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•Delivering quality palliative care requires collaborative teamwork from a varied multi-disciplinary team (MDT). The MDT comprises a group of different professions, working together to provide tailored care.1 Unsurprisingly, evidence demonstrates a strong positive correlation between better teamwork and improved healthcare performance,2 which is particularly important in palliative care to facilitate challenging conversations in a cohesive approach.3 •As palliative care continues to evolve, referrals require specific care needs. With limited beds and increased complexity of patients, a shift has been seen in hospice inpatient care towards consultant-led decisions with the support of the MDT. Consequently, this change in structure may have contributed to staff feeling less valued. •MDTeach was started with a view of celebrating the range of skills and knowledge within the team. The aim being to learn both from each other and together with each other in an environment away from ward pressures. It also allowed for an opportunity to reflect and debrief on certain cases. •Each week regular short teaching sessions were held on a variety of topics run by different members of the MDT. •Participants completed questionnaires, both pre- and post-programme to evaluate their perception of their value within the team. •Feedback was also taken after each session to develop the programme to the user's needs •Representatives from all teams were present across the programme including nurses, health care assistants, doctors, physiotherapists, occupational therapists, social workers and chaplaincy. •Individuals were asked on a scale of 1–5 how valued they felt as part of the team, 1 = 'not at all', 5 = 'extremely'. Initially only 14% felt 'extremely' valued which subsequently increased to 53%. The median score increased from 3 to 5. •100% wanted the programme to be continued as they found it beneficial for team-working. •80% report the programme has 'definitely' encouraged bonding and teamwork within the MDT. •This programme has improved morale, self-value and teamwork within the MDT, improving work satisfaction. The project placed value on self-development of staff and ensured everyone working could attend by running sessions twice. •Having a space away from ward pressures to ask questions and understand why certain decisions were taken allowed better communication between the team. Previously the only discussions between teams occurred either at handover or when there was a concern, which had an added element of stress and perhaps contributed to increased tensions and frustrations. The physical space away from the ward and time to ask questions allowed for more productive conversations and understanding between teams. •Encouraging the MDT to become teachers and share their skills further emphasised value of the MDT. However, at times this was a challenge to find staff that were willing to teach the group, as many lacked the confidence in doing so.
Maikovsky et al. (Mon,) studied this question.