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Development and implementation of the Rehabilitation Activities Pro" le for children: impact on the rehabilitation team

University Hospital Vrije Universiteit, Department of Rehabilitation Medicine, Amsterdam, Rehabilitation Centre ‘De Trappenberg’, Huizen and Institute for Research in Extramural Medicine, Faculty of Medicine, Vrije Universiteit,

B Anne-Mei

The Institute for Research in Extramural Medicine, Faculty of Medicine, Vrije Universiteit, Amsterdam, The Netherlands

Heleen Beckerman

University Hospital Vrije Universiteit, Department of Rehabilitation Medicine, Amsterdam, The Netherlands

Gustaaf J Lankhorst

University Hospital Vrije Universiteit, Department of Rehabilitation Medicine and Institute for Research in Extramural Medicine, Faculty of Medicine, Vrije Universiteit, Amsterdam, The Netherlands

Lex M Bouter

Institute for Research in Extramural Medicine, Faculty of Medicine, Vrije Universiteit, Amsterdam, The Netherlands

Objective: To describe the changes in functioning of the rehabilitation team induced by the Rehabilitation Activities Pro"le for children (Children’s RAP), an instrument designed to improve interdisciplinary communication in paediatric rehabilitation.

Design: Multiple case-study design.

Subjects: Seven paediatric rehabilitation teams.

Intervention: A two-year project to develop and implement the Children’s RAP.

Data collection: During the project, data were gathered from observations, documents and informal interviews. After the project, formal interviews were held with team members and parents, and a focus group meeting with representatives of the teams was organized.

Data analysis: Data were analysed by the method of analytic induction. The analysis was checked by an independent researcher. The preliminary results and conclusions were discussed in detail with participating teams.

Results: Development and implementation, as well as the changes induced by the project, varied between teams. Changes were observed for individual team members, for the team as a whole and for the children and their parents. However, changes for individual team members occurred relatively quickly, in comparison with the other changes. To achieve an optimal interdisciplinary team approach all changes are necessary. Therefore, we postulated four hierarchical steps in the development of an interdisciplinary team approach: (1) process-oriented approach, (2) result-oriented approach, (3) problem-oriented approach, and (4) interdisciplinary team approach.

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