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Ward W, Zagoloff A, Rieck C, Robiner W. Interprofessional Education: Opportunities and Challenges for Psychology. J Clin Psychol Med Settings 2019; 25:250-266. [PMID: 29453507 DOI: 10.1007/s10880-017-9538-3] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
This manuscript is an outgrowth of an invited panel presentation at the national Association for Psychologists in Academic Health Centers Conference in 2017 on Interprofessional Education (IPE). IPE is a structured and transformative educational strategy designed to provide active learning experiences where trainees from diverse healthcare professions gain shared content knowledge plus collaboration skills as they learn about, from, and with each other. Collaboration skills include understanding professional role distinctions and overlap, effective team-based communication, shared values/ethics and respect for each other's expertise, and teamwork dynamics. It is increasingly important to expand training beyond the intraprofessional activities in which psychology trainees engage to prepare them to participate in interprofessional collaborative care. As healthcare systems move to team-based collaborative practice and value-based reimbursement models, the profession of psychology needs leaders at every academic health center to facilitate the design and/or implementation of IPE activities. The panel of psychologists presented roles that psychologists play in IPE institutional program design and implementation, graduate training programs, and the perspectives of an early career psychologist and psychology trainee. Opportunities and challenges are highlighted, culminating in a call to action. Psychologists must embrace their identity as health professionals and engage their learners in IPE so that the emerging cognitive schemata of healthcare that is developed includes the profession of psychology. Otherwise, healthcare teams and health professionals will not understand the value, roles, or potential contributions of psychologists in enhancing patient care outcomes, ultimately jeopardizing psychologists' referrals, involvement in healthcare delivery, and career opportunities.
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Affiliation(s)
- Wendy Ward
- College of Medicine, University of Arkansas for Medical Sciences, 1 Children's Way, Slot 512-21, Little Rock, AR, USA.
| | | | - Cortney Rieck
- College of Medicine, University of Arkansas for Medical Sciences, 1 Children's Way, Slot 512-21, Little Rock, AR, USA
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Mobile obstetric and neonatal simulation based skills training in India. Midwifery 2019; 72:14-22. [DOI: 10.1016/j.midw.2019.02.006] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2018] [Revised: 01/26/2019] [Accepted: 02/06/2019] [Indexed: 11/19/2022]
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Botma Y, Labuschagne M. Students' perceptions of interprofessional education and collaborative practice: analysis of freehand drawings. J Interprof Care 2019; 33:321-327. [PMID: 31032669 DOI: 10.1080/13561820.2019.1605981] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
There is a global shortage of healthcare professionals, but in the social economic environment of Africa workforce numbers are lower than the global average per head of population. It is argued that interprofessional and collaborative care may offer a solution to this problem, and therefore interprofessional education has become a requirement for accreditation. This paper reports on an innovative initiative of a South African university, which implemented four two-hour education sessions of which the two middle sessions were simulated with standardised patients. The 28 interprofessional student groups each created a freehand drawing of their perception of collaborative practice during the fourth and final session. Four out of the 28 images were randomly selected and analysed according to specified steps by three researchers using qualitative methods. Seven themes emerged, which identify the characteristics and principles of collaborative practice and suggest that culture plays an important role. The findings also reveal the tensions arising from the difficult and uphill battle to attain collaborative practice due to silo based training models, multidisciplinary care, and fragmented healthcare services. Educational planners may need to consider the challenges of implementation of the theory of IPE into the real world of practice as well as how to overcome the hidden cultural issues that may impede success.
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Affiliation(s)
- Yvonne Botma
- a School of Nursing , University of the Free State , Bloemfontein , South Africa
| | - Mathys Labuschagne
- b School of Biomedical Sciences, Faculty of Health Sciences , University of the Free State , Bloemfontein , South Africa
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Fernandez N, Audétat MC. Faculty development program evaluation: a need to embrace complexity. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:191-199. [PMID: 31114419 PMCID: PMC6497855 DOI: 10.2147/amep.s188164] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2018] [Accepted: 01/22/2019] [Indexed: 05/02/2023]
Abstract
Faculty development is essential for renewing and assisting faculty to maintain teaching effectiveness and adapt to innovations in Health Professions educational institutions. The evaluation of faculty development programs appears to be a significant step in maintaining its relevance and efficiency. Yet, little has been published on the specific case of faculty development program evaluation in spite of the availability of general program evaluation models. These models do not measure or capture the information educators want to know about outcomes and impacts of faculty development. We posit that two reasons account for this. The first is the evolving nature of faculty development programs as they adapt to current reforms and innovations. The second involves the limitations imposed by program evaluation models that fail to take into account the multiple and unpredictable outcomes and impacts of faculty development. It is generally accepted that the outcomes and impacts are situated at various levels, ranging from the individual to the institutional and cultural levels. This calls for evaluation models that better capture the complexity of the impacts of faculty development, in particular the reciprocal relationships between program components and outcomes. We suggest conceptual avenues, based on Structuration Theory, that could lead to identifying the multilevel impacts of faculty development.
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Affiliation(s)
- Nicolas Fernandez
- Centre for Pedagogy Applied to the Health Sciences, Department of Family Medicine and Emergency Medicine, Faculty of Medicine, Université de Montréal, Montréal, QCH3C 3J7, Canada
| | - Marie-Claude Audétat
- Unité des Internistes Généralistes et Pédiatres (UIGP), Unité de développement et de recherche en éducation médicale (UDREM), Faculty of medicine, University of Geneva, Centre Médical Universitaire, Genève 41211, Switzerland
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Claramita M, Riskiyana R, Susilo AP, Huriyati E, Wahyuningsih MSH, Norcini JJ. Interprofessional communication in a socio-hierarchical culture: development of the TRI-O guide. J Multidiscip Healthc 2019; 12:191-204. [PMID: 30936713 PMCID: PMC6422413 DOI: 10.2147/jmdh.s196873] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
Objectives Interprofessional education (IPE) and collaborative practice are essential for patient safety. Effective teamwork starting with partnership-based communications should be introduced early in the educational process. Many societies in the world hold socio-hierarchical culture with a wide power distance, which makes collaboration among health professionals challenging. Since an appropriate communication framework for this context is not yet available, this study filled that gap by developing a guide for interprofessional communication, which is best suited to the socio-hierarchical and socio-cultural contexts. Materials and methods The draft of the guide was constructed based on previous studies of communication in health care in a socio-hierarchical context, referred to international IPE literature, and refined by focus group discussions among various health professionals. Nominal group technique, also comments from national and international experts of communication skills in health care, was used to validate the guide. A pilot study with a pre–posttest design was conducted with 53 first- and 107 fourth-year undergraduate medical, nursing, and health nutrition students. Results We developed the “TRI-O” guide of interprofessional communication skills, emphasizing “open for collaboration, open for information, open for discussion”, and found that the application of the guide during training was feasible and positively influenced students’ perceptions. Conclusion The findings suggest that the TRI-O guide is beneficial to help students initiate partnership-based communication and mutual collaboration among health professionals in the socio-hierarchical and socio-cultural context.
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Affiliation(s)
- Mora Claramita
- Department of Medical, Health Professions Education and Bioethics, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia,
| | - Rilani Riskiyana
- Department of Medical, Health Professions Education and Bioethics, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia,
| | - Astrid Pratidina Susilo
- The Indonesian College of Health Professions Education (Iam-HPE) and The Indonesian Skills Laboratory Network and Development (ISLaND), Yogyakarta, Indonesia
| | - Emy Huriyati
- Department of Health Nutrition, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Mae S H Wahyuningsih
- Department of Pharmacology and Therapy, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
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Palocaren J, Puthuparampil RR, Thalappillil CM. Two monologues do not make a dialogue: the need for medical specialty–specific communication workshops: population-based study. BMJ LEADER 2019. [DOI: 10.1136/leader-2018-000083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
AimIncreasing attacks on healthcare personnel in India have highlighted the need for improved communication between staff and patients. Currently, communication skill workshops target doctors and nurses, overlooking a key player relevant to patient satisfaction—allied health professionals (henceforth, AHPs). This study evaluates the impact of communication skills training for diagnostic laboratory and blood bank personnel on patient satisfaction scores.MethodThe impact of communication workshop for AHPs was tested through pre-workshop and post-workshop questionnaires to participants that tested how they handle communication with patients. Additionally, participants were also administered the questionnaire 4 months after the workshop to test knowledge retention. In parallel, the change in patient satisfaction towards AHPs was assessed by a pre-workshop and post-workshop patient survey.ResultsParticipants experienced a statistically significant improvement in communication skills, as measured by the pre-workshop and post-workshop questionnaires. This coincided with a significant increase in patient satisfaction scores after the workshop, as indicated by the patient satisfaction survey. The difference in communication skills scores between experienced and inexperienced personnel showed a marked decrease after the workshop, suggesting that such workshops can help inexperienced workers ‘catch up’ with more experienced workers. However, scores of all participants showed a statistically significant decrease after 4 months, suggesting that the use of such workshops can be enhanced through periodic refresher courses.ConclusionCommunication workshops for AHPs can play a crucial role in improving patient–hospital relations. These workshops can also help standardise services by bridging communication skill differences between experienced and inexperienced staff.
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Zahra D, Belfield L, Bennett J, Zaric S, Mcilwaine C. The benefits of integrating dental and dental therapy and hygiene students in undergraduate curricula. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:e12-e16. [PMID: 30294830 DOI: 10.1111/eje.12394] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/03/2018] [Indexed: 06/08/2023]
Abstract
PURPOSE The purpose of the current study was to evaluate the impact of integrating the teaching of Bachelor of Dental Surgery (BDS) and Bachelor of Dental Therapy and Hygiene (BScDTH) students in enquiry-based learning (EBL) sessions, using performance on multiple related integrated dental science (IDS) multiple-choice question assessments. METHOD IDS assessments are sat twice in the first stages of both the BDS and BScDTH programmes. IDS scores from integrated and non-integrated cohorts were collated and compared across test occasions (first or second assessment of the stage) and programmes (BDS and BScDTH). RESULTS The results revealed that IDS scores were, overall, significantly higher for students in integrated (M = 63.46, SD = 13.06) than non-integrated EBL groups (M = 60.75, SD = 13.67; F(1,207) = 4.277, P = 0.040, < ! [ C D A T A [ η p 2 ] ] > = 0.020). Although this effect was not statistically significant when each programme was considered separately, the effect of integration on both programmes was nevertheless positive, with a more pronounced improvement for BScDTH (+7.88) than BDS (+0.63) students. CONCLUSIONS Integrating students from different programmes for the teaching of core dental knowledge in team environments improves student performance in subsequent dental science assessments-and more so for BScDTH than BDS students. The fact that both groups benefit from integration should go some way towards reassuring institutions that are considering integration but are cautious of threats to "established" programmes.
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Affiliation(s)
- Daniel Zahra
- Peninsula Dental School, Plymouth University Peninsula Schools of Medicine and Dentistry, Plymouth, UK
| | - Louise Belfield
- Peninsula Dental School, Plymouth University Peninsula Schools of Medicine and Dentistry, Plymouth, UK
| | - Jon Bennett
- Peninsula Dental School, Plymouth University Peninsula Schools of Medicine and Dentistry, Plymouth, UK
| | - Svetislav Zaric
- Peninsula Dental School, Plymouth University Peninsula Schools of Medicine and Dentistry, Plymouth, UK
| | - Clare Mcilwaine
- Peninsula Dental School, Plymouth University Peninsula Schools of Medicine and Dentistry, Plymouth, UK
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Kvilhaugsvik B, Rehnsfeldt AW. Interprofessional learning for nursing students in practice periods: problems to overcome and possibilities for uniprofessional campuses. Scand J Caring Sci 2019; 33:478-486. [PMID: 30656709 DOI: 10.1111/scs.12648] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2018] [Accepted: 12/11/2018] [Indexed: 11/30/2022]
Abstract
There is an urgent need for educational institutions to prepare students for collaborative practices in health care in the years to come. Facilitation of interprofessional learning (IPL) can be challenging for small campuses with few healthcare and social care education programmes. The aim of this study was to identify hindrances to, and opportunities for accessible interprofessional learning, for nursing students in a uniprofessional learning environment on the Norwegian West coast. Three focus group interviews were conducted with the following groups: nursing teachers, a hospital rehabilitation team and informants from a municipal home rehabilitation team. The data were analysed by hermeneutical phenomenological method. The following four main themes emerged the following: the tradition for interprofessional learning is not yet well established, IPL in the context of existing teams is better than IPL with other students, there is an urgent need to strengthen and adjust professional responsibilities and roles, and there is a need for communication to overcome hindrances to IPL.
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Affiliation(s)
- Bente Kvilhaugsvik
- Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Stord, Norway
| | - Arne Wilhelm Rehnsfeldt
- Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Stord, Norway
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109
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Maeno T, Haruta J, Takayashiki A, Yoshimoto H, Goto R, Maeno T. Interprofessional education in medical schools in Japan. PLoS One 2019; 14:e0210912. [PMID: 30653563 PMCID: PMC6336262 DOI: 10.1371/journal.pone.0210912] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2018] [Accepted: 01/03/2019] [Indexed: 11/19/2022] Open
Abstract
Interprofessional education (IPE) for medical students is becoming increasingly important, as reflected in the increasing number of medical schools adopting IPE. However, the current status of and barriers to pre-registration IPE implementation in Japanese medical schools remain unknown. The purpose of this study was to clarify the status and barriers of IPE implementation in medical schools in Japan. We conducted a curriculum survey from September to December 2016 of all 81 medical schools in Japan. We mailed the questionnaire and asked the schools' undergraduate education staff to respond. The survey items were the IPE implementation status and barriers to program implementation. Sixty-four of the 81 schools responded (response rate 79.0%), of which 46 (71.9%) had implemented IPE, 42 (89.1%) as compulsory programs. Half of IPE programs were implemented in the first 2 years, while less than 10% were implemented in the latter years of medical programs. As part of the IPE programs, medical students collaborated with a wide range of professional student groups. The most common learning strategy was lectures. However, one-third of IPE programs used didactic lectures without interaction between multi-professional students. The most common perceived major barrier to implementing IPE was adjustment of the academic calendar and schedule (82.8%), followed by insufficient staff numbers (73.4%). Our findings indicate that IPE is being promoted in undergraduate education at medical schools in Japan. IPE programs differed according to the circumstances of each school. Barriers to IPE may be resolved by improving learning methods, introducing group discussions between multi-professional students in lectures or introducing IPE programs using team-based learning. In summary, we demonstrated the current status and barriers of IPE implementation in Japanese medical schools. Our findings will likely lead to the promotion of IPE programs in Japan.
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Affiliation(s)
- Takami Maeno
- Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, Japan
| | - Junji Haruta
- Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, Japan
| | | | | | - Ryohei Goto
- Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, Japan
| | - Tetsuhiro Maeno
- Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, Japan
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111
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Dagenais R, Pawluk SA, Rainkie D, Wilby KJ. Team-Based Decision-Making in an Objective Structured Clinical Examination (OSCE): Are Pre-Licensure Healthcare Students "Collaborative Practice-Ready"? Innov Pharm 2018; 9:1-8. [PMID: 34007716 DOI: 10.24926/iip.v9i3.1255] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Evaluation of pre-licensure students' competency in team-based decision-making is lacking. The purposes of this study were to evaluate pre-licensure pharmacy students' competency in team-based decision-making in the context of an objective structured clinical examination (OSCE), and to determine whether performance correlated with reflective assignment scores. Students' self-assessment and conceptualization of team-based decision-making in practice was also evaluated. Twenty-three pre-licensure pharmacy students' competency in team-based decision-making was evaluated in an OSCE station and with a reflective journal assignment; rubric scores for both evaluations were compared using Spearman's rank order analysis. Students completed an 18-item questionnaire regarding attitudes, confidence, and perceptions related to team-based decision-making. Descriptive statistics and construct analysis with open coding were used to analyse questionnaire results. Mean OSCE station and reflective journal scores were 45% and 66.3%, respectively, and were not correlated. Students' attitudes toward team-based decision-making were positive, and they reported performing associated behaviours during experiential education rotations. Students appropriately defined 'team-based decision-making' and were highly confident in performing related activities. However, students' conceptualization of team-based decision-making did not align with the pharmacy program's competency framework. Three key themes were identified through the study analyses: 1) student performance is dependent on assessment context when evaluating collaborator-related competencies; 2) there is a mismatch between students' perceived competency and objectively measured competence when collaborator outcomes were assessed within an OSCE; and 3) students' perceptions of team-based decision-making do not align with the program's competency framework. Future research is necessary to assess competency and perceptions of team-based decision-making in students from other healthcare professions, and to further evaluate whether pre-licensure students are "collaborative practice ready".
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Affiliation(s)
- Renee Dagenais
- Faculty of Pharmaceutical Sciences, University of British Columbia
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112
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Kim YJ, Radloff JC, Stokes CK, Lysaght CR. Interprofessional education for health science students' attitudes and readiness to work interprofessionally: a prospective cohort study. Braz J Phys Ther 2018; 23:337-345. [PMID: 30245041 DOI: 10.1016/j.bjpt.2018.09.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/23/2018] [Revised: 08/08/2018] [Accepted: 09/04/2018] [Indexed: 10/28/2022] Open
Abstract
BACKGROUND Interprofessional education of healthcare providers is necessary to foster collaborative practice and improve patient outcomes. OBJECTIVE To examine the effectiveness of the single-session interprofessional education in improving interprofessional attitudes, increasing knowledge of healthcare professions, and improving perceived-readiness for working interprofessionally and with older adults in students in occupational therapy, physical therapy, and physician assistant graduate programs. METHODS We used a prospective, pre-post cohort design. Fall risk evaluation for older adults was selected as the topic of the 4-hour interprofessional education session. Graduate students from three professional programs including occupational therapy (n=20), physical therapy (n=26), and physician assistant studies (n=35) participated in the study, and 17 older adults aged 65 years or older volunteered for the session. Our primary outcome measure was the Interprofessional Attitudes Scale measuring interprofessional attitudes, and our secondary outcome measure was the study-specific questionnaire measuring the direct effect of our interprofessional education session. RESULTS Graduate students showed significant improvements in the subscale of teamwork, roles, and responsibilities in the Interprofessional Attitudes Scale. Students also showed significant improvements in "understanding of other professions," "perceived-readiness to work interprofessionally," and "perceived-readiness to work with older adults" in the study-specific questionnaire. Ceiling effects were observed in most of the subscales in the Interprofessional Attitudes Scale. CONCLUSION This study demonstrates that a single 4-hour interprofessional education session can improve interprofessional attitudes, knowledge of other professions, and perceived-readiness of health science graduate students to work interprofessionally and to work with older adults.
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Affiliation(s)
- Young Joo Kim
- Department of Occupational Therapy, College of Allied Health Sciences, East Carolina University, Greenville, NC, USA.
| | - Jennifer C Radloff
- Department of Occupational Therapy, Adventist University of Health Sciences, Orlando, FL, USA
| | - C Kim Stokes
- Department of Physician Assistant Studies, College of Allied Health Sciences, East Carolina University, Greenville, NC, USA
| | - Christine R Lysaght
- Department of Physical Therapy, College of Allied Health Sciences, East Carolina University, Greenville, NC, USA
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Kumar A, Kent F, Wallace EM, McLelland G, Bentley D, Koutsoukos A, Nestel D. Interprofessional education and practice guide No. 9: Sustaining interprofessional simulation using change management principles. J Interprof Care 2018; 32:771-778. [DOI: 10.1080/13561820.2018.1511525] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Arunaz Kumar
- Faculty of Medicine, Monash University, Melbourne, Australia
| | - Fiona Kent
- Faculty of Allied Health, Monash University, Melbourne, Australia
| | - Euan M. Wallace
- Faculty of Medicine, Monash University, Melbourne, Australia
| | - Gayle McLelland
- School of Nursing of Midwifery, Monash University, Melbourne, Australia
| | - Deirdre Bentley
- Faculty of Medicine, Monash University, Melbourne, Australia
| | | | - Debra Nestel
- School of Rural Health, Monash University, Melbourne, Australia
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Carney PA, Bearden DT, Osborne ML, Driessnack M, Stilp CC, Gedney Baggs J, Austin JP, Tonning K, Boyd J. Economic models for sustainable interprofessional education. J Interprof Care 2018; 32:745-751. [DOI: 10.1080/13561820.2018.1509846] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Patricia A. Carney
- Department of Family Medicine, School of Medicine, Oregon Health & Science University, Portland, OR, USA
| | - David T. Bearden
- Department of Pharmacy Practice, Oregon Health & Science University, Portland, OR, USA
| | - Molly L. Osborne
- Department of Internal Medicine, School of Medicine and Veteran’s Administration (VA), Pulmonary Section, VA Portland Health Care System, Oregon Health & Science University, Portland, OR, USA
| | - Martha Driessnack
- School of Nursing, Oregon Health & Science University, Portland, OR, USA
| | - Curt C. Stilp
- Division of Physician Assistant Education, School of Medicine, Oregon Health & Science University, Portland OR
| | | | - Jared P. Austin
- Department of Pediatrics, School of Medicine, Oregon Health & Science University, Portland, OR, USA
| | - Kristi Tonning
- Department of Radiation Medicine, Oregon Health & Science University, Portland, OR, USA
| | - Jennifer Boyd
- Interprofessional Initiatives (Former), Oregon Health & Science University, Portland, OR, USA
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Baik D, Abu-Rish Blakeney E, Willgerodt M, Woodard N, Vogel M, Zierler B. Examining interprofessional team interventions designed to improve nursing and team outcomes in practice: a descriptive and methodological review. J Interprof Care 2018; 32:719-727. [PMID: 30084723 DOI: 10.1080/13561820.2018.1505714] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Effective interprofessional (IP) team-based care is critical to enhance the delivery of efficient care and improve nursing and IP team outcomes. This study aims to review the most recent IP team intervention studies that focused on outcomes related to nursing and IP teams. PubMed, CINAHL, PsycINFO, and Embase were searched for existing literature published between January 2011 and December 2016. The search strategy was developed through both literature review and consultation with a health sciences librarian. This review included IP team intervention studies published in peer-reviewed journals and written in English. Studies were included if they conducted an IP team intervention for healthcare teams that include nurses and examined outcomes related to nursing and the IP teams. Based on inclusion and exclusion criteria, 41 articles were included for the final review. Two authors extracted data on the characteristics of IP team interventions, assessment methods, and their outcomes related to nursing and IP teams using a data abstraction tool developed by the research team. The quality of the included studies was assessed using the Mixed Methods Appraisal Tool. We found that most of the included studies were conducted in the US and on inpatient units. A quasi-experimental study design was most commonly employed. Most studies conducted IP team training such as TeamSTEPPS® as a one-time activity. The most common outcomes measured were attitudes or perceptions about IP teamwork or communication, followed by patient-related outcomes, and knowledge or skills about IP competencies. The quality of the included studies was generally low. The findings from this review will contribute to understanding the characteristics of current IP intervention studies and call for IP scholars to design more rigorous yet realistic IP intervention studies.
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Affiliation(s)
- Dawon Baik
- Department of Biobehavioral Nursing and Health Informatics, School of Nursing, University of Washington, Seattle, WA, USA
| | - Erin Abu-Rish Blakeney
- Department of Biobehavioral Nursing and Health Informatics, School of Nursing, University of Washington, Seattle, WA, USA
| | - Mayumi Willgerodt
- School of Nursing and Health Studies, University of Washington Bothell, WA, USA
| | - Nicole Woodard
- Center for Health Sciences Interprofessional Education, Research and Practice, University of Washington, Seattle, WA, USA
| | - Mia Vogel
- Department of Health Services, University of Washington, Seattle, WA, USA
| | - Brenda Zierler
- Department of Biobehavioral Nursing and Health Informatics, School of Nursing, University of Washington, Seattle, WA, USA
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Quesnelle KM, Bright DR, Salvati LA. Interprofessional education through a telehealth team based learning exercise focused on pharmacogenomics. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:1062-1069. [PMID: 30314542 DOI: 10.1016/j.cptl.2018.05.015] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2017] [Revised: 03/05/2018] [Accepted: 05/11/2018] [Indexed: 05/26/2023]
Abstract
BACKGROUND Traditional interprofessional educational (IPE) exercises are those where learning exists "about, from, and with" trainees in two or more professions in order to prepare health sciences professionals to work on interprofessional teams. One emerging difficulty with IPE is the paucity of health profession students at single institutions, and the geographic and financial constraints of multi-institutional collaboration. INTERPROFESSIONAL EDUCATION ACTIVITY To circumvent these barriers, we developed a multi-institution telehealth team-based learning (TBL) event between medical and pharmacy students on the topic of pharmacogenomics (PGx). Using a validated pre-post survey design, student attitudes and perceptions were measured before and after an educational intervention designed to simulate interprofessional telehealth collaboration. The survey results showed significant improvement across all areas of student attitudes toward interprofessional collaboration. Also, medical student PGx confidence increased substantially during the exercise even though the only PGx instruction they received was from pharmacy students. DISCUSSION These data demonstrate that learning exists "about, from, and with" trainees in other professions, even if they do not physically train in the same location. Free tools are available to create virtual interactions between students on different campuses, and telehealth exercises using these tools are a valid way to conduct IPE across different campuses. The instructional experience does not need to be identical for all participants in the IPE event; rather, tailoring the educational experience to each group of students provides opportunities for inter-student teaching.
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Affiliation(s)
- Kelly M Quesnelle
- Department of Biomedical Sciences, Western Michigan University Homer Stryker M.D. School of Medicine, 1000 Oakland Dr., Kalamazoo 49008-8070, MI, United States.
| | - David R Bright
- Department of Pharmaceutical Sciences, Ferris State University College of Pharmacy, 220 Ferris Dr., Big Rapids 49307, MI, United States.
| | - Lisa A Salvati
- Department of Pharmacy Practice, Ferris State University College of Pharmacy, 25 Michigan NE, Grand Rapids 49503, MI, United States.
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Kangas S, Rintala TM, Jaatinen P. An integrative systematic review of interprofessional education on diabetes. J Interprof Care 2018; 32:706-718. [PMID: 30040507 DOI: 10.1080/13561820.2018.1500453] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Interprofessional education (IPE) aims at enhancing the ability of healthcare professionals from different disciplines to work together effectively, improving the quality of patient care. An interprofessional approach is essential in diabetes management, but there is only limited evidence of the effects of diabetes-specific IPE. The aim of this integrative review is to gather all relevant recent data on the outcomes of IPE on diabetes management. The search in the CINAHL, Medline and PsycINFO databases resulted in 1136 potential studies. An inductive content analysis was used to synthesize the key findings of the 14 studies found to fulfill the inclusion criteria of the systematic review. Two main categories and four subcategories of findings were identified. Firstly, the achieved outcomes included individual gain (e.g., learner´s confidence and motivation to treat patients with diabetes) and external benefits (e.g., benefits for the patient). Secondly, the experiences of IPE included both challenges (e.g., competing interests of different professions) and strengths (e.g., practical approach to diabetes management). In conclusion, the findings indicate that both learners and patients with diabetes benefit from IPE on diabetes management. Educators are encouraged to adopt practical IP approaches in diabetes education. However, it is necessary to estimate the resources available. More research is needed on the cost-effectiveness, long-term effects, and patient perspective of IPE on diabetes management.
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Affiliation(s)
- Sanna Kangas
- Faculty of Medicine and Life Sciences, University of Tampere, Tampere, Finland.,Department of Internal Medicine, Tampere University Hospital, Tampere, Finland
| | | | - Pia Jaatinen
- Faculty of Medicine and Life Sciences, University of Tampere, Tampere, Finland.,Department of Internal Medicine, Tampere University Hospital, Tampere, Finland.,Division of Internal Medicine, Seinäjoki Central Hospital, Seinäjoki, Finland
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O’Keefe M, Ward H. Implementing interprofessional learning curriculum: how problems might also be answers. BMC MEDICAL EDUCATION 2018; 18:132. [PMID: 29884159 PMCID: PMC5994112 DOI: 10.1186/s12909-018-1231-1] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2017] [Accepted: 05/21/2018] [Indexed: 05/28/2023]
Abstract
BACKGROUND Despite interprofessional learning (IPL) being widely recognised as important for health care professions, embedding IPL within core curriculum remains a significant challenge. The aim of this study was to identify tensions associated with implementing IPL curriculum for educators and clinical supervisors, and to examine these findings from the perspective of activity theory and the expansive learning cycle (ELC). METHODS We interviewed 12 faculty staff and ten health practitioners regarding IPL. Interviews were semi-structured. Following initial thematic analysis, further analysis was undertaken to characterise existing activity systems and the contradictions associated with implementing IPL. These findings were then mapped to the ELC. RESULTS Five clusters of contradictions were identified: the lack of a workable definition; when and what is best for students; the leadership hot potato; big expectations of IPL; and, resisting cultural change. When mapped to the ELC, it was apparent that although experienced as challenges, these contradictions had not yet generated sufficient tension to trigger 'break through' novel thinking, or contemplation and modelling of new solutions. CONCLUSIONS The application of activity theory and the ELC offered an approach in which the most troublesome challenges might be reframed as opportunities for change. Seemingly intractable problems could be worked on to identify and address underlying fears and assumptions. If sufficient tension can be generated, an ELC could then be triggered. In reframing challenges as opportunities, the power of tensions and contradictions as potential levers for effective change might be more successfully accessed.
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Affiliation(s)
- Maree O’Keefe
- Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, Australia
| | - Helena Ward
- Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, Australia
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Tran C, Kaila P, Salminen H. Conditions for interprofessional education for students in primary healthcare: a qualitative study. BMC MEDICAL EDUCATION 2018; 18:122. [PMID: 29866079 PMCID: PMC5987484 DOI: 10.1186/s12909-018-1245-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/21/2017] [Accepted: 05/30/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Primary healthcare in Sweden and worldwide has a diverse structure with many kinds of healthcare units involved. This is a challenge for collaboration between different professions in primary healthcare, as the different healthcare professions often work in silos. Interprofessional education (IPE) in the context of primary healthcare is less studied than IPE at hospitals and most of the studies in primary healthcare have focused on collaboration between general practitioners and nurses. The aim of this study was to describe how healthcare students perceived conditions for IPE in primary healthcare. METHODS Qualitative group interviews were used and a total of 26 students, recruited on a voluntary basis participated in four group interviews with students mixed from study programmes in nursing, physiotherapy, occupational therapy and medicine. Students from the study programme in medicine were in their second to eleventh semesters of 11 semesters in total, whilst students from the occupational therapist, physiotherapist and nursing programmes were in their fourth to sixth of six semesters in total. RESULTS Our findings indicated one theme: Students perceived a need for support and awareness of IPE from both study programmes and clinical placements. Five categories were found to belong to the theme. Students' tunnel-vision focus on their own profession may have affected their ability to collaborate with students from other professions. The nature of the patients' healthcare problems decided if they were perceived as suitable for IPE. Clinical supervisors' support for and attitude towards IPE were important. The hierarchy between different professions was perceived as a hindrance for seeking help from the other professions. The students asked for more collaboration between different study programmes, in order to gain knowledge about the roles and responsibilities of the other professions. CONCLUSIONS In conclusion, students in this study considered it essential for different study programmes and clinical placements to be more aware of the opportunities for and importance of IPE. The study identified conditions that were required for IPE in primary healthcare that may be helpful for healthcare teachers and clinical supervisors to better understand how students perceive IPE in primary healthcare, thus facilitating the planning of IPE.
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Affiliation(s)
- Carrie Tran
- Department of Neurobiology, Care Sciences and Society, Division of Family Medicine and Primary Care, Karolinska Institutet, Alfred Nobels Allé 23, 141 83 Huddinge, Sweden
| | - Päivi Kaila
- Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Alfred Nobels Allé 23, 141 83 Huddinge, Sweden
| | - Helena Salminen
- Department of Neurobiology, Care Sciences and Society, Division of Family Medicine and Primary Care, Karolinska Institutet, Alfred Nobels Allé 23, 141 83 Huddinge, Sweden
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Eva KW. Cognitive Influences on Complex Performance Assessment: Lessons from the Interplay between Medicine and Psychology. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2018. [DOI: 10.1016/j.jarmac.2018.03.008] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Butterworth K, Rajupadhya R, Gongal R, Manca T, Ross S, Nichols D. A clinical nursing rotation transforms medical students' interprofessional attitudes. PLoS One 2018; 13:e0197161. [PMID: 29795598 PMCID: PMC5967832 DOI: 10.1371/journal.pone.0197161] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2017] [Accepted: 04/27/2018] [Indexed: 11/19/2022] Open
Abstract
This study explores the extent to which a one-week nursing rotation for medical students changed the interprofessional attitudes of the participating nurses and students. Third-year medical students worked with nurses before starting clinical rotations. Pre- and post-experience surveys assessing perceptions of mutual respect, nurse-doctor roles, and interprofessional communication and teamwork were given to 55 nurses and 57 students. The surveys consisted of qualitative questions and a Likert scale questionnaire that was analyzed using qualitative and quantitative content analyses. The response rate was 51/57 (89%) students and 44/55 (80%) nurse preceptors. Nurses reported that students met nurses’ expectations by displaying responsibility, respect, effective communication, and an understanding of nursing roles. Medical students’ narratives demonstrated two significant changes. First, their views of nurses changed from that of physician helpers to that of collaborative patient-centred professionals. Second, they began defining nursing not by its tasks, but as a caring- and communication-centred profession. Responses to Likert-scaled questions showed significant differences corresponding to changes described in the narrative. A one-week immersive clinical nursing rotation for medical students was a transformative way of learning interprofessional competencies. Learning in an authentic workplace during a clinical rotation engendered mutual respect between nurses and future doctors. Students’ view of the role of nurses changed from nurses working for doctors with patients, to working with doctors for patients.
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Affiliation(s)
- Katrina Butterworth
- Department of General Practice, Patan Academy of Health Sciences, Lalitpur, Nepal
| | - Rashmi Rajupadhya
- School of Nursing, Patan Academy of Health Sciences, Lalitpur, Nepal
| | - Rajesh Gongal
- Department of General Surgery, Patan Academy of Health Sciences, Lalitpur, Nepal
| | - Terra Manca
- Canadian Center for Vaccinology, Dalhousie University, Halifax, Canada
| | - Shelley Ross
- Department of Family Medicine, University of Alberta, Edmonton, Canada
| | - Darren Nichols
- Department of Family Medicine, University of Alberta, Edmonton, Canada
- * E-mail:
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Maddock B, Kumar A, Kent F. Creating a Collaborative Care Curriculum Framework. CLINICAL TEACHER 2018; 16:120-124. [PMID: 29790647 DOI: 10.1111/tct.12796] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND A faculty-wide approach to curriculum design is required to ensure students within all health professional courses are provided with relevant interprofessional education opportunities across their course of study. Within the Faculty of Medicine, Nursing and Health Sciences at Monash University, Australia, a Collaborative Care Curriculum Framework was developed to detail the learning outcomes for collaborative care for pre-registration students. METHODS A six-stage process was undertaken. A working group was established, and existing literature, interprofessional frameworks and accreditation documents were analysed, and themes extracted. Consensus was obtained across the multiple professions (12 in our context) regarding the main themes and student learning outcomes. Multimedia was engaged to facilitate the communication of the framework across the faculty. DISCUSSION Keys to the successful development of the framework included reference to profession-specific accreditation requirements, incorporating patient and student perspectives, and working with multimedia to produce clear professional documents. The outcome of the six-stage structured process was the establishment of an agreed framework for use across professions when planning an interprofessional curriculum. Subsequent benefits of developing the framework include a shared language, vision and priorities for the development of new interprofessional curriculum activities. A Collaborative Care Curriculum Framework was developed to detail the learning outcomes for pre-registration students CONCLUSION: Each stage of the framework development is outlined to allow others to replicate the process in their local context. The process undertaken and the challenges encountered are described, in addition to the subsequent benefits for faculty members and students.
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Affiliation(s)
- Bronwyn Maddock
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
| | - Arunaz Kumar
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
| | - Fiona Kent
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
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Welsch LA, Hoch J, Poston RD, Parodi VA, Akpinar-Elci M. Interprofessional education involving didactic TeamSTEPPS® and interactive healthcare simulation: A systematic review. J Interprof Care 2018; 32:657-665. [PMID: 29757048 DOI: 10.1080/13561820.2018.1472069] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
The didactic portion of TeamSTEPPS®, which focuses on teaching teamwork and communication, coupled with interactive simulation methods provides a unique interprofessional education (IPE) learning environment. Across the literature there are a wide variety of such programs described, but there is not a consensus on the most effective methodology. A systematic review was therefore undertaken to synthesize, critically appraise, and evaluate existing literature on IPE programs that utilize didactic TeamSTEPPS in conjunction with interactive healthcare simulation. EBSCO and PubMed databases were searched from inception through March 2017 using predetermined inclusion and exclusion criteria. The initial search yielded 66 articles which was reduced to 42 peer-reviewed publications after duplicates were removed. An additional 2 articles were identified via hand search. Therefore, 44 articles were identified and reviewed and 11 studies met all inclusion criteria. Critical appraisal was performed using The Medical Education Research Study Quality Instrument and Newcastle-Ottawa Scale-Education instruments. The outcome measures associated with each program as well as specifics of the didactic portion and interactive healthcare simulation are further explored in this review. It is anticipated that the findings from this systematic review will aid in the development of future evidence-based interprofessional programs.
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Affiliation(s)
| | - Johanna Hoch
- Health Sciences, Old Dominion University, Norfolk, VA, USA
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McElfish PA, Moore R, Buron B, Hudson J, Long CR, Purvis RS, Schulz TK, Rowland B, Warmack TS. Integrating Interprofessional Education and Cultural Competency Training to Address Health Disparities. TEACHING AND LEARNING IN MEDICINE 2018; 30:213-222. [PMID: 29190158 DOI: 10.1080/10401334.2017.1365717] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
PROBLEM Many U.S. medical schools have accreditation requirements for interprofessional education and training in cultural competency, yet few programs have developed programs to meet both of these requirements simultaneously. Furthermore, most training programs to address these requirements are broad in nature and do not focus on addressing health disparities. The lack of integration may reduce the students' ability to apply the knowledge learned. Innovative programs that combine these two learning objectives and focus on disenfranchised communities are needed to train the next generation of health professionals. INTERVENTION A unique interprofessional education program was developed at the University of Arkansas for Medical Sciences Northwest. The program includes experiential learning, cultural exposure, and competence-building activities for interprofessional teams of medicine, nursing, and pharmacy students. The activities include (a) educational seminars, (b) clinical experiential learning in a student-led clinic, and (c) community-based service-learning through health assessments and survey research events. CONTEXT The program focuses on interprofessional collaboration to address the health disparities experienced by the Marshallese community in northwest Arkansas. The Marshallese are Pacific Islanders who suffer from significant health disparities related to chronic and infectious diseases. OUTCOME Comparison tests revealed statistically significant changes in participants' retrospectively reported pre/posttest scores for Subscales 1 and 2 of the Readiness for Interpersonal Learning Scale and for the Caffrey Cultural Competence in Healthcare Scale. However, no significant change was found for Subscale 3 of the Readiness for Interpersonal Learning Scale. Qualitative findings demonstrated a change in students' knowledge, attitudes, and behavior toward working with other professions and the underserved population. LESSONS LEARNED The program had to be flexible enough to meet the educational requirements and class schedules of the different health professions' education programs. The target community spoke limited English, so providing interpretation services using bilingual Marshallese community health workers was integral to the program's success.
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Affiliation(s)
- Pearl Anna McElfish
- a Office of Community Health and Research, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Ramey Moore
- a Office of Community Health and Research, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Bill Buron
- b College of Nursing, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Jonell Hudson
- c College of Pharmacy, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Christopher R Long
- a Office of Community Health and Research, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Rachel S Purvis
- a Office of Community Health and Research, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Thomas K Schulz
- d Department of Internal Medicine , University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Brett Rowland
- a Office of Community Health and Research, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - T Scott Warmack
- c College of Pharmacy, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
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Pogge EK, Hunt RJ, Patton LR, Reynolds SC, Davis LE, Storjohann TD, Tennant SE, Call SR. A Pilot Study on an Interprofessional Course Involving Pharmacy and Dental Students in a Dental Clinic. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6361. [PMID: 29692442 PMCID: PMC5909874 DOI: 10.5688/ajpe6361] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2017] [Accepted: 08/07/2017] [Indexed: 05/13/2023]
Abstract
Objective. To assess the effect of a dental clinical rotation program involving pharmacy students and dental students. Methods. An interprofessional education (IPE) course was offered as an elective to second-year pharmacy students and required for third-year dental students. The course included two in-class sessions, one online lecture, and five clinic sessions. Program evaluation analyses included a comparison of participating versus nonparticipating students on a knowledge survey of pharmacotherapy and IPE, and a descriptive analysis of IPE course evaluation results. Results. Among pharmacy students, mean scores were significantly higher for participants than nonparticipants on the 31-item pharmacy knowledge component of the survey. On the eight-item IPE component of the survey, scores were significantly higher for participants than for nonparticipants, both among pharmacy students and among dental students. Awareness and attitudes about IPE were generally high among course participants. Conclusion. An IPE course that integrates second-year pharmacy students with third-year dental students in the dental clinic to provide medication history, education, and identification of potential drug-related problems improved pharmacy students' knowledge of pharmacotherapy related to or associated with dental conditions and improved pharmacy and dental students' knowledge and attitudes about IPE.
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Affiliation(s)
| | - Ronald J. Hunt
- Midwestern University College of Dental Medicine-Glendale, Arizona
| | - Lynn R. Patton
- Midwestern University College of Pharmacy-Glendale, Arizona
| | | | | | | | | | - Steven R. Call
- Midwestern University College of Dental Medicine-Glendale, Arizona
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Poirier TI, Wilhelm M. Scholarly and Best Practices in Assessment. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6769. [PMID: 29692446 PMCID: PMC5909878 DOI: 10.5688/ajpe6769] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2017] [Accepted: 11/14/2017] [Indexed: 05/22/2023]
Affiliation(s)
- Therese I. Poirier
- Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, Illinois
- Editorial Board Member, American Journal of Pharmaceutical Education
| | - Miranda Wilhelm
- Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, Illinois
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An update on the status of interprofessional education and interprofessional prevention education in U.S. academic health centers. ACTA ACUST UNITED AC 2018. [DOI: 10.1016/j.xjep.2017.12.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Walmsley L, Fortune M, Brown A. Experiential interprofessional education for medical students at a regional medical campus. CANADIAN MEDICAL EDUCATION JOURNAL 2018; 9:e59-e67. [PMID: 30140336 PMCID: PMC6104331] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
BACKGROUND Regional medical campuses are often challenged with providing effective interprofessional education (IPE) opportunities for medical students that are comparable to those at main campuses. At distributed teaching sites, there is often less IPE infrastructure and fewer learners of other health professions. On the other hand, distributed medical education (DME) settings often have community-based clinical environments and fewer medical students, which can provide unique opportunities for IPE curriculum innovation. METHODS At the Niagara Regional Campus (NRC) of McMaster University, the Horizontal Elective for Interprofessional Growth & Healthcare Team ENhancement (HEIGHTEN) was developed to provide first-year medical students the opportunity to learn from and work alongside nurses in a community hospital. This study assesses HEIGHTEN's impact on students' knowledge, confidence, and attitudes towards interprofessional care, as well as student satisfaction with the learning experience using a mixed methods evaluation. RESULTS Findings suggest that HEIGHTEN provided an enjoyable learning experience, fostered positive interprofessional attitudes and an appreciation for the nursing role. Voluntary participation by medical students was high and increased both within the regional campus and with students from other campuses travelling to participate. CONCLUSION This model for IPE can be feasibly replicated by distributed teaching sites to provide medical students with hands-on, experiential learning early in training, leading to positive attitudes and behaviours supporting interprofessional collaboration (IPC).
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Affiliation(s)
- Laura Walmsley
- Michael G. DeGroote School of Medicine, Niagara Regional Campus, McMaster University, Ontario, Canada
| | - Melanie Fortune
- Michael G. DeGroote School of Medicine, Niagara Regional Campus, McMaster University, Ontario, Canada
| | - Allison Brown
- Michael G. DeGroote School of Medicine, Niagara Regional Campus, McMaster University, Ontario, Canada
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Ontario, Canada
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Interprofessional Education of Allied Health Professionals – Perspectives of Experts / Interprofessionelles Lehren und Lernen in den Gesundheitsprofessionen aus Sicht von Experten/-innen. INTERNATIONAL JOURNAL OF HEALTH PROFESSIONS 2018. [DOI: 10.2478/ijhp-2018-0004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Abstract
Given increasing requirements for health care services, interprofessional cooperation between healthcare professions has been recently gaining momentum. To ensure that cooperation with other healthcare professionals does not occur for the first time in clinical settings, several projects have been developed over the past years in Germany, aiming to prepare future clinicians for interprofessional cooperation during their study or vocational training programs. The conceptual diversity underlying these projects is reflected for instance in their target groups, as well as in their different structures, contents and aims. The prevailing heterogeneity in this field partly results of structural decisions made by project designers. The present study aims to explore the perspectives of experts involved in the development of those interprofessional education programs. Accordingly, this paper aims to provide information on the perspectives of a population which has until now received little consideration in this context, and to identify and describe opportunities and challenges for the implementation of interprofessional teaching and learning processes.
Relevant categories providing a systematic representation of the study results could be extracted based on the content analysis of qualitative, semi-structured expert interviews.
The study results show that interprofessional cooperation between health professions is inextricably linked with interprofessional education. At the same time, current projects and publications still rank low on the general and relevant policy-making agenda. This points to the need for the provision of more support and necessary structural and organizational conditions for interprofessional teaching, as well as to significantly intensify discussions on the topic on various levels.
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O'Rourke J, Horsley TL, Doolen J, Mariani B, Pariseault C. Integrative Review of Interprofessional Simulation in Nursing Practice. J Contin Educ Nurs 2018; 49:91-96. [DOI: 10.3928/00220124-20180116-09] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2017] [Accepted: 11/13/2017] [Indexed: 11/20/2022]
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Hudson JN, Croker A. Educating for collaborative practice: an interpretation of current achievements and thoughts for future directions. MEDICAL EDUCATION 2018; 52:114-124. [PMID: 28984388 DOI: 10.1111/medu.13455] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Revised: 05/09/2017] [Accepted: 07/28/2017] [Indexed: 06/07/2023]
Abstract
CONTEXT The Edinburgh Declaration, developed in 1998 as a pledge to alter the character of medical education to more effectively meet the needs of society, included a recommendation to increase the opportunity for joint learning between health and health-related professions, as part of the training for teamwork. This article acknowledges achievements since the Declaration in relation to this recommendation, using an umbrella term for the phenomenon, 'educating for collaborative practice', and presents a perspective framed as a series of questions to encourage reflection on future directions. METHODS A literature interpretation, informed by philosophical hermeneutics, was conducted using text sets comprising reports and reviews from a section of the international literature since 1988. The interpretation involved: engaging with meanings as presented in the chosen texts; making iterative returns to the texts to explore emerging understanding; and ensuring parts of our understanding from particular texts were fused with complete understanding of the texts as a whole. A lens of appreciative inquiry facilitated acknowledgement of what has been achieved, while being curious about how it could be. RESULTS Interpretation of the selected literature revealed notable achievements. Areas for further consideration were identified in relation to three themes: establishing shared understanding AND purpose behind use of terminology; being a conduit AND sharing responsibility for change; exploring ways of doing things AND ensuring ongoing inclusivity. CONCLUSIONS Interpreting the current literature on 'educating for collaborative practice' has generated questions for reflection on how it may be otherwise. Readers are encouraged to embrace the tensions inherent in unanswered questions, providing space for communication, initiative and diversity of thought. An ongoing dialogue with the literature is proposed, asking whether educating students for a collective identity in settings where they are learning for and with patients is likely to advance educating for patient-centred collaborative practice.
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Affiliation(s)
- Judith Nicky Hudson
- Faculty of Health and Medicine, University of Newcastle, New South Wales, Australia
- Faculty of Health and Medical Sciences, University of Adelaide, South Australia
| | - Anne Croker
- Faculty of Health and Medicine, University of Newcastle, New South Wales, Australia
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Preceptors' Perceptions of Interprofessional Practice, Student Interactions, and Strategies for Interprofessional Education in Clinical Settings. J Physician Assist Educ 2017; 28:214-217. [PMID: 29189653 DOI: 10.1097/jpa.0000000000000168] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
PURPOSE This study describes clinical preceptors' perceptions of interprofessional practice, the nature and variety of physician assistant (PA) students' interprofessional interactions during clinical training, and factors that facilitate or hinder interprofessional education (IPE) in clinical settings. METHODS This qualitative study involved interviews with preceptors that were audio-recorded, transcribed, and then analyzed through an iterative process to identify key conceptual themes. RESULTS Fourteen preceptors from a variety of clinical settings participated. Four themes were identified: (1) preceptors define interprofessional practice differently; (2) students learn about teams by being a part of teams; (3) preceptors separate students to avoid diluting learning experiences; and (4) preceptors can facilitate IPE by introducing students to members of the team and role modeling team skills. CONCLUSIONS The themes may inform PA educators' efforts to increase IPE in clinical settings through educational interventions with both preceptors and students.
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Fox L, Onders R, Hermansen-Kobulnicky CJ, Nguyen TN, Myran L, Linn B, Hornecker J. Teaching interprofessional teamwork skills to health professional students: A scoping review. J Interprof Care 2017; 32:127-135. [DOI: 10.1080/13561820.2017.1399868] [Citation(s) in RCA: 76] [Impact Index Per Article: 10.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Lanae Fox
- University of Wyoming School of Pharmacy, Laramie, WY, USA
| | - Robert Onders
- University of Washington, Seattle, WA, USA
- Alaska Native Tribal Health Consortium, Anchorage, AK, USA
| | | | | | - Leena Myran
- University of Wyoming School of Pharmacy, Laramie, WY, USA
| | - Becky Linn
- University of Wyoming School of Pharmacy, Laramie, WY, USA
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Chan LK, Ganotice F, Wong FKY, Lau CS, Bridges SM, Chan CHY, Chan N, Chan PWL, Chen HY, Chen JY, Chu JKP, Ho CC, Ho JMC, Lam TP, Lam VSF, Li Q, Shen JG, Tanner JA, Tso WWY, Wong AKC, Wong GTC, Wong JYH, Wong NS, Worsley A, Yu LK, Yum TP. Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students' evaluation of their readiness for interprofessional learning. BMC MEDICAL EDUCATION 2017; 17:221. [PMID: 29157232 PMCID: PMC5697117 DOI: 10.1186/s12909-017-1046-5] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2017] [Accepted: 11/02/2017] [Indexed: 05/20/2023]
Abstract
BACKGROUND Interprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning principles, team-based learning was adopted as the pedagogy for the program, which was therefore called the interprofessional team-based learning program (IPTBL). The authors describe the development and implementation of the IPTBL program and evaluate the effectiveness of the program implementation. METHODS Eight hundred and one students, who are predominantly Chinese, participated in the IPTBL. The quantitative design (a pretest-posttest experimental design) was utilized to examine the students' gains on their readiness to engage in interprofessional education (IPE). RESULTS Three instructional units (IUs) were implemented, each around a clinical area which could engage students from complementary health and social care disciplines. Each IU followed a team-based learning (TBL) process: pre-class study, individual readiness assurance test, team readiness assurance test, appeal, feedback, and application exercise. An electronic platform was developed and was progressively introduced in the three IUs. The students' self-perceived attainment of the IPE learning outcomes was high. Across all four subscales of RIPLS, there was significant improvement in student's readiness to engage in interprofessional learning after the IPTBL. A number of challenges were identified: significant time involvement of the teachers, difficulty in matching students from different programs, difficulty in making IPTBL count towards a summative assessment score, difficulty in developing the LAMS platform, logistics difficulty in managing paper TBL, and inappropriateness of the venue. CONCLUSIONS Despite some challenges in developing and implementing the IPTBL program, our experience showed that TBL is a viable pedagogy to be used in interprofessional education involving hundreds of students. The significant improvement in all four subscales of RIPLS showed the effects of the IPTBL program in preparing students for collaborative practice. Factors that contributed to the success of the use of TBL for IPE are discussed.
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Affiliation(s)
- Lap Ki Chan
- The University of Hong Kong, Hong Kong, People’s Republic of China
- School of Biomedical Sciences, Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pok Fu Lam Hong Kong, People’s Republic of China
| | - Fraide Ganotice
- The University of Hong Kong, Hong Kong, People’s Republic of China
| | | | - Chak Sing Lau
- The University of Hong Kong, Hong Kong, People’s Republic of China
| | - Susan M. Bridges
- The University of Hong Kong, Hong Kong, People’s Republic of China
| | | | - Namkiu Chan
- The Hong Kong Polytechnic University, Hong Kong, People’s Republic of China
| | | | - Hai Yong Chen
- The University of Hong Kong, Hong Kong, People’s Republic of China
| | - Julie Yun Chen
- The University of Hong Kong, Hong Kong, People’s Republic of China
| | | | - Charlene C. Ho
- The University of Hong Kong, Hong Kong, People’s Republic of China
| | | | - Tai Pong Lam
- The University of Hong Kong, Hong Kong, People’s Republic of China
| | | | - Qingyun Li
- The University of Hong Kong, Hong Kong, People’s Republic of China
| | - Jian Gang Shen
- The University of Hong Kong, Hong Kong, People’s Republic of China
| | | | | | | | | | | | - Nai Sum Wong
- The University of Hong Kong, Hong Kong, People’s Republic of China
| | - Alan Worsley
- The University of Hong Kong, Hong Kong, People’s Republic of China
| | - Lei King Yu
- The University of Hong Kong, Hong Kong, People’s Republic of China
| | - Tin Pui Yum
- The University of Hong Kong, Hong Kong, People’s Republic of China
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Lairamore C, Morris D, Schichtl R, George-Paschal L, Martens H, Maragakis A, Garnica M, Jones B, Grantham M, Bruenger A. Impact of team composition on student perceptions of interprofessional teamwork: A 6-year cohort study. J Interprof Care 2017; 32:143-150. [DOI: 10.1080/13561820.2017.1366895] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Chad Lairamore
- Department of Physical Therapy, University of Central Arkansas, Conway, Arkansas, USA
| | - Duston Morris
- Department of Physical Therapy, University of Central Arkansas, Conway, Arkansas, USA
| | - Rachel Schichtl
- Department of Physical Therapy, University of Central Arkansas, Conway, Arkansas, USA
| | - Lorrie George-Paschal
- Department of Physical Therapy, University of Central Arkansas, Conway, Arkansas, USA
| | - Heather Martens
- Department of Physical Therapy, University of Central Arkansas, Conway, Arkansas, USA
| | - Alexandros Maragakis
- Department of Psychology, Eastern Michigan University, University of Central Arkansas, Ypsilanti, Michigan, USA
| | - Mary Garnica
- Department of Physical Therapy, University of Central Arkansas, Conway, Arkansas, USA
| | - Barbara Jones
- Department of Physical Therapy, University of Central Arkansas, Conway, Arkansas, USA
| | - Myra Grantham
- Department of Physical Therapy, University of Central Arkansas, Conway, Arkansas, USA
| | - Adam Bruenger
- Department of Physical Therapy, University of Central Arkansas, Conway, Arkansas, USA
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137
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Gordon R, Flecknell M, Fournier T, Dupont D, Gowlett K, Furlong KE. Partnering for Patti: Shaping future healthcare teams through simulation-enhanced interprofessional education. CANADIAN JOURNAL OF RESPIRATORY THERAPY : CJRT = REVUE CANADIENNE DE LA THERAPIE RESPIRATOIRE : RCTR 2017; 53:81-87. [PMID: 30996640 PMCID: PMC6422223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
BACKGROUND Simulation-enhanced interprofessional education (sim-IPE) is a growing component of undergraduate health curricula, preparing learners for the practice environment and, in doing so, redefining practice culture. The Canadian Interprofessional Health Collaborative (CIHC) has established a national competency framework of integrative competency domains focused on fostering core skills, attitudes, and values in an effort to evolve interprofessional collaboration (IPC). This framework serves as the foundational underpinning for IPE within all health professions. Partnering for Patti is a sim-IPE experience collaboratively developed by faculty from Bachelor of Nursing and Respiratory Therapy programs within two Atlantic institutions leveled for third-year nursing and respiratory therapy students. This event provides an opportunity for participants to enhance their knowledge of the six CIHC IPE domains, and improve their understanding of and appreciation for IPC. Within this context learners must work together, and rely on the expertise of both professional groups to critically think through and improve a declining client scenario. Once complete, debriefing and reflective journaling help participants solidify learning and deduce new frames of understanding. It has been hypothesized that this event enhances student knowledge of CIHC IPE domains, and creates a deeper appreciation for, and understanding of IPC. The primary objective of this research was to determine if participants' understanding of CIHC IPE domains improved, and if perceptions of their own and the other profession were reframed as a result of this innovation. METHODS This article describes the educators' approach in setting up and delivering this learning experience and the results of this event through students' perceptions. This cross-sectional study used a descriptive mixed-methods design. Two data collection tools were used to explore changes in participants' perceptions and event feedback. RESULTS Data analysis found that the majority of participants identified value in this IPE learning experience. Qualitative and quantitative findings suggest participants developed a deepened appreciation for IPC and an improved understanding of the CIHC IPE competency domains. DISCUSSION The evaluative findings of this study support the value of Partnering for Patti as a novel IPE learning experience. Although it is unclear to what degree objectives were met, findings strongly support continued integration of this learning experience.
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Affiliation(s)
- Renée Gordon
- Department of Nursing and Health Science, University of New Brunswick Saint John, Saint John, NB, Canada
| | - Meaghan Flecknell
- Department of Nursing and Health Science, University of New Brunswick Saint John, Saint John, NB, Canada
| | - Tammie Fournier
- Respiratory Therapy Program, Allied Health Department, New Brunswick Community College, Saint John, NB, Canada
| | - Diana Dupont
- Department of Nursing and Health Science, University of New Brunswick Saint John, Saint John, NB, Canada
- Allied Health Department, New Brunswick Community College, Saint John, NB, Canada
| | - Katelyn Gowlett
- Department of Nursing and Health Science, University of New Brunswick Saint John, Saint John, NB, Canada
| | - Karen E. Furlong
- Department of Nursing and Health Science, University of New Brunswick Saint John, Saint John, NB, Canada
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Peeters MJ, Sexton M, Metz AE, Hasbrouck CS. A team-based interprofessional education course for first-year health professions students. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:1099-1110. [PMID: 29233378 DOI: 10.1016/j.cptl.2017.07.006] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2016] [Revised: 03/06/2017] [Accepted: 07/28/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND AND PURPOSE Interprofessional education (IPE) is required within pharmacy education, and should include classroom-based education along with experiential interprofessional collaboration. For classroom-based education, small-group learning environments may create a better platform for engaging students in the essential domain of interprofessional collaboration towards meaningful learning within IPE sub-domains (interprofessional communication, teams and teamwork, roles and responsibilities, and values and ethics). Faculty envisioned creating a small-group learning environment that was inviting, interactive, and flexible using situated learning theory. This report describes an introductory, team-based, IPE course for first-year health-professions students; it used small-group methods for health-professions students' learning of interprofessional collaboration. EDUCATIONAL ACTIVITY AND SETTING The University of Toledo implemented a 14-week required course involving 554 first-year health-sciences students from eight professions. The course focused on the Interprofessional Education Collaborative's (IPEC) Core Competencies for Interprofessional Collaboration. Students were placed within interprofessional teams of 11-12 students each and engaged in simulations, standardized-patient interviews, case-based communications exercises, vital signs training, and patient safety rotations. Outcomes measured were students' self-ratings of attaining learning objectives, perceptions of other professions (from word cloud), and satisfaction through end-of-course evaluations. FINDINGS This introductory, team-based IPE course with 554 students improved students' self-assessed competency in learning objectives (p < 0.01, Cohen's d = 0.9), changed students' perceptions of other professions (via word clouds), and met students' satisfaction through course evaluations. DISCUSSION AND SUMMARY Through triangulation of our various assessment methods, we considered this course offering a success. This interprofessional, team-based, small-group strategy to teaching and learning IPE appeared helpful within this interactive, classroom-based course.
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Affiliation(s)
- Michael J Peeters
- University of Toledo College of Pharmacy & Pharmaceutical Sciences, 3000 Arlington Ave, Mail Stop 1013, Toledo, OH 43614, United States.
| | - Martha Sexton
- University of Toledo College of Nursing, 3000 Arlington Ave, MS 1026, Toledo, OH 43614, United States.
| | - Alexia E Metz
- Occupational Therapy Doctoral Program, University of Toledo, 2801 W. Bancroft, MS 119, Toledo, OH 43606, United States.
| | - Carol S Hasbrouck
- University of Toledo, Interprofessional Immersive Simulation Center, 1214B Center for Creative Education Building, 3000 Arlington Ave, MS 1030, Toledo, OH 43614, United States.
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Kent F, Nankervis K, Johnson C, Hodgkinson M, Baulch J, Haines T. 'More effort and more time.' Considerations in the establishment of interprofessional education programs in the workplace. J Interprof Care 2017; 32:89-94. [PMID: 29083262 DOI: 10.1080/13561820.2017.1381076] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The argument for integrating interprofessional education (IPE) activities into the workplace has been made concurrently with the call for collaborative clinical practice. An exploratory case study investigation of existing activities in a large metropolitan health care network was undertaken to inform the development of future IPE initiatives. Purposive sampling invited clinicians involved in the design or delivery of workplace IPE activities to participate in a semi-structured interview to discuss their existing programs and the opportunities and challenges facing future work. Interviews were audiotaped, transcribed and thematically analysed. In total, 15 clinicians were interviewed representing medicine, nursing, occupational therapy, pharmacy, physiotherapy, psychology, social work and speech pathology. The IPE programs identified included one medical and midwifery student workshop, several dedicated new graduate or intern programs combining the professions and multiple continuing professional development programs. Three dominant themes were identified to inform the development of future work: clinician factors, organisational factors and IPE considerations. In addition to the cultural, physical and logistical challenges associated with education that integrates professions in the workplace, the time required for the design and delivery of integrated team training should be accounted for when establishing such programs. Considerations for sustainability include ongoing investment in education skills for clinicians, establishment of dedicated education roles and expansion of existing education activities.
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Affiliation(s)
- Fiona Kent
- a WISER Unit, Monash Health and Faculty Medicine, Nursing Health Sciences , Monash University , Melbourne , Australia
| | - Katrina Nankervis
- b Nursing and Midwifery Education and Strategy , Monash Health , Melbourne , Australia
| | - Christina Johnson
- c Monash Doctors Education and General Medicine, Monash Health and Faculty Medicine, Nursing Health Sciences , Monash Health , Melbourne , Australia
| | | | - Julie Baulch
- e School of Clinical Sciences, Monash Health and Faculty Medicine, Nursing Health Sciences , Monash University , Melbourne , Australia
| | - Terry Haines
- f Allied Health Research Unit, Monash Health and School of Primary and Allied Health , Monash University , Melbourne , Australia
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House JB, Cedarbaum J, Haque F, Wheaton M, Vredeveld J, Purkiss J, Moore L, Santen SA, Daniel M. Medical student perceptions of an initial collaborative immersion experience. J Interprof Care 2017; 32:245-249. [DOI: 10.1080/13561820.2017.1377691] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Joseph B. House
- Medical Student Education, Department of Emergency Medicine, Interprofessional Education, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Jacob Cedarbaum
- Office of Medical Student Education, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Fatema Haque
- Office of Medical Student Education, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Michael Wheaton
- Department of Physical Medicine and Rehabilitation, Michigan State University College of Human Medicine, Ann Arbor, Michigan, USA
| | - Jennifer Vredeveld
- Internal Medicine and Pediatrics Hospitalist, Departments of Internal Medicine and Pediatrics, Divisions of General Medicine and Hospital Pediatrics, Ann Arbor, Michigan, USA
| | - Joel Purkiss
- Department of Internal Medicine, Baylor Medical School, Ann Arbor, Michigan, USA
| | - Laurel Moore
- Department of Anesthesiology, University of Michigan Health System, Ann Arbor, Michigan, USA
| | - Sally A. Santen
- Department of Learning Health Sciences and Emergency Medicine, Educational Research and Quality Improvement, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Michelle Daniel
- University of Michigan Medical School, Curriculum, Emergency Medicine, Ann Arbor, Michigan, USA
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141
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Jakobsen RB, Gran SF, Grimsmo B, Arntzen K, Fosse E, Frich JC, Hjortdahl P. Examining participant perceptions of an interprofessional simulation-based trauma team training for medical and nursing students. J Interprof Care 2017; 32:80-88. [DOI: 10.1080/13561820.2017.1376625] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Affiliation(s)
- Rune Bruhn Jakobsen
- Department of Health Management and Health Economics, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
- Department of Orthopedic Surgery, Akershus University Hospital, University of Oslo, Oslo, Norway
| | - Sarah Frandsen Gran
- Department of Health Management and Health Economics, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
- Department of General Practice, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Bergsvein Grimsmo
- Department of Nursing, Faculty of Health Sciences, Oslo and Akershus University College of Applied Sciences, Oslo, Norway
| | - Kari Arntzen
- Department of Nursing, Faculty of Health Sciences, Oslo and Akershus University College of Applied Sciences, Oslo, Norway
| | - Erik Fosse
- Institute of Clinical Medicine, Faculty of Medicine, University of Oslo, Oslo, Norway
- The Intervention Centre, Oslo University Hospital, Oslo, Norway
| | - Jan C. Frich
- Department of Health Management and Health Economics, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Per Hjortdahl
- Department of General Practice, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
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Lockeman KS, Lanning SK, Dow AW, Zorek JA, DiazGranados D, Ivey CK, Soper S. Outcomes of Introducing Early Learners to Interprofessional Competencies in a Classroom Setting. TEACHING AND LEARNING IN MEDICINE 2017; 29:433-443. [PMID: 28281832 DOI: 10.1080/10401334.2017.1296361] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
PROBLEM Although interprofessional practice is important for improving healthcare delivery, there is little evidence describing interprofessional education (IPE) outcomes beyond changes in attitudes and knowledge of prelicensure learners. More rigorous evaluation of early IPE is needed to determine its impact on teaching interprofessional collaborative practice and providing a solid foundation for applying collaborative skills in the clinical environment. INTERVENTION First-year students (N = 679) in 7 health professions programs participated in a 4-session series focusing on professional roles and responsibilities, teams and teamwork, and the healthcare system. Interprofessional teams of 5-6 students, from at least 3 professions, were assembled for the duration of the series and created a team charter during their first session to guide their work. Each subsequent session included a brief lecture and interactive exercises. Faculty facilitators from the participating programs provided support to students during the sessions. As a culminating project, each team created a short video depicting a barrier to interprofessional collaboration. Students evaluated the performance of their team members using a web-based peer assessment survey. A course evaluation with an embedded validated attitudinal scale was used to assess changes in student perceptions about IPE. A sample of videos were also scored by 2 faculty using a rubric linked to course expectations. CONTEXT This educational offering took place on the health sciences campus of a large, mid-Atlantic research university with more than 3,200 clinical learners in schools of allied health professions, dentistry, medicine, nursing, and pharmacy. It was the first interprofessional activity for most of the learners. OUTCOME There were 555 students who participated in some or all of the sessions. Comments indicated that students enjoyed interacting with their peers and prefer activities allowing them to apply content to their profession over lectures. The assessment measures revealed a disconnect between student ratings targeting interprofessional socialization and faculty ratings targeting the products of their teamwork. Although students provided positive feedback to their teammates through peer assessment, and the attitudinal scale showed a small but significant increase in positive attitudes toward IPE, the videos they created did not demonstrate a deep understanding of barriers to interprofessional practice. LESSONS LEARNED This large-scale IPE activity for early learners supported progress toward interprofessional socialization, but student learning was inconsistently demonstrated in teamwork products. Course planners should augment self- and peer-reported interprofessional socialization measures with faculty-generated behavioral outcome assessments. Such triangulation produces a more robust data set to inform decisions about curricular revisions and development.
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Affiliation(s)
- Kelly S Lockeman
- a Center for Interprofessional Education , Virginia Commonwealth University School of Medicine , Richmond , Virginia , USA
| | - Sharon K Lanning
- b Department of Periodontics , Virginia Commonwealth University School of Dentistry , Richmond , Virginia , USA
| | - Alan W Dow
- a Center for Interprofessional Education , Virginia Commonwealth University School of Medicine , Richmond , Virginia , USA
| | - Joseph A Zorek
- c School of Pharmacy , University of Wisconsin-Madison , Madison , Wisconsin , USA
| | - Deborah DiazGranados
- d Office of Assessment and Evaluation , Virginia Commonwealth University School of Medicine , Richmond , Virginia , USA
| | - Carole K Ivey
- e Department of Occupational Therapy , Virginia Commonwealth University , Richmond , Virginia , USA
| | - Shawne Soper
- f Department of Physical Therapy , Virginia Commonwealth University , Richmond , Virginia , USA
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143
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Frantz JM, Rhoda AJ. Implementing interprofessional education and practice: Lessons from a resource-constrained university. J Interprof Care 2017; 31:180-183. [PMID: 28181852 DOI: 10.1080/13561820.2016.1261097] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Interprofessional education is seen as a vehicle to facilitate collaborative practice and, therefore, address the complex health needs of populations. A number of concerns have, however, been raised with the implementation of interprofessional education. The three core concerns raised in the literature and addressed in the article include the lack of an explicit framework, challenges operationalising interprofessional education and practice, and the lack of critical mass in terms of human resources to drive activities related to interprofessional education and practice. This article aims to present lessons learnt when attempting to overcome the main challenges and implementing interprofessional education activities in a resource-constrained higher education setting in South Africa. Boyer's model of scholarship, which incorporates research, teaching integration, and application, was used to address the challenge of a lack of a framework in which to conceptualise the activities of interprofressional education. In addition, a scaffolding approach to teaching activities within a curriculum was used to operationalise interprofessional education and practice. Faculty development initiatives were additionally used to develop a critical mass that focused on driving interprofessional education. Lessons learnt highlighted that if a conceptual model is agreed upon by all, it allows for a more focused approach, and both human and financial resources may be channelled towards a common goal which may assist resource-constrained institutions in successfully implementing interprofessional activities.
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Affiliation(s)
- J M Frantz
- a Department of Physiotherapy , University of the Western Cape , Bellville , South Africa
| | - A J Rhoda
- a Department of Physiotherapy , University of the Western Cape , Bellville , South Africa
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Murdoch NL, Epp S, Vinek J. Teaching and learning activities to educate nursing students for interprofessional collaboration: A scoping review. J Interprof Care 2017; 31:744-753. [PMID: 28922039 DOI: 10.1080/13561820.2017.1356807] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
To prepare new graduates with the knowledge, skills, and attitudes to engage in effective interprofessional collaboration (IPC) in practice, healthcare professional programmes need to ensure their curriculum provides opportunities for interprofessional education (IPE) and IPC. To strengthen IPE within an undergraduate curriculum and meet the professional requirements set out by regulatory bodies to prepare new graduate nurses to achieve IPC competencies, a curriculum initiative was developed to expand IPE across the four years of the Baccalaureate of Science in Nursing (BSN) programme. The purpose of this scoping review was to identify published teaching-learning activities in undergraduate nursing programmes to inform the development and integration of IPE curricula. The literature included was identified by searching the following electronic databases: EMBASE and EBSCO (CINAHL, Medline, Education Research Complete, ERIC). The search was limited to articles with abstracts published between 2008 and 2016 in the English language. All ten studies that met inclusion criteria reported students' perceived interprofessional education as valuable in facilitating their achievement of IPC competencies. Interprofessional education is an approach for preparing nursing students with knowledge, skills, and attitudes to achieve IPC competencies and therefore, urgently needs to become more prevalent in nursing curricula. Educators can use a variety of IPE teaching-learning activities to support students' achievement of IPC competencies in order to prepare new practitioners to engage in effective IPC in a variety of healthcare milieus. Nurse educators are encouraged to intentionally integrate learning opportunities into current and future undergraduate nursing education to prepare collaborative ready graduate nurses.
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Affiliation(s)
- Natalie L Murdoch
- a School of Nursing , University of British Columbia-Okanagan Campus , Kelowna , British Columbia , Canada
| | - Sheila Epp
- a School of Nursing , University of British Columbia-Okanagan Campus , Kelowna , British Columbia , Canada
| | - Jeanette Vinek
- a School of Nursing , University of British Columbia-Okanagan Campus , Kelowna , British Columbia , Canada
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Castillo-Parra S, Oyarzo Torres S, Espinoza Barrios M, Rojas-Serey AM, Maya JD, Sabaj Diez V, Aliaga Castillo V, Castillo Niño M, Romero Romero L, Foster J, Hawes Barrios G. The implementation of multiple interprofessional integrated modules by health sciences faculty in Chile. J Interprof Care 2017; 31:777-780. [PMID: 28922024 DOI: 10.1080/13561820.2017.1345872] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Multiple interprofessional integrated modules (MIIM) 1 and 2 are two required, cross-curricular courses developed by a team of health professions faculty, as well as experts in education, within the Faculty of Medicine of the University of Chile. MIIM 1 focused on virtual cases requiring team decision-making in real time. MIIM 2 focused on a team-based community project. The evaluation of MIIM included student, teacher, and coordinator perspectives. To explore the perceptions of this interprofessional experience quantitative data in the form of standardised course evaluations regarding teaching methodology, interpersonal relations and the course organisation and logistics were gathered. In addition, qualitative perceptions were collected from student focus groups and meetings with tutors and coordinators. Between 2010 and 2014, 881 students enrolled in MIIM. Their evaluation scores rated interpersonal relations most highly, followed by organisation and logistics, and then teaching methodology. A key result was the learning related to interprofessional team work by the teaching coordinators, as well as the participating faculty. The strengths of this experience included student integration and construction of new knowledge, skill development in making decisions, and collective self-learning. Challenges included additional time management and tutors' role. This work requires valuation of an alternative way of learning, which is critical for the performance of future health professionals.
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Affiliation(s)
- Silvana Castillo-Parra
- a Departamento de Enfermería, Facultad de Medicina , Universidad de Chile , Santiago , Chile
| | - Sandra Oyarzo Torres
- b Departamento de Educación en Ciencias de la Salud y Departamento de Promoción de la Salud de la Mujer y Recién Nacido, Facultad de Medicina , Universidad de Chile , Santiago , Chile
| | - Mónica Espinoza Barrios
- b Departamento de Educación en Ciencias de la Salud y Departamento de Promoción de la Salud de la Mujer y Recién Nacido, Facultad de Medicina , Universidad de Chile , Santiago , Chile
| | - Ana María Rojas-Serey
- c Departamento de Kinesiología, Facultad de Medicina , Universidad de Chile , Santiago , Chile
| | - Juan Diego Maya
- d Instituto de Ciencias Biomédicas, Facultad de Medicina , Universidad de Chile , Santiago , Chile
| | - Valeria Sabaj Diez
- d Instituto de Ciencias Biomédicas, Facultad de Medicina , Universidad de Chile , Santiago , Chile
| | | | - Manuel Castillo Niño
- e Departamento de Educación en Ciencias de la Salud, Facultad de Medicina , Universidad de Chile , Santiago , Chile
| | - Luis Romero Romero
- f Departamento de Fonoaudiología, Facultad de Medicina , Universidad de Chile , Santiago , Chile
| | - Jennifer Foster
- g Nell Hodgson Woodruff School of Nursing , Emory University , Atlanta , Georgia , USA
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Kramer-Jackman KL, Sabata D, Gibbs H, Bielby J, Bucheit J, Bloom S, Shrader S. Creating an Online Interprofessional Collaborative Team Simulation to Overcome Common Barriers of Interprofessional Education / Eine internetbasierte, interprofessionelle Teamsimulation zur Überwindung organisatorischer Hürden in der interprofessionellen Ausbildung. INTERNATIONAL JOURNAL OF HEALTH PROFESSIONS 2017. [DOI: 10.1515/ijhp-2017-0022] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Abstract
Introduction
Coordinating student schedules, physical space, and faculty time are commonly reported barriers to successful interprofessional education. Use of online technologies to overcome these barriers and support online team simulation is a topic that deserves serious academic review.
Methods
The Interprofessional Plan of Care - Simulated E-hEalth Delivery System (IPOC-SEEDS) is a student-directed online simulation where students experience a collaborative plan of care meeting with simultaneous team electronic health record utilization. The authors describe the IPOC-SEEDS simulation to serve as a model for replication or modification. IPOC-SEEDS objectives address Interprofessional Education Collaborative competencies (IPEC), electronic health record (EHR) navigation, simulation effectiveness, and technology utilization.
Results
Overall, IPOC-SEEDS objectives were effectively met through simulation evaluations, student-led debriefing evaluations, in-person student feedback, and faculty feedback results supporting the online simulation and technology evolutions. The objectives, based on IPEC and informatics competencies, were achieved. Students from nursing, nutrition, pharmacy, occupational therapy, and health information management participated in the simulation using EHR and online meeting software, receiving valuable interprofessional practice. Technology utilization results were adequate, but did improve in subsequent simulations after modifying the technology selected.
Discussion
The simulation provided an experience where students demonstrated interprofessional collaborative skills that they can use in their future practice. Online technologies can provide a platform for the high-quality interprofessional simulation to address common interprofessional education barriers and provide access to interprofessional education for distance-learning students and providers. Online simulation developers (hospitals, health departments, universities) can use the authors’ process steps as a model for online simulation replication.
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Affiliation(s)
- Kelli Lee Kramer-Jackman
- University of Kansas , School of School of Nursing and Center for Health Informatics , kansas , U.S.A
| | - Dory Sabata
- University of Kansas , School of Health Professions kansas , U.S.A
| | - Heather Gibbs
- University of Kansas , School of Health Professions kansas , U.S.A
| | - Judy Bielby
- University of Kansas , School of Health Professions kansas , U.S.A
| | - Jessie Bucheit
- University of Kansas , School of Pharmacy , kansas , U.S.A
| | - Sarah Bloom
- University of Kansas , School of Pharmacy , kansas , U.S.A
| | - Sarah Shrader
- University of Kansas , School of Pharmacy , kansas , U.S.A
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147
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Clausen C, Cummins K, Dionne K. Educational interventions to enhance competencies for interprofessional collaboration among nurse and physician managers: An integrative review. J Interprof Care 2017; 31:685-695. [DOI: 10.1080/13561820.2017.1347153] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Christina Clausen
- Center for Innovation in Nursing Education and Training, Université de Montréal, Montreal, QC, Canada
| | - Kelly Cummins
- Montréal Children’s Hospital, McGill University, Montreal, QC, Canada
| | - Kelley Dionne
- Montréal Children’s Hospital, McGill University, Montreal, QC, Canada
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148
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Kent F, Hayes J, Glass S, Rees CE. Pre-registration interprofessional clinical education in the workplace: a realist review. MEDICAL EDUCATION 2017; 51:903-917. [PMID: 28612407 DOI: 10.1111/medu.13346] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2016] [Revised: 02/08/2017] [Accepted: 03/13/2017] [Indexed: 06/07/2023]
Abstract
CONTEXT The inclusion of interprofessional education opportunities in clinical placements for pre-registration learners has recently been proposed as a strategy to enhance graduates' skills in collaborative practice. OBJECTIVES A realist review was undertaken to ascertain the contexts, mechanisms and outcomes of formal interprofessional clinical workplace learning. METHODS Initial scoping was carried out, after which Ovid MEDLINE, CINAHL and EMBASE were searched from 2005 to April 2016 to identify formal interprofessional workplace educational interventions involving pre-registration learners. Papers reporting studies conducted in dedicated training wards were excluded, leaving a total of 30 papers to be included in the review. RESULTS Several educational formats that combined students from medicine, nursing, pharmacy and allied health professions were identified. These included: the use of engagement by student teams with a real patient through interview as the basis for discussion and reflection; the use of case studies through which student teams work to promote discussion; structured workshops; ward rounds, and shadowing. Meaningful interprofessional student discussion and reflection comprised the mechanism by which the outcome of learners acquiring knowledge of the roles of other professions and teamwork skills was achieved. The mechanism of dialogue during an interaction with a real patient allowed the patient to provide his or her perspective and contributed to an awareness of the patient's perspective in health care practice. Medication- or safety-focused interprofessional tasks contributed to improved safety awareness. In the absence of trained facilitators or in the context of negative role-modelling, programmes were less successful. CONCLUSIONS In the design of workplace education initiatives, curriculum decisions should take into consideration the contexts of the initiatives and the mechanisms for achieving the education-related outcomes of interest.
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Affiliation(s)
- Fiona Kent
- Monash Health, WISER Unit, Melbourne, Victoria, Australia
- Faculty of Medicine, Nursing & Health Sciences, Monash University, Melbourne, Victoria, Australia
| | - Jacinta Hayes
- Monash Health, WISER Unit, Melbourne, Victoria, Australia
| | - Sharon Glass
- Monash Health, WISER Unit, Melbourne, Victoria, Australia
| | - Charlotte E Rees
- Faculty of Medicine, Nursing & Health Sciences, Monash University, Melbourne, Victoria, Australia
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149
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Stubbs C, Schorn MN, Leavell JP, Espiritu EW, Davis G, Gentry CK, Friedman E, Patton T, Graham A, Crowder R, Wilkins CH. Implementing and evaluating a community-based, inter-institutional, interprofessional education pilot programme. J Interprof Care 2017; 31:652-655. [DOI: 10.1080/13561820.2017.1343808] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Chante Stubbs
- Meharry-Vanderbilt Alliance, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Mavis N. Schorn
- School of Nursing, Vanderbilt University, Nashville, Tennessee, USA
| | - Jacinta P. Leavell
- Dental Public Health, School of Dentistry, Meharry Medical College, Nashville, Tennessee, USA
| | - Elena Wong Espiritu
- School of Occupational Therapy, Belmont University, Nashville, Tennessee,USA
| | - Gerald Davis
- School of Dentistry, Meharry Medical College, Nashville, Tennessee, USA
| | - Chad K. Gentry
- College of Pharmacy, Lipscomb University, Nashville, Tennessee, USA
| | - Elisa Friedman
- Meharry-Vanderbilt Alliance, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Traci Patton
- Urban Housing Solutions, Nashville, Tennessee, USA
| | - Ali Graham
- St. Luke’s Community House, Nashville, Tennessee, USA
| | | | - Consuelo H. Wilkins
- Meharry-Vanderbilt Alliance, Vanderbilt University Medical Center, Nashville, Tennessee, USA
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150
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Blondon KS, Chan KCG, Muller-Juge V, Cullati S, Hudelson P, Maître F, Vu NV, Savoldelli GL, Nendaz MR. A concordance-based study to assess doctors' and nurses' mental models in Internal Medicine. PLoS One 2017; 12:e0182608. [PMID: 28792524 PMCID: PMC5549723 DOI: 10.1371/journal.pone.0182608] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2015] [Accepted: 07/21/2017] [Indexed: 11/23/2022] Open
Abstract
Interprofessional collaboration between doctors and nurses is based on team mental models, in particular for each professional’s roles. Our objective was to identify factors influencing concordance on the expectations of doctors’ and nurses’ roles and responsibilities in an Internal Medicine ward. Using a dataset of 196 doctor-nurse pairs (14x14 = 196), we analyzed choices and prioritized management actions of 14 doctors and 14 nurses in six clinical nurse role scenarios, and in five doctor role scenarios (6 options per scenario). In logistic regression models with a non-nested correlation structure, we evaluated concordance among doctors and nurses, and adjusted for potential confounders (including prior experience in Internal Medicine, acuteness of case and gender). Concordance was associated with number of female professionals (adjusted OR 1.32, 95% CI 1.02 to 1.73), for acute situations (adjusted OR 2.02, 95% CI 1.13 to 3.62), and in doctor role scenarios (adjusted OR 2.19, 95% CI 1.32 to 3.65). Prior experience and country of training were not significant predictors of concordance. In conclusion, our concordance-based approach helped us identify areas of lower concordance in expected doctor-nurse roles and responsibilities, particularly in non-acute situations, which can be targeted by future interprofessional, educational interventions.
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Affiliation(s)
- Katherine S. Blondon
- Division of General Internal Medicine, Department of General Internal Medicine, Geriatrics and Rehabilitation, University Hospitals of Geneva, Geneva, Switzerland
- * E-mail:
| | - K. C. Gary Chan
- Department of Biostatistics and Department of Health Services, University of Washington, Seattle, United States of America
| | - Virginie Muller-Juge
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Stéphane Cullati
- Quality of Care Service, University Hospitals of Geneva, Geneva, Switzerland
| | - Patricia Hudelson
- Department of Community Medicine, Primary Care and Emergency Medicine, University Hospitals of Geneva, Geneva, Switzerland
| | - Fabienne Maître
- Division of General Internal Medicine, Department of General Internal Medicine, Geriatrics and Rehabilitation, University Hospitals of Geneva, Geneva, Switzerland
| | - Nu V. Vu
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Georges L. Savoldelli
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Division of Anaesthesiology, University Hospitals of Geneva, Geneva, Switzerland
| | - Mathieu R. Nendaz
- Division of General Internal Medicine, Department of General Internal Medicine, Geriatrics and Rehabilitation, University Hospitals of Geneva, Geneva, Switzerland
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
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