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Hosny S, Thistlethwaite J, El-Wazir Y, Gilbert J. Interprofessional learning in practice-based settings: AMEE Guide No. 169. MEDICAL TEACHER 2024:1-13. [PMID: 38828523 DOI: 10.1080/0142159x.2024.2352162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2024] [Accepted: 05/02/2024] [Indexed: 06/05/2024]
Abstract
The provision of optimum health care services requires collaboration of health care professionals in integrated interprofessional (IP) teams. This guide addresses the practical aspects of establishing and delivering pre-licensure IP programs to prepare graduates of health professional programs to work in teams and wider collaboration, and consequently enhance the quality of health care. The main updated IP frameworks are presented to highlight commonalities that represent the essential competencies and outcomes of programs implementing interprofessional education (IPE). We discuss how these may be adapted to the local context, and present examples of models of implementation to guide the initial steps of establishing similar programs. Examples of pre-licensure IP practice-based learning, such as community-based, simulation-based, student-run and led clinics, and interprofessional training wards, and post-licensure interprofessional learning (IPL), are described. We consider assessment of IPL along the continuum of learning IP. This guide also emphasises the need to tailor faculty development programs for local contexts and consider factors affecting sustainability such as funding and accreditation. We finish with the governance of IP programs and how global IP networks may support interprofessional practice-based learning from development to delivery.
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Affiliation(s)
- Somaya Hosny
- Faculty of Medicine, Suez Canal University, Egypt
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Beckingsale L, Brown M, McKinlay E, OLeary M, Doolan-Noble F. Sustainable interprofessional education programmes: What influences teachers to stay involved? J Interprof Care 2022; 37:637-646. [PMID: 36264071 DOI: 10.1080/13561820.2022.2115470] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Delivery of interprofessional education (IPE) initiatives for pre-licensure students is increasingly the norm in health and social care training programmes. This collaborative form of education relies on teachers from various disciplines joining together to facilitate IPE. When IPE programmes first start, goodwill often prevails and facilitators are keen to take part. But as time goes on, retaining the IPE facilitator workforce is challenging. Research was undertaken to explore the experience of IPE facilitators who were part of a New Zealand university-based ten year old IPE programme. The research used a qualitative survey approach. Responses were received from 29% of all those invited to participate. Closed questions were collated and free-text survey responses analyzed using Template Analysis. Three themes and one integrative theme were identified. Themes include facilitators who are recognized, facilitators who are confident, and facilitators who are inspired. Themes were mediated by macro, meso and micro level forces. The cross-cutting integrative theme showed IPE facilitators experienced individual tipping points, with the potential to influence their continued involvement. These tipping points need to be recognized and addressed by those in senior level positions (macro-governance and meso-management), to ensure IPE facilitators continue and IPE programmes remain sustainable.
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Affiliation(s)
| | - Melanie Brown
- Primary Health Care and General Practice, University of Otago Wellington, Wellington, New Zealand
| | - Eileen McKinlay
- Primary Health Care and General Practice, University of Otago Wellington, Wellington, New Zealand
| | - Marissa OLeary
- Shared Services Division, University of Otago Christchurch, Christchurch, New Zealand
| | - Fiona Doolan-Noble
- General Practice and Rural Health, University of Otago, Dunedin, New Zealand
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El-Awaisi A, Sheikh Ali S, Abu Nada A, Rainkie D, Awaisu A. Insights from healthcare academics on facilitating interprofessional education activities. J Interprof Care 2020; 35:760-770. [PMID: 32921206 DOI: 10.1080/13561820.2020.1811212] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Facilitators are of paramount importance to the success of interprofessional education (IPE) activities; hence, it is crucial to explore their perspectives and experiences in delivering IPE in Qatar. Using an exploratory case study approach, semi-structured interviews were conducted, in 2018, among faculty members, who had facilitated at least one IPE activity in Qatar, from healthcare professional education programs at Qatar University Colleges of Pharmacy, Medicine, and Health Sciences, Weill Cornell Medicine in Qatar, the University of Calgary in Qatar, and the College of North Atlantic. Interviews were recorded and transcribed verbatim. Inductive thematic content analysis was implemented. Twenty-one interviews were conducted with the following professions represented: medicine (n = 6), pharmacy (n = 5), nursing (n = 4), biomedical science (n = 3), respiratory theory (n = 2) and public health (n = 1). Four main themes emerged from the interviews: drivers to facilitator involvement that included interest and commitment to IPE and awareness of collaborative practice benefits; facilitator participation which was based on facilitator attributes and preparedness and readiness for IPE facilitation; the organizational support in terms of dedicated structure for IPE and IPE design and delivery and; student participation in terms of group dynamics and student engagement. Some key recommendations include having a dedicated unit for IPE, scheduling protected time for IPE, and organizing facilitators' training and debriefing workshops. The facilitators valued and appreciated IPE in preparing students for future collaborative practice. These findings can inform the development of quality and sustainable IPE activities in the future.
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Affiliation(s)
- Alla El-Awaisi
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | | | - Aya Abu Nada
- Pharmacy Department, Sidra Medicine, Doha, Qatar
| | - Daniel Rainkie
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Ahmed Awaisu
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
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Derbyshire JA, Machin A. The influence of culture, structure, and human agency on interprofessional learning in a neurosurgical practice learning setting: a case study. J Interprof Care 2020; 35:352-360. [PMID: 32524875 DOI: 10.1080/13561820.2020.1760802] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The World Health Organization supports the notion that interprofessional learning (IPL) improves healthcare outcomes and contributes to safe, effective, and high-quality care. Consequently, IPL is an integral component within most UK undergraduate healthcare programs. Although much is written about IPL, research to date has mainly focused on the classroom or simulation lab as a setting for IPL. Less is known about how the practice learning environment influences the experiences and outcomes for those involved. A case study research design, situated within a critical realist framework, was undertaken which aimed to better understand how IPL was facilitated for undergraduate healthcare students within a neurosurgical practice learning setting. Interviews, non-participatory observations, and secondary documentary data were used as the methods of data collection to inform the case. Thematic analysis was undertaken, and the findings clustered into overarching themes of culture, structure, and human agency, facilitating a more in-depth exploration of the complex interplay between the factors influencing IPL in the study setting. IPL was supported within the setting which operated as an 'interprofessional community of practice,' facilitating student engagement and investing in its staff for the benefit of the patients who had complex neurological needs. A practice-based IPL Multi-Dimensional Assessment Tool was also created to enable colleagues in practice learning environments worldwide to better understand their capability and capacity for the facilitation of practice-based IPL.
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Affiliation(s)
- Julie A Derbyshire
- Faculty of Health and Life Sciences, Northumbria University, Coach Lane Campus, Newcastle Upon Tyne, UK
| | - Alison Machin
- Faculty of Health and Life Sciences, Northumbria University, Coach Lane Campus, Newcastle Upon Tyne, UK
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Evans S, Ward C, Shaw N, Walker A, Knight T, Sutherland-Smith W. Interprofessional education and practice guide No. 10: Developing, supporting and sustaining a team of facilitators in online interprofessional education. J Interprof Care 2019; 34:4-10. [DOI: 10.1080/13561820.2019.1632817] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Sherryn Evans
- School of Psychology, Deakin University, Geelong, Australia
| | - Catherine Ward
- School of Psychology, Deakin University, Geelong, Australia
| | - Nicole Shaw
- School of Psychology, Deakin University, Geelong, Australia
| | - Arlene Walker
- School of Psychology, Deakin University, Geelong, Australia
| | - Tess Knight
- Psychology, Counselling and Psychotherapy, The Cairnmiller Institute, Melbourne, Australia
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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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Ong IL, Diño MJS, Calimag MMP, Hidalgo FA. Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD). PLoS One 2019; 14:e0211405. [PMID: 30682137 PMCID: PMC6347297 DOI: 10.1371/journal.pone.0211405] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2018] [Accepted: 01/14/2019] [Indexed: 11/19/2022] Open
Abstract
Introduction Interprofessional learning (IPL) is increasingly recognized as a promising strategy in addressing the burgeoning challenges in healthcare. Its assessment remains to be perplexing and requires accurate measurements. Thus, this study intended to develop a valid and reliable reflective tool in assessing IPL as a Continuing Professional Development (CPD) outcome. Methods A one-group post-posttest pre-experimental design with tool development was employed to establish the validity and reliability of the “Inventory of Reflective Vignette–Interprofessional Learning” (IRV-IPL). This tool was developed from an extensive literature review and designed with three segments to assess interprofessional competencies before, after, and what if scenarios using vignettes. After it was validated by education experts (n = 5) and written consent forms were signed by the participants, the IRV-IPL was pilot tested among healthcare professionals (n = 10) for analysis and improvement. During the actual implementation, it was administered to healthcare professionals (n = 45) who participated in a university-provided CPD event. Collected data underwent validity and reliability testing. Results IRV-IPL generated excellent internal consistency (α = 0.98), and across all segments of collaboration (α = 0.96), coordination (α = 0.96), cooperation (α = 0.96), communication (α = 0.97), and commendation (α = 0.98). Items exhibited significantly positive large correlations (r > 0.35, p < 0.05) in all segments showing beneficial measures for postdictive validity in recalling prior interprofessional competencies, and predictive validity in estimating interprofessional learning as an outcome of CPD and alternative interventions. Conclusion This study provided a piece of groundwork evidence on the use of IRV-IPL as a reflective assessment tool for interprofessional learning in CPD contexts. Further studies are essential to explore the educational utility of IRV framework in crafting relevant assessments and to establish construct validity of IRV-IPL using exploratory and confirmatory factor analyses.
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Affiliation(s)
- Irvin L. Ong
- The Graduate School, University of Santo Tomas, Manila, Philippines
- Research Development and Innovation Center, Our Lady of Fatima University, Valenzuela City, Philippines
- Phi Gamma Chapter, Sigma Theta Tau International Honor Society in Nursing, Indianapolis, IN, United States of America
- * E-mail:
| | - Michael Joseph S. Diño
- The Graduate School, University of Santo Tomas, Manila, Philippines
- Research Development and Innovation Center, Our Lady of Fatima University, Valenzuela City, Philippines
- Phi Gamma Chapter, Sigma Theta Tau International Honor Society in Nursing, Indianapolis, IN, United States of America
| | | | - Fe A. Hidalgo
- The Graduate School, University of Santo Tomas, Manila, Philippines
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Affiliation(s)
- Yvonne Botma
- School of Nursing, University of the Free State, Bloemfontein, South Africa
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Baker B, Drane C, Chambers J, Lindqvist S. Training students as interprofessional learning facilitators: An exploratory study highlighting the need to build confidence. J Interprof Care 2018; 32:473-480. [DOI: 10.1080/13561820.2018.1442323] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Becky Baker
- Centre for Interprofessional Practice, University of East Anglia, Norwich, UK
| | - Coral Drane
- Faculty of Medicine and Health Sciences, University of East Anglia; Cardiology Department, Norfolk and Norwich University Hospital, Norwich, UK
| | - Joshua Chambers
- Norwich Medical School, University of East Anglia, Norwich, UK
| | - Susanne Lindqvist
- Centre for Interprofessional Practice, University of East Anglia, Norwich, UK
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Darlow B, McKinlay E, Gallagher P, Beckingsale L, Coleman K, Perry M, Pullon S. Building and expanding interprofessional teaching teams. J Prim Health Care 2018. [PMID: 29530185 DOI: 10.1071/hc16053] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
INTRODUCTION Interprofessional education (IPE) aims to prepare learners to work in collaborative health-care teams. The University of Otago, Wellington has piloted, developed and expanded an IPE programme since 2011. An interprofessional teaching team has developed alongside this programme. AIMS This study aimed to understand the development of a university-based interprofessional teaching team over a 4-year period and generate insights to aid the development of such teams elsewhere. METHODS Two semi-structured audio-recorded educator focus groups were conducted at key times in the development of the IPE programme in 2011 and 2014. The programme focused on long-term condition management and involved students from dietetics, medicine, physiotherapy and radiation therapy. Focus group transcripts were independently analysed by two researchers using Thematic Analysis to identify broad themes. Initial themes were compared, discussed and combined to form a thematic framework. The thematic framework was verified by the education team and subsequently updated and reorganised. RESULTS Three key themes emerged: (i) development as an interprofessional educator; (ii) developing a team; and (iii) risk and reward. Teaching in an interprofessional environment was initially daunting but confidence increased with experience. Team teaching highlighted educators' disciplinary roles and skill sets and exposed educators to different teaching approaches. Educators perceived they modelled team development processes to students through their own development as a team. Interprofessional teaching was challenging to organise but participation was rewarding. Programme expansion increased the risks and complexity, but also acted as a stimulus for development and energised the teaching team. DISCUSSION Interprofessional teaching is initially challenging but ultimately enriching. Interprofessional teaching skills take time to develop and perspectives of role change over time. Educator team development is aided by commitment, understanding, enthusiasm, leadership and trust.
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Affiliation(s)
- Ben Darlow
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Eileen McKinlay
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Peter Gallagher
- Education Unit, University of Otago, Wellington, New Zealand
| | - Louise Beckingsale
- Department of Human Nutrition, University of Otago, Christchurch, NewZealand
| | - Karen Coleman
- Department of Radiation Therapy, University of Otago, Wellington, New Zealand
| | - Meredith Perry
- School of Physiotherapy, University of Otago, New Zealand
| | - Sue Pullon
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
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Evans SM, Ward C, Reeves S. An exploration of teaching presence in online interprofessional education facilitation. MEDICAL TEACHER 2017; 39:773-779. [PMID: 28285564 DOI: 10.1080/0142159x.2017.1297531] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
BACKGROUND Although the prevalence of online asynchronous interprofessional education (IPE) has increased in the last decade, little is known about the processes of facilitation in this environment. The teaching presence element of the Community of Inquiry Framework offers an approach to analyze the contributions of online facilitators, however, to date it has only been used on a limited basis in health professions education literature. AIM Using an exploratory case study design, we explored the types of contributions made by IPE facilitators to asynchronous interprofessional team discussions by applying the notion of teaching presence. METHODS Using a purposeful sampling approach, we analyzed 14 facilitators' contributions to asynchronous team discussion boards in an online IPE course. We analyzed data using directed content analysis based on the key indicators of teaching presence. RESULTS The online IPE facilitators undertook the three critical pedagogical functions identified in teaching presence: facilitating discourse, direct instruction, and instructional design and organization. While our data fitted well with a number of key activities embedded in these three functions, further modification of the teaching presence concept was needed to describe our facilitators' teaching presence. CONCLUSIONS This study provides an initial insight into the key elements of online asynchronous IPE facilitation. Further research is required to continue to illuminate the complexity of online asynchronous IPE facilitation.
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Affiliation(s)
| | - Catherine Ward
- a School of Psychology, Deakin University , Geelong , Australia
| | - Scott Reeves
- b Centre for Health and Social Care Research, St George's Hospital, Kingston University and St George's, University of London , London , UK
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Milot É, Museux AC, Careau E. Facilitator training program: The Université Laval Interprofessional Initiative. SOCIAL WORK IN HEALTH CARE 2017; 56:202-214. [PMID: 28103154 DOI: 10.1080/00981389.2016.1265630] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
A facilitator training program (FTP) for interprofessional learning (IPL) facilitators has been developed at Université Laval. This article describes the impacts of this program as perceived by the 22 IPL facilitators involved and outlines recommendations. Two qualitative data collection strategies were used to document the facilitators' pedagogical needs and views of the program's impacts. Results suggest that the FTP's pedagogical approach was effective. The IPL facilitators became more aware of their challenges and identified concrete strategies to use. Training initiatives should equip IPL facilitators to cope with uncertainty, create a climate supporting active learning, and facilitate positive interactions between students.
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Affiliation(s)
- Élise Milot
- a School of Social Work, Faculty of Social Sciences , Université Laval , Québec , Canada
- b Center for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS) , Québec , Canada
- c Collaborative Network for Interprofessional Practices in Health and Social Care (RCPI) , Québec , Canada
- d Centre de recherche sur les soins et les services de première ligne (CERSSPL-UL) , Québec , Canada
| | - Anne-Claire Museux
- a School of Social Work, Faculty of Social Sciences , Université Laval , Québec , Canada
- b Center for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS) , Québec , Canada
- c Collaborative Network for Interprofessional Practices in Health and Social Care (RCPI) , Québec , Canada
| | - Emmanuelle Careau
- b Center for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS) , Québec , Canada
- c Collaborative Network for Interprofessional Practices in Health and Social Care (RCPI) , Québec , Canada
- d Centre de recherche sur les soins et les services de première ligne (CERSSPL-UL) , Québec , Canada
- e Rehabilitation Department, Faculty of Medicine , Université Laval , Québec , Canada
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Evans S, Shaw N, Ward C, Hayley A. “Refreshed…reinforced…reflective”: A qualitative exploration of interprofessional education facilitators’ own interprofessional learning and collaborative practice. J Interprof Care 2016; 30:702-709. [DOI: 10.1080/13561820.2016.1223025] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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LeGros TA, Amerongen HM, Cooley JH, Schloss EP. Using learning theory, interprofessional facilitation competencies, and behavioral indicators to evaluate facilitator training. J Interprof Care 2015; 29:596-602. [DOI: 10.3109/13561820.2015.1040874] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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