,name:"Frontiers in Nephrology",slug:"nephrology",abbreviation:"fneph",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2320,name:"Frontiers in Natural Products",slug:"natural-products",abbreviation:"fntpr",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1528,name:"Frontiers in Nanotechnology",slug:"nanotechnology",abbreviation:"fnano",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2882,name:"Frontiers in Musculoskeletal Disorders",slug:"musculoskeletal-disorders",abbreviation:"fmscd",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3275,name:"Frontiers in Multiple Sclerosis",slug:"multiple-sclerosis",abbreviation:"fmscr",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3152,name:"Frontiers in Mollusk Science",slug:"mollusk-science",abbreviation:"fmlsc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2031,name:"Frontiers in Molecular Neuroscience",slug:"molecular-neuroscience",abbreviation:"fnmol",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2086,name:"Frontiers in Molecular Medicine",slug:"molecular-medicine",abbreviation:"fmmed",space:{id:c,domainName:d,__typename:b},__typename:a},{id:698,name:"Frontiers in Molecular Biosciences",slug:"molecular-biosciences",abbreviation:"fmolb",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2807,name:"Frontiers in Microbiomes",slug:"microbiomes",abbreviation:"frmbi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:310,name:"Frontiers in Microbiology",slug:"microbiology",abbreviation:"fmicb",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2327,name:"Frontiers in Metals and Alloys",slug:"metals-and-alloys",abbreviation:"ftmal",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2307,name:"Frontiers in Membrane Science and Technology",slug:"membrane-science-and-technology",abbreviation:"frmst",space:{id:c,domainName:d,__typename:b},__typename:a},{id:602,name:"Frontiers in Medicine",slug:"medicine",abbreviation:"fmed",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1573,name:"Frontiers in Medical Technology",slug:"medical-technology",abbreviation:"fmedt",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3135,name:"Frontiers in Medical Engineering",slug:"medical-engineering",abbreviation:"fmede",space:{id:c,domainName:d,__typename:b},__typename:a},{id:950,name:"Frontiers in Mechanical Engineering",slug:"mechanical-engineering",abbreviation:"fmech",space:{id:c,domainName:d,__typename:b},__typename:a},{id:608,name:"Frontiers in Materials",slug:"materials",abbreviation:"fmats",space:{id:c,domainName:d,__typename:b},__typename:a},{id:655,name:"Frontiers in Marine Science",slug:"marine-science",abbreviation:"fmars",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2100,name:"Frontiers in Manufacturing Technology",slug:"manufacturing-technology",abbreviation:"fmtec",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2931,name:"Frontiers in Mammal Science",slug:"mammal-science",abbreviation:"fmamm",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2896,name:"Frontiers in Malaria",slug:"malaria",abbreviation:"fmala",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3107,name:"Frontiers in Lupus",slug:"lupus",abbreviation:"flupu",space:{id:c,domainName:d,__typename:b},__typename:a},{id:435,name:"Frontiers in Linguistics",slug:"linguistics",abbreviation:"fling",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2636,name:"Frontiers in Language Sciences",slug:"language-sciences",abbreviation:"flang",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2670,name:"Frontiers in Lab on a Chip Technologies",slug:"lab-on-a-chip-technologies",abbreviation:"frlct",space:{id:c,domainName:d,__typename:b},__typename:a},{id:N,name:"Frontiers in Integrative Neuroscience",slug:"integrative-neuroscience",abbreviation:"fnint",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1723,name:"Frontiers in Insect Science",slug:"insect-science",abbreviation:"finsc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3093,name:"Frontiers in Influenza",slug:"influenza",abbreviation:"finfl",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3073,name:"Frontiers in Inflammation",slug:"inflammation",abbreviation:"finmn",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3200,name:"Frontiers in Industrial Microbiology",slug:"industrial-microbiology",abbreviation:"finmi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3291,name:"Frontiers in Industrial Engineering",slug:"industrial-engineering",abbreviation:"fieng",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2765,name:"Frontiers in Impact Journals",slug:"impact-journals",abbreviation:g,space:{id:c,domainName:d,__typename:b},__typename:a},{id:3078,name:"Frontiers in Immunotherapeutics",slug:"immunotherapeutics",abbreviation:"fimms",space:{id:c,domainName:d,__typename:b},__typename:a},{id:276,name:"Frontiers in Immunology",slug:"immunology",abbreviation:"fimmu",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2379,name:"Frontiers in Imaging",slug:"imaging",abbreviation:"fimag",space:{id:c,domainName:d,__typename:b},__typename:a},{id:629,name:"Frontiers in ICT",slug:"ict",abbreviation:"fict",space:{id:c,domainName:d,__typename:b},__typename:a},{id:16,name:"Frontiers in Humanities and Social Sciences Archive",slug:"humanities-and-social-sciences-archive",abbreviation:E,space:{id:i,domainName:j,__typename:b},__typename:a},{id:3759,name:"Frontiers in Human Rights",slug:"human-rights",abbreviation:g,space:{id:c,domainName:d,__typename:b},__typename:a},{id:1588,name:"Frontiers in Human Neuroscience",slug:"human-neuroscience",abbreviation:"fnhum",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1533,name:"Frontiers in Human Dynamics",slug:"human-dynamics",abbreviation:"fhumd",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2733,name:"Frontiers in Horticulture",slug:"horticulture",abbreviation:"fhort",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3316,name:"Frontiers in Histology",slug:"histology",abbreviation:"frhis",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2378,name:"Frontiers in High Performance Computing",slug:"high-performance-computing",abbreviation:"fhpcp",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2456,name:"Frontiers in Hematology",slug:"hematology",abbreviation:"frhem",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2063,name:"Frontiers in Health Services",slug:"health-services",abbreviation:"frhs",space:{id:c,domainName:d,__typename:b},__typename:a},{id:w,name:"Frontiers in Health Archive",slug:"health-archive",abbreviation:E,space:{id:i,domainName:j,__typename:b},__typename:a},{id:3508,name:"Frontiers in Green Chemistry",slug:"green-chemistry",abbreviation:"fgrch",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1728,name:"Frontiers in Global Women's Health",slug:"global-womens-health",abbreviation:"fgwh",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2918,name:"Frontiers in Geochemistry",slug:"geochemistry",abbreviation:"fgeoc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1540,name:"Frontiers in Genome Editing",slug:"genome-editing",abbreviation:"fgeed",space:{id:c,domainName:d,__typename:b},__typename:a},{id:240,name:"Frontiers in Genetics",slug:"genetics",abbreviation:"fgene",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3496,name:"Frontiers in Genetic Microbiology",slug:"genetic-microbiology",abbreviation:"fgemi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3227,name:"Frontiers in Genetic Disorders",slug:"genetic-disorders",abbreviation:"frged",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2333,name:"Frontiers in Gastroenterology",slug:"gastroenterology",abbreviation:"fgstr",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1529,name:"Frontiers in Future Transportation",slug:"future-transportation",abbreviation:"ffutr",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1725,name:"Frontiers in Fungal Biology",slug:"fungal-biology",abbreviation:"ffunb",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2826,name:"Frontiers in Fuels",slug:"fuels",abbreviation:"ffuel",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3207,name:"Frontiers in Freshwater Science",slug:"freshwater-science",abbreviation:"ffwsc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1366,name:"Frontiers in Forests and Global Change",slug:"forests-and-global-change",abbreviation:"ffgc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2689,name:"Frontiers in Forensic Science",slug:"forensic-science",abbreviation:g,space:{id:c,domainName:d,__typename:b},__typename:a},{id:2289,name:"Frontiers in Food Science and Technology",slug:"food-science-and-technology",abbreviation:"frfst",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3559,name:"Frontiers in Fluorescence",slug:"fluorescence",abbreviation:"fflur",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2987,name:"Frontiers in Fish Science",slug:"fish-science",abbreviation:"frish",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3489,name:"Frontiers in Fire Science and Technology",slug:"fire-science-and-technology",abbreviation:"firtc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2749,name:"Frontiers in Financial Economics",slug:"financial-economics",abbreviation:"ffecn",space:{id:c,domainName:d,__typename:b},__typename:a},{id:c,name:"Frontiers in FSHIP Test Journal",slug:"fship-test-journal",abbreviation:"ftest",space:{id:i,domainName:j,__typename:b},__typename:a},{id:bL,name:"Frontiers in Evolutionary Neuroscience",slug:"evolutionary-neuroscience",abbreviation:"fnevo",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2955,name:"Frontiers in Ethology",slug:"ethology",abbreviation:"fetho",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3032,name:"Frontiers in Epigenetics and Epigenomics",slug:"epigenetics-and-epigenomics",abbreviation:"freae",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2394,name:"Frontiers in Epidemiology",slug:"epidemiology",abbreviation:"fepid",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3450,name:"Frontiers in Environmental Toxicology",slug:"environmental-toxicology",abbreviation:"fentx",space:{id:c,domainName:d,__typename:b},__typename:a},{id:627,name:"Frontiers in Environmental Science",slug:"environmental-science",abbreviation:"fenvs",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2888,name:"Frontiers in Environmental Health",slug:"environmental-health",abbreviation:"fenvh",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2851,name:"Frontiers in Environmental Engineering",slug:"environmental-engineering",abbreviation:"fenve",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2547,name:"Frontiers in Environmental Economics",slug:"environmental-economics",abbreviation:"frevc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1697,name:"Frontiers in Environmental Chemistry",slug:"environmental-chemistry",abbreviation:"fenvc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2756,name:"Frontiers in Environmental Archaeology",slug:"environmental-archaeology",abbreviation:"fearc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:15,name:"Frontiers in Engineering archive",slug:"engineering-archive",abbreviation:E,space:{id:i,domainName:j,__typename:b},__typename:a},{id:626,name:"Frontiers in Energy Research",slug:"energy-research",abbreviation:"fenrg",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3115,name:"Frontiers in Energy Efficiency",slug:"energy-efficiency",abbreviation:"fenef",space:{id:c,domainName:d,__typename:b},__typename:a},{id:106,name:"Frontiers in Endocrinology",slug:"endocrinology",abbreviation:"fendo",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1696,name:"Frontiers in Electronics",slug:"electronics",abbreviation:"felec",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1800,name:"Frontiers in Electronic Materials",slug:"electronic-materials",abbreviation:"femat",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2998,name:"Frontiers in Educational Psychology",slug:"educational-psychology",abbreviation:"fepys",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1239,name:"Frontiers in Education",slug:"education",abbreviation:"feduc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:625,name:"Frontiers in Economics",slug:"economics",abbreviation:"fecon",space:{id:c,domainName:d,__typename:b},__typename:a},{id:471,name:"Frontiers in Ecology and Evolution",slug:"ecology-and-evolution",abbreviation:"fevo",space:{id:c,domainName:d,__typename:b},__typename:a},{id:c,name:"Frontiers in Earth Science Archive",slug:"earth-science-archive",abbreviation:"gslfj",space:{id:x,domainName:S,__typename:b},__typename:a},{id:654,name:"Frontiers in Earth Science",slug:"earth-science",abbreviation:"feart",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3309,name:"Frontiers in Earth Observation and Land Monitoring",slug:"earth-observation-and-land-monitoring",abbreviation:"feolm",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2161,name:"Frontiers in Drug Safety and Regulation",slug:"drug-safety-and-regulation",abbreviation:"fdsfr",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2137,name:"Frontiers in Drug Discovery",slug:"drug-discovery",abbreviation:"fddsv",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2136,name:"Frontiers in Drug Delivery",slug:"drug-delivery",abbreviation:"fddev",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2775,name:"Frontiers in Disaster and Emergency Medicine",slug:"disaster-and-emergency-medicine",abbreviation:"femer",space:{id:c,domainName:d,__typename:b},__typename:a},{id:788,name:"Frontiers in Digital Humanities",slug:"digital-humanities",abbreviation:"fdigh",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1534,name:"Frontiers in Digital Health",slug:"digital-health",abbreviation:"fdgth",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2999,name:"Frontiers in Developmental Psychology",slug:"developmental-psychology",abbreviation:"fdpys",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2873,name:"Frontiers in Detector Science and Technology",slug:"detector-science-and-technology",abbreviation:"fdest",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3611,name:"Frontiers in Design Engineering",slug:"design-engineering",abbreviation:"fdese",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2550,name:"Frontiers in Dermatological Research",slug:"dermatological-research",abbreviation:"fdmre",space:{id:c,domainName:d,__typename:b},__typename:a},{id:607,name:"Frontiers in Dental Medicine",slug:"dental-medicine",abbreviation:"fdmed",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2597,name:"Frontiers in Dementia",slug:"dementia",abbreviation:"frdem",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1785,name:"Frontiers in Control Engineering",slug:"control-engineering",abbreviation:"fcteg",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1724,name:"Frontiers in Conservation Science",slug:"conservation-science",abbreviation:"fcosc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3454,name:"Frontiers in Condensed Matter",slug:"condensed-matter",abbreviation:"fconm",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1511,name:"Frontiers in Computer Science",slug:"computer-science",abbreviation:"fcomp",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3566,name:"Frontiers in Computational Physiology",slug:"computational-physiology",abbreviation:"fcphy",space:{id:c,domainName:d,__typename:b},__typename:a},{id:bw,name:"Frontiers in Computational Neuroscience",slug:"computational-neuroscience",abbreviation:"fncom",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3234,name:"Frontiers in Complex Systems",slug:"complex-systems",abbreviation:"fcpxs",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1787,name:"Frontiers in Communications and Networks",slug:"communications-and-networks",abbreviation:"frcmn",space:{id:c,domainName:d,__typename:b},__typename:a},{id:r,name:p,slug:s,abbreviation:Y,space:{id:c,domainName:d,__typename:b},__typename:a},{id:2535,name:"Frontiers in Cognition",slug:"cognition",abbreviation:"fcogn",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2857,name:"Frontiers in Coatings, Dyes and Interface Engineering",slug:"coatings-dyes-and-interface-engineering",abbreviation:"frcdi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3222,name:"Frontiers in Clinical Microbiology",slug:"clinical-microbiology",abbreviation:"fclmi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1729,name:"Frontiers in Clinical Diabetes and Healthcare",slug:"clinical-diabetes-and-healthcare",abbreviation:"fcdhc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2551,name:"Frontiers in Clinical Dermatology",slug:"clinical-dermatology",abbreviation:"fcldm",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1490,name:"Frontiers in Climate",slug:"climate",abbreviation:"fclim",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3338,name:"Frontiers in Chromosome Research",slug:"chromosome-research",abbreviation:g,space:{id:c,domainName:d,__typename:b},__typename:a},{id:2587,name:"Frontiers in Child and Adolescent Psychiatry",slug:"child-and-adolescent-psychiatry",abbreviation:"frcha",space:{id:c,domainName:d,__typename:b},__typename:a},{id:601,name:"Frontiers in Chemistry",slug:"chemistry",abbreviation:"fchem",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1532,name:"Frontiers in Chemical Engineering",slug:"chemical-engineering",abbreviation:"fceng",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3038,name:"Frontiers in Chemical Biology",slug:"chemical-biology",abbreviation:"fchbi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3322,name:"Frontiers in Ceramics",slug:"ceramics",abbreviation:"fceic",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1440,name:"Frontiers in Cellular and Infection Microbiology",slug:"cellular-and-infection-microbiology",abbreviation:"fcimb",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1523,name:"Frontiers in Cellular Neuroscience",slug:"cellular-neuroscience",abbreviation:"fncel",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3084,name:"Frontiers in Cellular Immunology",slug:"cellular-immunology",abbreviation:"fcimy",space:{id:c,domainName:d,__typename:b},__typename:a},{id:403,name:"Frontiers in Cell and Developmental Biology",slug:"cell-and-developmental-biology",abbreviation:"fcell",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3178,name:"Frontiers in Cell Signaling",slug:"cell-signaling",abbreviation:"fcsig",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2655,name:"Frontiers in Cell Death",slug:"cell-death",abbreviation:"fceld",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1901,name:"Frontiers in Catalysis",slug:"catalysis",abbreviation:"fctls",space:{id:c,domainName:d,__typename:b},__typename:a},{id:755,name:"Frontiers in Cardiovascular Medicine",slug:"cardiovascular-medicine",abbreviation:"fcvm",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2662,name:"Frontiers in Carbon",slug:"carbon",abbreviation:"frcrb",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3513,name:"Frontiers in Cancer Interception",slug:"cancer-interception",abbreviation:"fcint",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3433,name:"Frontiers in Cancer Control and Society",slug:"cancer-control-and-society",abbreviation:"fcacs",space:{id:c,domainName:d,__typename:b},__typename:a},{id:921,name:"Frontiers in Built Environment",slug:"built-environment",abbreviation:"fbuil",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1418,name:"Frontiers in Blockchain",slug:"blockchain",abbreviation:"fbloc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2971,name:"Frontiers in Bird Science",slug:"bird-science",abbreviation:"fbirs",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3300,name:"Frontiers in Biophysics",slug:"biophysics",abbreviation:"frbis",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2222,name:"Frontiers in Biomaterials Science",slug:"biomaterials-science",abbreviation:"fbiom",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1722,name:"Frontiers in Bioinformatics",slug:"bioinformatics",abbreviation:"fbinf",space:{id:c,domainName:d,__typename:b},__typename:a},{id:452,name:"Frontiers in Bioengineering and Biotechnology",slug:"bioengineering-and-biotechnology",abbreviation:"fbioe",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1380,name:"Frontiers in Big Data",slug:"big-data",abbreviation:"fdata",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1589,name:"Frontiers in Behavioral Neuroscience",slug:"behavioral-neuroscience",abbreviation:"fnbeh",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2432,name:"Frontiers in Behavioral Economics",slug:"behavioral-economics",abbreviation:"frbhe",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2796,name:"Frontiers in Bee Science",slug:"bee-science",abbreviation:"frbee",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3214,name:"Frontiers in Batteries and Electrochemistry",slug:"batteries-and-electrochemistry",abbreviation:"fbael",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3011,name:"Frontiers in Bacteriology",slug:"bacteriology",abbreviation:"fbrio",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3040,name:"Frontiers in Audiology and Otology",slug:"audiology-and-otology",abbreviation:"fauot",space:{id:c,domainName:d,__typename:b},__typename:a},{id:603,name:"Frontiers in Astronomy and Space Sciences",slug:"astronomy-and-space-sciences",abbreviation:"fspas",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1437,name:"Frontiers in Artificial Intelligence",slug:"artificial-intelligence",abbreviation:"frai",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2940,name:"Frontiers in Arachnid Science",slug:"arachnid-science",abbreviation:"frchs",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2834,name:"Frontiers in Aquaculture",slug:"aquaculture",abbreviation:"faquc",space:{id:c,domainName:d,__typename:b},__typename:a},{id:981,name:"Frontiers in Applied Mathematics and Statistics",slug:"applied-mathematics-and-statistics",abbreviation:"fams",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3417,name:"Frontiers in Applied Environmental Microbiology",slug:"applied-environmental-microbiology",abbreviation:"faemi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2714,name:"Frontiers in Antibiotics",slug:"antibiotics",abbreviation:"frabi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3443,name:"Frontiers in Anti-Cancer Therapies",slug:"anti-cancer-therapies",abbreviation:"facth",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3253,name:"Frontiers in Antennas and Propagation",slug:"antennas-and-propagation",abbreviation:"fanpr",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1719,name:"Frontiers in Animal Science",slug:"animal-science",abbreviation:"fanim",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2513,name:"Frontiers in Anesthesiology",slug:"anesthesiology",abbreviation:"fanes",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1989,name:"Frontiers in Analytical Science",slug:"analytical-science",abbreviation:"frans",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2909,name:"Frontiers in Amphibian and Reptile Science",slug:"amphibian-and-reptile-science",abbreviation:"famrs",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1705,name:"Frontiers in Allergy",slug:"allergy",abbreviation:"falgy",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1541,name:"Frontiers in Agronomy",slug:"agronomy",abbreviation:"fagro",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3631,name:"Frontiers in Agricultural Engineering",slug:"agricultural-engineering",abbreviation:"faeng",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2477,name:"Frontiers in Aging Neuroscience",slug:"aging-neuroscience",abbreviation:"fnagi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:1566,name:"Frontiers in Aging",slug:"aging",abbreviation:"fragi",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2449,name:"Frontiers in Aerospace Engineering",slug:"aerospace-engineering",abbreviation:"fpace",space:{id:c,domainName:d,__typename:b},__typename:a},{id:2195,name:"Frontiers in Adolescent Medicine",slug:"adolescent-medicine",abbreviation:"fradm",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3426,name:"Frontiers in Acoustics",slug:"acoustics",abbreviation:"facou",space:{id:c,domainName:d,__typename:b},__typename:a},{id:979,name:bu,slug:"frontiers-for-young-minds",abbreviation:"frym",space:{id:c,domainName:d,__typename:b},__typename:a},{id:3260,name:"Frontiers In Ocean Engineering",slug:"frontiers-in-ocean-engineering",abbreviation:"focen",space:{id:c,domainName:d,__typename:b},__typename:a},{id:ch,name:"FSHIP Test Journal 2",slug:"fship-test-journal-2",abbreviation:"FTJ2",space:{id:i,domainName:j,__typename:b},__typename:a},{id:i,name:ck,slug:cl,abbreviation:cm,space:{id:R,domainName:bE,__typename:b},__typename:a},{id:3746,name:ck,slug:cl,abbreviation:cm,space:{id:c,domainName:d,__typename:b},__typename:a},{id:ci,name:cn,slug:co,abbreviation:cp,space:{id:i,domainName:j,__typename:b},__typename:a},{id:3231,name:cn,slug:co,abbreviation:cp,space:{id:c,domainName:d,__typename:b},__typename:a},{id:x,name:cq,slug:cr,abbreviation:cs,space:{id:x,domainName:S,__typename:b},__typename:a},{id:2078,name:cq,slug:cr,abbreviation:cs,space:{id:c,domainName:d,__typename:b},__typename:a},{id:N,name:ct,slug:cu,abbreviation:cv,space:{id:i,domainName:j,__typename:b},__typename:a},{id:2359,name:ct,slug:cu,abbreviation:cv,space:{id:c,domainName:d,__typename:b},__typename:a},{id:8,name:cw,slug:cx,abbreviation:cy,space:{id:i,domainName:j,__typename:b},__typename:a},{id:2446,name:cw,slug:cx,abbreviation:cy,space:{id:c,domainName:d,__typename:b},__typename:a},{id:10,name:cz,slug:cA,abbreviation:cB,space:{id:i,domainName:j,__typename:b},__typename:a},{id:3230,name:cz,slug:cA,abbreviation:cB,space:{id:c,domainName:d,__typename:b},__typename:a},{id:x,name:cC,slug:cD,abbreviation:cE,space:{id:i,domainName:j,__typename:b},__typename:a},{id:2358,name:cC,slug:cD,abbreviation:cE,space:{id:c,domainName:d,__typename:b},__typename:a},{id:3660,name:"Advanced Optical Technologies",slug:"advanced-optical-technologies",abbreviation:"aot",space:{id:c,domainName:d,__typename:b},__typename:a},{id:cj,name:cF,slug:cG,abbreviation:cH,space:{id:i,domainName:j,__typename:b},__typename:a},{id:3659,name:cF,slug:cG,abbreviation:cH,space:{id:c,domainName:d,__typename:b},__typename:a},{id:M,name:cI,slug:cJ,abbreviation:"abp",space:{id:i,domainName:j,__typename:b},__typename:a},{id:3695,name:cI,slug:cJ,abbreviation:"ABP",space:{id:c,domainName:d,__typename:b},__typename:a}]},serverRendered:h,routePath:"\u002Fjournals\u002Fcommunication\u002Farticles\u002F10.3389\u002Ffcomm.2021.606445\u002Ffull",config:{baseUrl:"https:\u002F\u002Fwww.frontiersin.org",appName:"article-pages-2022",spaceId:c,spaceName:z,domain:d,loopUrl:"https:\u002F\u002Floop.frontiersin.org",ssMainDomain:d,googleRecaptchaKeyName:"FrontiersRecaptchaV2",googleRecaptchaSiteKey:"6LdG3i0UAAAAAOC4qUh35ubHgJotEHp_STXHgr_v",linkedArticleCopyText:"'{\"articleTypeCopyText\":[{\"articleTypeId\":0,\"originalArticleCopyText\":\"Part of this article's content has been mentioned in:\",\"linkedArticleCopyText\":\"This article mentions parts of:\"},{\"articleTypeId\":122,\"originalArticleCopyText\":\"Parts of this article's content have been modified or rectified in:\",\"linkedArticleCopyText\":\"This article is an erratum on:\"},{\"articleTypeId\":129,\"originalArticleCopyText\":\"Parts of this article's content have been modified or rectified in:\",\"linkedArticleCopyText\":\"This article is an addendum to:\"},{\"articleTypeId\":128,\"originalArticleCopyText\":\"A correction has been applied to this article in:\",\"linkedArticleCopyText\":\"This article is a correction to:\"},{\"articleTypeId\":134,\"originalArticleCopyText\":\"A retraction of this article was approved in:\",\"linkedArticleCopyText\":\"This article is a retraction of:\"},{\"articleTypeId\":29,\"originalArticleCopyText\":\"A commentary has been posted on this article:\",\"linkedArticleCopyText\":\"This article is a commentary on:\"},{\"articleTypeId\":30,\"originalArticleCopyText\":\"A commentary has been posted on this article:\",\"linkedArticleCopyText\":\"This article is a commentary on:\"}],\"articleIdCopyText\":[]}'\n",articleTypeConfigurableLabel:"\u003C\u003Carticle-type:uppercase\u003E\u003E article",terminologySettings:"'{\"terms\":[{\"sequenceNumber\":1,\"key\":\"frontiers\",\"tenantTerm\":\"Frontiers\",\"frontiersDefaultTerm\":\"Frontiers\",\"category\":\"Customer\"},{\"sequenceNumber\":2,\"key\":\"submission_system\",\"tenantTerm\":\"submission system\",\"frontiersDefaultTerm\":\"submission system\",\"category\":\"Product\"},{\"sequenceNumber\":3,\"key\":\"public_pages\",\"tenantTerm\":\"public pages\",\"frontiersDefaultTerm\":\"public pages\",\"category\":\"Product\"},{\"sequenceNumber\":4,\"key\":\"my_frontiers\",\"tenantTerm\":\"my frontiers\",\"frontiersDefaultTerm\":\"my frontiers\",\"category\":\"Product\"},{\"sequenceNumber\":5,\"key\":\"digital_editorial_office\",\"tenantTerm\":\"digital editorial office\",\"frontiersDefaultTerm\":\"digital editorial office\",\"category\":\"Product\"},{\"sequenceNumber\":6,\"key\":\"deo\",\"tenantTerm\":\"DEO\",\"frontiersDefaultTerm\":\"DEO\",\"category\":\"Product\"},{\"sequenceNumber\":7,\"key\":\"digital_editorial_office_for_chiefs\",\"tenantTerm\":\"digital editorial office for chiefs\",\"frontiersDefaultTerm\":\"digital editorial office for chiefs\",\"category\":\"Product\"},{\"sequenceNumber\":8,\"key\":\"digital_editorial_office_for_eof\",\"tenantTerm\":\"digital editorial office for eof\",\"frontiersDefaultTerm\":\"digital editorial office for eof\",\"category\":\"Product\"},{\"sequenceNumber\":9,\"key\":\"editorial_office\",\"tenantTerm\":\"editorial office\",\"frontiersDefaultTerm\":\"editorial office\",\"category\":\"Product\"},{\"sequenceNumber\":10,\"key\":\"eof\",\"tenantTerm\":\"EOF\",\"frontiersDefaultTerm\":\"EOF\",\"category\":\"Product\"},{\"sequenceNumber\":11,\"key\":\"research_topic_management\",\"tenantTerm\":\"research topic management\",\"frontiersDefaultTerm\":\"research topic management\",\"category\":\"Product\"},{\"sequenceNumber\":12,\"key\":\"review_forum\",\"tenantTerm\":\"review forum\",\"frontiersDefaultTerm\":\"review forum\",\"category\":\"Product\"},{\"sequenceNumber\":13,\"key\":\"accounting_office\",\"tenantTerm\":\"accounting office\",\"frontiersDefaultTerm\":\"accounting office\",\"category\":\"Product\"},{\"sequenceNumber\":14,\"key\":\"aof\",\"tenantTerm\":\"AOF\",\"frontiersDefaultTerm\":\"AOF\",\"category\":\"Product\"},{\"sequenceNumber\":15,\"key\":\"publishing_office\",\"tenantTerm\":\"publishing office\",\"frontiersDefaultTerm\":\"publishing office\",\"category\":\"Product\"},{\"sequenceNumber\":16,\"key\":\"production_office\",\"tenantTerm\":\"production office forum\",\"frontiersDefaultTerm\":\"production office forum\",\"category\":\"Product\"},{\"sequenceNumber\":17,\"key\":\"pof\",\"tenantTerm\":\"POF\",\"frontiersDefaultTerm\":\"POF\",\"category\":\"Product\"},{\"sequenceNumber\":18,\"key\":\"book_office_forum\",\"tenantTerm\":\"book office forum\",\"frontiersDefaultTerm\":\"book office forum\",\"category\":\"Product\"},{\"sequenceNumber\":19,\"key\":\"bof\",\"tenantTerm\":\"BOF\",\"frontiersDefaultTerm\":\"BOF\",\"category\":\"Product\"},{\"sequenceNumber\":20,\"key\":\"aira\",\"tenantTerm\":\"AIRA\",\"frontiersDefaultTerm\":\"AIRA\",\"category\":\"Product\"},{\"sequenceNumber\":21,\"key\":\"editorial_board_management\",\"tenantTerm\":\"editorial board management\",\"frontiersDefaultTerm\":\"editorial board management\",\"category\":\"Product\"},{\"sequenceNumber\":22,\"key\":\"ebm\",\"tenantTerm\":\"EBM\",\"frontiersDefaultTerm\":\"EBM\",\"category\":\"Product\"},{\"sequenceNumber\":23,\"key\":\"domain\",\"tenantTerm\":\"domain\",\"frontiersDefaultTerm\":\"domain\",\"category\":\"Taxonomy\"},{\"sequenceNumber\":24,\"key\":\"journal\",\"tenantTerm\":\"journal\",\"frontiersDefaultTerm\":\"journal\",\"category\":\"Taxonomy\"},{\"sequenceNumber\":25,\"key\":\"section\",\"tenantTerm\":\"section\",\"frontiersDefaultTerm\":\"section\",\"category\":\"Taxonomy\"},{\"sequenceNumber\":26,\"key\":\"domains\",\"tenantTerm\":\"domains\",\"frontiersDefaultTerm\":\"domains\",\"category\":\"Taxonomy\"},{\"sequenceNumber\":27,\"key\":\"specialty_section\",\"tenantTerm\":\"specialty section\",\"frontiersDefaultTerm\":\"specialty section\",\"category\":\"Taxonomy\"},{\"sequenceNumber\":28,\"key\":\"specialty_journal\",\"tenantTerm\":\"specialty journal\",\"frontiersDefaultTerm\":\"specialty journal\",\"category\":\"Taxonomy\"},{\"sequenceNumber\":29,\"key\":\"journals\",\"tenantTerm\":\"journals\",\"frontiersDefaultTerm\":\"journals\",\"category\":\"Taxonomy\"},{\"sequenceNumber\":30,\"key\":\"sections\",\"tenantTerm\":\"sections\",\"frontiersDefaultTerm\":\"sections\",\"category\":\"Taxonomy\"},{\"sequenceNumber\":31,\"key\":\"specialty_sections\",\"tenantTerm\":\"specialty sections\",\"frontiersDefaultTerm\":\"specialty sections\",\"category\":\"Taxonomy\"},{\"sequenceNumber\":32,\"key\":\"specialty_journals\",\"tenantTerm\":\"specialty journals\",\"frontiersDefaultTerm\":\"specialty journals\",\"category\":\"Taxonomy\"},{\"sequenceNumber\":33,\"key\":\"manuscript\",\"tenantTerm\":\"manuscript\",\"frontiersDefaultTerm\":\"manuscript\",\"category\":\"Core\"},{\"sequenceNumber\":34,\"key\":\"manuscripts\",\"tenantTerm\":\"manuscripts\",\"frontiersDefaultTerm\":\"manuscripts\",\"category\":\"Core\"},{\"sequenceNumber\":35,\"key\":\"article\",\"tenantTerm\":\"article\",\"frontiersDefaultTerm\":\"article\",\"category\":\"Core\"},{\"sequenceNumber\":36,\"key\":\"articles\",\"tenantTerm\":\"articles\",\"frontiersDefaultTerm\":\"articles\",\"category\":\"Core\"},{\"sequenceNumber\":37,\"key\":\"article_type\",\"tenantTerm\":\"article type\",\"frontiersDefaultTerm\":\"article type\",\"category\":\"Core\"},{\"sequenceNumber\":38,\"key\":\"article_types\",\"tenantTerm\":\"article types\",\"frontiersDefaultTerm\":\"article types\",\"category\":\"Core\"},{\"sequenceNumber\":39,\"key\":\"author\",\"tenantTerm\":\"author\",\"frontiersDefaultTerm\":\"author\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":40,\"key\":\"authors\",\"tenantTerm\":\"authors\",\"frontiersDefaultTerm\":\"authors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":41,\"key\":\"authoring\",\"tenantTerm\":\"authoring\",\"frontiersDefaultTerm\":\"authoring\",\"category\":\"Core\"},{\"sequenceNumber\":42,\"key\":\"authored\",\"tenantTerm\":\"authored\",\"frontiersDefaultTerm\":\"authored\",\"category\":\"Core\"},{\"sequenceNumber\":43,\"key\":\"accept\",\"tenantTerm\":\"accept\",\"frontiersDefaultTerm\":\"accept\",\"category\":\"Process\"},{\"sequenceNumber\":44,\"key\":\"accepted\",\"tenantTerm\":\"accepted\",\"frontiersDefaultTerm\":\"accepted\",\"category\":\"Process\"},{\"sequenceNumber\":45,\"key\":\"assistant_field_chief_editor\",\"tenantTerm\":\"Assistant Field Chief Editor\",\"frontiersDefaultTerm\":\"Assistant Field Chief Editor\",\"description\":\"An editorial role on a Field Journal that a Registered User may hold. This gives them rights to different functionality and parts of the platform\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":46,\"key\":\"assistant_specialty_chief_editor\",\"tenantTerm\":\"Assistant Specialty Chief Editor\",\"frontiersDefaultTerm\":\"Assistant Specialty Chief Editor\",\"description\":\"An editorial role on a specialty that a Registered User may hold. This gives them rights to different functionality and parts of the platform\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":47,\"key\":\"assistant_specialty_chief_editors\",\"tenantTerm\":\"Assistant Specialty Chief Editors\",\"frontiersDefaultTerm\":\"Assistant Specialty Chief Editors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":48,\"key\":\"associate_editor\",\"tenantTerm\":\"Associate Editor\",\"frontiersDefaultTerm\":\"Associate Editor\",\"description\":\"An editorial role on a specialty that a Registered User may hold. This gives them rights to different functionality and parts of the platform\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":49,\"key\":\"specialty_chief_editor\",\"tenantTerm\":\"Specialty Chief Editor\",\"frontiersDefaultTerm\":\"Specialty Chief Editor\",\"description\":\"An editorial role on a specialty that a Registered User may hold. This gives them rights to different functionality and parts of the platform\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":50,\"key\":\"specialty_chief_editors\",\"tenantTerm\":\"Specialty Chief Editors\",\"frontiersDefaultTerm\":\"Specialty Chief Editors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":51,\"key\":\"chief_editor\",\"tenantTerm\":\"Chief Editor\",\"frontiersDefaultTerm\":\"Chief Editor\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":52,\"key\":\"chief_editors\",\"tenantTerm\":\"Chief Editors\",\"frontiersDefaultTerm\":\"Chief Editors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":53,\"key\":\"call_for_participation\",\"tenantTerm\":\"call for participation\",\"frontiersDefaultTerm\":\"call for participation\",\"category\":\"Process\"},{\"sequenceNumber\":54,\"key\":\"citation\",\"tenantTerm\":\"citation\",\"frontiersDefaultTerm\":\"citation\",\"category\":\"Misc.\"},{\"sequenceNumber\":55,\"key\":\"citations\",\"tenantTerm\":\"citations\",\"frontiersDefaultTerm\":\"citations\",\"category\":\"Misc.\"},{\"sequenceNumber\":56,\"key\":\"contributor\",\"tenantTerm\":\"contributor\",\"frontiersDefaultTerm\":\"contributor\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":57,\"key\":\"contributors\",\"tenantTerm\":\"contributors\",\"frontiersDefaultTerm\":\"contributors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":58,\"key\":\"corresponding_author\",\"tenantTerm\":\"corresponding author\",\"frontiersDefaultTerm\":\"corresponding author\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":59,\"key\":\"corresponding_authors\",\"tenantTerm\":\"corresponding authors\",\"frontiersDefaultTerm\":\"corresponding authors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":60,\"key\":\"decline\",\"tenantTerm\":\"decline\",\"frontiersDefaultTerm\":\"decline\",\"category\":\"Process\"},{\"sequenceNumber\":61,\"key\":\"declined\",\"tenantTerm\":\"declined\",\"frontiersDefaultTerm\":\"declined\",\"category\":\"Process\"},{\"sequenceNumber\":62,\"key\":\"reject\",\"tenantTerm\":\"reject\",\"frontiersDefaultTerm\":\"reject\",\"category\":\"Process\"},{\"sequenceNumber\":63,\"key\":\"rejected\",\"tenantTerm\":\"rejected\",\"frontiersDefaultTerm\":\"rejected\",\"category\":\"Process\"},{\"sequenceNumber\":64,\"key\":\"publish\",\"tenantTerm\":\"publish\",\"frontiersDefaultTerm\":\"publish\",\"category\":\"Core\"},{\"sequenceNumber\":65,\"key\":\"published\",\"tenantTerm\":\"published\",\"frontiersDefaultTerm\":\"published\",\"category\":\"Core\"},{\"sequenceNumber\":66,\"key\":\"publication\",\"tenantTerm\":\"publication\",\"frontiersDefaultTerm\":\"publication\",\"category\":\"Core\"},{\"sequenceNumber\":67,\"key\":\"peer_review\",\"tenantTerm\":\"peer review\",\"frontiersDefaultTerm\":\"peer review\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":68,\"key\":\"peer_reviewed\",\"tenantTerm\":\"peer reviewed\",\"frontiersDefaultTerm\":\"peer reviewed\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":69,\"key\":\"initial_validation\",\"tenantTerm\":\"initial validation\",\"frontiersDefaultTerm\":\"initial validation\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":70,\"key\":\"editorial_assignment\",\"tenantTerm\":\"editorial assignment\",\"frontiersDefaultTerm\":\"editorial assignment\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":71,\"key\":\"independent_review\",\"tenantTerm\":\"independent review\",\"frontiersDefaultTerm\":\"independent review\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":72,\"key\":\"interactive_review\",\"tenantTerm\":\"interactive review\",\"frontiersDefaultTerm\":\"interactive review\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":73,\"key\":\"review\",\"tenantTerm\":\"review\",\"frontiersDefaultTerm\":\"review\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":74,\"key\":\"reviewing\",\"tenantTerm\":\"reviewing\",\"frontiersDefaultTerm\":\"reviewing\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":75,\"key\":\"reviewer\",\"tenantTerm\":\"reviewer\",\"frontiersDefaultTerm\":\"reviewer\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":76,\"key\":\"reviewers\",\"tenantTerm\":\"reviewers\",\"frontiersDefaultTerm\":\"reviewers\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":77,\"key\":\"review_finalized\",\"tenantTerm\":\"review finalized\",\"frontiersDefaultTerm\":\"review finalized\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":78,\"key\":\"final_decision\",\"tenantTerm\":\"final decision\",\"frontiersDefaultTerm\":\"final decision\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":79,\"key\":\"final_validation\",\"tenantTerm\":\"final validation\",\"frontiersDefaultTerm\":\"final validation\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":80,\"key\":\"ae_accept_manuscript\",\"tenantTerm\":\"recommend to accept manuscript\",\"frontiersDefaultTerm\":\"accept manuscript\",\"category\":\"Process\"},{\"sequenceNumber\":81,\"key\":\"fee\",\"tenantTerm\":\"fee\",\"frontiersDefaultTerm\":\"fee\",\"category\":\"Accounting\"},{\"sequenceNumber\":82,\"key\":\"fees\",\"tenantTerm\":\"fees\",\"frontiersDefaultTerm\":\"fees\",\"category\":\"Accounting\"},{\"sequenceNumber\":83,\"key\":\"guest_associate_editor\",\"tenantTerm\":\"Guest Associate Editor\",\"frontiersDefaultTerm\":\"Guest Associate Editor\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":84,\"key\":\"guest_associate_editors\",\"tenantTerm\":\"Guest Associate Editors\",\"frontiersDefaultTerm\":\"Guest Associate Editors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":85,\"key\":\"in_review\",\"tenantTerm\":\"in review\",\"frontiersDefaultTerm\":\"in review\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":86,\"key\":\"institutional_member\",\"tenantTerm\":\"institutional partner\",\"frontiersDefaultTerm\":\"institutional partner\",\"category\":\"Accounting\"},{\"sequenceNumber\":87,\"key\":\"institutional_membership\",\"tenantTerm\":\"institutional partnership\",\"frontiersDefaultTerm\":\"institutional partnership\",\"category\":\"Accounting\"},{\"sequenceNumber\":88,\"key\":\"article_processing_charge\",\"tenantTerm\":\"article processing charge\",\"frontiersDefaultTerm\":\"article processing charge\",\"category\":\"Accounting\"},{\"sequenceNumber\":89,\"key\":\"article_processing_charges\",\"tenantTerm\":\"article processing charges\",\"frontiersDefaultTerm\":\"article processing charges\",\"category\":\"Accounting\"},{\"sequenceNumber\":90,\"key\":\"apcs\",\"tenantTerm\":\"APCs\",\"frontiersDefaultTerm\":\"APCs\",\"category\":\"Accounting\"},{\"sequenceNumber\":91,\"key\":\"apc\",\"tenantTerm\":\"APC\",\"frontiersDefaultTerm\":\"APC\",\"category\":\"Accounting\"},{\"sequenceNumber\":92,\"key\":\"received\",\"tenantTerm\":\"received\",\"frontiersDefaultTerm\":\"received\",\"description\":\"Date manuscript was received on.\",\"category\":\"Core\"},{\"sequenceNumber\":93,\"key\":\"transferred\",\"tenantTerm\":\"transferred\",\"frontiersDefaultTerm\":\"transferred\",\"category\":\"Core\"},{\"sequenceNumber\":94,\"key\":\"transfer\",\"tenantTerm\":\"transfer\",\"frontiersDefaultTerm\":\"transfer\",\"category\":\"Core\"},{\"sequenceNumber\":95,\"key\":\"research_topic\",\"tenantTerm\":\"research topic\",\"frontiersDefaultTerm\":\"research topic\",\"category\":\"Core\"},{\"sequenceNumber\":96,\"key\":\"research_topics\",\"tenantTerm\":\"research topics\",\"frontiersDefaultTerm\":\"research topics\",\"category\":\"Core\"},{\"sequenceNumber\":97,\"key\":\"topic_editor\",\"tenantTerm\":\"Topic Editor\",\"frontiersDefaultTerm\":\"Topic Editor\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":98,\"key\":\"review_editor\",\"tenantTerm\":\"Review Editor\",\"frontiersDefaultTerm\":\"Review Editor\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":99,\"key\":\"title\",\"tenantTerm\":\"title\",\"frontiersDefaultTerm\":\"title\",\"category\":\"Manuscript Metadata\"},{\"sequenceNumber\":100,\"key\":\"running_title\",\"tenantTerm\":\"running title\",\"frontiersDefaultTerm\":\"running title\",\"category\":\"Manuscript Metadata\"},{\"sequenceNumber\":101,\"key\":\"submit\",\"tenantTerm\":\"submit\",\"frontiersDefaultTerm\":\"submit\",\"category\":\"Process\"},{\"sequenceNumber\":102,\"key\":\"submitted\",\"tenantTerm\":\"submitted\",\"frontiersDefaultTerm\":\"submitted\",\"category\":\"Process\"},{\"sequenceNumber\":103,\"key\":\"submitting\",\"tenantTerm\":\"submitting\",\"frontiersDefaultTerm\":\"submitting\",\"category\":\"Process\"},{\"sequenceNumber\":104,\"key\":\"t_e\",\"tenantTerm\":\"TE\",\"frontiersDefaultTerm\":\"TE\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":105,\"key\":\"topic\",\"tenantTerm\":\"topic\",\"frontiersDefaultTerm\":\"topic\",\"category\":\"Process\"},{\"sequenceNumber\":106,\"key\":\"topic_summary\",\"tenantTerm\":\"topic summary\",\"frontiersDefaultTerm\":\"topic summary\",\"category\":\"Process\"},{\"sequenceNumber\":107,\"key\":\"figure\",\"tenantTerm\":\"figure\",\"frontiersDefaultTerm\":\"figure\",\"category\":\"Manuscript Metadata\"},{\"sequenceNumber\":108,\"key\":\"figures\",\"tenantTerm\":\"figures\",\"frontiersDefaultTerm\":\"figures\",\"category\":\"Manuscript Metadata\"},{\"sequenceNumber\":109,\"key\":\"editorial_file\",\"tenantTerm\":\"editorial file\",\"frontiersDefaultTerm\":\"editorial file\",\"category\":\"Core\"},{\"sequenceNumber\":110,\"key\":\"editorial_files\",\"tenantTerm\":\"editorial files\",\"frontiersDefaultTerm\":\"editorial files\",\"category\":\"Core\"},{\"sequenceNumber\":111,\"key\":\"e_book\",\"tenantTerm\":\"e-book\",\"frontiersDefaultTerm\":\"e-book\",\"category\":\"Core\"},{\"sequenceNumber\":112,\"key\":\"organization\",\"tenantTerm\":\"organization\",\"frontiersDefaultTerm\":\"organization\",\"category\":\"Core\"},{\"sequenceNumber\":113,\"key\":\"institution\",\"tenantTerm\":\"institution\",\"frontiersDefaultTerm\":\"institution\",\"category\":\"Core\"},{\"sequenceNumber\":114,\"key\":\"reference\",\"tenantTerm\":\"reference\",\"frontiersDefaultTerm\":\"reference\",\"category\":\"Manuscript Metadata\"},{\"sequenceNumber\":115,\"key\":\"references\",\"tenantTerm\":\"references\",\"frontiersDefaultTerm\":\"references\",\"category\":\"Manuscript Metadata\"},{\"sequenceNumber\":116,\"key\":\"sce\",\"tenantTerm\":\"SCE\",\"frontiersDefaultTerm\":\"SCE\",\"description\":\"Abbreviation for Specialty Chief Editor\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":117,\"key\":\"submission\",\"tenantTerm\":\"submission\",\"frontiersDefaultTerm\":\"submission\",\"category\":\"Process\"},{\"sequenceNumber\":118,\"key\":\"submissions\",\"tenantTerm\":\"submissions\",\"frontiersDefaultTerm\":\"submissions\",\"category\":\"Process\"},{\"sequenceNumber\":119,\"key\":\"editing\",\"tenantTerm\":\"editing\",\"frontiersDefaultTerm\":\"editing\",\"category\":\"Process\"},{\"sequenceNumber\":120,\"key\":\"in_preparation\",\"tenantTerm\":\"in preparation\",\"frontiersDefaultTerm\":\"in preparation\",\"category\":\"Process\"},{\"sequenceNumber\":121,\"key\":\"country_region\",\"tenantTerm\":\"country\u002Fregion\",\"frontiersDefaultTerm\":\"country\u002Fregion\",\"description\":\"Because of political issues, some of the country listings are actually classified as `regions` and we need to include this. However other clients may not want to do this.\",\"category\":\"Manuscript Metadata\"},{\"sequenceNumber\":122,\"key\":\"countries_regions\",\"tenantTerm\":\"countries\u002Fregions\",\"frontiersDefaultTerm\":\"countries\u002Fregions\",\"description\":\"Because of political issues, some of the country listings are actually classified as `regions` and we need to include this. However other clients may not want to do this.\",\"category\":\"Manuscript Metadata\"},{\"sequenceNumber\":123,\"key\":\"specialty\",\"tenantTerm\":\"specialty\",\"frontiersDefaultTerm\":\"specialty\",\"category\":\"Core\"},{\"sequenceNumber\":124,\"key\":\"specialties\",\"tenantTerm\":\"specialties\",\"frontiersDefaultTerm\":\"specialties\",\"category\":\"Core\"},{\"sequenceNumber\":125,\"key\":\"associate_editors\",\"tenantTerm\":\"Associate Editors\",\"frontiersDefaultTerm\":\"Associate Editors\",\"description\":\"An editorial role on a specialty that a Registered User may hold. This gives them rights to different functionality and parts of the platform\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":126,\"key\":\"reviewed\",\"tenantTerm\":\"reviewed\",\"frontiersDefaultTerm\":\"reviewed\",\"category\":\"Peer Review Process\"},{\"sequenceNumber\":127,\"key\":\"institutional_members\",\"tenantTerm\":\"institutional partners\",\"frontiersDefaultTerm\":\"institutional partners\",\"category\":\"Accounting\"},{\"sequenceNumber\":128,\"key\":\"institutional_memberships\",\"tenantTerm\":\"institutional partnerships\",\"frontiersDefaultTerm\":\"institutional partnerships\",\"category\":\"Accounting\"},{\"sequenceNumber\":129,\"key\":\"assistant_field_chief_editors\",\"tenantTerm\":\"Assistant Field Chief Editors\",\"frontiersDefaultTerm\":\"Assistant Field Chief Editors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":130,\"key\":\"publications\",\"tenantTerm\":\"publications\",\"frontiersDefaultTerm\":\"publications\",\"category\":\"Process\"},{\"sequenceNumber\":131,\"key\":\"ae_accepted\",\"tenantTerm\":\"recommended acceptance\",\"frontiersDefaultTerm\":\"accepted\",\"category\":\"Process\"},{\"sequenceNumber\":132,\"key\":\"field_journal\",\"tenantTerm\":\"field journal\",\"frontiersDefaultTerm\":\"field journal\",\"category\":\"Taxonomy\"},{\"sequenceNumber\":133,\"key\":\"field_journals\",\"tenantTerm\":\"field journals\",\"frontiersDefaultTerm\":\"field journals\",\"category\":\"Taxonomy\"},{\"sequenceNumber\":134,\"key\":\"program_manager\",\"tenantTerm\":\"program manager\",\"frontiersDefaultTerm\":\"program manager\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":135,\"key\":\"journal_manager\",\"tenantTerm\":\"journal manager\",\"frontiersDefaultTerm\":\"journal manager\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":136,\"key\":\"journal_specialist\",\"tenantTerm\":\"journal specialist\",\"frontiersDefaultTerm\":\"journal specialist\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":137,\"key\":\"program_managers\",\"tenantTerm\":\"program managers\",\"frontiersDefaultTerm\":\"program managers\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":138,\"key\":\"journal_managers\",\"tenantTerm\":\"journal managers\",\"frontiersDefaultTerm\":\"journal managers\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":139,\"key\":\"journal_specialists\",\"tenantTerm\":\"journal specialists\",\"frontiersDefaultTerm\":\"journal specialists\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":140,\"key\":\"cover_letter\",\"tenantTerm\":\"manuscript contribution to the field\",\"frontiersDefaultTerm\":\"manuscript contribution to the field\",\"category\":\"Process\"},{\"sequenceNumber\":141,\"key\":\"ae_accepted_manuscript\",\"tenantTerm\":\"recommended to accept manuscript\",\"frontiersDefaultTerm\":\"accepted manuscript\",\"category\":\"Process\"},{\"sequenceNumber\":142,\"key\":\"recommend_for_rejection\",\"tenantTerm\":\"recommend for rejection\",\"frontiersDefaultTerm\":\"recommend for rejection\",\"category\":\"Process\"},{\"sequenceNumber\":143,\"key\":\"recommended_for_rejection\",\"tenantTerm\":\"recommended for rejection\",\"frontiersDefaultTerm\":\"recommended for rejection\",\"category\":\"Process\"},{\"sequenceNumber\":144,\"key\":\"ae\",\"tenantTerm\":\"AE\",\"frontiersDefaultTerm\":\"AE\",\"description\":\"Associate Editor - board member\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":145,\"key\":\"re\",\"tenantTerm\":\"RE\",\"frontiersDefaultTerm\":\"RE\",\"description\":\"Review Editor\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":146,\"key\":\"rev\",\"tenantTerm\":\"REV\",\"frontiersDefaultTerm\":\"REV\",\"description\":\"Reviewer\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":147,\"key\":\"aut\",\"tenantTerm\":\"AUT\",\"frontiersDefaultTerm\":\"AUT\",\"description\":\"Author\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":148,\"key\":\"coraut\",\"tenantTerm\":\"CORAUT\",\"frontiersDefaultTerm\":\"CORAUT\",\"description\":\"Corresponding author\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":149,\"key\":\"saut\",\"tenantTerm\":\"SAUT\",\"frontiersDefaultTerm\":\"SAUT\",\"description\":\"Submitting author\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":150,\"key\":\"coaut\",\"tenantTerm\":\"COAUT\",\"frontiersDefaultTerm\":\"COAUT\",\"description\":\"co-author\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":151,\"key\":\"tsof\",\"tenantTerm\":\"TSOF\",\"frontiersDefaultTerm\":\"TSOF\",\"description\":\"Typesetter\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":152,\"key\":\"typesetting_office\",\"tenantTerm\":\"typesetting office\",\"frontiersDefaultTerm\":\"typesetting office\",\"category\":\"Product\"},{\"sequenceNumber\":153,\"key\":\"config\",\"tenantTerm\":\"CONFIG\",\"frontiersDefaultTerm\":\"CONFIG\",\"description\":\"Configuration office role\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":154,\"key\":\"jm\",\"tenantTerm\":\"JM\",\"frontiersDefaultTerm\":\"JM\",\"description\":\"Journal Manager\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":155,\"key\":\"rte\",\"tenantTerm\":\"RTE\",\"frontiersDefaultTerm\":\"RTE\",\"description\":\"Research topic editor\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":156,\"key\":\"organizations\",\"tenantTerm\":\"organizations\",\"frontiersDefaultTerm\":\"organizations\",\"category\":\"Core\"},{\"sequenceNumber\":157,\"key\":\"publishing\",\"tenantTerm\":\"publishing\",\"frontiersDefaultTerm\":\"publishing\",\"category\":\"Core\"},{\"sequenceNumber\":158,\"key\":\"acceptance\",\"tenantTerm\":\"acceptance\",\"frontiersDefaultTerm\":\"acceptance\",\"category\":\"Process\"},{\"sequenceNumber\":159,\"key\":\"preferred_associate_editor\",\"tenantTerm\":\"preferred associate editor\",\"frontiersDefaultTerm\":\"preferred associate editor\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":160,\"key\":\"topic_editors\",\"tenantTerm\":\"Topic Editors\",\"frontiersDefaultTerm\":\"Topic Editors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":161,\"key\":\"institutions\",\"tenantTerm\":\"institutions\",\"frontiersDefaultTerm\":\"institutions\",\"category\":\"Core\"},{\"sequenceNumber\":162,\"key\":\"author(s)\",\"tenantTerm\":\"author(s)\",\"frontiersDefaultTerm\":\"author(s)\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":163,\"key\":\"figure(s)\",\"tenantTerm\":\"figure(s)\",\"frontiersDefaultTerm\":\"figure(s)\",\"category\":\"Manuscript Metadata\"},{\"sequenceNumber\":164,\"key\":\"co-authors\",\"tenantTerm\":\"co-authors\",\"frontiersDefaultTerm\":\"co-authors\",\"description\":\"co-authors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":165,\"key\":\"editorial_board_members\",\"tenantTerm\":\"editorial board members\",\"frontiersDefaultTerm\":\"editorial board members\",\"description\":\"editorial board members\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":166,\"key\":\"editorial_board\",\"tenantTerm\":\"editorial board\",\"frontiersDefaultTerm\":\"editorial board\",\"description\":\"editorial board\",\"category\":\"Product\"},{\"sequenceNumber\":167,\"key\":\"co-authorship\",\"tenantTerm\":\"co-authorship\",\"frontiersDefaultTerm\":\"co-authorship\",\"description\":\"co-authorship\",\"category\":\"Misc.\"},{\"sequenceNumber\":168,\"key\":\"role_id_1\",\"tenantTerm\":\"registration office\",\"frontiersDefaultTerm\":\"registration office\",\"category\":\"User Role\"},{\"sequenceNumber\":169,\"key\":\"role_id_2\",\"tenantTerm\":\"editorial office\",\"frontiersDefaultTerm\":\"editorial office\",\"category\":\"User Role\"},{\"sequenceNumber\":170,\"key\":\"role_id_7\",\"tenantTerm\":\"field chief editor\",\"frontiersDefaultTerm\":\"field chief editor\",\"category\":\"User Role\"},{\"sequenceNumber\":171,\"key\":\"role_id_8\",\"tenantTerm\":\"assistant field chief editor\",\"frontiersDefaultTerm\":\"assistant field chief editor\",\"category\":\"User Role\"},{\"sequenceNumber\":172,\"key\":\"role_id_9\",\"tenantTerm\":\"specialty chief editor\",\"frontiersDefaultTerm\":\"specialty chief editor\",\"category\":\"User Role\"},{\"sequenceNumber\":173,\"key\":\"role_id_10\",\"tenantTerm\":\"assistant specialty chief editor\",\"frontiersDefaultTerm\":\"assistant specialty chief editor\",\"category\":\"User Role\"},{\"sequenceNumber\":174,\"key\":\"role_id_11\",\"tenantTerm\":\"associate editor\",\"frontiersDefaultTerm\":\"associate editor\",\"category\":\"User Role\"},{\"sequenceNumber\":175,\"key\":\"role_id_12\",\"tenantTerm\":\"guest associate editor\",\"frontiersDefaultTerm\":\"guest associate editor\",\"category\":\"User Role\"},{\"sequenceNumber\":176,\"key\":\"role_id_13\",\"tenantTerm\":\"review editor\",\"frontiersDefaultTerm\":\"review editor\",\"category\":\"User Role\"},{\"sequenceNumber\":177,\"key\":\"role_id_14\",\"tenantTerm\":\"reviewer\",\"frontiersDefaultTerm\":\"reviewer\",\"category\":\"User Role\"},{\"sequenceNumber\":178,\"key\":\"role_id_15\",\"tenantTerm\":\"author\",\"frontiersDefaultTerm\":\"author\",\"category\":\"User Role\"},{\"sequenceNumber\":179,\"key\":\"role_id_16\",\"tenantTerm\":\"corresponding author\",\"frontiersDefaultTerm\":\"corresponding author\",\"category\":\"User Role\"},{\"sequenceNumber\":180,\"key\":\"role_id_17\",\"tenantTerm\":\"submitting author\",\"frontiersDefaultTerm\":\"submitting author\",\"category\":\"User Role\"},{\"sequenceNumber\":181,\"key\":\"role_id_18\",\"tenantTerm\":\"co-author\",\"frontiersDefaultTerm\":\"co-author\",\"category\":\"User Role\"},{\"sequenceNumber\":182,\"key\":\"role_id_20\",\"tenantTerm\":\"production office\",\"frontiersDefaultTerm\":\"production office\",\"category\":\"User Role\"},{\"sequenceNumber\":183,\"key\":\"role_id_22\",\"tenantTerm\":\"typesetting office (typesetter)\",\"frontiersDefaultTerm\":\"typesetting office (typesetter)\",\"category\":\"User Role\"},{\"sequenceNumber\":184,\"key\":\"role_id_24\",\"tenantTerm\":\"registered user\",\"frontiersDefaultTerm\":\"registered user\",\"category\":\"User Role\"},{\"sequenceNumber\":185,\"key\":\"role_id_35\",\"tenantTerm\":\"job office\",\"frontiersDefaultTerm\":\"job office\",\"category\":\"User Role\"},{\"sequenceNumber\":186,\"key\":\"role_id_41\",\"tenantTerm\":\"special event administrator\",\"frontiersDefaultTerm\":\"special event administrator\",\"category\":\"User Role\"},{\"sequenceNumber\":187,\"key\":\"role_id_42\",\"tenantTerm\":\"special event reviewer\",\"frontiersDefaultTerm\":\"special event reviewer\",\"category\":\"User Role\"},{\"sequenceNumber\":188,\"key\":\"role_id_43\",\"tenantTerm\":\"submit abstract\",\"frontiersDefaultTerm\":\"submit abstract\",\"category\":\"User Role\"},{\"sequenceNumber\":189,\"key\":\"role_id_52\",\"tenantTerm\":\"events office\",\"frontiersDefaultTerm\":\"events office\",\"category\":\"User Role\"},{\"sequenceNumber\":190,\"key\":\"role_id_53\",\"tenantTerm\":\"event administrator\",\"frontiersDefaultTerm\":\"event administrator\",\"category\":\"User Role\"},{\"sequenceNumber\":191,\"key\":\"role_id_89\",\"tenantTerm\":\"content management office\",\"frontiersDefaultTerm\":\"content management office\",\"category\":\"User Role\"},{\"sequenceNumber\":192,\"key\":\"role_id_98\",\"tenantTerm\":\"accounting office\",\"frontiersDefaultTerm\":\"accounting office\",\"category\":\"User Role\"},{\"sequenceNumber\":193,\"key\":\"role_id_99\",\"tenantTerm\":\"projects\",\"frontiersDefaultTerm\":\"projects\",\"category\":\"User Role\"},{\"sequenceNumber\":194,\"key\":\"role_id_103\",\"tenantTerm\":\"configuration office\",\"frontiersDefaultTerm\":\"configuration office\",\"category\":\"User Role\"},{\"sequenceNumber\":195,\"key\":\"role_id_104\",\"tenantTerm\":\"beta user\",\"frontiersDefaultTerm\":\"beta user\",\"category\":\"User Role\"},{\"sequenceNumber\":196,\"key\":\"role_id_106\",\"tenantTerm\":\"wfconf\",\"frontiersDefaultTerm\":\"wfconf\",\"category\":\"User Role\"},{\"sequenceNumber\":197,\"key\":\"role_id_107\",\"tenantTerm\":\"rt management beta user\",\"frontiersDefaultTerm\":\"rt management beta user\",\"category\":\"User Role\"},{\"sequenceNumber\":198,\"key\":\"role_id_108\",\"tenantTerm\":\"deo beta user\",\"frontiersDefaultTerm\":\"deo beta user\",\"category\":\"User Role\"},{\"sequenceNumber\":199,\"key\":\"role_id_109\",\"tenantTerm\":\"search beta user\",\"frontiersDefaultTerm\":\"search beta user\",\"category\":\"User Role\"},{\"sequenceNumber\":200,\"key\":\"role_id_110\",\"tenantTerm\":\"journal manager\",\"frontiersDefaultTerm\":\"journal manager\",\"category\":\"User Role\"},{\"sequenceNumber\":201,\"key\":\"role_id_111\",\"tenantTerm\":\"myfrontiers beta user\",\"frontiersDefaultTerm\":\"myfrontiers beta user\",\"category\":\"User Role\"},{\"sequenceNumber\":202,\"key\":\"role_id_21\",\"tenantTerm\":\"copy editor\",\"frontiersDefaultTerm\":\"copy editor\",\"category\":\"User Role\"},{\"sequenceNumber\":203,\"key\":\"role_id_1_abr\",\"tenantTerm\":\"ROF\",\"frontiersDefaultTerm\":\"ROF\",\"category\":\"User Role\"},{\"sequenceNumber\":204,\"key\":\"role_id_2_abr\",\"tenantTerm\":\"EOF\",\"frontiersDefaultTerm\":\"EOF\",\"category\":\"User Role\"},{\"sequenceNumber\":205,\"key\":\"role_id_7_abr\",\"tenantTerm\":\"FCE\",\"frontiersDefaultTerm\":\"FCE\",\"category\":\"User Role\"},{\"sequenceNumber\":206,\"key\":\"role_id_8_abr\",\"tenantTerm\":\"AFCE\",\"frontiersDefaultTerm\":\"AFCE\",\"category\":\"User Role\"},{\"sequenceNumber\":207,\"key\":\"role_id_9_abr\",\"tenantTerm\":\"SCE\",\"frontiersDefaultTerm\":\"SCE\",\"category\":\"User Role\"},{\"sequenceNumber\":208,\"key\":\"role_id_10_abr\",\"tenantTerm\":\"ASCE\",\"frontiersDefaultTerm\":\"ASCE\",\"category\":\"User Role\"},{\"sequenceNumber\":209,\"key\":\"role_id_11_abr\",\"tenantTerm\":\"AE\",\"frontiersDefaultTerm\":\"AE\",\"category\":\"User Role\"},{\"sequenceNumber\":210,\"key\":\"role_id_12_abr\",\"tenantTerm\":\"GAE\",\"frontiersDefaultTerm\":\"GAE\",\"category\":\"User Role\"},{\"sequenceNumber\":211,\"key\":\"role_id_13_abr\",\"tenantTerm\":\"RE\",\"frontiersDefaultTerm\":\"RE\",\"category\":\"User Role\"},{\"sequenceNumber\":212,\"key\":\"role_id_14_abr\",\"tenantTerm\":\"REV\",\"frontiersDefaultTerm\":\"REV\",\"category\":\"User Role\"},{\"sequenceNumber\":213,\"key\":\"role_id_15_abr\",\"tenantTerm\":\"AUT\",\"frontiersDefaultTerm\":\"AUT\",\"category\":\"User Role\"},{\"sequenceNumber\":214,\"key\":\"role_id_16_abr\",\"tenantTerm\":\"CORAUT\",\"frontiersDefaultTerm\":\"CORAUT\",\"category\":\"User Role\"},{\"sequenceNumber\":215,\"key\":\"role_id_17_abr\",\"tenantTerm\":\"SAUT\",\"frontiersDefaultTerm\":\"SAUT\",\"category\":\"User Role\"},{\"sequenceNumber\":216,\"key\":\"role_id_18_abr\",\"tenantTerm\":\"COAUT\",\"frontiersDefaultTerm\":\"COAUT\",\"category\":\"User Role\"},{\"sequenceNumber\":217,\"key\":\"role_id_20_abr\",\"tenantTerm\":\"POF\",\"frontiersDefaultTerm\":\"POF\",\"category\":\"User Role\"},{\"sequenceNumber\":218,\"key\":\"role_id_22_abr\",\"tenantTerm\":\"TSOF\",\"frontiersDefaultTerm\":\"TSOF\",\"category\":\"User Role\"},{\"sequenceNumber\":219,\"key\":\"role_id_24_abr\",\"tenantTerm\":\"RU\",\"frontiersDefaultTerm\":\"RU\",\"category\":\"User Role\"},{\"sequenceNumber\":220,\"key\":\"role_id_35_abr\",\"tenantTerm\":\"JOF\",\"frontiersDefaultTerm\":\"JOF\",\"category\":\"User Role\"},{\"sequenceNumber\":221,\"key\":\"role_id_41_abr\",\"tenantTerm\":\"SE-ADM\",\"frontiersDefaultTerm\":\"SE-ADM\",\"category\":\"User Role\"},{\"sequenceNumber\":222,\"key\":\"role_id_42_abr\",\"tenantTerm\":\"SE-REV\",\"frontiersDefaultTerm\":\"SE-REV\",\"category\":\"User Role\"},{\"sequenceNumber\":223,\"key\":\"role_id_43_abr\",\"tenantTerm\":\"SE-AUT\",\"frontiersDefaultTerm\":\"SE-AUT\",\"category\":\"User Role\"},{\"sequenceNumber\":224,\"key\":\"role_id_52_abr\",\"tenantTerm\":\"EVOF\",\"frontiersDefaultTerm\":\"EVOF\",\"category\":\"User Role\"},{\"sequenceNumber\":225,\"key\":\"role_id_53_abr\",\"tenantTerm\":\"EV-ADM\",\"frontiersDefaultTerm\":\"EV-ADM\",\"category\":\"User Role\"},{\"sequenceNumber\":226,\"key\":\"role_id_89_abr\",\"tenantTerm\":\"COMOF\",\"frontiersDefaultTerm\":\"COMOF\",\"category\":\"User Role\"},{\"sequenceNumber\":227,\"key\":\"role_id_98_abr\",\"tenantTerm\":\"AOF\",\"frontiersDefaultTerm\":\"AOF\",\"category\":\"User Role\"},{\"sequenceNumber\":228,\"key\":\"role_id_99_abr\",\"tenantTerm\":\"Projects\",\"frontiersDefaultTerm\":\"Projects\",\"category\":\"User Role\"},{\"sequenceNumber\":229,\"key\":\"role_id_103_abr\",\"tenantTerm\":\"CONFIG\",\"frontiersDefaultTerm\":\"CONFIG\",\"category\":\"User Role\"},{\"sequenceNumber\":230,\"key\":\"role_id_104_abr\",\"tenantTerm\":\"BETA\",\"frontiersDefaultTerm\":\"BETA\",\"category\":\"User Role\"},{\"sequenceNumber\":231,\"key\":\"role_id_106_abr\",\"tenantTerm\":\"WFCONF\",\"frontiersDefaultTerm\":\"WFCONF\",\"category\":\"User Role\"},{\"sequenceNumber\":232,\"key\":\"role_id_107_abr\",\"tenantTerm\":\"RTBETA\",\"frontiersDefaultTerm\":\"RTBETA\",\"category\":\"User Role\"},{\"sequenceNumber\":233,\"key\":\"role_id_108_abr\",\"tenantTerm\":\"DEOBETA\",\"frontiersDefaultTerm\":\"DEOBETA\",\"category\":\"User Role\"},{\"sequenceNumber\":234,\"key\":\"role_id_109_abr\",\"tenantTerm\":\"SEARCHBETA\",\"frontiersDefaultTerm\":\"SEARCHBETA\",\"category\":\"User Role\"},{\"sequenceNumber\":235,\"key\":\"role_id_110_abr\",\"tenantTerm\":\"JM\",\"frontiersDefaultTerm\":\"JM\",\"category\":\"User Role\"},{\"sequenceNumber\":236,\"key\":\"role_id_111_abr\",\"tenantTerm\":\"MFBETA\",\"frontiersDefaultTerm\":\"MFBETA\",\"category\":\"User Role\"},{\"sequenceNumber\":237,\"key\":\"role_id_21_abr\",\"tenantTerm\":\"COPED\",\"frontiersDefaultTerm\":\"COPED\",\"category\":\"User Role\"},{\"sequenceNumber\":238,\"key\":\"reviewer_editorial_board\",\"tenantTerm\":\"editorial board\",\"frontiersDefaultTerm\":\"editorial board\",\"description\":\"This is the label for the review editorial board\",\"category\":\"Label\"},{\"sequenceNumber\":239,\"key\":\"field_chief_editor\",\"tenantTerm\":\"Field Chief Editor\",\"frontiersDefaultTerm\":\"Field Chief Editor\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":240,\"key\":\"field_chief_editors\",\"tenantTerm\":\"Field Chief Editors\",\"frontiersDefaultTerm\":\"Field Chief Editors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":241,\"key\":\"editor\",\"tenantTerm\":\"editor\",\"frontiersDefaultTerm\":\"editor\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":242,\"key\":\"editors\",\"tenantTerm\":\"editors\",\"frontiersDefaultTerm\":\"editors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":243,\"key\":\"board\",\"tenantTerm\":\"board\",\"frontiersDefaultTerm\":\"board\",\"category\":\"Label\"},{\"sequenceNumber\":244,\"key\":\"boards\",\"tenantTerm\":\"boards\",\"frontiersDefaultTerm\":\"boards\",\"category\":\"Label\"},{\"sequenceNumber\":245,\"key\":\"article_collection\",\"tenantTerm\":\"article collection\",\"frontiersDefaultTerm\":\"article collection\",\"category\":\"Label\"},{\"sequenceNumber\":246,\"key\":\"article_collections\",\"tenantTerm\":\"article collections\",\"frontiersDefaultTerm\":\"article collections\",\"category\":\"Label\"},{\"sequenceNumber\":247,\"key\":\"handling_editor\",\"tenantTerm\":\"handling editor\",\"frontiersDefaultTerm\":\"associate editor\",\"description\":\"This terminology key is for the person assigned to edit a manuscript. It is a label for the temporary handling editor assignment.\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":248,\"key\":\"handling_editors\",\"tenantTerm\":\"handling editors\",\"frontiersDefaultTerm\":\"associate editors\",\"description\":\"This terminology key is for the person assigned to edit a manuscript. It is a label for the temporary handling editor assignment.\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":249,\"key\":\"ae_accept\",\"tenantTerm\":\"recommend acceptance\",\"frontiersDefaultTerm\":\"accept\",\"category\":\"Process\"},{\"sequenceNumber\":250,\"key\":\"rtm\",\"tenantTerm\":\"RTM\",\"frontiersDefaultTerm\":\"RTM\",\"category\":\"Product\"},{\"sequenceNumber\":251,\"key\":\"frontiers_media_sa\",\"tenantTerm\":\"Frontiers Media S.A\",\"frontiersDefaultTerm\":\"Frontiers Media S.A\",\"category\":\"Customer\"},{\"sequenceNumber\":252,\"key\":\"review_editors\",\"tenantTerm\":\"Review Editors\",\"frontiersDefaultTerm\":\"Review Editors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":253,\"key\":\"journal_card_chief_editor\",\"tenantTerm\":\"Chief Editor\",\"frontiersDefaultTerm\":\"Chief Editor\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":254,\"key\":\"journal_card_chief_editors\",\"tenantTerm\":\"Chief Editors\",\"frontiersDefaultTerm\":\"Chief Editors\",\"category\":\"Label (Role)\"},{\"sequenceNumber\":255,\"key\":\"call_for_papers\",\"tenantTerm\":\"Call for papers\",\"frontiersDefaultTerm\":\"Call for papers\",\"category\":\"Label\"},{\"sequenceNumber\":256,\"key\":\"calls_for_papers\",\"tenantTerm\":\"Calls for papers\",\"frontiersDefaultTerm\":\"Calls for papers\",\"category\":\"Label\"},{\"sequenceNumber\":257,\"key\":\"supervising_editor\",\"tenantTerm\":\"Supervising Editor\",\"frontiersDefaultTerm\":\"Supervising Editor\",\"description\":\"A Chief or Assistant Chief editor who is assigned to a manuscript to supervise.\",\"category\":\"Role\",\"externalKey\":\"supervising_editor\"},{\"sequenceNumber\":258,\"key\":\"supervising_editors\",\"tenantTerm\":\"Supervising Editors\",\"frontiersDefaultTerm\":\"Supervising Editors\",\"description\":\"A Chief or Assistant Chief editor who is assigned to a manuscript to supervise.\",\"category\":\"Role\",\"externalKey\":\"supervising_editors\"},{\"sequenceNumber\":259,\"key\":\"reviewer_endorse\",\"tenantTerm\":\"endorse\",\"frontiersDefaultTerm\":\"endorse\",\"category\":\"Label\"},{\"sequenceNumber\":260,\"key\":\"reviewer_endorsed\",\"tenantTerm\":\"endorsed\",\"frontiersDefaultTerm\":\"endorsed\",\"category\":\"Label\"},{\"sequenceNumber\":261,\"key\":\"reviewer_endorse_publication\",\"tenantTerm\":\"endorse publication\",\"frontiersDefaultTerm\":\"endorse publication\",\"category\":\"Label\"},{\"sequenceNumber\":262,\"key\":\"reviewer_endorsed_publication\",\"tenantTerm\":\"endorsed publication\",\"frontiersDefaultTerm\":\"endorsed publication\",\"category\":\"Label\"},{\"sequenceNumber\":263,\"key\":\"editor_role\",\"tenantTerm\":\"editor role\",\"frontiersDefaultTerm\":\"Editor Role\",\"category\":\"Label\"},{\"sequenceNumber\":264,\"key\":\"editor_roles\",\"tenantTerm\":\"editor roles\",\"frontiersDefaultTerm\":\"Editor Roles\",\"category\":\"Label\"},{\"sequenceNumber\":265,\"key\":\"editorial_role\",\"tenantTerm\":\"editorial role\",\"frontiersDefaultTerm\":\"Editorial Role\",\"category\":\"Label\"},{\"sequenceNumber\":266,\"key\":\"editorial_roles\",\"tenantTerm\":\"editorial roles\",\"frontiersDefaultTerm\":\"Editorial Roles\",\"category\":\"Label\"},{\"sequenceNumber\":267,\"key\":\"call_for_paper\",\"tenantTerm\":\"Call for paper\",\"frontiersDefaultTerm\":\"Call for paper\",\"category\":\"Label\"},{\"sequenceNumber\":268,\"key\":\"research_topic_abstract\",\"tenantTerm\":\"manuscript summary\",\"frontiersDefaultTerm\":\"manuscript summary\",\"category\":\"Process\"},{\"sequenceNumber\":269,\"key\":\"research_topic_abstracts\",\"tenantTerm\":\"manuscript summaries\",\"frontiersDefaultTerm\":\"manuscript summaries\",\"category\":\"Process\"},{\"sequenceNumber\":270,\"key\":\"submissions_team_manager\",\"tenantTerm\":\"Journal Manager\",\"frontiersDefaultTerm\":\"Content Manager\",\"category\":\"Process\"},{\"sequenceNumber\":271,\"key\":\"submissions_team\",\"tenantTerm\":\"Journal Team\",\"frontiersDefaultTerm\":\"Content Team\",\"category\":\"Process\"},{\"sequenceNumber\":272,\"key\":\"topic_coordinator\",\"tenantTerm\":\"topic coordinator\",\"frontiersDefaultTerm\":\"topic coordinator\",\"category\":\"Process\"},{\"sequenceNumber\":273,\"key\":\"topic_coordinators\",\"tenantTerm\":\"topic coordinators\",\"frontiersDefaultTerm\":\"topic coordinators\",\"category\":\"Process\"}]}'\n",gtmId:"GTM-M322FV2",gtmAuth:"owVbWxfaJr21yQv1fe1cAQ",gtmServerUrl:"https:\u002F\u002Ftag-manager.frontiersin.org",gtmPreview:"env-1",faviconSize512:"https:\u002F\u002Fbrand.frontiersin.org\u002Fm\u002Fed3f9ce840a03d7\u002Ffavicon_512-tenantFavicon-Frontiers.png",socialMediaImg:"https:\u002F\u002Fbrand.frontiersin.org\u002Fm\u002F1c8bcb536c789e11\u002FGuidelines-Frontiers_Logo_1200x628_1-91to1.png",_app:{basePath:"\u002F",assetsPath:"\u002Farticle-pages\u002F_nuxt\u002F",cdnURL:e}},apollo:{contentfulJournalsDelivery:Object.create(null),contentfulJournalsPreview:Object.create(null),contentfulHomeDelivery:Object.create(null),contentfulHomePreview:Object.create(null),frontiersGraph:Object.create(null)}}}("journal_journal","public_space",1,"frontiersin.org",null,"_self","",true,3,"frontierspartnerships.org","_blank",false,0,5,"United States","Frontiers in Communication","PDF",1238,"communication","citation_author","citation_author_institution","Link",4,2,"description","Frontiers","Help center","Grey","Medium","ssph-journal.org","fship","image","landscape","Front. Commun.","2297-900X",14,void 0,"Overcoming Challenges to Teamwork in Healthcare: A Team Effectiveness Framework and Evidence-Based Guidance",18,6,"fcomm-06-606445.pdf",1920,"por-journal.com",7,"escubed.org",1918,"fipp","https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002FF15690B8-8851-4C92-A9E3C49722C8BF0D\u002Fwebimage-173DB5B6-7427-4F8D-8AF54B223D779B6B.jpg","22C10171-81B3-4DA6-99342F272A32E8BB","2022-06-27T09:59:10Z","fcomm","journal_field","10.3389\u002Ffcomm.2021.606445","\u003Cp\u003E\u003Cbold\u003EBackground:\u003C\u002Fbold\u003E Safe and effective patient care depends on the teamwork of multidisciplinary healthcare professionals. Unfortunately, the field currently lacks an evidence-based framework for effective teamwork that can be incorporated into medical education and practice across health professions. We introduce a comprehensive framework for team effectiveness. Common challenges to teamwork in healthcare are identified along with evidence-based strategies for overcoming them.\u003C\u002Fp\u003E\u003Cp\u003E\u003Cbold\u003EMethods:\u003C\u002Fbold\u003E The framework was developed in four steps: 1) grounding in the existing team science literature, 2) semi-structured interviews (\u003Citalic\u003EN\u003C\u002Fitalic\u003E = 13), 3) thematic analysis and initial framework development, and 4) revision of the framework through input from healthcare professionals representative of different functions across the healthcare system (\u003Citalic\u003EN\u003C\u002Fitalic\u003E = 13). A diagnostic tool consisting of one survey item per team competency was developed to complement the framework. The survey was then administered to healthcare teams across clinical and administrative functions (\u003Citalic\u003EN\u003C\u002Fitalic\u003E = 10 teams, 96 individuals), and results were compiled and then used to conduct debriefs with individual team members and teams. A set of common teamwork challenges were identified using the survey and qualitative data. Qualitative data was analyzed to explore the unique ways these challenges manifest in both clinical and administrative teams.\u003C\u002Fp\u003E\u003Cp\u003E\u003Cbold\u003EResults:\u003C\u002Fbold\u003E The five most common challenges that face healthcare teams relate to accountability, conflict management, decision-making, reflecting on progress, and coaching. These challenges were similar across both clinical and administrative team types. Based on the authors' collective experience designing and implementing Team Development Interventions (TDIs), strategies for managing each challenge are provided.\u003C\u002Fp\u003E\u003Cp\u003E\u003Cbold\u003EConclusions:\u003C\u002Fbold\u003E The proposed framework is unique in two ways. First, it's generally applicable across the many types of teams that contribute to the quality and safety of patient care. Second, the levels of the framework build upon each other to contribute to the development of the ideal team states. The framework and accompanying strategies can provide guidance for where and how to target developmental efforts.\u003C\u002Fp\u003E","Leadership",1085380,"Stephanie","University of Texas MD Anderson Cancer Center","Amanda","Rice University","Scott",511760,"Eduardo","Courtney L.",889237,"Western Michigan University",326682,"Rafael",961455,"Bryan",{},1298,"Health Communication","health-communication","EPUB","fcomm-06-606445.xml","Frontiers | Overcoming Challenges to Teamwork in Healthcare: A Team Effectiveness Framework and Evidence-Based Guidance","https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fcommunication\u002Farticles\u002F10.3389\u002Ffcomm.2021.606445\u002Ffull","Background: Safe and effective patient care depends on the teamwork of multidisciplinary healthcare professionals. Unfortunately, the field currently lacks a...","og:title","og:description","keywords","og:site_name","og:image","og:type","og:url","twitter:card","citation_volume","citation_journal_title","citation_publisher","citation_journal_abbrev","citation_issn","citation_doi","citation_firstpage","citation_language","citation_title","citation_keywords","citation_abstract","citation_pdf_url","citation_online_date","citation_publication_date","University of Texas MD Anderson Cancer Center, United States","Rice University, United States","dc.identifier","articles","editors","research-topics","https:\u002F\u002Fd2csxpduxe849s.cloudfront.net\u002Fmedia\u002FE32629C6-9347-4F84-81FEAEF7BFA342B3\u002F0B4B1380-42EB-4FD5-9D7E2DBC603E79F8\u002Fwebimage-C4875379-1478-416F-B03DF68FE3D8DBB5.png","Man ultramarathon runner in the mountains he trains at sunset","https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fresearch-integrity","How we publish","https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fhow-we-publish","Fee policy","https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Ffee-policy","Research Topics","https:\u002F\u002Fforum.frontiersin.org\u002F","Frontiers Planet Prize","https:\u002F\u002Fwww.frontiersplanetprize.org\u002F","this link will take you to the Frontiers Planet Prize website","Career opportunities","https:\u002F\u002Fcareers.frontiersin.org\u002F","https:\u002F\u002Fwww.frontiersin.org\u002Fabout\u002Fcontact","Author guidelines","Editor guidelines","https:\u002F\u002Fwww.frontiersin.org\u002Fjournals","https:\u002F\u002Fwww.frontiersin.org\u002Farticles","Articles","https:\u002F\u002Fhelpcenter.frontiersin.org","Frontiers for Young Minds","Frontiers Facebook",9,"Transplant International","transplant-international","ti",1921,"Spanish Journal of Soil Science","spanish-journal-of-soil-science","sjss","ebm-journal.org","Public Health Reviews","public-health-reviews","phrs","Pathology and Oncology Research","pathology-and-oncology-research","pore",21,"Pastoralism: Research, Policy and Practice","pastoralism-research-policy-and-practice","past",11,"Oncology Reviews","oncology-reviews","or","Journal of Pharmacy & Pharmaceutical Sciences","journal-of-pharmacy-pharmaceutical-sciences","jpps","Journal of Cutaneous Immunology and Allergy","journal-of-cutaneous-immunology-and-allergy","JCIA","Journal of Abdominal Wall Surgery","journal-of-abdominal-wall-surgery","jaws",1919,"International Journal of Public Health","international-journal-of-public-health","ijph","Frontiers in Pathology","pathology","fpath",13,12,17,"Experimental Biology and Medicine","experimental-biology-and-medicine","EBM","European Journal of Cultural Management and Policy","european-journal-of-cultural-management-and-policy","ejcmp","Earth Science, Systems and Society","earth-science-systems-and-society","esss","Dystonia","dystonia","dyst","British Journal of Biomedical Science","british-journal-of-biomedical-science","bjbs","Aerospace Research Communications","aerospace-research-communications","arc","Advances in Drug and Alcohol Research","advances-in-drug-and-alcohol-research","adar","Acta Virologica","acta-virologica","av","Acta Biochimica Polonica","acta-biochimica-polonica"));</script><script src="/article-pages/_nuxt/75f1046.js" defer></script><script src="/article-pages/_nuxt/a5e7651.js" defer></script><script src="/article-pages/_nuxt/f548f7f.js" defer></script><script src="/article-pages/_nuxt/e3c5a8f.js" defer></script><script src="/article-pages/_nuxt/d89174d.js" defer></script><script src="/article-pages/_nuxt/ed7fc59.js" defer></script><script src="/article-pages/_nuxt/2abb6c5.js" defer></script><script src="/article-pages/_nuxt/701e3a3.js" defer></script><script src="/article-pages/_nuxt/c9b2266.js" defer></script><script data-n-head="ssr" src="https://cdnjs.cloudflare.com/polyfill/v3/polyfill.min.js?features=es6" data-body="true" async></script><script data-n-head="ssr" src="https://cdnjs.cloudflare.com/ajax/libs/mathjax/2.7.1/MathJax.js?config=TeX-MML-AM_CHTML" data-body="true" async></script><script data-n-head="ssr" src="https://d1bxh8uas1mnw7.cloudfront.net/assets/altmetric_badges-f0bc9b243ff5677d05460c1eb71834ca998946d764eb3bc244ab4b18ba50d21e.js" data-body="true" async></script><script data-n-head="ssr" src="https://api.altmetric.com/v1/doi/10.3389/fcomm.2021.606445?callback=_altmetric.embed_callback&domain=www.frontiersin.org&key=3c130976ca2b8f2e88f8377633751ba1&cache_until=14-15" data-body="true" async></script><script data-n-head="ssr" src="https://crossmark-cdn.crossref.org/widget/v2.0/widget.js" data-body="true" async></script> </body> </html>