Abstract Background Effective interprofessional collaboration is essential to high-quality care, yet siloed training, unclear roles, and hierarchical structures frequently undermine teamwork in clinical care environments. Efforts to achieve sustained behavioral change have yielded inconsistent results despite decades of advocacy for interprofessional education. Time constraints, staff turnover, and limited opportunities for shared learning exacerbate these challenges, particularly in high-acuity settings. Objective We developed the Strengthening Minds by Leveraging Education (SMiLESM) program to address these barriers and enhance teamwork within a Medical Intensive Care Unit. Methods Co-designed by educators and frontline clinicians, the curriculum is grounded in transformative learning theory and structured using the RAPR model (Recognize, Analyze, Practice, Reflect). Sessions rotate through four core domains: role clarity, psychological safety, teaming, and empathy. SMiLESM was designed to be a low-burden educational activity that brings together weekly professionals from at least four professional groups, to reflect on challenges and learn with, from, and about each other. Results Between 2019 and 2023, 127 SMiLESM sessions were facilitated for caregivers from 15 professions, totaling 1,416 learning encounters. Qualitative narratives and focus group data reflected increased clarity around roles, enhanced use of structured communication, and improved team dynamics. Organizational surveys showed gains in psychological safety and teamwork among a high-acuity workforce. ACGME milestone ratings suggested growth in communication and professionalism competencies among GME trainees. Conclusion SMiLESM is an adaptable and practical approach for improving team behaviors and cultivating collaborative culture in high-acuity environments like intensive care units. We find it to be a promising educational method to enhance interprofessional practice.
Foshee et al. (Thu,) studied this question.