Experiences of Early Transdisciplinary Teams in Pediatric Community Rehabilitation

Abstract

Although a transdisciplinary approach (TA) is considered best practice for children aged 0–3 years, there is limited information for professionals on how to successfully implement TA services. Using qualitative inquiry, in-depth interviews were conducted to explore the experiences of 6 service providers and managers who took part in early implementation of 2 pilot transdisciplinary teams. Although sought, no parents were recruited. Data were condensed by a system of coding and developed into inductive themes. The study findings reveal 3 main themes that captured the experiences of stakeholders. The primary theme is ensuring alignment with organizational values when guiding teams through change. The second theme is the awareness that is needed for managing change when an organization is going through a transformation. The third theme is valuable learning occurs throughout the change process. For early intervention service providers and managers, the study findings emphasize the importance of ensuring participants' awareness of change management processes while staying true to organization values when developing new team structures. Balancing theoretical knowledge acquisition and practical learning opportunities is essential when learning a new service delivery approach. Further attempts to explore the involvement of parents within collaborative teams are recommended.