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A Framework to Guide the Development of Health Care Professional Education and Training in Best Evidence Osteoarthritis Care. Clin Geriatr Med 2022; 38:361-384. [DOI: 10.1016/j.cger.2021.11.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Burns J, Agarwal V, Jordan SG, Dallaghan GLB, Byerley JS. Interprofessional Education - A Mandate for Today's Radiology Curriculum. Acad Radiol 2022; 29 Suppl 5:S89-S93. [PMID: 34210613 DOI: 10.1016/j.acra.2021.05.019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Revised: 05/22/2021] [Accepted: 05/25/2021] [Indexed: 11/26/2022]
Abstract
Interprofessional education (IPE) brings educators and learners from two or more health professions together in a collaborative learning environment, specifically assuring that learners function as a team to provide patient-centered care, with each team member contributing a unique perspective. The Liaison Committee on Medical Education, the Accreditation Council for Graduate Medical Education, and the American Board of Radiology have endorsed interprofessional and team communication as essential core competencies. Radiology educators must understand, include, and optimize IPE in their pedagogy; as a specialty, radiology must innovate more interprofessional experiences for medical students, residents and other allied health professions.
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Pereira J, Meadows L, Kljujic D, Strudsholm T. Do learners implement what they learn? Commitment-to-change following an interprofessional palliative care course. Palliat Med 2022; 36:866-877. [PMID: 35260018 PMCID: PMC9087309 DOI: 10.1177/02692163221081329] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Palliative care educators should incorporate strategies that enhance application into practice by learners. Commitment-to-change is an approach to reinforce learning and encourage application into practice; immediately post-course learners commit to making changes in their practices as a result of participating in the course ("statements") and then several weeks or months later are prompted to reflect on their commitments ("reflections"). AIM Explore if and how learners implemented into practice what they learned in a palliative care course, using commitment-to-change reflections. DESIGN Secondary analysis of post-course commitment statements and 4-months post-course commitment reflections submitted online by learners who participated in Pallium Canada's interprofessional, 2-day, Learning Essential Approaches to Palliative Care (LEAP) Core courses. SETTING/PARTICIPANTS Primary care providers from across Canada and different profession who attended LEAP Core courses from 1 April 2015 to 31 March 2017. RESULTS About 1063 of 4636 learners (22.9%) who participated in the 244 courses delivered during the study period submitted a total of 4250 reflections 4 months post-course. Of these commitments, 3081 (72.5%) were implemented. The most common implemented commitments related to initiating palliative care early across diseases, pain and symptom management, use of clinical instruments, advance care planning, and interprofessional collaboration. Impact extended to patients, services, and colleagues. Barriers to implementation into practice included lack of time, and system-level factors such as lack of support by managers and untrained colleagues. CONCLUSIONS Examples of benefits to patients, families, services, colleagues, and themselves were described as a result of participating in the courses.
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Affiliation(s)
- José Pereira
- Pallium Canada, Ottawa, Canada (Non-profit Foundation).,Division of Palliative Care, Department of Family Medicine, McMaster University, Hamilton, Canada.,Institute for Culture and Society (ICS), University of Navara, Spain
| | - Lynn Meadows
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
| | | | - Tina Strudsholm
- School of Health Sciences, University of Northern British Columbia, Prince George, BC, Canada
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Manworren RCB, Basco M. Effectiveness and Dissemination of the Interprofessional Pediatric Pain PRN Curriculum. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:135-143. [PMID: 34862335 PMCID: PMC9133003 DOI: 10.1097/ceh.0000000000000410] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Cultural transformation is needed for health care to be sensitive to children's pain. The Pediatric Pain Practice Registered Nurses (PRN) Curriculum is the first free, open access, downloadable, interprofessional pain continuing education (IPPCE) curriculum developed to empower health care professionals to translate evidence-based pain care into clinical practice. To evaluate the curriculum and its experiential flipped-learning strategies, we used a mixed methods approach. METHODS Interprofessional pediatric teams from eight health care systems evaluated the curriculum after attending Pediatric Pain PRN Courses in the Fall of 2017 (N = 90). Qualitative methods were used to evaluate the acceptability, feasibility, and utility of the curriculum and IPPCE strategies. Pain knowledge and attitudes were measured pre-IPPCE/post-IPPCE with the Pediatric Healthcare Provider's Knowledge & Attitude Survey Regarding Pain (PHPKAS). Web analytics were used to describe dissemination for the first year after the curriculum's webpage launch. RESULTS Learners rated their achievement of course objectives as moderate-great. PHPKAS scores significantly increased (P < .0005); but significant differences in physician and nurse PHPKAS question responses pre-IPPCE/post-IPPCE were found. Within 2 years of the IPPCE, three health care systems were certified as Childkind Hospitals, five Pediatric Pain PRN Programs were established, and various practice changes and improved patient outcomes, such as decreased hospital lengths of stay and emergency department returns for pain, were realized. Curriculum dissemination was global. DISCUSSION Results support the acceptability, effectiveness, feasibility, utility, and global dissemination of the curriculum and IPPCE strategies. More rigorous patient outcome data are needed; however, this study demonstrated the benefit of a free, open-access, downloadable, interprofessional health care provider continuing education curriculum.
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Affiliation(s)
- Renee C B Manworren
- Dr. Manworren: Associate Professor, Department of Pediatrics, Feinberg School of Medicine, Northwestern University, Chicago, IL, and the Posy and Fred Love Chair in Nursing Research, Director of Nursing Research and Professional Practice, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL. Basco: Undergraduate Student at Doisy College of Health Sciences, Saint Louis University, St. Louis, MO, and 2020 Summer Research Intern at Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL
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Kuner C, Doerr-Harim C, Feißt M, Klotz R, Heger P, Probst P, Strothmann H, Götsch B, Schmidt J, Mink J, Mitzkat A, Trierweiler-Hauke B, Mihaljevic AL. Clinical outcomes of patients treated on the Heidelberg interprofessional training ward vs. care on a conventional surgical ward: A retrospective cohort study. J Interprof Care 2022; 36:552-559. [PMID: 35297739 DOI: 10.1080/13561820.2021.1975667] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Interprofessional training wards (IPTW) are a form of interprofessional education enabling trainees of different healthcare professions to work together in teams. Concerns about patient safety are a major barrier to the implementation of IPTWs. The objective of this retrospective study was to analyze patient relevant clinical outcomes on Germany's first IPTW (Heidelberger Interprofessionelle Ausbildungsstation; HIPSTA) in the Department of Surgery at University Hospital Heidelberg in comparison to a conventional surgical ward (CSW). The setting is a large tertiary care center with a focus on major oncological surgery. The endpoints were postoperative complications according to the Dindo-Clavien Classification and a set of patient-safety outcomes. In total, 232 patients treated on HIPSTA were retrospectively compared with 465 patients on a CSW. Baseline characteristics were comparable between groups. No significant difference between rate or severity of overall postoperative complications was observed. In-hospital mortality did not significantly differ between groups. However, the mean length of hospital stay was significantly shorter on HIPSTA. Furthermore, HIPSTA patients had less frequent reoperations. Patient safety in surgical IPTW was not compromised in comparison to a CSW, and there were some areas where significantly better outcomes were identified.
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Affiliation(s)
- Charlotte Kuner
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany
| | - Colette Doerr-Harim
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany
| | - Manuel Feißt
- Institute of Medical Biometry and Informatics, Heidelberg, Germany
| | - Rosa Klotz
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany
| | - Patrick Heger
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany
| | - Pascal Probst
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany
| | - Hendrik Strothmann
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany
| | - Burkhard Götsch
- Academy of Health Professions Heidelberg, Nursing School, Heidelberg, Germany
| | - Jochen Schmidt
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany
| | - Johanna Mink
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Anika Mitzkat
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Birgit Trierweiler-Hauke
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany
| | - André L Mihaljevic
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany.,Department of General and Visceral Surgery, University Hospital Ulm, Ulm, Germany
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Rivera J, Brock T, Eubank K, Kuo A, Wamsley M. The Interprofessional Teaching Observation Program: A Faculty Development Workshop on Peer Feedback of Interprofessional Teaching. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2022; 18:11231. [PMID: 35321318 PMCID: PMC8898993 DOI: 10.15766/mep_2374-8265.11231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Accepted: 12/30/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Faculty development focused on interprofessional education (IPE) is essential to any IPE initiative aiming to produce a collaborative practice-ready workforce. Many faculty have not received IPE in their own training and struggle with interprofessional teaching. METHODS To train faculty to conduct a peer-teaching observation and provide feedback focused on interprofessional teaching, we created a 3-hour didactic and skills practice workshop. The didactic portion considered ways interprofessional teaching differed from uniprofessional teaching, discussed elements of effective feedback, and reviewed the critical steps of a peer-teaching observation. In the skills practice portion, participants watched videos of different teaching scenarios and role-played as a peer observer providing feedback to the instructor in the videos. Participants completed a pre/post self-assessment and workshop evaluation form. RESULTS Eighteen faculty from four professions (dentistry, medicine, nursing, and pharmacy) participated in the workshop from 2020 to 2021. On a 5-point scale (1 = poor, 5 = excellent), participants rated the overall workshop quality 4.9 and the likelihood of making a change in their teaching/professional practice 4.8. Workshop participants' self-reported ability to provide feedback to a peer on their interprofessional teaching improved after workshop participation (preworkshop M = 2.9, postworkshop M = 3.8, p < .01). DISCUSSION This IPE-focused faculty development workshop allows participants to practice skills and share their own interprofessional teaching insights and challenges. The workshop is adaptable for different professions and settings and for in-person or online implementation. It also can be integrated into an existing program or utilized as a stand-alone workshop.
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Affiliation(s)
- Josette Rivera
- Professor, Department of Medicine, University of California, San Francisco
| | - Tina Brock
- Professor, Faculty of Pharmacy and Pharmaceutical Sciences, Monash University; Adjunct Professor, Department of Clinical Pharmacy, University of California, San Francisco
| | - Kathryn Eubank
- Professor, Department of Medicine, University of California, San Francisco; Medical Director, Geriatrics Inpatient Services, San Francisco VA Medical Center
| | - Angel Kuo
- Clinical Professor and Vice Chair, Department of Family Health Care Nursing, University of California, San Francisco
| | - Maria Wamsley
- Professor, Department of Medicine, and Director, Program for Interprofessional Practice and Education, University of California, San Francisco
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Buls S, Beverly EA, Berryman DE, Sotos-Prieto M. Assessing utility of a lifestyle-based tool in the clinical setting as a primordial prevention strategy: The Healthy Heart Score. Chronic Illn 2022; 18:105-118. [PMID: 31958999 DOI: 10.1177/1742395319899431] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To evaluate the opinions of primary health-care providers and patients regarding the use of the Healthy Heart Score 20-year cardiovascular disease risk assessment tool in the clinical setting. METHODS Semi-structured in person or phone interviews among 20 patients with no self-reported cardiovascular disease diagnoses and 20 health-care providers in Central (Columbus) and Southeastern (Athens) regions of Ohio. The researchers independently coded transcribed interviews, discussed codes to resolve discrepancies, and agreed on common themes. RESULTS Participants suggested ways to best utilize and improve the tool, including adding graphics for visual reference of serving size. Patients showed interest in cardiovascular disease primordial prevention and expressed willingness to take the assessment prior to seeing a health-care provider. Health-care providers said that they would recommend the assessment to their patients and would be willing to use the tool in their practice. Health-care providers stated few barriers to using the tool, yet discussed numerous challenges to successful primordial prevention. CONCLUSIONS Our findings support the utilization of the Healthy Heart Score as a cardiovascular disease primordial prevention tool in the clinical setting. Additional research implementing the tool into the clinical setting will provide deeper insight into how the tool can impact behavior change and cardiovascular disease prevention.
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Affiliation(s)
- Samantha Buls
- Division of Food and Nutrition Sciences, School of Applied Health Sciences and Wellness, Ohio University, Athens, OH, USA
| | - Elizabeth A Beverly
- Department of Family Medicine, Ohio University Heritage College of Osteopathic Medicine, Athens, OH, USA.,The Diabetes Institute, Ohio University, Athens, OH, USA
| | - Darlene E Berryman
- Division of Food and Nutrition Sciences, School of Applied Health Sciences and Wellness, Ohio University, Athens, OH, USA.,The Diabetes Institute, Ohio University, Athens, OH, USA.,Department of Biomedical Sciences, Heritage College of Osteopathic Medicine, Ohio University, Athens, OH, USA
| | - Mercedes Sotos-Prieto
- Division of Food and Nutrition Sciences, School of Applied Health Sciences and Wellness, Ohio University, Athens, OH, USA.,The Diabetes Institute, Ohio University, Athens, OH, USA.,Department of Nutrition and Environmental Health, Harvard T.H. Chan School of Public Health, Boston, MA, USA.,Department of Preventive Medicine and Public Health, School of Medicine, Universidad Autonoma de Madrid, Madrid, Spain
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Chen NC, Chang YT, Chang PC, Chen CS, Lai CS. Learning outcomes of structured perioperative teaching based on adult learning. PLoS One 2022; 17:e0262872. [PMID: 35073352 PMCID: PMC8786157 DOI: 10.1371/journal.pone.0262872] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 01/06/2022] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND Self-directed learning is the cornerstone of adult learning. The aim of the study was to investigate the improvement of core competency and increase interest to be a surgeon among medical students after a perioperative training through a structured learning with written record model. The mediating role of adult learning pattern on core competency was also examined. METHODS A 2-week training protocol was based on a structural learning model which included a structured written record by the learner for postoperative immediate feedback. An adult learning questionnaire (ALQ) was developed to assess learners' adult learning pattern and a clinical core competency questionnaire (CCCQ) was developed to assess learning outcomes. A two-way repeated measured of ANCOVA would be used to analyze the interaction effect of adult learning pattern and learning effect on learning outcomes. RESULTS From Jan 2017 to Dec 2019, 412 medical students were enrolled in the study. The increase scores of CCCQ and a significant numbers of increase interest to be a surgeon were shown after the perioperative training. Two-way repeated measure ANOVA revealed that there were significant differences in change between pre- and post-CCCQ across four levels of ALQ (interaction effect F = 13.0, p <0.001). The more adult learning patterns medical students own, the more they will benefit from the training. CONCLUSIONS The structural learning with written record model provides an effective perioperative training represented with clinical core competency and increase the interest to be a surgeon in the future. Medical students with tendency of adult learning pattern would learn better.
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Affiliation(s)
- Nan-Chieh Chen
- Department of Medical Humanities and Education, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Yu-Tang Chang
- Division of Pediatric Surgery, Department of Surgery, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
- Department of Surgery, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Po-Chih Chang
- Department of Surgery, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
- Division of Thoracic Surgery, Department of Surgery, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Cheng-Sheng Chen
- Department of Psychiatry, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
- Department of Psychiatry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
- * E-mail: (CSC); (CSL)
| | - Chung-Sheng Lai
- Department of Surgery, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
- Division of Plastic Surgery, Department of Surgery, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
- * E-mail: (CSC); (CSL)
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Rotthoff T, Kunz M, Goette P. [Prevention and Health Promotion during Studies: Suggestions for an Interdisciplinary Curriculum in Medicine and Educational Science]. DAS GESUNDHEITSWESEN 2022; 84:1010-1014. [PMID: 35114698 DOI: 10.1055/a-1718-3084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
In academic medicine, the growing importance of disease prevention and health promotion poses new challenges. Besides diseases, the focus must also be on health resources and competences in order to promote health and to prevent diseases or their prolonged manifestation. These aspects must already be integrated into medical education in order to equip future professionals. With the aim of integrating health promotion and disease prevention more strongly in the curriculum and strengthening the interdisciplinary collaboration between physicians and other health care professionals, a prototypical longitudinal model curriculum is being developed for students of medicine and educational science with a focus on health pedagogy at Augsburg University. Students learn about health promotion strategies in the University setting, gain initial interdisciplinary experience and then plan and implement health promotion initiatives for their fellow students in smaller projects as peers. The intention is to make the university setting more health-promoting for as well as by students.The model curriculum is intended to provide other university locations with "good practice" examples that can then be locally adapted and integrated into the respective curricula.
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Affiliation(s)
- Thomas Rotthoff
- Lehrstuhl für Medizindidaktik und Ausbildungsforschung, DEMEDA, Universität Augsburg, Medizinische Fakultät, Augsburg, Germany
| | - Miriam Kunz
- Lehrstuhl für Medizinische Psychologie und Soziologie, Universität Augsburg, Medizinische Fakultät, Augsburg, Germany
| | - Petra Goette
- Lehrstuhl für Pädagogik, Universität Augsburg, Philosophisch-Sozialwissenschaftliche Fakultät, Augsburg, Germany
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Topperzer MK, Roug LI, Andrés-Jensen L, Pontoppidan P, Hoffmann M, Larsen HB, Schmiegelow K, Sørensen JL. Twelve tips for postgraduate interprofessional case-based learning. MEDICAL TEACHER 2022; 44:130-137. [PMID: 33761309 DOI: 10.1080/0142159x.2021.1896691] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Based on developing, implementing, and evaluating postgraduate interprofessional case-based learning, we have written these twelve tips for health education planners who wish to apply case-based learning in the clinical setting. Interprofessional case-based learning engages participants in a structured manner towards uncovering decisions processes and patterns of action that resemble the clinical reality in which various healthcare professionals handle multifaceted tasks related to the optimal patient treatment. Postgraduate interprofessional case-based learning has the potential to break down traditional hierarchical structures as interactions generate respectful behaviour. We present two models of case-based learning to assist in standardising, structuring, and systematising postgraduate interprofessional case-based learning. We have created 12 practical tips for the design, implementation, and evaluation of successful postgraduate interprofessional case-based learning integrated into the existing clinical setting.
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Affiliation(s)
- Martha Krogh Topperzer
- Department of Paediatrics and Adolescent Medicine, Paediatric Oncology Research Laboratory, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
| | - Louise Ingerslev Roug
- Department of Paediatrics and Adolescent Medicine, Paediatric Oncology Research Laboratory, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
| | - Liv Andrés-Jensen
- Department of Paediatrics and Adolescent Medicine, Paediatric Oncology Research Laboratory, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
| | - Peter Pontoppidan
- Department of Paediatrics and Adolescent Medicine, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
| | - Marianne Hoffmann
- Department of Paediatrics and Adolescent Medicine, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
| | - Hanne Baekgaard Larsen
- Department of Paediatrics and Adolescent Medicine, Paediatric Oncology Research Laboratory, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
| | - Kjeld Schmiegelow
- Department of Paediatrics and Adolescent Medicine, Paediatric Oncology Research Laboratory, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
- Department of Paediatrics and Adolescent Medicine, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
- Department of Clinical Medicine, Juliane Marie Centre, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
| | - Jette Led Sørensen
- Department of Clinical Medicine, Juliane Marie Centre, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
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MacNeil RLM, Hilario H. Input From Practice: Reshaping Dental Education for Integrated Patient Care. FRONTIERS IN ORAL HEALTH 2022; 2:659030. [PMID: 35048006 PMCID: PMC8757804 DOI: 10.3389/froh.2021.659030] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2021] [Accepted: 02/15/2021] [Indexed: 11/24/2022] Open
Abstract
Among the primary challenges in advancing the practice of integrated primary dental and medical health care is the appropriate educational and clinical preparation of a dental workforce that can function and flourish within integrated care environments. Most dental schools teach to traditional concepts and standards of dental care delivery which may be inconsistent with those of integrated care and could deter the entry and retention of graduates in contemporary, non-traditional practice models. To better understand how the dental school curriculum should be modified to accommodate integrative care models, a number of patient care organizations actively engaged in dental-medical integration were site visited to gain insight into the readiness of newer graduates, with emphasis on the US DMD/DDS graduate, to function in integrated practice. Leaders, practicing clinicians and staff were interviewed and common observations and themes were documented. This manuscript will focus on those educational components that integrated care organizations identify as absent or inadequate in current dentist education which must be addressed to meet the unique expectations and requirements of integrated patient care. These changes appear pivotal in the preparation of a dental clinician workforce that is respectful and receptive to new practice concepts, adaptative to new practice models, and competent in new care delivery systems.
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Affiliation(s)
| | - Helena Hilario
- University of Connecticut School of Dental Medicine, Farmington, CT, United States
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Kolcu MIB, Karabilgin Ozturkcu OS, Kolcu G. Turkish adaptation of the interprofessional attitude scale (IPAS). J Interprof Care 2022; 36:684-690. [PMID: 35000543 DOI: 10.1080/13561820.2021.1971636] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The Interprofessional Attitude Scale (IPAS) was developed to measure the core competencies for interprofessional education and collaborative practice, which thepresent study aims to evaluate for adaptation into Turkish. The study was conducted with 254 students from four different faculties related to health sciences. The guideline by Sosua and Rojannasrirat (2011) was followed. Content validity analysis, descriptive analysis, exploratory and confirmatory factor analysis, and correlation analysis were performed. Reliability was assessed using Cronbach's alpha. Descriptive analysis revealed that the majority of the participants agreed with the items (mean scale score was 160.99 ± 15.99). The Item and Scales content validity indices were 0.85-1.00 and 0.93 respectively. In the construct validity analysis, the scale was divided into five sub-dimensions at an acceptable level. The reliability coefficient was calculated as 0.87. In the analysis of scale items variance component percentages estimated for person, for items, and for person × item were 14.1%, 29%, and 56.9%, respectively. In conclusion, IPAS-TR is a valid and reliable tool that can be used to measure interprofessional attitudes.
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Affiliation(s)
| | | | - Giray Kolcu
- Department of Medical Education and Informatics, Süleyman Demirel University, Isparta, Turkey.,Süleyman Demirel University Vice Director of Institute of Health Sciences, Isparta, Turkey
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Lee DWC, Dong CY, Aw DCW. How we implemented Continuous Interprofessional Education at a newly established public hospital in Singapore. PROCEEDINGS OF SINGAPORE HEALTHCARE 2022. [DOI: 10.1177/20101058211068594] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Introduction To promote interprofessional collaboration (IPC), our newly established hospital implemented the Continuing Interprofessional Education (CIPE) initiatives, which included a half-day workshop and 15 sessions of Grand Rounds, with the content focusing on establishing interprofessional patient-centered care pathways, policies, and ultimately to build a community of IPC. Methods To evaluate the impact of the CIPE initiatives, 120 staff who attended at least 50% of the CIPE sessions were invited to complete the Interprofessional Attitudes Scale (IPAS). Results 67.5% of the invited participants completed the survey. The majority of the participants answered “agree” or “strongly agree” for the domains of Teamwork/Roles/Responsibilities, Patient-centeredness, Diversity and Ethics, and Community Centeredness after going through the CIPE initiatives. The Interprofessional Bias domain revealed mixed responses. Discussions and Implications of practice The significant contributing factors towards the success of the CIPE Grand Rounds included: (1) the topics were proposed by our staff and centered on clinical practice; (2) the delivery format was interactive, guided by adult learning principles. The mixed responses regarding the presence of biases among the participants suggested that interprofessional biases are deep-rooted in the healthcare setting, and attendance of these CIPE Grand Rounds made participants more acutely aware of these biases. However, more actions are needed to eradicate these biases.
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Affiliation(s)
- Deanna W-C Lee
- Education Lead General Medicine, DUKE-NUS School of Medicine Singapore, Sengkang General Hospital, Singapore
| | | | - Derrick Chen-Wee Aw
- Sengkang General Hospital, Singapore
- Adj Assoc Prof Yong Loo Lin School of Medicine, Singapore
- Associate Dean Yong Loo Lin School of Medicine, Singapore
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Sahoo R, Sahoo S, Kyaw Soe H, Rai S, Singh J. Pre-University health professional students' readiness and perception toward interprofessional education. Int J Appl Basic Med Res 2022; 12:4-8. [PMID: 35265473 PMCID: PMC8848554 DOI: 10.4103/ijabmr.ijabmr_440_21] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Revised: 09/06/2021] [Accepted: 10/16/2021] [Indexed: 11/04/2022] Open
Abstract
Background: Interprofessional education (IPE) helps preparing the learners in all healthcare professions to work effectively in collaborative teams. This study was undertaken to assess the readiness and perception of IPE of preuniversity health professional students even before they enter their health professional courses. Methods: The preuniversity health professional students along with final-year medical and dental students were recruited for the study. The readiness for interprofessional learning scale was used to measure the student's readiness toward IPE before the interprofessional-related activity session. The preuniversity students also completed the IEPS scale after their interaction with final-year medical and dental students. Results: Most of the aspiring health professional students during their foundation year expressed positive attitude toward readiness for IPE. Most preuniversity students realized that by learning with various professional students would make them effective member of healthcare team. The students had positive perception toward competence and autonomy, perceived need for cooperation, perception of actual cooperation, and understanding other's value, which were significantly higher from score 3 of somewhat disagree (P < 0.001). Conclusion: Most of the aspiring health professional students in their preuniversity year expressed positive attitude toward readiness for IPE although were not prepared to take roles and responsibility within the interprofessional group. They could well perceive the need for cooperation, perception of actual cooperation, and understanding other's value while working in an IP team.
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Monahan L, Zhao M, Monahan M, Acker K, Sandrik M. Physician Residents Shadowing a Certified WOC Nurse to Develop Interprofessional Competencies: A Quality Improvement Project. J Wound Ostomy Continence Nurs 2022; 49:29-33. [PMID: 35040813 DOI: 10.1097/won.0000000000000836] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
PURPOSE The aim of this quality improvement (QI) project was to assess a shadowing experience with a certified WOC nurse (CWOCN) on 4 interprofessional collaborative practice domains: interprofessional communication, role awareness and responsibilities, teams and teamwork, and values and ethics for interprofessional practice. PARTICIPANTS AND SETTING Forty-nine physician residents in Family and Internal Medicine participated in this project set at a health system in Chicago, Illinois. APPROACH Residents spent 16 hours shadowing a CWOCN and completed the Interprofessional Education Collaborative Competency Self-Assessment Tool (IPESAT) pre- and postshadowing that measured 4 interprofessional education (IPE) domains: interprofessional communication, role awareness and responsibilities, teams and teamwork, and values and ethics for interprofessional practice. Paired t tests were performed to determine differences in IPESAT scores before and after the shadowing experience. OUTCOMES Residents demonstrated significant improvement in their overall knowledge of IPE (P = .000) as well as knowledge within each of the 4 domains (P = .000). After the shadowing experience, the overall ranking improved by 7.5%; the greatest gain (10.8%) occurred in the teamwork domain. IMPLICATIONS FOR PRACTICE We found that even a comparatively brief shadowing experience with a CWOCN improved knowledge in IPE competencies. The shadowing experience is now permanently part of the Internal Medicine Residency program, and based on these IPE outcomes, other residency programs in our setting, such as the Rehabilitation and Family Medicine program, have increased their requests to shadow with the CWOCN.
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Affiliation(s)
- Laura Monahan
- Laura Monahan, OFS, DNP, MBA, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Meng Zhao, PhD, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Michael Monahan, JD, MBA, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Katelijne Acker, PhD, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Mary Sandrik, MSN, RN, CWOCN, Sinai Health System, Chicago, Illinois
| | - Meng Zhao
- Laura Monahan, OFS, DNP, MBA, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Meng Zhao, PhD, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Michael Monahan, JD, MBA, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Katelijne Acker, PhD, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Mary Sandrik, MSN, RN, CWOCN, Sinai Health System, Chicago, Illinois
| | - Michael Monahan
- Laura Monahan, OFS, DNP, MBA, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Meng Zhao, PhD, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Michael Monahan, JD, MBA, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Katelijne Acker, PhD, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Mary Sandrik, MSN, RN, CWOCN, Sinai Health System, Chicago, Illinois
| | - Katelijne Acker
- Laura Monahan, OFS, DNP, MBA, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Meng Zhao, PhD, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Michael Monahan, JD, MBA, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Katelijne Acker, PhD, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Mary Sandrik, MSN, RN, CWOCN, Sinai Health System, Chicago, Illinois
| | - Mary Sandrik
- Laura Monahan, OFS, DNP, MBA, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Meng Zhao, PhD, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Michael Monahan, JD, MBA, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Katelijne Acker, PhD, RN, College of Nursing and Health Sciences, Texas A&M University-Corpus Christi
- Mary Sandrik, MSN, RN, CWOCN, Sinai Health System, Chicago, Illinois
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Tcholakova K, O’Sullivan OP, Iannelli H, Attoe C. 174 Increased Self-Efficacy in General Practice and Higher Psychiatric Trainees Following Simulation-Based EDUCATION TO SUPPORT INTER-PROFESSIONAL CO-CONSULTING IN PRIMARY CARE. Simul Healthc 2021. [DOI: 10.54531/zclo4480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Learning Together is a training model providing general practice (GP) and higher psychiatric trainees with peer learning opportunities across London in partnership with Health Education England. The initiative encompasses inter-speciality training days and joint clinics delivered by trainee pairs aiming to bridge the gap between mental healthcare in primary and secondary care. On the basis of this model, a full-day online simulation-based education (SBE) course for these groups was designed and delivered with a specific focus on inter-professional education and issues related to co-consulting The aim of this study was to use SBE to enable sharing of knowledge, skills and approaches to clinical practice to improve inter-professional collaboration in the context of co-consulting in primary care.A full-day online SBE course for GP (ST2/3) and higher psychiatric trainees (ST4 and above) was delivered to 64 participants over six deliveries. It included five live scenarios using professional actors depicting mental health presentations to reflect the overall learning objectives. Scenarios were followed by a structured psychologically informed debrief chaired by trained facilitators with support from an external senior GP. A mixed-methods evaluation was used. Participants completed the Human Factors Skills for Healthcare Instrument (HuFSHI) pre- and post-course, rating their level of self-efficacy in managing issues, such as ‘constructively managing others’ negative emotions at work’ and ‘working effectively with a new team in clinical situations’ (Cronbach’s alpha = 0.96) Responses from 51 participants were analysed (response rate = 79%). Median HuFSHI scores increased from 70 to 86 for the overall group (Z = 5.881, p < 0.001). Sub-group analysis between both trainee groups (i.e. GP and higher psychiatric trainees) showed no significant HuFSHI score differences. High scores were reported for scenario quality (90% of participants) and provision of a safe and constructive learning environment (91.7% of participants). Ninety per cent of respondents would recommend the course to colleagues. Emerging themes from the qualitative data were positive reflections on the importance of patient-centred care and appreciation of the value of inter-professional collaboration and joint clinics.Findings demonstrated improvements in participants’ self-efficacy as measured by HuFSHI. Qualitative data suggest a deeper understanding and appreciation of patient-centred care and inter-professional collaboration. Considering the need for early intervention, prevention and delivery of mental healthcare in primary care, this early evidence supports the potential role of SBE in developing integrated care.
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Using Standardized Patients to Augment Communication Skills and Self-Efficacy in Caring for Transgender Youth. Acad Pediatr 2021; 21:1441-1448. [PMID: 34022426 DOI: 10.1016/j.acap.2021.05.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/15/2020] [Revised: 05/05/2021] [Accepted: 05/12/2021] [Indexed: 01/01/2023]
Abstract
OBJECTIVE To examine the impact of standardized patient encounters (SPEs) on gender-affirming communication skills and self-efficacy of pediatrics learners. METHODS Fourth-year medical students, pediatrics interns, psychiatry interns, and nurse practitioner trainees on 1-month adolescent medicine blocks completed a curriculum with e-learning activities that was expanded to include SPEs. Following e-learning, learners completed 2 SPEs featuring transgender adolescent cases. Faculty observers and standardized patients completed checklists focused on history-taking, counseling, and interpersonal communication, and provided learner feedback after each case. The curriculum was evaluated by comparing skills checklists scores from case 1 to case 2 via Wilcoxon signed-rank tests. Self-efficacy was assessed precurriculum (Assessment 1), post-e-learning (Assessment 2), and post-SPE (Assessment 3) using a previously developed instrument. Changes in self-efficacy scores were assessed via linear regression models with generalized estimating equations. RESULTS Forty-three eligible learners participated in the study. The majority were pediatrics interns, and 5 learners had worked in a transgender clinic prior to the curriculum participation. Learners increased median total checklist scores between cases from 22 to 28 (P < .001) (maximum score of 34). Learners' overall self-efficacy scores improved by 3.4 (confidence interval [CI]: 2.9-3.9; P < .001) between Assessments 1 and 2 and by 1.5 (CI: 1.2-1.7; P < .001) from Assessment 2 to 3. Similar improvements in checklist scores and self-efficacy occurred within stratified learner types. CONCLUSIONS The combination of SPEs with e-learning is effective at improving self-efficacy and gender-affirming communication skills for a multidisciplinary pediatrics learners. The comprehensive curriculum allowed learners inexperienced with transgender youth to apply knowledge and practice skills.
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Hamilton P, Coey-Niebel C, McCaig J, Zlotos L, Power A, Craig G, Peacock S, Paton C. Evaluation of Inter-Professional Education (IPE) with medical, nursing and pharmacy students through a simulated IPL Educational Intervention. Int J Clin Pract 2021; 75:e14725. [PMID: 34382304 DOI: 10.1111/ijcp.14725] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/25/2021] [Accepted: 08/09/2021] [Indexed: 11/28/2022] Open
Abstract
INTRODUCTION Inter-Professional Education (IPE) is becoming an integral part of many professional programmes throughout the United Kingdom, ensuring health professionals are competent to work as part of an inter-professional team upon entry into their profession. IPE has become a fundamental component of curriculum content in health and social care degrees. AIMS Research aim - to evaluate a simulated IPE intervention. METHODS A one day IPE intervention, "Evening On-Call" was run involving nursing and medical students and pre-registration pharmacists (student pharmacists in year 5 of training) in an on-call setting. This IPE incorporated manikin and actor patients in a simulated ward. During the intervention, the 3 groups of students are assessed under observation on their clinical, prioritisation and communication skills. Participants perceptions of this intervention were evaluated by completion of a questionnaire to capture their perceptions regarding the experience, the pre-IPL briefing and post-IPL feedback and perceived relevance of this training. Free text sections collected additional comments and a follow-up questionnaire was sent 6 months later. RESULTS Initial questionnaire feedback was predominantly positive for each professional group. The majority perceived the simulated IPL had given them a greater understanding of other professionals' roles, had enhanced their professional confidence and would help them prioritise workload once qualified. The 6-months follow-up questionnaire supported the initial questionnaire findings. Some responses highlighted that participants believed the simulated IPL had helped them work more effectively with other healthcare professionals, communicate more effectively and better prioritise their workload. There may be some evidence of sustained self-reported effectiveness in teaching certain professional and clinical skills to participants using this type of simulated intervention.
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Affiliation(s)
| | | | | | - Leon Zlotos
- NHS Education for Scotland, Edinburgh, Glasgow, UK
| | - Ailsa Power
- NHS Education for Scotland, Edinburgh, Glasgow, UK
| | - Gail Craig
- NHS Education for Scotland, Edinburgh, Glasgow, UK
| | | | - Catherine Paton
- Medical Education Lanarkshire, Kirklands Hospital, Bothwell, UK
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Potter JE, Elliott RM, Kelly MA, Perry L. Education and training methods for healthcare professionals to lead conversations concerning deceased organ donation: An integrative review. PATIENT EDUCATION AND COUNSELING 2021; 104:2650-2660. [PMID: 33775500 DOI: 10.1016/j.pec.2021.03.019] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Revised: 03/10/2021] [Accepted: 03/15/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVES To determine which training methods positively influenced healthcare professionals' communication skills and families' deceased organ donation decision-making. METHODS An integrative review using systematic methods and narrative synthesis for data analysis. Electronic databases of PubMed, Cumulative Index to Nursing and Allied Health Literature (EBSCO), Embase (OVID) and ProQuest Dissertations & Theses Global, were searched between August 1997 and March 2020, retrieving 1019 papers. Included papers (n = 14) were appraised using the Medical Education Research Study Quality Instrument. RESULTS Training programmes offered theory, experiential learning, feedback and debriefing including self-reflection, the opportunity to role-play and interact with simulated participants within realistic case scenarios. Programmes reported observed and self-rated improvements in communication learning and confidence. The methodological quality score averaged 13, (72% of maximum); few studies used an experimental design, examined behavioural change or families' perspectives. Weak evidence suggested training could increase organ donation authorisation/consent rates. CONCLUSIONS Multiple training strategies are effective in improving interprofessional healthcare professionals' confidence and learning of specialised communication. Methodological limitations restricted the ability to present definitive recommendations and further research is warranted, inclusive of family decision-making experiences. PRACTICE IMPLICATIONS Learning of specialised communication skills is enhanced by using multiple training strategies, including role-play and debriefing.
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Affiliation(s)
- Julie E Potter
- University of Technology Sydney, Faculty of Health, Ultimo, Australia; Royal North Shore Hospital, Department of Medical Oncology, St Leonards, Australia.
| | - Rosalind M Elliott
- University of Technology Sydney, Faculty of Health, Ultimo, Australia; Royal North Shore Hospital, Department of Intensive Care, St Leonards, Australia; Northern Sydney Local Health District, Nursing and Midwifery Directorate, St Leonards, Australia.
| | - Michelle A Kelly
- University of Technology Sydney, Faculty of Health, Ultimo, Australia; Curtin University, Curtin School of Nursing, Bentley, Australia.
| | - Lin Perry
- University of Technology Sydney, Faculty of Health, Ultimo, Australia; Prince of Wales Hospital, Department of Endocrinology, Randwick, Australia.
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Geary AD, Hess DT, Pernar LI. Efficacy of a resident-as-teacher program (RATP) for general surgery residents: An evaluation of 3 Years of implementation. Am J Surg 2021; 222:1093-1098. [PMID: 34615604 DOI: 10.1016/j.amjsurg.2021.09.033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Revised: 09/07/2021] [Accepted: 09/27/2021] [Indexed: 10/20/2022]
Abstract
BACKGROUND Teaching is a responsibility of general surgery residents and formal teaching instruction is mandated. This study examines the efficacy of a formal RATP incorporated into our general surgery residency curriculum. METHODS The RATP was developed locally and delivered longitudinally over the course of the academic year, starting in 2017. Self-assessment surveys were distributed to residents before and after completion of the program each academic year. Medical students were surveyed regarding their impression of teaching on the surgical clerkship. RESULTS RATP data was collected annually. All sessions were highly rated. Residents reported improved teaching self-efficacy after participation. Medical student agreement with the statement 'Residents provided effective teaching during the [surgery] clerkship' increased from 68.6% prior to RATP implementation to 79.7% in the following years (p < 0.05). CONCLUSIONS Incorporation of a locally developed RATP improved residents' self-perceptions and medical student perception of residents as teachers. RATPs should be adopted widely.
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Affiliation(s)
- Alaina D Geary
- Department of Surgery, Boston Medical Center, Boston, MA, USA
| | - Donald T Hess
- Department of Surgery, Boston Medical Center, Boston, MA, USA
| | - Luise I Pernar
- Department of Surgery, Boston Medical Center, Boston, MA, USA.
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Rodrigues da Silva Noll Gonçalves J, Noll Gonçalves R, da Rosa SV, Schaia Rocha Orsi J, Moysés SJ, Iani Werneck R. Impact of interprofessional education on the teaching and learning of higher education students: A systematic review. Nurse Educ Pract 2021; 56:103212. [PMID: 34571466 DOI: 10.1016/j.nepr.2021.103212] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 09/08/2021] [Accepted: 09/12/2021] [Indexed: 12/22/2022]
Abstract
AIM This systematic review was to explore the potentialities and limitations of Interprofessional Education (IPE), from the perspective of undergraduate students. BACKGROUND The increasing complexity in health increasingly demand professionals with the capacity to act in the face of new global challenges. Thus, this pedagogical approach presents itself as one of the most promising choices in facing these new obstacles. DESIGN A synthesis of quantitative studies and mixed methods. METHODS Studies involving quantitative analyzes were included, with no restriction on the date of publication and language. The search strategy was carried out in the electronic databases: PubMed, Latin American and Caribbean Literature in Health Sciences (LILACS), Cochrane Library and Scientific Electronic Library Online (SciELO). In addition, searches were carried out in gray literature on the ERIC platforms (ProQuest), ProQuest Disserts and Theses Full text and Academic Google. The assessment of the quality of the studies was carried out using the instrument by Downs and Black. The risks of bias in the studies were examined with the aid of the adapted version of the Cochrane Collaboration tool, with the domains of the Downs and Black instrument. RESULTS After standardized filter procedures, critical summaries and assessment of relevance to the eligibility criteria, 11 articles were included. The results showed that most students have a positive perception of IPE, with different factors influencing this research finding. The need to develop more robust assessment instruments is highlighted, in view of the insufficiency of tools with sufficient methodological rigor to measure real changes in attitudes among different groups of students. CONCLUSION More consistent research is needed, which assesses, in a longitudinal way, the effects that the IPE has on the teaching and learning of undergraduate students and its impact after professional training.
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Affiliation(s)
| | - Rodrigo Noll Gonçalves
- Postgraduate Programme in Public Policy at the Federal University of Paraná, No. 632, Prefeito Lothário Meissner Avenue, Curitiba, Paraná 80210-170, Brazil.
| | - Saulo Vinicius da Rosa
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
| | - Juliana Schaia Rocha Orsi
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
| | - Samuel Jorge Moysés
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
| | - Renata Iani Werneck
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
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Borchers P, Bortz M, Hoffmann H, Seele K, Schübel J. A mixed-methods evaluation of interprofessional education in palliative care: changes in student attitudes towards health professions. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc104. [PMID: 34651062 PMCID: PMC8493842 DOI: 10.3205/zma001500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Revised: 04/13/2021] [Accepted: 05/17/2021] [Indexed: 06/13/2023]
Abstract
Background: Future health care increasingly requires interprofessional thinking and decision-making which should be taught during medical study and vocational training. Against this backdrop, the Medical Faculty at TU Dresden developed an elective course on "Interprofessional Palliative Medicine" in which medical students and trainees in different health professions have been taught together since the 2017 summer semester. An extensive and simultaneous course evaluation conducted in the 2019 summer semester and 2019/20 winter semester investigated if and how strongly attendees' perceptions of interprofessional collaboration had changed as a result of the elective course. Method: The course evaluations included quantitative pre- and post-questions on a questionnaire (n=50) covering, among other things, the perception of roles, according to the Role Perception Questionnaire, and qualitative interviews (n=20). The pre- and post-questions were compared using the Wilcoxon test for related samples and the effect sizes were calculated according to Cohen. The qualitative interviews were analyzed for content using a combined deductive-inductive approach. Results: It was seen that the perceptions and attitudes of each professional group were mutually influenced as a result of the elective course. The quantitative analysis showed the largest effects regarding gains in understanding the roles and competencies of one's own and the other professions (d=0.975) and a reciprocal feeling of "being dependent on each other" (d=0.845). In the interviews, it was seen that medical students developed a greater appreciation for the subject matter and tasks associated with nursing. A strengthening of self-perception was primarily found in the trainees. Conclusion: The elective course on "Interprofessional Palliative Medicine" contributed to the changes in attitude not only with an increased self-awareness of one's own professional group, but also a greater understanding of the roles and expertise of the other health professions. The results speak for the benefit of expanding the interprofessional courses offered.
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Affiliation(s)
- Peggy Borchers
- Technische Universität Dresden, Medizinische Fakultät, Bereich Allgemeinmedizin, Dresden, Germany
| | - Martin Bortz
- Technische Universität Dresden, Medizinische Fakultät, Bereich Allgemeinmedizin, Dresden, Germany
| | - Henriette Hoffmann
- Technische Universität Dresden, Medizinische Fakultät, Bereich Allgemeinmedizin, Dresden, Germany
| | - Kristin Seele
- Technische Universität Dresden, Medizinische Fakultät, Bereich Allgemeinmedizin, Dresden, Germany
- Technische Universität Dresden, Medizinische Fakultät, Medizinisches Interprofessionelles Trainingszentrum, Dresden, Germany
| | - Jeannine Schübel
- Technische Universität Dresden, Medizinische Fakultät, Bereich Allgemeinmedizin, Dresden, Germany
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Zielińska-Tomczak Ł, Cerbin-Koczorowska M, Przymuszała P, Gałązka N, Marciniak R. Pharmacists' Perspectives on Interprofessional Collaboration with Physicians in Poland: A Quantitative Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18189686. [PMID: 34574606 PMCID: PMC8470388 DOI: 10.3390/ijerph18189686] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/25/2021] [Revised: 09/10/2021] [Accepted: 09/13/2021] [Indexed: 11/23/2022]
Abstract
Over the years, many studies have emphasized the pharmacist’s importance as part of the patient care team. Still, the interprofessional collaboration between physicians and pharmacists in their everyday work seems rare. Therefore, this study aimed to investigate the types of contact between them, possible mutual collaboration, and barriers to implementation. This study was conducted from April to August 2020. The study group included licensed pharmacists working in community pharmacies in Poland (n = 207). The results show that, according to the respondents, physician–pharmacist contact mainly concerns formal aspects, such as correcting prescription errors. They occasionally communicate for other matters, such as consultation regarding drug availability and drug dosage. However, when asked to divide responsibilities between them and physicians, pharmacists indicate areas that should involve interprofessional collaboration, e.g., monitoring adverse drug reactions, analysis of multi-drug therapy, and checking the regularity of taking medications. They indicated the lack of specific collaboration rules, limited willingness to establish relationships and low mutual respect and trust among existing barriers. It is worth considering the possibility of overcoming these barriers provided by interprofessional education in order to develop communication skills and build relationships based on respect.
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Affiliation(s)
- Łucja Zielińska-Tomczak
- Department of Medical Education, Poznan University of Medical Sciences, 7 Rokietnicka St., 60-806 Poznan, Poland; (M.C.-K.); (P.P.); (R.M.)
- Correspondence: ; Tel.: +48-61-845-27-95
| | - Magdalena Cerbin-Koczorowska
- Department of Medical Education, Poznan University of Medical Sciences, 7 Rokietnicka St., 60-806 Poznan, Poland; (M.C.-K.); (P.P.); (R.M.)
| | - Piotr Przymuszała
- Department of Medical Education, Poznan University of Medical Sciences, 7 Rokietnicka St., 60-806 Poznan, Poland; (M.C.-K.); (P.P.); (R.M.)
| | - Natalia Gałązka
- Students’ Scientific Club of Medical Education, Department of Medical Education, Poznan University of Medical Sciences, 60-806 Poznan, Poland;
| | - Ryszard Marciniak
- Department of Medical Education, Poznan University of Medical Sciences, 7 Rokietnicka St., 60-806 Poznan, Poland; (M.C.-K.); (P.P.); (R.M.)
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Teheux L, Coolen EHAJ, Draaisma JMT, de Visser M, Scherpbier-de Haan ND, Kuijer-Siebelink W, van der Velden JAEM. Intraprofessional workplace learning in postgraduate medical education: a scoping review. BMC MEDICAL EDUCATION 2021; 21:479. [PMID: 34493263 PMCID: PMC8424991 DOI: 10.1186/s12909-021-02910-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Accepted: 08/22/2021] [Indexed: 05/02/2023]
Abstract
BACKGROUND Residents need to be trained across the boundaries of their own specialty to prepare them for collaborative practice. Intraprofessional learning (i.e. between individuals of different disciplines within the same profession) has received little attention in the postgraduate medical education literature, in contrast to the extensive literature on interprofessional learning between individuals of different professions. To address this gap, we performed a scoping review to investigate what and how residents learn from workplace-related intraprofessional activities, and what factors influence learning. METHODS The PRISMA guidelines were used to conduct a scoping review of empirical studies on intraprofessional workplace learning in postgraduate medical education published between 1 January 2000 to 16 April 2020 in Pubmed, Embase, PsycINFO, ERIC and Web of Science. This study applied 'best fit' framework-based synthesis to map the existing evidence, using the presage-process-product (3P) model developed by Tynjälä (2013). RESULTS Four thousand three hundred thirty records were screened, and 37 articles were included. This review identified influencing (presage) factors that derived from the sociocultural environment, learner and learning context. Studies described that complexity of care can both facilitate and hinder learning. Furthermore, intraprofessional learning is threatened by professional stereotyping and negative perceptions, and awareness of learning opportunities and explicit reflection are critical in intraprofessional workplace learning. Studies described a range of informal and formal intraprofessional activities (process) under the headings of collaboration in clinical practice, rotations or placements, formal educational sessions and simulated workplace training. In general, learners responded well and their attitudes and perceptions improved, learners reported increased knowledge and skills and positive behavioural changes (product). Learning outcomes were reported in the domains of patient-centred care, collaborative attitudes and respect, mutual knowledge and understanding, collaborative decision making, communication, leadership, teamwork and reflexivity. CONCLUSIONS This review gives insight into the high learning potential of intraprofessional activities. Many of the included studies relied on self-reported perceptions of change, therefore, future research should focus on generating more robust evidence including objectively examined outcome measures. This review offers a comprehensive overview of the factors that influence intraprofessional workplace learning in postgraduate medical education. Finally, we provide recommendations for enhancing intraprofessional learning in clinical practice.
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Affiliation(s)
- Lara Teheux
- Department of Pediatrics, Radboudumc Amalia Children's Hospital, Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands.
| | - Ester H A J Coolen
- Department of Pediatrics, Radboudumc Amalia Children's Hospital, Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Jos M T Draaisma
- Department of Pediatrics, Radboudumc Amalia Children's Hospital, Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Marieke de Visser
- Department of Research on Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Nynke D Scherpbier-de Haan
- Department of Primary and Community Care, Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Wietske Kuijer-Siebelink
- Department of Research on Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, The Netherlands
- HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Janiëlle A E M van der Velden
- Department of Pediatrics, Radboudumc Amalia Children's Hospital, Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands
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Saito E, Reisch R, Davis-Risen S. Utilizing a faculty-led student assessment team to evaluate international interprofessional service learning opportunities. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1135-1140. [PMID: 34330390 DOI: 10.1016/j.cptl.2021.06.037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2020] [Revised: 03/18/2021] [Accepted: 06/10/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Globalization, combined with health professional students increasingly seeking international interprofessional service learning (IISL) experiences, presents new challenges and opportunities for faculty establishing these programs. This paper describes the novel process of utilizing a faculty-led team of health professions graduate students to evaluate IISL opportunities with an international partner. METHODS An interprofessional task force recruited student volunteers to travel abroad for the purpose of evaluating the potential learning opportunities at an international site. Faculty and students utilized an assessment tool adapted from the University of Minnesota's "Health and Safety Site Visit Checklist" to evaluate various aspects of the site. Findings were compiled, and students developed a program-specific list of potential collaborative opportunities with a corresponding evaluation of the value and feasibility of these learning experiences. RESULTS Five students representing the schools of pharmacy, physical therapy, and physician assistant studies were accompanied by two faculty task force members. Compilation of faculty and student assessments revealed general congruence between both evaluation findings and subsequent recommendations for collaboration. There was an expected difference in the focus of faculty and student observations, though all evaluators were in agreement regarding the potential to develop a seven to 10 day IISL experience at the site. Overall, students provided positive feedback regarding their experience as part of the site evaluation team. CONCLUSIONS Incorporating students as part of the site evaluation process is a valuable and effective method for assessing the logistical and educational characteristics of an IISL experience when developing a relationship with an international partner.
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Affiliation(s)
- Edward Saito
- Pacific University School of Pharmacy, 222 SE 8th Ave, Hillsboro, OR 97123, United States.
| | - Rebecca Reisch
- School of Physical Therapy, Pacific University School of Pharmacy, 222 SE 8th Ave, Hillsboro, OR 97123, United States.
| | - Saje Davis-Risen
- School of Physician Assistant Studies, Pacific University School of Pharmacy, 222 SE 8th Ave, Hillsboro, OR 97123, United States.
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Kirkham L. Providing interprofessional education for pre and post-registration nurses. Nurs Stand 2021; 36:45-50. [PMID: 33645169 DOI: 10.7748/ns.2021.e11590] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/03/2020] [Indexed: 11/09/2022]
Abstract
During an episode of care, a patient may be attended by a variety of healthcare professionals. In addition, healthcare service provision can be complex, and patients may feel that elements of their care have been missed or delayed due to inadequate collaboration and communication between the staff involved. Interprofessional education (IPE) involves students from two or more professions learning about each other's roles and skills. Increasing calls for integrated and joined-up healthcare services mean that staff will be increasingly required to collaborate with colleagues, with the aim of providing joined-up care. This article explains the background to IPE, how it can be implemented in practice and the barriers that nurses should consider to ensure effective implementation.
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Topperzer MK, Hoffmann M, Larsen HB, Rosthøj S, Fridh MK, Roug LI, Andres-Jensen L, Pontoppidan PEL, Schmiegelow K, Sørensen JL. Postgraduate Interprofessional Case-Based Learning in Childhood Cancer: A Feasibility Study. Cancers (Basel) 2021; 13:cancers13174314. [PMID: 34503122 PMCID: PMC8430868 DOI: 10.3390/cancers13174314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 08/04/2021] [Accepted: 08/24/2021] [Indexed: 11/16/2022] Open
Abstract
This paper presents a feasibility study assessing the acceptability, demand, implementation, and practicality of postgraduate interprofessional case-based learning in childhood cancer at Copenhagen University Hospital-Rigshospitalet. Healthcare professionals included nurses, doctors, social workers, physiotherapists, occupational therapists, pharmacists, pharmacologists, dieticians, nursing assistants, and professionals with a supportive function (teachers, secretaries, priests, and daycare workers). All participated in a postgraduate interprofessional case-based learning session. Feasibility was assessed using Bowen's focus areas of acceptability, demand, implementation, and practicality. Before and after the intervention session, three measurement tools were used 2-3 weeks before participation and 3-4 weeks after participation to collect data: Assessment of Interprofessional Team Collaboration Scale, Readiness for Interprofessional Learning Scale, and Safety Attitudes Questionnaire. Representing 13 occupational groups, 49 participants completed the case-based learning sessions, indicating acceptability and practicality. The pre- and post-intervention questionnaires were completed by 79% of the participants, 88% of whom rated the professional content as good or very good. A change over time was detected on all three scales measuring mean difference post-intervention scores. The outcome measures can be used to assess the effect of the intervention. Postgraduate interprofessional case-based learning in childhood cancer is feasible in terms of acceptability, demand, implementation, and practicality. Implementation requires leadership commitment at all levels.
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Affiliation(s)
- Martha Krogh Topperzer
- Paediatric Oncology Research Laboratory, Department of Paediatrics and Adolescent Medicine, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark; (H.B.L.); (M.K.F.); (L.I.R.); (L.A.-J.); (K.S.)
- Correspondence:
| | - Marianne Hoffmann
- Department of Paediatrics and Adolescent Medicine, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark; (M.H.); (P.E.L.P.)
| | - Hanne Bækgaard Larsen
- Paediatric Oncology Research Laboratory, Department of Paediatrics and Adolescent Medicine, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark; (H.B.L.); (M.K.F.); (L.I.R.); (L.A.-J.); (K.S.)
- Department of Clinical Medicine, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark;
| | - Susanne Rosthøj
- Section of Biostatistics, Faculty of Health Sciences, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark;
| | - Martin Kaj Fridh
- Paediatric Oncology Research Laboratory, Department of Paediatrics and Adolescent Medicine, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark; (H.B.L.); (M.K.F.); (L.I.R.); (L.A.-J.); (K.S.)
| | - Louise Ingerslev Roug
- Paediatric Oncology Research Laboratory, Department of Paediatrics and Adolescent Medicine, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark; (H.B.L.); (M.K.F.); (L.I.R.); (L.A.-J.); (K.S.)
| | - Liv Andres-Jensen
- Paediatric Oncology Research Laboratory, Department of Paediatrics and Adolescent Medicine, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark; (H.B.L.); (M.K.F.); (L.I.R.); (L.A.-J.); (K.S.)
| | - Peter Erik Lokto Pontoppidan
- Department of Paediatrics and Adolescent Medicine, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark; (M.H.); (P.E.L.P.)
| | - Kjeld Schmiegelow
- Paediatric Oncology Research Laboratory, Department of Paediatrics and Adolescent Medicine, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark; (H.B.L.); (M.K.F.); (L.I.R.); (L.A.-J.); (K.S.)
- Department of Clinical Medicine, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark;
- Juliane Marie Centre, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark
| | - Jette Led Sørensen
- Department of Clinical Medicine, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark;
- Section of Biostatistics, Faculty of Health Sciences, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark;
- Juliane Marie Centre, Copenhagen University Hospital—Rigshospitalet, 2100 Copenhagen, Denmark
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Clouder L, Bluteau P, Jackson JA, Adefila A, Furlong J. Education for integrated working: A qualitative research study exploring and contextualizing how practitioners learn in practice. J Interprof Care 2021; 36:24-33. [PMID: 34402733 DOI: 10.1080/13561820.2021.1889485] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Integrated working can be a means of providing efficient and cost-effective care, which benefits both service users and health professionals. However, it does require readiness of practitioners to work in new and innovative ways to achieve integration. This paper describes the findings of a qualitative study exploring the nature of practice-based education and training underpinning successful integrated care teams using an ecological systems theory lens. Nine teams in the West Midlands region of the United Kingdom (UK) participated in this study. A total of 27 participants were involved in semi-structured interviews during which they shared their views and experiences of learning in practice. Thematic analysis of interview transcripts highlighted the shifting context of working in integrated teams impacting on learning, the influence of leadership on education and training, the nature of in-service training, and the knowledge-sharing culture. The findings highlight that the learning climate is highly dependent on the leadership ethos in the practice context, which influences the allocation of time and resources for training and clinical supervision. Whilst formal education and training has an important role to play in fostering integrated working, informal learning is pivotal to successful integration and potentially has greater impact making it worthy of further study.
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Affiliation(s)
- Lynn Clouder
- Faculty of Health and Life Sciences, Coventry University, Coventry, UK
| | - Patricia Bluteau
- Faculty of Health and Life Sciences, Coventry University, Coventry, UK
| | | | - Arinola Adefila
- Faculty of Health and Life Sciences, Coventry University, Coventry, UK
| | - Jan Furlong
- Faculty of Health and Life Sciences, Coventry University, Coventry, UK
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79
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McHenry LK, Beasley L, Zakrajsek RA, Hardin R. Mental performance and mental health services in sport: a call for interprofessional competence and collaboration. J Interprof Care 2021; 36:520-528. [PMID: 34372750 DOI: 10.1080/13561820.2021.1963218] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
The provision of holistic care for athletes often involves interprofessional teams with specialists to support athletic performance and overall wellness. Yet, regarding psychological support, some have advocated for a single professional to attain both a certified mental performance consultant (CMPC) credential and any type of mental health license (e.g., Licensed Psychologist [LP], Licensed Social Worker [LSW], or Licensed Professional Counselor [LPC]) to address the mental performance and mental health needs of athletes. Unfortunately, this approach may hinder interprofessional collaboration and ignore distinctions between CMPCS and other types of mental health professionals. Alternatively, CMPCs and various types of mental health professionals may work together on interprofessional psychological support teams. The purpose of this paper is to clarify the distinct historical and theoretical foundations of mental performance consulting, clinical psychology, social work, and professional counseling in sport contexts to serve as a resource for enhancing interprofessional competence within such teams. The distinct training pathways of CMPCs, LPs, LSWs, and LPCs are outlined with attention to how each can serve a valuable role on an interprofessional support team for athletes. Applications of the World Health Organization's framework for interprofessional education and collaborative practice (IPECP) to psychological support teams in sport contexts is discussed.
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Affiliation(s)
- Lauren K McHenry
- Kinesiology, Recreation, and Sport Studies, The University of Tennessee Knoxville, Knoxville, TN, USA
| | - Lauren Beasley
- Kinesiology, Recreation, and Sport Studies, The University of Tennessee Knoxville, Knoxville, TN, USA
| | - Rebecca A Zakrajsek
- Kinesiology, Recreation, and Sport Studies, The University of Tennessee Knoxville, Knoxville, TN, USA
| | - Robin Hardin
- Kinesiology, Recreation, and Sport Studies, The University of Tennessee Knoxville, Knoxville, TN, USA
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80
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Lunde L, Moen A, Jakobsen RB, Rosvold EO, Brænd AM. Exploring healthcare students' interprofessional teamwork in primary care simulation scenarios: collaboration to create a shared treatment plan. BMC MEDICAL EDUCATION 2021; 21:416. [PMID: 34344334 PMCID: PMC8336096 DOI: 10.1186/s12909-021-02852-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Accepted: 07/23/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Primary care providers assume responsibility for patients with increasingly complex problems requiring interprofessional collaboration. Introducing interprofessional education in healthcare curricula prepares healthcare students for this reality. Solving simulation scenarios as an educational strategy is promoted to support interprofessional education in health care, and is mostly used in acute clinical situations. This paper aims to explore how healthcare students' actions influence interprofessional collaboration and treatment plan identification when they solve common, sub-acute patient scenarios in primary care situations. METHODS Interaction analysis of video recordings from the simulation scenarios was performed with a focus on the students' joint actions; specifically how these actions unfold and how productive the students were in terms of developing treatment plans. RESULTS We found variation in the groups' interactions, the paths they followed, and the quality of their knowledge output in their shared treatment plan. The groups with the capacity to collaborate and engage in sharing information, and explain and elaborate on concepts, were more successful in developing comprehensive treatment plans. Furthermore, these groups managed the duality of defining and solving the immediate problem and collaboratively preparing for future care. CONCLUSIONS Analysis of the activities in our scenarios showed the students' potential to practice interprofessional collaboration. Our study illustrates that simulation of sub-acute scenarios in primary care is an underexplored but suitable arena to train communication and teamwork in complex situations. The simulation scenarios are also feasible for use on-site in an educational facility or in practice with minimal equipment and resources.
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Affiliation(s)
- Lene Lunde
- Department of Nursing Science, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway.
| | - Anne Moen
- Department of Nursing Science, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Rune B Jakobsen
- Department of Health Management and Health Economics, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Elin O Rosvold
- Department of General Practice, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Anja M Brænd
- Department of General Practice, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
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81
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Gunaldo TP, Owens J, Andrieu SC, Mercante DE, Schiavo JH, Zorek JA. Assessing dental student perceptions after engaging in a longitudinal interprofessional education curriculum: A preliminary study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:614-620. [PMID: 33269533 PMCID: PMC8808459 DOI: 10.1111/eje.12639] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Revised: 10/21/2020] [Accepted: 11/04/2020] [Indexed: 06/12/2023]
Abstract
PURPOSE/OBJECTIVES Baseline IPE perceptions for dental students were gathered prior to the implementation of a 2-year formalised IPE curriculum at a US institution. The goal was to establish a baseline of student perceptions and, in the future, continue to track student IPE perception data with IPE engagement as one measure of outcomes. The purpose of this paper is to analyse two dental student cohort perceptions of IPE after engaging in a 2-year longitudinal curriculum. METHODS First- and second-year students were required to participate in a 2-year IPE curriculum. As a requirement of the curriculum, students were asked to complete a validated IPE assessment, the Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2 (SPICE-R2). Students completed the SPICE-R2 survey, using a retrospective pretest/post-test design, after engaging in the 2-year curriculum. RESULTS Sixty-four students in cohort 2017 and 70 students in cohort 2018 completed the entire SPICE-R2. Statistically significant positive changes (p < .05) were found in both dental student cohorts after engagement in the 2-year longitudinal IPE curriculum. CONCLUSION(S) A longitudinal IPE curriculum has the potential to impact student IPE perceptions. Additional longitudinal multi-institutional research is needed to determine best practices in delivery and learning.
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Affiliation(s)
- Tina P Gunaldo
- Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Jessica Owens
- School of Dentistry, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Sandra C Andrieu
- School of Dentistry, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Donald E Mercante
- School of Public Health, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Julie H Schiavo
- School of Dentistry, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Joseph A Zorek
- Linking Interprofessional Networks for Collaboration and School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
- School of Nursing, San Antonio, Texas, USA
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82
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Gomes MM, Dennie C, Laurie SA, Shamji FM. How to Design and Foster Thoracic Oncology Multidisciplinary Cancer Conferences. Thorac Surg Clin 2021; 31:229-235. [PMID: 34304831 DOI: 10.1016/j.thorsurg.2021.04.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In this chapter, the authors review and discuss the literature on multidisciplinary cancer conferences (MCCs, aka tumor boards), clarifying the terminology, showing the evolution of the field, and providing an evidence-based perspective on positive outcomes, best practices, factors influencing the quality of MCCs, evaluation tools to assess the quality of MCCs, and quality improvement interventions for MCCs. The authors then discuss some perspectives from their MCC and initiatives that they undertook to improve the work of their team and the care that they provide to patients in the area of thoracic oncology.
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Affiliation(s)
- Marcio M Gomes
- Department of Pathology and Laboratory Medicine, Eastern Ontario Regional Laboratory Association, The Ottawa Hospital, Ottawa Hospital Research Institute, University of Ottawa, 501 Smyth Road, Ottawa, Ontario K1H 8L6, Canada.
| | - Carole Dennie
- Department of Medical Imaging, The Ottawa Hospital, Ottawa Hospital Research Institute, University of Ottawa, 501 Smyth Road, Ottawa, Ontario K1H 8L6, Canada
| | - Scott A Laurie
- Division of Medical Oncology, The Ottawa Hospital Cancer Centre, University of Ottawa, 501 Smyth Road, Ottawa, Ontario K1H 8L6, Canada
| | - Farid M Shamji
- University of Ottawa, The Ottawa Hospital, 501 Smyth Road, Ottawa, Ontario K1H 8L6, Canada
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83
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Sebastian J, Eaton M. Validating a SMIIL:) Development and initial validation of a Scale Measuring the Impact of Interprofessional Learning (SMIIL). J Interprof Care 2021; 36:441-448. [PMID: 34311668 DOI: 10.1080/13561820.2021.1938520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Design and evaluation of interprofessional learning (IPL) in pre-qualification education lacks customization. In response to this, the Scale Measuring the Impact of Interprofessional Learning (SMIIL) was developed to facilitate the context-driven evaluation of IPL interventions in the undergraduate setting. Items of this scale reflect common IPL themes and align to levels one to three of the modified Kirkpatrick's model. This scale was piloted in a cohort of 787 BMBS (Bachelor of Medicine Bachelor of Surgery) students at a medical school in the South West of England. A response rate of 22.7% was achieved despite the disruption of face-to-face data collection during the Covid-19 lockdown (March to July 2020). Descriptive statistics, factor analysis, and Cronbach's Alpha were used to validate and refine the scale. The resultant SMIIL is a unidimensional instrument comprised of 17 items with an acceptable internal consistency (Cronbach's α = 0.80). Further research is required to develop the scale fully and validate it by involving different cohorts of pre-qualification healthcare students in multiple localities and varying styles of IPL interventions.
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Affiliation(s)
- Juliet Sebastian
- Clinical Education, University of Exeter Medical School, Exeter, UK
| | - Mike Eaton
- Faculty Development, College of Medicine and Health, University of Exeter Medical School, Exeter, UK
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84
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Numasawa M, Nawa N, Funakoshi Y, Noritake K, Tsuruta J, Kawakami C, Nakagawa M, Yamaguchi K, Akita K. A mixed methods study on the readiness of dental, medical, and nursing students for interprofessional learning. PLoS One 2021; 16:e0255086. [PMID: 34293058 PMCID: PMC8297869 DOI: 10.1371/journal.pone.0255086] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Accepted: 07/09/2021] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Interprofessional education (IPE) is crucial in dentistry, medicine, and nursing. However, scant mixed methods studies have compared the IPE outcomes across these disciplines to develop evidence-based IPE. This study explored the differences in the readiness of dental, medical, and nursing students for interprofessional learning before and after IPE workshops and elucidated reasons for this disparity. METHODS Data were obtained from dental, medical, and nursing students who participated in IPE workshops conducted at Tokyo Medical and Dental University in Japan in 2019 and 2020. The participants filled the validated Japanese version of the Readiness for Interprofessional Learning Scale (RIPLS) before and after attending the workshops (n = 378). Paired t-tests were performed to assess differences between the pre- and post- workshop RIPLS scores. Welch's t-tests were deployed to evaluate interdisciplinary differences in their scores. Qualitative analyses were conducted using an explanatory sequential design with focus group discussions (FGDs) held with 17 dental students to explain the quantitative results. RESULTS Total RIPLS scores increased significantly for every discipline after the workshops (p < 0.001). Dental students scored significantly lower pre- and post- workshop aggregates than medical and nursing students, respectively (p < 0.001). The FGDs yielded three principal themes in the explanations tendered by dental students on their lower scores: 1) dental students rarely felt the need for interprofessional collaborations, 2) dentists often worked without the need for interprofessional collaborations, and 3) dental students believed their contribution to the workshop was insufficient. CONCLUSIONS The results revealed divergences in the readiness of dental, medical, and nursing students for interprofessional learning, and the study illuminated possible reasons for these disparities. These outcomes will help develop evidence-based IPE by indicating approaches to place a higher value on interprofessional collaborations in educational environments, ameliorate the awareness of educators, and enhance the workshop facilitation style.
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Affiliation(s)
- Mitsuyuki Numasawa
- Institute of Education, Tokyo Medical and Dental University, Tokyo, Japan
| | - Nobutoshi Nawa
- Department of Medical Education Research and Development, Tokyo Medical and Dental University, Tokyo, Japan
| | - Yu Funakoshi
- Department of Tokyo Metropolitan Health Policy Advisement, Tokyo Medical and Dental University, Tokyo, Japan
| | - Kanako Noritake
- Oral Diagnosis and General Dentistry, Dental Hospital, Tokyo Medical and Dental University, Tokyo, Japan
| | - Jun Tsuruta
- Institute of Education, Tokyo Medical and Dental University, Tokyo, Japan
| | - Chiharu Kawakami
- Institute of Education, Tokyo Medical and Dental University, Tokyo, Japan
- Gerontological Nursing, Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan
| | - Mina Nakagawa
- Institute of Education, Tokyo Medical and Dental University, Tokyo, Japan
| | - Kumiko Yamaguchi
- Institute of Education, Tokyo Medical and Dental University, Tokyo, Japan
| | - Keiichi Akita
- Institute of Education, Tokyo Medical and Dental University, Tokyo, Japan
- Department of Clinical Anatomy, Tokyo Medical and Dental University, Tokyo, Japan
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Genik LM, Aerts EL, Nauman H, Barney CC, Lewis SP, McMurtry CM. A Randomized Controlled Trial Evaluating a Pain Training for Respite Workers Supporting Children With Disabilities Part Two: Training Evaluations and the Impact of Training on Knowledge Application. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2021; 126:289-306. [PMID: 34161564 DOI: 10.1352/1944-7558-126.4.289] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Accepted: 01/13/2021] [Indexed: 06/13/2023]
Abstract
Within a parallel-group randomized control trial, pain training's impact on Respite Workers' (RW) care approaches and training evaluations was explored. RW (n = 158) from 14 organizations received pain or control training following randomization. Researchers were blind until randomization; allocations were not shared explicitly with organizations/participants. Participants completed a strategy use questionnaire immediately before and an evaluation immediately after training completion. Four-to-6 weeks later, participants completed the strategy use questionnaire and semistructured focus groups. No differences in pain approaches were noted in strategy use questionnaires. Per focus groups, both groups acquired a "knowing" about pain and applied pain-related care approaches in similarly. Pain training participants identified need for "growing and strengthening" pain knowledge. Training endorsements were favorable. RW pain training has value and may impact practice.
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Affiliation(s)
- Lara M Genik
- Lara M. Genik, Elisabeth L. Aerts, and Hiba Nauman, University of Guelph, Ontario, Canada
| | - Elisabeth L Aerts
- Lara M. Genik, Elisabeth L. Aerts, and Hiba Nauman, University of Guelph, Ontario, Canada
| | - Hiba Nauman
- Lara M. Genik, Elisabeth L. Aerts, and Hiba Nauman, University of Guelph, Ontario, Canada
| | | | - Stephen P Lewis
- Stephen P. Lewis and C. Meghan McMurtry, University of Guelph, Ontario, Canada
| | - C Meghan McMurtry
- Lara M. Genik, Elisabeth L. Aerts, and Hiba Nauman, University of Guelph, Ontario, Canada
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Almoghirah H, Nazar H, Illing J. Assessment tools in pre-licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis. MEDICAL EDUCATION 2021; 55:795-807. [PMID: 33440040 DOI: 10.1111/medu.14453] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 01/07/2021] [Accepted: 01/09/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVES Interprofessional education (IPE) aims to provide students with the opportunity to develop and demonstrate the team working behaviours and skills that will lead to positive patient outcomes. This systematic review aims to identify and critically appraise the assessment tools used after a pre-licensure IPE intervention and provide guidance on which tool to use according to the focus of the intervention. METHODS In July 2019, the following electronic databases were searched: MEDLINE, ERIC, CINHAL, EMBASE and NEXUS website. All studies involving pre-licensure health care students exposed to an IPE intervention and undertook an assessment measuring student knowledge, skills, behaviour, or change in organisational practice or a benefit to patients were included. Studies that used tools relying on self-assessment only were excluded. Constructive alignment of the IPE intervention with the assessment was evaluated and quality assessment of the studies and critical appraisal of the validity evidence for the tools was undertaken. RESULTS From 9502 returned studies, 39 studies met the inclusion criteria and were analysed. These were rated as good in terms of methodological quality. Acquisition of knowledge was the most commonly assessed outcome, mainly with pre/post knowledge tests, followed by behaviour change, which was measured by a range of validated tools. Patient benefit was defined as change in clinical effectiveness, patient safety or patient satisfaction. Constructive alignment of the IPE aim with the assessment was limited due to issues with study reporting. Tools measuring behaviour change demonstrate mixed adherence to quality standards around reliability, validity and scales and scoring. CONCLUSIONS Various methods have been used to identify change following IPE; however, choosing the most appropriate tool to support and align with the aim of the IPE intervention is crucial. We have critically appraised the available tools and offered an indication of their quality. This has informed the production of a decision aid to support the selection of the appropriate IPE assessment tool depending on the purpose of the intervention. More studies using these tools in rigorous study designs are required to substantiate the evidence base.
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Affiliation(s)
- Hailah Almoghirah
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
- Clinical Pharmacy Department, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Hamde Nazar
- School of Pharmacy, Newcastle University, Newcastle upon Tyne, UK
| | - Jan Illing
- Health Professions Education Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
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Spaulding EM, Marvel FA, Jacob E, Rahman A, Hansen BR, Hanyok LA, Martin SS, Han HR. Interprofessional education and collaboration among healthcare students and professionals: a systematic review and call for action. J Interprof Care 2021; 35:612-621. [PMID: 31865823 PMCID: PMC7305974 DOI: 10.1080/13561820.2019.1697214] [Citation(s) in RCA: 44] [Impact Index Per Article: 14.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2018] [Revised: 07/22/2019] [Accepted: 11/20/2019] [Indexed: 12/17/2022]
Abstract
Interprofessional education (IPE) is a prerequisite to building a collaborative practice environment and optimizing patient care. The purpose of this systematic review was to assess the impact of IPE on outcomes related to health-care pre-licensure learners and professionals, including: changes in attitudes/perceptions; acquisition of knowledge regarding other disciplines' roles and development of collaborative skills; and change in collaborative behavior. We searched PubMed, CINAHL, Embase, and ERIC for studies published from 2007 to 2017 in English; 19 studies were eligible. The Joanna Briggs Institute appraisal tool was used to assess the quality of the studies. Thirteen studies used a quasi-experimental design. The studies varied in terms of setting, teaching methods, assessment measures, and quality. Seventeen of the 19 studies (89%) that assessed change in attitudes toward other disciplines and value placed on a team-based approach for improving patient care, found statistically significant improvements. All seven of the studies that assessed change in collaborative behavior found statistically significant improvements. Among the 12 studies that assessed the development of collaborative skills, there were mixed results. Future directions include: conducting more studies among health-care professionals, assessing the long-term impact of IPE, objectively assessing change in collaborative behavior, and assessing the impact of IPE on patient-centered outcomes.
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Affiliation(s)
| | - Francoise A. Marvel
- Ciccarone Center for the Prevention of Cardiovascular Disease, Division of Cardiology, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD
| | - Elsen Jacob
- Department of Pharmacy, Johns Hopkins Bayview Medical Center, Baltimore, MD
| | - Alphie Rahman
- Interprofessional Practice and Patient Safety, Johns Hopkins Bayview Medical Center, Baltimore, MD
| | | | - Laura A. Hanyok
- Department of Pharmacy, Johns Hopkins Bayview Medical Center, Baltimore, MD
- Interprofessional Practice and Patient Safety, Johns Hopkins Bayview Medical Center, Baltimore, MD
| | - Seth S. Martin
- Ciccarone Center for the Prevention of Cardiovascular Disease, Division of Cardiology, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD
| | - Hae-Ra Han
- Johns Hopkins School of Nursing, Baltimore, MD
- Center for Cardiovascular and Chronic Care, Johns Hopkins University School of Nursing, Baltimore, MD
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Abstract
The aim of this study was to offer new insight into assessments of interprofessional education (IPE) by evaluating the association between students' self-assessment for teamwork and expert assessment of simulation and team-based writing examination. We also evaluated the relationship between students' demographic factors and their teamwork skill. A total 112 of medical and pharmacology students were divided into 36 interprofessional groups and participated interprofessional patient safety session. During the session, all students answered self-assessment for teamwork (SAT) individually. Teamwork skill of the student groups were rated by simulation assessment (SA) and team-based writing examination (WX). As a result, there was a weak correlation between the score of SAT and SA and no correlation between the score of SAT and WX. Also, as a demographic analysis, medical students assessed their teamwork higher than pharmacology students, and male students assessed their teamwork higher than female students. The duration of club activities including sports and arts correlated negatively with the score of WX. From this result, student's high self-assessment for teamwork could be an indication of good team performance in simulation assessment, but not in team-based writing examination.
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Affiliation(s)
- Sayaka Oikawa
- Center for Medical Education and Career Development, Fukushima Medical University, Fukushima, Japan
| | - Jeroen Donkers
- School of Health Professions Education, Fac. Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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89
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Thomas S, Holm S, Feltman C, Rich AJ, Brooks MJ. Promoting interprofessional student outcomes through the narrative of an opioid use disorder survivor. Physiother Theory Pract 2021; 38:2417-2427. [PMID: 34096459 DOI: 10.1080/09593985.2021.1934919] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The inappropriate use of opioids is a national concern. Experts suggest a multifaceted, collaborative practice approach to reduce mortality rates in complex healthcare issues is effective. Before practice, students require education to address the development of interprofessional (IP) skills. The purpose of this mixed-methods cohort study was to identify changes in student self-perceived value of IP socialization skills and to explore student perceptions of IP engagement in the context of the opioid crisis, before and after a combined IP panel and focus group discussion using a healthcare professional's journey from addiction into recovery. Thirty-three pre-licensure healthcare students in Schools of Counseling, Nursing, Occupational Therapy, Pharmacy, and Physical Therapy assessed their IP experience using the Interprofessional Socialization and Valuing Scale (ISVS). The IP event included interactive discussions with a panel of healthcare providers, a pharmacist in recovery from opioid use disorder, and a local prescription drug awareness and prevention advocate. Significant differences occurred between pre and post ISVS scores in the perceived value of IP collaborative work. Results from the qualitative analysis revealed a need for student-driven self-reflection before the discussions evolved to address the perspectives of future practitioner, the patient, and the healthcare system. Creating a real-time, face-to-face interaction with a panel of healthcare practitioners, an opioid survivor in concert with a local prescription drug prevention advocate may be an effective means toward improving teaching IP value and progressing student outcomes toward IP skill attainment.
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Affiliation(s)
- Shelene Thomas
- School of Physical Therapy, Regis University, Denver, CO
| | - Suzanne Holm
- School of Physical Therapy, Regis University, Denver, CO
| | | | - Amy J Rich
- School of Physical Therapy, Regis University, Denver, CO
| | - Marta J Brooks
- School of Physical Therapy, Regis University, Denver, CO
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90
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Sustainment of Trauma-Focused and Evidence-Based Practices Following Learning Collaborative Implementation. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2021; 47:569-580. [PMID: 32090298 DOI: 10.1007/s10488-020-01024-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Given the need to develop and validate effective implementation models that lead to sustainable improvements, we prospectively examined changes in attitudes, behaviors, and perceived organizational support during and after statewide Community-Based Learning Collaboratives (CBLCs) promoting trauma-focused evidence-based practices (EBPs). Participants (N = 857; i.e., 492 clinicians, 218 brokers, and 139 senior leaders) from 10 CBLCs completed surveys pre- and post-CBLC; a subsample (n = 146) completed a follow-up survey approximately two years post-CBLC. Results indicated (a) medium, sustained increases in clinician-reported use of trauma-focused EBPs, (b) medium to large, sustained increases in perceived organizational support for trauma-focused EBPs, and (c) trivial to small, sustained increases in perceived organizational support for EBPs broadly. In contrast, clinician-reported overall attitudes towards EBPs decreased to a trivial degree pre- to post-CBLC, but then increased to a small, statistically significant degree from post-CBLC to follow-up. Notably, the degree of perceived improvements in organizational support for general and trauma-focused EBPs varied by professional role. Findings suggest the CBLC implementation strategies may both increase and sustain provider practices and organizational support towards EBPs, particularly those EBPs a CBLC explicitly targets.
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91
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Carlisle C, Taing MW. Interprofessional education between dentistry and pharmacy students: delivery, barriers and facilitating implementation. Aust Dent J 2021; 66:351-357. [PMID: 34031880 DOI: 10.1111/adj.12856] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2021] [Accepted: 05/13/2021] [Indexed: 10/21/2022]
Abstract
Interprofessional education (IPE) between dentistry and pharmacy students is an approach to teach effective collaborative practice between a team of future health care providers. It relies on the support and motivation of students, staff and professionals to implement a variety of educational strategies and might involve evaluating student progression before and after delivery. Many barriers exist towards the implementation of IPE between dentistry and pharmacy health disciplines and outlining experiences across educational/clinical practice settings and possible solutions would assist in reducing those walls to realization. Implementation of IPE between pharmacy and dentistry undergraduate programs might lead to improved workplace collaborations and reduce medication errors, adverse events and increase in cross-referrals. Interprofessional education within undergraduate training forms the first steps towards reducing the burden on health care systems by enabling effective collaboration to improve patient outcomes. This narrative review describes IPE strategies used between pharmacy and dentistry undergraduate disciplines to enable collaboration, discusses the barriers and facilitators towards implementing IPE, and future directions for IPE education between these two disciplines.
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Affiliation(s)
- C Carlisle
- School of Pharmacy, The University of Queensland, Brisbane, Queensland, Australia
| | - M-W Taing
- School of Pharmacy, The University of Queensland, Brisbane, Queensland, Australia
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92
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Kämmer JE, Ewers M. Stereotypes of experienced health professionals in an interprofessional context: results from a cross-sectional survey in Germany. J Interprof Care 2021; 36:350-361. [PMID: 34014142 DOI: 10.1080/13561820.2021.1903405] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Interprofessional teamwork often suffers from the existence of negative stereotypes. To combat their prevalence, interprofessional education (IPE) activities are being implemented worldwide. The aim of this study is to inform IPE developers of the prevalence and content of interprofessional stereotypes in the workplace in Germany and similarly structured healthcare systems. We surveyed health professionals with several years of work experience as nurse, midwife, or therapist concerning their attitudes toward their own professions and those of doctors using an established trait rating measure and a qualitative approach. Stereotypes of respondents (N = 129) were mostly related to (1) academic, medical competence (being perceived as lower than that of doctors) and (2) the traditional role relationship (strict hierarchy, dependence on doctors) that guides a lot of behavior, such as the little participation of nurses, midwives and therapists. Despite profound structural differences in the education and healthcare systems, our analyses further revealed similar topics for further IPE activities as in international research, such as the general demand to convey knowledge about the roles, skills and responsibilities of the other professions. The demand to improve the teamwork skills of all health professionals and empower them to be full and equal members of the healthcare team was also evident. Thus, a more reflective approach to stereotypes and their impact on interprofessional teamwork is indicated, particularly in workplace-based interprofessional learning activities. More generally, to counteract stereotypes a more widespread adoption of IPE in pre and post licensure health professions education and continuing professional development in Germany is needed.
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Affiliation(s)
- Juliane E Kämmer
- Center for Adaptive Rationality, Max Planck Institute for Human Development,k9Berlin, Germany
| | - Michael Ewers
- Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin, Humboldt-Universität Zu Berlin,Institute of Health and Nursing Science, Berlin, Germany
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93
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Barr H. An interprofessional journey: a valedictory editorial. J Interprof Care 2021; 34:719-725. [PMID: 33962542 DOI: 10.1080/13561820.2020.1853015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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94
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Patel Gunaldo T, Lockeman K, Pardue K, Breitbach A, Eliot K, Goumas A, Kettenbach G, Lanning S, Mills B. An exploratory, cross-sectional and multi-institutional study using three instruments to examine student perceptions of interprofessional education. J Interprof Care 2021; 36:268-275. [PMID: 33957855 DOI: 10.1080/13561820.2021.1892614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Interprofessional education (IPE) research needs to expand beyond single site, single event inquiry. Multi-institutional studies increase methodologic rigor and generalizability, advancing the pedagogical science of IPE. Four U.S. institutions used three different validated measures to examine early learner interprofessional outcomes. The three assessment tools included the Communication and Teamwork subscale of the University of West England Entry Level Interprofessional Questionnaire (UWE-ELIQ), the Self-Assessed Collaboration Skills (SACS), and the Interprofessional Teamwork and Team-based Practice factor of the Student Perceptions of Interprofessional Clinical Education-Revised, version 2 (SPICE-R2). Across the four institutions, 659 eligible participants, representing 19 programs completed the pre-survey, and 385 completed the post-survey. The UWE-ELIQ showed a statistically significant difference between the pre- and post-survey overall, but the effect size was small. One institution demonstrated a positive change in scores on the UWE-ELIQ with a small effect size, while the other institutions saw no significant change. Two institutions observed lower post-survey scores on the SPICE-R2. Cumulative results from the study indicated no statistically significant change from pre- to post- in total SACS or SPICE-R2 scores. Additional multi-site longitudinal research is needed to investigate use of validated instruments, as well as the impact of curricula and learning environment on educational outcomes.
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Affiliation(s)
- Tina Patel Gunaldo
- Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center at New Orleans, New Orleans, United States
| | - Kelly Lockeman
- School of Medicine, Center for Interprofessional Education & Collaborative Care, Virginia Commonwealth University, Richmond, United States
| | - Karen Pardue
- Westbrook College of Health Professions, University of New England, Portland, United States
| | - Anthony Breitbach
- Athletic Training Program, Saint Louis University, St. Louis, United States
| | - Kathrin Eliot
- Department of Nutritional Sciences, University of Oklahoma Health Sciences Center, Oklahoma City, United States
| | - Amanda Goumas
- Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center at New Orleans, New Orleans, United States
| | - Ginge Kettenbach
- Program in Physical Therapy, Saint Louis University, St. Louis, United States
| | - Sharon Lanning
- School of Dentistry, Center for Interprofessional Education and Collaborative Care, Virginia Commonwealth University, Richmond, United States
| | - Bernice Mills
- Dental Hygiene, University of New England, Portland, United States
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95
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Katoue MG, Awad AI, Dow AW, Schwinghammer TL. Interprofessional education and collaborative practice in Kuwait: attitudes and perceptions of health sciences students. J Interprof Care 2021; 36:117-126. [PMID: 33899661 DOI: 10.1080/13561820.2021.1884537] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Interprofessional education (IPE) prepares health students to become collaboration-ready healthcare professionals. Assessing students' baseline attitudes toward IPE and collaborative practice is essential to inform development of IPE curricula. Kuwait University Health Sciences Center (HSC) is early in its IPE journey but is planning to join the broader global movement toward IPE. A cross-sectional survey was conducted to explore the attitudes of HSC students from Faculties of Medicine, Dentistry, Pharmacy, and Allied Health Sciences toward collaborative practice and IPE at early and late stages of study. A total of 770 students completed the survey (81.1% response rate). Students expressed positive attitudes toward interprofessional healthcare teams and IPE (median [IQR] overall attitudes were rated 4.0 [1.0] and 4.0 [2.0], respectively, on a scale of 5). Overall attitudes toward both scales were significantly more positive among pharmacy students than students from other faculties (p < .001). Final-year students reported more positive attitudes toward healthcare teams than early- and middle-year students, while early- and final-year students expressed more positive attitudes toward IPE than middle-year students (p < .001). There were no significant differences in overall attitudes between female and male students toward the two scales (p > .05). These findings have implications for engaging students from different professions in IPE initiatives.
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Affiliation(s)
- Maram G Katoue
- Department of Pharmacology and Therapeutics, Faculty of Pharmacy, Kuwait University, Kuwait
| | - Abdelmoneim I Awad
- Department of Pharmacy Practice, Faculty of Pharmacy, Kuwait University, Kuwait
| | - Alan W Dow
- Seymour and Ruth Perlin Professor of Medicine and Health Administration, Center for Interprofessional Education and Collaborative Care and Department of Internal Medicine, Virginia Commonwealth University, Richmond, VA, USA
| | - Terry L Schwinghammer
- Department of Clinical Pharmacy, West Virginia University School of Pharmacy, Morgantown, WV, USA
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Shigli K, Nayak SS, Sharma S, Nayak V, Nayak PP, Kulkarni P, Manivasakan S. Interprofessional education - a case for Gerodontology training. GERONTOLOGY & GERIATRICS EDUCATION 2021; 42:151-165. [PMID: 33161893 DOI: 10.1080/02701960.2020.1843453] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Increasing life expectancy, concepts of patient well-being, and the multiplicity of needs of the geriatric population, demand contribution, and collaboration of physicians, dentists, psychologists, pharmacists, and other allied health disciplines, to provide quality care to patients. Interprofessional education (IPE) is an approach to education that improves collaboration among health professionals and it can aid in better management of geriatric patients. Communication and cooperation affect health care performance and hence, influence patient outcomes. Currently, each of the disciplines mentioned has customized undergraduate and/or postgraduate training in geriatric care. Though a uni-disciplinary educational approach increases knowledge and skills of individual professions separately, IPE offers significant advantages. IPE seeks to have students learning together, as well as from each other to develop exemplary collaborative practice. The World Health Organization (WHO) has proposed that IPE will ensure optimum health care. However, IPE is yet to find its proper place in dental education. It would help dental students to develop a positive attitude toward geriatric patients and increase their empathy and efficiency in the management of these patients. This manuscript seeks to highlight the concept of interprofessional education (IPE) in gerodontology and develop recommendations for implementation of IPE in India.
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Affiliation(s)
- Kamal Shigli
- Department of Prosthodontics, D.Y. Patil Dental School, Pune, India
| | - Sushma S Nayak
- Former Reader, Public Health Dentistry, Index Dental College, Indore, India
| | - Shimpa Sharma
- Department of General Medicine, DY Patil Medical College, DY Patil Education Society, Kolhapur, India
| | - Veena Nayak
- Department of Pharmacology, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, India
| | - Prajna Pramod Nayak
- Department of Public Health Dentistry, Manipal College of Dental Sciences, Manipal Academy of Higher Education, Manipal, India
| | - Pradeep Kulkarni
- Senior Consultant, Palliative Care, Meherbai Tata Memorial Hospital, Jamshedpur, India
| | - Shivasakthy Manivasakan
- Department of Prosthodontics, Indira Gandhi Institute of Dental Sciences, Sri Balaji Vidyapeeth, Puducherry, India
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97
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Roux TL, Heinen MM, Murphy SP, Buggy CJ. A Unified Theoretical Framework of Learning Theories to Inform and Guide Public Health Continuing Medical Education Research and Practice. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2021; 41:130-138. [PMID: 34057910 PMCID: PMC8168933 DOI: 10.1097/ceh.0000000000000339] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Continuing medical education (CME) emerged at the start of the 20th century as a means of maintaining clinical competence among health care practitioners. However, evidence indicates that CME is often poorly developed and inappropriately used. Consequently, there has been increasing interest in the literature in evaluating wider contexts at play in CME development and delivery. In this article, the authors present a unified theoretical framework, grounded in learning theories, to explore the role of contextual factors in public health CME for health care practitioners. Discussion with pedagogical experts together with a narrative review of learning theories within medical and social science literature informed the framework's development. The need to consider sociocultural theories of learning within medical education restricted suitable theories to those that recognized contexts beyond the individual learner; adopted a systems approach to evaluate interactions between contexts and learner; and considered learning as more than mere acquisition of knowledge. Through a process of rigorous critical analysis, two theoretical models emerged as contextually appropriate: Biggs principle of constructive alignment and Bronfenbrenner bioecological model of human development. Biggs principle offers theoretical clarity surrounding interactive factors that encourage lifelong learning, whereas the Bronfenbrenner model expands on these factor's roles across multiple system levels. The authors explore how unification into a single framework complements each model while elaborating on its fundamental and practical applications. The unified theoretical framework presented in this article addresses the limitations of isolated frameworks and allows for the exploration of the applicability of wider learning theories in CME research.
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98
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Naumann F, Schumacher U, Stuckey A, Love A, Thompson C, Tunny R, Nash R. Developing the next generation of healthcare professionals: the impact of an interprofessional education placement model. J Interprof Care 2021; 35:963-966. [PMID: 33784925 DOI: 10.1080/13561820.2021.1879749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Interprofessional education (IPE), as preparation for interprofessional practice, is considered essential for quality, coordinated, outcome-focussed patient care. To develop capacity in our future healthcare practitioners, IPE needs to be developed within curricula, and opportunities provided to practise within the placement setting. The aim of this study was to examine the effect of a structured IPE placement program on students' perceptions of IPE within an authentic healthcare setting. This paper reports on changes in students' attitudes toward IPE, as measured by the SPICE-R2 instrument, in response to program involvement. Thirty-six students from six health professions participated in the study and reported significantly improved perceptions toward IPE, particularly in their understanding of roles and responsibilities, teamwork, and patient outcomes. The outcomes reinforce the importance of offering intentional and structured IPE activities during placement and the value provided to health students, preparing them for future collaborative practice.
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Affiliation(s)
- Fiona Naumann
- Faculty of Health, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Una Schumacher
- Department of Clinical Education Support, Metro North Hospital and Health Service, Queensland Health, Brisbane, Queensland, Australia
| | - Amelia Stuckey
- Faculty of Health and Behavioural Sciences, University of Queensland, Brisbane, Queensland, Australia
| | - Amanda Love
- Department of Clinical Education Support, Metro North Hospital and Health Service, Queensland Health, Brisbane, Queensland, Australia
| | - Courtney Thompson
- Faculty of Health, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Ricky Tunny
- Faculty of Health, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Robyn Nash
- Faculty of Health, Queensland University of Technology, Brisbane, Queensland, Australia
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Strelow KUR, Bahadır Ş, Stollhof B, Heeb RM, Buggenhagen H. Patient interviews in interprofessional and intercultural contexts (PinKo) - project report on interdisciplinary competence development in students of medicine, pharmacy, and community interpreting. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc67. [PMID: 33824903 PMCID: PMC7994884 DOI: 10.3205/zma001463] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Revised: 11/30/2020] [Accepted: 01/20/2021] [Indexed: 06/12/2023]
Abstract
Background: Hospitals and other medical institutions must prepare for a further increase in patients who are either immigrants or Germans with a migration background. In spite of the unquestionable educational and socio-political relevance of this topic, most German universities do not offer a comprehensive curriculum aimed at increasing intercultural awareness and putting it into practice in the training of students in medicine and pharmacy. Against this background, this article presents the innovative teaching project "Die Triade", which was jointly implemented by the Departments of Medicine, Pharmacy and Translation Studies at the University of Mainz. Aim: The aim is to give an overview of the development, realisation, implementation and consolidation of the course "Patient interviews in interprofessional and intercultural contexts" (PinKo), which was designed in the project "Die Triade". Project description: A two-day course was developed, starting with a block session for all participating students to teach the basics of interprofessional and intercultural competence development. On the second practical training day, students learn and practice triadic conversation in different language groups using scripted roles. While the trainee doctors and pharmacists represent their respective professions in the prepared conversational situations, the interpreting students take on the roles of interpreters and patients. The event is jointly supervised by lecturers from the participating professions and language groups. Results: In the 2016 summer semester and the following winter semester, the course was organised for a total of 112 students. The event as a whole was evaluated by means of a questionnaire by the students of the participating departments (Medicine (M) N=8, Pharmacy (P) N=60; Translation (T) N=44). Overall, the event was rated as good (1=very good, 6=insufficient) ((M) 1.67/2.00; (P) 2.29/3.33; (T) 1.50/1.86). The course tended to be rated lower by pharmacy students; this also applies to the rating of the development of interprofessional competences ((M) 1.33/2.00, (P) 2.00/2.93, (T) 1.82/2.25). Discussion: The course is suitable for the acquisition of interprofessional as well as intercultural competences. However, in order to improve the course in a participant-centred way, train larger numbers of participants and include additional healthcare occupations such as nursing or assistant medical professions, adaptations of the concept would be necessary. In this context, the digitalisation of the learning content appears to be particularly useful for ensuring that the course can be adapted to heterogeneous groups of participants and to optimise in-person times for further opportunities for practice.
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Affiliation(s)
- Kai-Uwe R. Strelow
- University of Mainz, University Medical Center, Rudolf Frey Lernklinik, Mainz, Germany
| | - Şebnem Bahadır
- University of Mainz, Translation, Linguistics and Cultural Studies, Department of Intercultural German Studies, Germersheim, Germany
- University of Graz, Department of Translation Studies, Graz, Austria
| | - Bettina Stollhof
- University of Mainz, Institute of Pharmacy and Biochemistry, Clinical Pharmacy, Training Pharmacy, Mainz, Germany
| | - Rita M. Heeb
- University of Mainz, Institute of Pharmacy and Biochemistry, Clinical Pharmacy, Training Pharmacy, Mainz, Germany
| | - Holger Buggenhagen
- University of Mainz, University Medical Center, Rudolf Frey Lernklinik, Mainz, Germany
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100
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Mette M, Hänze M. Arrogant or caring? Influence of transactive communication in interprofessional learning on knowledge gains and stereotype changes. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc66. [PMID: 33824902 PMCID: PMC7994881 DOI: 10.3205/zma001462] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 02/04/2020] [Revised: 09/14/2020] [Accepted: 10/19/2020] [Indexed: 06/12/2023]
Abstract
Objective: In interprofessional peer tutoring, medical students and physiotherapy trainees teach and practice examination techniques and work out profession-specific similarities and differences. In small interprofessional groups, we investigated the influence of transactive communication - alternately referring to and building on the statements made by the dialogue partner in the process of conveying information - on knowledge gains and changes in stereotypes of the other profession. Methods: A total of 132 medical students and 48 physiotherapy trainees divided into 24 small interprofessional groups indicated the extent of their stereotypes of the other profession before and after the practice session, as well as their perceived increase in knowledge. They evaluated the group work and the perceived intensity of transactive communication. We used regression analyses to test the hypotheses. Results: The intensity of transactive communication in the physiotherapy trainees was positively related to knowledge gains in the medical students. However, this did not apply to the knowledge gains in physiotherapy trainees. With regard to stereotype changes, the intensity of one's own transactive communication unexpectedly turned out to be a significant, albeit weak, influencing factor: The more intensive one's own transactive communication was, the more negative the stereotypes of the other profession became. Conclusion: Transactive communication in interprofessional groups can improve the exchange of knowledge in peer tutoring and bring about changes in stereotypes. Measures to improve transactive communication, e.g. training sessions or specific communication exercises, could help to improve the effectiveness of interprofessional learning.
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Affiliation(s)
- Mira Mette
- Medical Faculty Mannheim, Heidelberg University, Division for Study and Teaching Development, Mannheim, Germany
| | - Martin Hänze
- University of Kassel, Educational Psychology, Department of Psychology, Kassel, Germany
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