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Keating C, Brucato M, Hass RW. Utility of the Jefferson teamwork observation guide for measuring collaborative practice competencies virtually, in-person, and across health professions: A Rasch Analysis. J Interprof Care 2024:1-10. [PMID: 39004087 DOI: 10.1080/13561820.2024.2378036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 07/03/2024] [Indexed: 07/16/2024]
Abstract
Modern healthcare increasingly requires interprofessional teams to collaborate both in person and virtually to effectively achieve common goals. To prepare students for interprofessional collaborative practice (CP) universities need evaluation tools that can validly and reliably measure students' CP competencies after online and in-person interprofessional education. The Jefferson Teamwork Observation Guide® (JTOG) is a 360-degree evaluation tool previously validated to measure nationally-defined CP competencies. The psychometrics of the Individual JTOG have been examined in a sample of interprofessional healthcare students after online interprofessional education. The present study examined the psychometric properties of the Individual JTOG in 709 students after in-person interprofessional education using Rasch Modeling and compared results across collaborative settings and student professions. Results indicated that item and person statistics, unidimensionality, scaling performance, and local independence of the Individual JTOG were comparable between online and in-person samples, suggesting it is consistent in its measurement of CP competencies across collaborative settings. Psychometric properties were strong, but ceiling effects were present. Minor deviations were found in the Individual JTOG's unidimensionality between professional groups. The Values and Ethics construct was more strongly separated from others for nursing than other health professions. Recommendations for future research and possible adaptations to the instrument are discussed.
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Affiliation(s)
- Christopher Keating
- Department of Physical Therapy, Thomas Jefferson University, Philadelphia, Pennsylvania, United States
| | - Maria Brucato
- Jefferson Center for Interprofessional Practice and Education, Thomas Jefferson University, Philadelphia, USA
| | - Richard W Hass
- College of Population of Health, Thomas Jefferson University, Philadelphia, USA
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MacKenzie D, Sibbald K, Sponagle K, Hickey E, Creaser G, Hebert K, Gubitz G, Mishra A, Nicholson M, Sarty GE. Developing pre-licensure interprofessional and stroke care competencies through skills-based simulations. J Interprof Care 2024:1-11. [PMID: 38978481 DOI: 10.1080/13561820.2024.2371339] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2023] [Accepted: 06/18/2024] [Indexed: 07/10/2024]
Abstract
Interprofessional collaboration (IPC) in stroke care is accepted as best practice and necessary given the multi-system challenges and array of professionals involved. Our two-part stroke team simulations offer an intentional interprofessional educational experience (IPE) embedded in pre-licensure occupational therapy, physical therapy, pharmacy, medicine, nursing and speech-language pathology curricula. This six-year mixed method program evaluation aimed to determine if simulation delivery differences necessitated by COVID-19 impacted students' IPC perception, ratings, and reported learning. Following both simulations, the Interprofessional Collaborative Competency Assessment Scale (ICCAS) and free-text self-reported learning was voluntarily and anonymously collected. A factorial ANOVA using the ICCAS interprofessional competency factors compared scores across delivery methods. Content and category analysis was done for free-text responses. Overall, delivery formats did not affect positive changes in pre-post ICCAS scores. However, pre and post ICCAS scores were significantly different for interprofessional competencies of roles/responsibilities and collaborative patient/family centered approach. Analysis of over 10,000 written response to four open-ended questions revealed the simulation designs evoked better understanding of others' and own scope of practice, how roles and shared leadership change based on context and client need, and the value of each team member's expertise. Virtual-experience-only students noted preference for an in-person stroke clinic simulation opportunity.
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Affiliation(s)
- Diane MacKenzie
- Interprofessional Education Coordinator, Faculty of Health, Dalhousie University, Halifax, Canada
- School of Occupational Therapy, Faculty of Health, Dalhousie University, Halifax, Canada
| | - Kaitlin Sibbald
- School of Occupational Therapy, Faculty of Health, Dalhousie University, Halifax, Canada
| | - Kim Sponagle
- College of Pharmacy, Faculty of Health, Dalhousie University, Halifax, Canada
| | - Ellen Hickey
- School of Communication Sciences & Disorders, Faculty of Health, Dalhousie University, Halifax, Canada
| | - Gail Creaser
- School of Physiotherapy, Faculty of Health, Dalhousie University, Halifax, Canada
| | - Kim Hebert
- School of Nursing, Faculty of Health, Dalhousie University, Halifax, Canada
| | - Gordon Gubitz
- Neurology, Faculty of Medicine, Dalhousie University & Nova Scotia Health Authority, Halifax, Canada
| | - Anu Mishra
- Ophthalmology, Faculty of Medicine, Dalhousie University & Nova Scotia Health Authority, Halifax, Canada
| | - Marc Nicholson
- Pediatrics, Faculty of Medicine- NB, Dalhousie University & Horizon Health Network, Saint John, Canada
| | - Gordon E Sarty
- Psychology and Health Studies, University of Saskatchewan, Saskatoon, Canada
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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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Nobrega S, Zhang Y. Let's Learn Together! A Mixed-Methods Study to Assess Readiness for Interprofessional Education on Total Worker Health® Practice. Workplace Health Saf 2024; 72:223-233. [PMID: 38217437 PMCID: PMC11132934 DOI: 10.1177/21650799231217320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2024]
Abstract
BACKGROUND Occupational safety and health (OSH) professionals increasingly need interdisciplinary collaborative practice competencies to respond to complex worker safety, health, and well-being risks. Effective collaboration with non-OSH-trained professionals (e.g., health promotion, human resources) is critical for planning integrated interventions that address work and non-work risks, consistent with a "Total Worker Health" (TWH) approach. Interprofessional education (IPE) pedagogy offers skill-building for interdisciplinary collaboration, but little attention has been given to IPE in OSH education and training literature. The goal of this study was to assess OSH professionals' perceptions about IPE to guide application in postgraduate TWH education. METHODS The mixed-methods study involved 210 U.S. professionals in safety (31%), industrial hygiene (16%), occupational nursing (12%) and medicine (11%), and related disciplines (30%). Participants completed a 12-item Readiness for Interprofessional Education Scale (RIPLS) adapted for TWH. Nineteen survey-takers also participated in virtual focus groups to share opinions about IPE benefits, barriers, and desirable course features. FINDINGS Occupational safety and health professionals reported high overall readiness for IPE (RIPLS, 4.45 ± 0.47), endorsing IPE for interdisciplinary skill-building. Salient IPE motivators were learning new perspectives from diverse disciplines and industries; gaining new subject expertise; developing common ground across disciplines; and learning TWH best practices. Participants recommended case studies to practice interdisciplinary problem-solving through group work. CONCLUSIONS/APPLICATION TO PRACTICE Interprofessional education is a promising pedagogy for OSH continuing education to promote interdisciplinary collaboration skills needed for TWH practice in the workplace. Occupational safety and health educators need to build competency in IPE pedagogical theory and practice to ensure effective training design and evaluation.
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Allvin R, Thompson C, Edelbring S. Variations in measurement of interprofessional core competencies: a systematic review of self-report instruments in undergraduate health professions education. J Interprof Care 2024; 38:486-498. [PMID: 37589390 DOI: 10.1080/13561820.2023.2241505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 06/27/2023] [Indexed: 08/18/2023]
Abstract
Educating health care professionals for working in interprofessional teams is a key preparation for roles in modern healthcare. Interprofessional teams require members who are competent in their roles. Self-assessment instruments measuring interprofessional competence (IPC) are widely used in educational preparation, but their ability to accurately and reliably measure competence is unknown. We conducted a systematic review to identify variations in the characteristics and use of self-report instruments measuring IPC. Following a systematic search of electronic databases and after applying eligibility criteria, 38 articles were included that describe 8 IPC self-report instruments. A large variation was found in the extent of coverage of IPC core competencies as articulated by the Interprofessional Education Collaborative. Each instrument's strength of evidence, psychometric performance and uses varied. Rather than measuring competency as "behaviours", they measured indirect proxies for competence, such as attitudes towards core interprofessional competencies. Educators and researchers should identify the most appropriate and highest-performing IPC instruments according to the context in which they will be used.Systematic review registration: Open Science Framework (https://archive.org/details/osf-registrations-vrfjn-v1).
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Affiliation(s)
- Renée Allvin
- Clinical Skills Centre, Örebro University Hospital, Örebro, Sweden
- School of Health Sciences, Örebro University, Örebro, Sweden
| | - Carl Thompson
- School of Healthcare, University of Leeds, Leeds, UK
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Kazley AS, Creed JM, Grotenhuis C, Boissonneault G, Springer H, Alpay L, Doms R. International and Interprofessional Collaboration: An Innovative Week of Learning Across Three Professions, Three Universities, and One Ocean. Nurs Educ Perspect 2024; 45:192-193. [PMID: 37125704 DOI: 10.1097/01.nep.0000000000001114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/02/2023]
Abstract
ABSTRACT As the COVID-19 pandemic prevented planned international travel opportunities for students and faculty, faculty at three universities from three professions created a four-day innovative, online learning experience. Each session included presentations from each country, small-group discussions, and evaluation. The topics appealed to students regardless of profession or nationality. Daily evaluations showed attendees valued the experience. The benefits of international and interprofessional learning were evident; students gained better understanding of other professions and health care systems through sessions that expanded their thinking. International appreciation and learning can be prioritized without physical travel.
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Affiliation(s)
- Abby Swanson Kazley
- About the Authors Abby Swanson Kazley, PhD, is professor and division director, Master's of Science in Health Informatics, College of Health Professions, Medical University of South Carolina, Charleston. Joan M. Creed, DNP, MN, CCM, is associate professor, College of Nursing, University of South Carolina, Columbia. Connie Grotenhuis, MSc, BAN, is project leader Public Relations and Communication, Master's Degree Program in Nursing, InHolland University of Applied Sciences, Amsterdam, the Netherlands. Gilbert Boissonneault, PhD, PA-C, is retired professor of physician assisting, College of Health Professions, Medical University of South Carolina. Hans Springer, RN, Bsc, is lecturer, Masters ANP and PA, InHolland University of Applied Sciences. Laurence Alpay, PhD, is associate professor, Medical Technology Research Group, InHolland University of Applied Sciences. Rob Doms, MSc, is manager master, Advanced Health Informatics Practice, InHolland University of Applied Sciences. The authors are thankful to their universities for support to complete this educational event. For more information, contact Dr. Creed at
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Goins EC, Coates M, Gordee A, Kuchibahtla M, Waite K, Leiman E. A single institution, cross-sectional study on medical student preferences for collaborators in interprofessional education. BMC MEDICAL EDUCATION 2024; 24:175. [PMID: 38395883 PMCID: PMC10885470 DOI: 10.1186/s12909-023-05006-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Accepted: 12/21/2023] [Indexed: 02/25/2024]
Abstract
BACKGROUND While the importance of interprofessional education in medical training has been well-established, no specific framework has been used uniformly or shown to be most effective in the creation of interprofessional education (IPE) sessions. Further, prior studies have demonstrated that students have preferences for the design of these experiences. In this study, we sought to understand medical student preference for interprofessional teammates and motivations for this choice. METHODS In this single-institution, cross-sectional analysis of the Duke IPE Clinic, participating students from September 2019-March 2020 completed a voluntary electronic survey that queried preferences for which health professions students (Doctor of Physical Therapy (DPT), Accelerated Bachelor of Science in Nursing (ABSN), Nurse Practitioner (NP), Pharmacy, and Physician's Associate (PA)) they would want to work with, and the motivating reason. Preferences and reasons were compared between first-year medical students (MS1s) and third- and fourth-year medical students (MS3s/MS4s). RESULTS In total, 132 students participated. We found that MS1s most preferred interprofessional teammates with a more similar area of study (PA, NP), whereas MS3s/MS4s most preferred classmates with a less similar area of study (pharmacy, DPT, ABSN). MS1 students frequently selected their first-choice preference because the profession seemed most similar, while MS3/MS4 students often selected their first-choice preference because the profession seemed most different. CONCLUSIONS Medical students earlier in training have more interest in working with professions they view as similar whereas senior students prefer to work with professions they view as more different. This information is important for designing educational IPE opportunities.
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Affiliation(s)
- Emily C Goins
- Department of Emergency Medicine, Northwestern University, 250 East Huron, Chicago, IL, 60611, USA.
| | - Margaret Coates
- Department of Dermatology, University of North Carolina, Chapel Hill, NC, USA
| | - Alexander Gordee
- Department of Biostatistics and Bioinformatics, Duke University, Durham, NC, USA
| | | | - Kathleen Waite
- Department of Medicine, Duke University, Durham, NC, USA
| | - Erin Leiman
- Department of Emergency Medicine, Duke University, Durham, NC, USA
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Lines LE, Kakyo TA, McLaren H, Cooper M, Sivertsen N, Hutton A, Zannettino L, Starrs R, Hartz D, Brown S, Grant J. Interprofessional Education in Child Protection for Preservice Health and Allied Health Professionals: A Scoping Review. TRAUMA, VIOLENCE & ABUSE 2024:15248380231221279. [PMID: 38281156 DOI: 10.1177/15248380231221279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/30/2024]
Abstract
Health and allied health professionals are uniquely positioned to collaborate in prevention, early intervention and responses to child maltreatment. Effective collaboration requires comprehensive interprofessional education (IPE), and inadequate collaboration across sectors and professions continually contributes to poor outcomes for children. Little is known about what interprofessional preparation health and allied health professionals receive before initial qualification (preservice) that equips them for interprofessional collaboration and provision of culturally safe care in child protection. This scoping review aimed to identify what is known internationally about IPE in child protection for preservice health and allied health professionals. Thirteen manuscripts reporting 12 studies met the inclusion criteria and were included in the synthesis. Key characteristics of the educational interventions are presented, including target disciplines, core content and their learning objectives and activities. Findings demonstrated primarily low-quality methodologies and educational interventions that had not been replicated beyond their initial context. Many educational interventions did not provide comprehensive content covering the spectrum of prevention, early intervention and responses for all types of child maltreatment, and/or did not clearly indicate how IPE was achieved. Key challenges to delivering comprehensive interprofessional child protection include lack of institutional support and competing priorities across disciplines who must meet requirements of separate regulatory bodies. Consequently, there is a need for further development and robust evaluation of educational interventions to explore how interprofessional collaborative skills for child protection can be developed and delivered in preservice health and allied health professional education.
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Affiliation(s)
- Lauren Elizabeth Lines
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
| | - Tracy Alexis Kakyo
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
| | - Helen McLaren
- College of Education, Psychology, and Social Work, Flinders University, Adelaide, SA, Australia
| | - Megan Cooper
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
| | - Nina Sivertsen
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
- Faculty of Health Sciences, Sámi Nursing, UiT Arctic University of Norway, Hammerfest, Norway
| | - Alison Hutton
- School of Nursing and Midwifery, University of Newcastle, Callaghan, NSW, Australia
- College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
| | - Lana Zannettino
- College of Education, Psychology, and Social Work, Flinders University, Adelaide, SA, Australia
| | - Rebecca Starrs
- College of Education, Psychology, and Social Work, Flinders University, Adelaide, SA, Australia
| | - Donna Hartz
- School of Nursing and Midwifery, Western Sydney University (Parramatta & South) and Western Sydney Local Health District, Penrith, NSW, Australia
- Molly Wardaguga Research Center, Charles Darwin University, Casuarina, NT, Australia
| | - Shannon Brown
- College and Research Services, Flinders University, Adelaide, SA, Australia
| | - Julian Grant
- Faculty of Science and Health, Charles Sturt University, Bathurst, NSW, Australia
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Webster CS, Coomber T, Liu S, Allen K, Jowsey T. Interprofessional Learning in Multidisciplinary Healthcare Teams Is Associated With Reduced Patient Mortality: A Quantitative Systematic Review and Meta-analysis. J Patient Saf 2024; 20:57-65. [PMID: 37921751 DOI: 10.1097/pts.0000000000001170] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2023]
Abstract
OBJECTIVE The aim of the study is to identify quantitative evidence for the efficacy of interprofessional learning (IPL) to improve patient outcomes. METHODS We conducted a systematic review and meta-analysis of quantitative patient outcomes after IPL in multidisciplinary healthcare teams reported in the Medline, Scopus, PsycInfo, Embase, and CINAHL databases. RESULTS In 2022, we screened 15,248 reports to include 20 and extracted rates of mortality and primary outcomes in conventional care groups and intervention groups (involving initiatives to promote IPL in multidisciplinary teams). The meta-analysis of the 13 studies reporting mortality outcomes demonstrated that the 7166 patients in the intervention group had a significant 28% (95% confidence interval [CI], 40%-14%; P < 0.0003) reduced risk of dying compared with the 6809 patients in the conventional care group. The meta-analysis of the 14 studies reporting other treatment-related adverse outcomes demonstrated that the 4789 patients in the intervention group had a significant 23% (95% CI, 33%-12%; P < 0.0001) reduced risk of experiencing an adverse outcome during care compared with the 4129 patients in the conventional care group. Sensitivity analysis, involving the exclusion of the 20% of individual studies with the widest 95% CIs, confirmed the precision and reliability of our findings. CONCLUSIONS We believe that our results are the first to demonstrate significant quantitative evidence for the efficacy of IPL to translate into changes in clinical practice and improved patient outcomes. Our results reinforce earlier qualitative work of the value of IPL, but further prospective quantitative and mixed-methods research is needed to better define such benefits.
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Affiliation(s)
- Craig S Webster
- From the Centre for Medical and Health Sciences Education, School of Medicine, University of Auckland, Auckland, New Zealand
| | - Ties Coomber
- From the Centre for Medical and Health Sciences Education, School of Medicine, University of Auckland, Auckland, New Zealand
| | - Sue Liu
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia
| | - Kaitlin Allen
- From the Centre for Medical and Health Sciences Education, School of Medicine, University of Auckland, Auckland, New Zealand
| | - Tanisha Jowsey
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Australia
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Almoghirah H, Illing J, Nazar H. A qualitative study to explore student learning and development of interprofessional collaboration during an online interprofessional education intervention. BMC MEDICAL EDUCATION 2023; 23:957. [PMID: 38098031 PMCID: PMC10720163 DOI: 10.1186/s12909-023-04885-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Accepted: 11/20/2023] [Indexed: 12/18/2023]
Abstract
Interprofessional education (IPE) during undergraduate education and training has been found to improve collaboration between health care students. This supports interprofessional working in clinical practice to enhance patient safety and care delivery.Undergraduate students from pharmacy and medical programmes worked online in pairs to review notes of hospital patients due to be discharged. Students were tasked to complete a discharge letter and undertake an online consultation with a simulated patient prior to discharge. Online interactions were recorded and assessed using a validated tool to measure interprofessional professionalism. Students undertook this intervention in different pairings with different patient cases for three iterations after receiving feedback and undertaking a reflective exercise.The aim was to investigate the student learning and development that could be used to inform intervention optimisation and scale-up.Qualitative data were collected from different sources. Method triangulation was employed to develop a comprehensive understanding of the student learning and development. Data was collected from written feedback provided by the assessment team, student reflections on their performance, and from semi-structured interviews conducted with the student pairs and one to one with the assessment team. Content and thematic analysis was used to analyse these data and the Kirkpatrick/Barr evaluation model provided a framework to organise the themes.Eighteen students (nine from each professional programme) completed the study and a total of 27 IPE sessions were conducted. The assessment team completed 54 assessment tools and 31 student reflections were received (from a maximum of 36). Students were interviewed in their interprofessional pairs to yield nine interview transcripts and one interview was conducted with the assessment team.Students reported and were observed to improve in interprofessional collaboration over the three iterations following feedback and rehearsal opportunities. Longitudinal observation and assessment of student interprofessional working in changing teams provided the opportunity to capture the influence of interdependence on student performance and assessment of competence.
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Affiliation(s)
| | - Jan Illing
- Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
- Newcastle University, Newcastle-Upon-Tyne, UK
| | - Hamde Nazar
- School of Pharmacy, Newcastle University, Newcastle-Upon-Tyne, UK
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Brownie S, Tokolahi E, Broman P, Haggie M, Andersen P. Do Regulatory and Curriculum Requirements for Interprofessional Practice Align? J Multidiscip Healthc 2023; 16:3675-3687. [PMID: 38050484 PMCID: PMC10693752 DOI: 10.2147/jmdh.s438791] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Accepted: 11/08/2023] [Indexed: 12/06/2023] Open
Abstract
Background While interprofessional (IP) competency and Interprofessional Education (IPE) has received increasing attention in health, agreement on specific competencies and teaching approaches is frequently limited by profession-specific understandings. As part of a quality improvement initiative focused on improving delivery of IPE offerings, this enquiry maps current regulatory and curricula requirements for IP practice to health professional students from 12 professions trained across Aotearoa New Zealand's national vocational education provider. Methods Requirements for IP competency in national accreditation documents and in an operative teaching curricula were mapped for 12 professions, namely, clinical exercise physiology, counselling, massage, medical radiology, midwifery, nursing, occupational therapy, osteopathy, paramedicine, physiotherapy, social work, and sport and exercise science. A desk audit was conducted to identify the presence of core IP competencies for each profession. This involved a four-step process 1) Examination of regulatory standards for each profession to confirm IP requirements for each profession; 2) Examination of an operative curricula from each profession to identify the presence and translation of IP regulatory requirements to each of the profession-specific programs of study; 3) Mapping to identify within domains the core (common) IP competencies across the professions, and 4) Consideration of the similarities and differences between accreditation documents and curricula. Results Of 12 professions, 10 clearly identified IP competency as an expectation. Clinical Exercise Physiology and Counselling were exceptions with explicit requirement for IP competency not evident. Coordination and collaboration were the most identified competency domains in accreditation documents and curricula. In descending order of prevalence, communication, shared values, reflexivity, role-understanding, and teamwork were also identified requirements amongst the 10 professions with IP competency requirements. Conclusion The IP competencies identified as common across professions can be used to inform development of teaching and assessment. Greater alignment between teaching curricula and required competency standards in this area is recommended.
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Affiliation(s)
- Sharon Brownie
- School of Health Sciences, Swinburne University of Technology, Melbourne, VIC, Australia
- School of Health Sciences and Social Work, Griffith University, Gold Coast, QLD, Australia
- Centre for Health and Social Practice, Wintec Te Pūkenga, Hamilton, New Zealand
| | - Ema Tokolahi
- School of Occupational Therapy, Otago Polytechnic Te Pūkenga, Dunedin, New Zealand
| | - Patrick Broman
- Centre for Health and Social Practice, Wintec Te Pūkenga, Hamilton, New Zealand
| | - Marrin Haggie
- Centre for Health and Social Practice, Wintec Te Pūkenga, Hamilton, New Zealand
| | - Patrea Andersen
- Centre for Health and Social Practice, Wintec Te Pūkenga, Hamilton, New Zealand
- School of Health, University of the Sunshine Coast, Sippy Downs, QLD, Australia
- School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton, QLD, Australia
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12
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Smeets HWH, Delnoij LEC, Sluijsmans DMA, Moser A, van Merrienboer JJG. The Balancing Act of Assessment Validity in Interprofessional Healthcare Education: A Qualitative Evaluation Study. TEACHING AND LEARNING IN MEDICINE 2023:1-14. [PMID: 37964556 DOI: 10.1080/10401334.2023.2280855] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Accepted: 10/27/2023] [Indexed: 11/16/2023]
Abstract
CONSTRUCT & BACKGROUND In order to determine students' level of interprofessional competencies, there is a need for well-considered and thoroughly designed interprofessional assessments. Current literature about interprofessional assessments focuses largely on the development and validation of assessment instruments such as self-assessments or questionnaires to assess students' knowledge or attitudes. Less is known about the design and validity of integral types of assessment in interprofessional education, such as case-based assessments, or performance assessments. The aim of this study is to evaluate the evidence for and threats to the validity of the decisions about students' interprofessional performances based on such integral assessment task. We investigated whether the assessment prototype is a precursor to practice (authenticity) and whether the assessment provides valid information to determine the level of interprofessional competence (scoring). APPROACH We used a design-based qualitative research design in which we conducted three group interviews with teachers, students, and interprofessional assessment experts. In semi-structured group interviews, participants evaluated the evidence for and threats to the validity of an interprofessional assessment task, which were analyzed using deductive and inductive content analysis. FINDINGS Although both evidence for and threats to validity were mentioned, the threats refuting the assessment's validity prevailed. Evidence for the authenticity aspect was that the assessment task, conducting a team meeting, is common in practice. However, its validity was questioned because the assessment task appeared more structured as compared to practice. The most frequently mentioned threat to the scoring aspect was that the process of interprofessional collaboration between the students could not be evaluated sufficiently by means of this assessment task. CONCLUSIONS This study showed that establishing interprofessional assessment validity requires three major balancing acts. The first is the balance between authenticity and complexity. As interprofessional practice and competencies are complex, interprofessional tasks require build-up or guidance toward this complexity and chaotic practice. The second is that between authenticity and scoring, in which optimal authenticity might lead to threats to scoring and vice versa. Simultaneous optimal authenticity and scoring seems impossible, requiring ongoing evaluation and monitoring of interprofessional assessment validity to ensure authentic yet fair assessments for all participating professions. The third balancing act is between team scoring and individual scoring. As interprofessional practice requires collaboration and synthesis of diverse professions, the team process is at the heart of solving interprofessional tasks. However, to stimulate individual accountability, the individual performance should not be neglected.
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Affiliation(s)
- Hester Wilhelmina Henrica Smeets
- Research Centre for Autonomy and Participation, Zuyd University of Applied Sciences, Heerlen, The Netherlands
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Laurie E C Delnoij
- Department of Educational Research & Development, School of Business and Economics, Maastricht University, Maastricht, The Netherlands
| | - Dominique M A Sluijsmans
- Research Centre Urban Talent Rotterdam University of Applied Sciences, Rotterdam, The Netherlands
| | - Albine Moser
- Research Centre for Autonomy and Participation, Zuyd University of Applied Sciences, Heerlen, The Netherlands
- Department of Family Medicine, Maastricht University, Maastricht, The Netherlands
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Dressel K, Ablinger I, Lauer AA, Grimm HS, Hartmann T, Hermanns C, Schwarz M, Taddey T, Grimm MOW. Interprofessional education: a necessity in Alzheimer's dementia care-a pilot study. Front Med (Lausanne) 2023; 10:1235642. [PMID: 37809336 PMCID: PMC10557429 DOI: 10.3389/fmed.2023.1235642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Accepted: 08/22/2023] [Indexed: 10/10/2023] Open
Abstract
Introduction Interprofessional collaboration is seen as an indispensable prerequisite for high-quality health services and patient care, especially for complex diseases such as dementia. Thus, the current project aimed to extend interprofessional and competency-based education in the field of dementia care to the previously understudied therapy professions of nutrition, speech-language pathology, and physiotherapy. Methods A three-day workshop was designed to provide specific learning objectives related to patient-centered dementia care, as well as competences for interprofessional collaboration. Teaching and learning approaches included case-based learning in simulated interprofessional case-conferences and peer-teaching. A total of 42 students (n = 20 nutrition therapy and counseling, n = 8 speech-language pathology, n = 14 physiotherapy), ranging from first to seventh semester, finished the whole workshop and were considered in data analysis. Changes in self-perceived attitudes toward interprofessional collaboration and education were measured by the German version of the UWE-IP. An in-house questionnaire was developed to evaluate knowledge and skills in the field of dementia, dementia management and interprofessional collaboration. Results Participation in the workshop led to significant improvements in the total scores of the UWE-IP-D and the in-house questionnaire, as well as their respective subscales. Moderate to large effect sizes were achieved. All professions improved significantly in both questionnaires with large effect sizes. Significant differences between professions were found in the UWE-IP-D total score between students of speech-language pathology and physiotherapy in the posttest. Students of nutrition therapy and counseling revealed a significant lower level of self-perceived knowledge and skills in the in-house questionnaire pre- and post-testing. Discussion The pilot-study confirms the effectiveness of interprofessional education to promote generic and interprofessional dementia care competencies and to develop positive attitudes toward interprofessional learning and collaboration in the therapy professions, thus increasing professional diversity in interprofessional education research. Differences between professions were confounded by heterogenous semester numbers and participation conditions. To achieve a curricular implementation, interprofessional education should be expanded to include a larger group of participants belonging to different professions, start early in the study program, and be evaluated over the long term.
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Affiliation(s)
- Katharina Dressel
- Speech and Language Therapy, Campus Bonn/Düsseldorf, SRH University of Applied Health Sciences, Bonn/Düsseldorf, Germany
| | - Irene Ablinger
- Speech and Language Therapy, Campus Bonn/Düsseldorf, SRH University of Applied Health Sciences, Bonn/Düsseldorf, Germany
| | - Anna Andrea Lauer
- Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
- Experimental Neurology, Saarland University, Saarbrücken, Germany
| | - Heike Sabine Grimm
- Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
- Experimental Neurology, Saarland University, Saarbrücken, Germany
| | - Tobias Hartmann
- Experimental Neurology, Saarland University, Saarbrücken, Germany
- German Institute for Dementia Prevention, Saarland University, Saarbrücken, Germany
| | - Carina Hermanns
- Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
| | - Marcus Schwarz
- Research Methods in Health and Social Science, Campus Gera, SRH University of Applied Health Sciences, Gera, Germany
| | - Tim Taddey
- Physiotherapy, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
| | - Marcus Otto Walter Grimm
- Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
- Experimental Neurology, Saarland University, Saarbrücken, Germany
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Collins L, Sicks S, Umland E, Phillips JD. A tool for assessing interprofessional collaborative practice: evolution of the Jefferson Teamwork Observation Guide (JTOG)®. J Interprof Care 2023; 37:S116-S119. [PMID: 31109215 DOI: 10.1080/13561820.2019.1613967] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2018] [Revised: 03/06/2019] [Accepted: 04/27/2019] [Indexed: 10/26/2022]
Abstract
The Jefferson Teamwork Observation Guide® (JTOG®), a multi-source tool to formatively assess interprofessional collaborative practice competencies, evolved from a need to teach learners the characteristics of high functioning teams. Over time, researchers developed and refined four versions of the tool - Team, Individual, Patient and Support Person - eliciting feedback from learners, providers, patients and family members to create 360-degree evaluations of team performance. Development of all four versions of the JTOG into a native mobile application facilitated workplace based assessment, enhancing the ability to collect real-time data, gather responses from a variety of stakeholders and provide timely feedback to practice teams and individuals. Several studies have found the JTOG to be feasible to administer in both educational and practice settings across all user groups. Data also suggest the tool is a valid measure of team performance and individual performance on teams. However, scores that trended high indicate the need for continued psychometric work and high demand for the tool highlights the importance of a more robust database and dynamic analytic support. Three main conclusions have emerged from our experience with the JTOG: there is a clear need for a competency-based assessment tool to assist educators and clinicians in improving team functioning; incorporating technology into assessment may help bridge the persistent gap between educational innovation in IPE and organizational change in practice; and an assessment strategy incorporating the voices of the patient and family is highly valued by key stakeholders and has the potential to influence patient experience.
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Affiliation(s)
- Lauren Collins
- Department of Family and Community Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, USA
- Associate Provost for Interprofessional Practice and Education, Thomas Jefferson University, Philadelphia, USA
- Jefferson Center for Interprofessional Practice and Education, Philadelphia, USA
| | - Shoshana Sicks
- Jefferson Center for Interprofessional Practice and Education, Philadelphia, USA
| | - Elena Umland
- Associate Provost for Interprofessional Practice and Education, Thomas Jefferson University, Philadelphia, USA
- Jefferson Center for Interprofessional Practice and Education, Philadelphia, USA
- Jefferson College of Pharmacy, Philadelphia, USA
| | - Julie D Phillips
- Center for Teaching & Learning, Scott Memorial Library, Philadelphia, USA
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Park KH. Perceptions of medical students toward assessors in interprofessional education. KOREAN JOURNAL OF MEDICAL EDUCATION 2023; 35:297-301. [PMID: 37670526 PMCID: PMC10493405 DOI: 10.3946/kjme.2023.268] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2023] [Revised: 06/22/2023] [Accepted: 06/28/2023] [Indexed: 09/07/2023]
Abstract
PURPOSE This study aims to establish if medical students think it is fair to be assessed by nursing professors in interprofessional education (IPE) and why. METHODS Eighty-seven third-year medical students who participated in the IPE in 2022 submitted self-reflection essays. They were asked how they perceived the assessors, and 86 medical students responded to content analyses. RESULTS Sixty-seven students (77.9%) agreed to be assessed by nursing professors. They believed that interprofessional assessment is possible because it is an IPE. They also believed that this was an opportunity to be assessed from various perspectives. Nineteen students (22.1%) objected because the assessment criteria may be different and nursing professors would not understand the learning experiences of medical students. CONCLUSION Regarding the reasons medical students oppose it, IPE developers should supplement the development of assessment criteria and understand learners' experiences during planning assessment.
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Affiliation(s)
- Kyung Hye Park
- Department of Medical Education, Yonsei University Wonju College of Medicine, Wonju, Korea
- Department of Emergency Medicine, Yonsei University Wonju Severance Christian Hospital, Wonju, Korea
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16
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Boursicot K, Kemp S, Norcini J, Nadarajah VD, Humphrey-Murto S, Archer E, Williams J, Pyörälä E, Möller R. Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence. MEDICAL TEACHER 2023; 45:978-983. [PMID: 36786837 DOI: 10.1080/0142159x.2023.2174420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
INTRODUCTION The Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions was first convened in 1985 in Ottawa. Since then, what has become known as the Ottawa conference has been held in various locations around the world every 2 years. It has become an important conference for the community of assessment - including researchers, educators, administrators and leaders - to share contemporary knowledge and develop international standards for assessment in medical and health professions education. METHODS The Ottawa 2022 conference was held in Lyon, France, in conjunction with the AMEE 2022 conference. A diverse group of international assessment experts were invited to present a symposium at the AMEE conference to summarise key concepts from the Ottawa conference. This paper was developed from that symposium. RESULTS AND DISCUSSION This paper summarises key themes and issues that emerged from the Ottawa 2022 conference. It highlights the importance of the consensus statements and discusses challenges for assessment such as issues of equity, diversity, and inclusion, shifts in emphasis to systems of assessment, implications of 'big data' and analytics, and challenges to ensure published research and practice are based on contemporary theories and concepts.
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Affiliation(s)
| | - Sandra Kemp
- Graduate School of Medicine, University of Wollongong, Wollongong, Australia
| | - John Norcini
- Department of Psychiatry, Upstate Medical University, Syracuse, NY, USA
| | | | | | - Elize Archer
- Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Jen Williams
- Faculty Dean of Medicine and Health, University of New England, Armidale, Australia
| | - Eeva Pyörälä
- Center for University Teaching and Learning, University of Helsinki, Helsinki, Finland
| | - Riitta Möller
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
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Almoghirah H, Illing J, Nazar M, Nazar H. A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge. BMC MEDICAL EDUCATION 2023; 23:589. [PMID: 37605168 PMCID: PMC10441699 DOI: 10.1186/s12909-023-04557-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Accepted: 07/31/2023] [Indexed: 08/23/2023]
Abstract
BACKGROUND Interprofessional education (IPE) has been identified as a strategy towards improving competence at interprofessional working and collaboration within teams. Entrustable professional activities (EPAs) provide a framework for translating competencies into elements of clinical practice, some of which in healthcare are inherently interprofessional. However, it is challenging to reconcile that entrustment decisions about student competence in an interprofessional activity are made about an individual without considering the dynamics and tensions between interprofessional team members and the task itself. This can influence students' development and demonstration of competence at interprofessional collaboration. METHODS In this study, undergraduate medical and pharmacy students worked in pairs online (Zoom) to undertake the hospital discharge process (a professional activity reliant on interprofessional collaboration) for a simulated patient, producing a hospital discharge letter and completing a consultation with the simulated patient. The online sessions were recorded and interprofessional behaviours were assessed using a validated scale completed by an interprofessional assessment team. Students undertook this IPE intervention three times after receiving feedback and a period of reflection each time. RESULTS Eighteen students participated across the entire intervention and 27 one-hour online IPE sessions were completed and recorded. Students demonstrated statistically significant improvements in interprofessional behaviours across the three iterations (p < 0.05 for all the sessions). The discharge letter students produced also improved over the three sessions (p = 0.01). Students found the educational sessions useful and relevant. CONCLUSION This online IPE intervention provided the students with an authentic opportunity to work collaboratively. At the end of each iteration, students received feedback about their work as a team and about the discharge letter, helping students to reflect and purposefully develop their performance. The IPE intervention with this assessment strategy is feasible and allows student development to be captured but has proved to be time and resource intensive.
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Affiliation(s)
- Hailah Almoghirah
- Newcastle University, Newcastle-upon-Tyne, UK
- King Saud University, Riyadh, Saudi Arabia
| | - Jan Illing
- Newcastle University, Newcastle-upon-Tyne, UK
- RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | | | - Hamde Nazar
- Newcastle University, Newcastle-upon-Tyne, UK.
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18
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Lai-Kwon J, Dushyanthen S, Seignior D, Barrett M, Buisman-Pijlman F, Buntine A, Woodward-Kron R, McArthur G, Kok DL. Designing a wholly online, multidisciplinary Master of Cancer Sciences degree. BMC MEDICAL EDUCATION 2023; 23:544. [PMID: 37525150 PMCID: PMC10391849 DOI: 10.1186/s12909-023-04537-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Accepted: 07/25/2023] [Indexed: 08/02/2023]
Abstract
BACKGROUND Improving oncology-specific knowledge and skills of healthcare professionals is critical for improving the outcomes of people with cancer. Many current postgraduate education offerings may be inaccessible to busy professionals, contain minimal consumer input or do not focus on the multidisciplinary nature of cancer care. In response to these needs, a Master of Cancer Sciences degree was developed. Our aim is to describe the development of the Master of Cancer Sciences. METHODS We describe the development of the Master of Cancer Sciences, including its theoretical and its pedagogical underpinnings. RESULTS Our approach to curriculum design was guided by Kern's Six-Step Approach to Medical Curriculum and underpinned by the Seven Principles of Online Learning. These approaches were further underpinned by the Cognitive Theory of Multimedia Learning which informed our approach to audio and visual information design. The pedagogy is interactive, experiential, interprofessional and importantly, includes consumers as educators. In practice, learning activities include peer feedback, multidisciplinary team meeting simulations, group work and clinical role plays. The online environment was visually shaped through infographics, high-quality educational videos and gamification. CONCLUSION We have designed a Master of Cancer Sciences that is one of the first wholly online, cancer-specific Masters' programs. Its industry-led curriculum using evidence-based pedagogical choices utilises a range of novel digital formats and integrates the consumer perspective to provide a holistic overview of the field. Quantitative and qualitative evaluation of learning outcomes is ongoing.
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Affiliation(s)
- Julia Lai-Kwon
- Victorian Comprehensive Cancer Centre (VCCC) Alliance, Melbourne, Australia
- Department of Medical Education, Melbourne Medical School, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Australia
- Peter MacCallum Cancer Centre, 305 Grattan St, Melbourne, 3000, Australia
| | - Sathana Dushyanthen
- Centre for Digital Transformation of Health, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Australia
| | - David Seignior
- Melbourne School of Professional and Continuing Education, University of Melbourne, Melbourne, Australia
| | - Michelle Barrett
- Victorian Comprehensive Cancer Centre (VCCC) Alliance, Melbourne, Australia
| | - Femke Buisman-Pijlman
- Melbourne School of Professional and Continuing Education, University of Melbourne, Melbourne, Australia
| | - Andrew Buntine
- Melbourne School of Professional and Continuing Education, University of Melbourne, Melbourne, Australia
| | - Robyn Woodward-Kron
- Department of Medical Education, Melbourne Medical School, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Australia
| | - Grant McArthur
- Victorian Comprehensive Cancer Centre (VCCC) Alliance, Melbourne, Australia
- Peter MacCallum Cancer Centre, 305 Grattan St, Melbourne, 3000, Australia
- Department of Clinical Pathology, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Parkville, VIC, Australia
| | - David L Kok
- Victorian Comprehensive Cancer Centre (VCCC) Alliance, Melbourne, Australia.
- Peter MacCallum Cancer Centre, 305 Grattan St, Melbourne, 3000, Australia.
- Department of Clinical Pathology, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Parkville, VIC, Australia.
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19
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Brownie S, Blanchard D, Amankwaa I, Broman P, Haggie M, Logan C, Pearce A, Sampath K, Yan AR, Andersen P. Tools for faculty assessment of interdisciplinary competencies of healthcare students: an integrative review. Front Med (Lausanne) 2023; 10:1124264. [PMID: 37396887 PMCID: PMC10314362 DOI: 10.3389/fmed.2023.1124264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 05/25/2023] [Indexed: 07/04/2023] Open
Abstract
Increasingly, interprofessional teamwork is required for the effective delivery of public health services in primary healthcare settings. Interprofessional competencies should therefore be incorporated within all health and social service education programs. Educational innovation in the development of student-led clinics (SLC) provides a unique opportunity to assess and develop such competencies. However, a suitable assessment tool is needed to appropriately assess student progression and the successful acquisition of competencies. This study adopts an integrative review methodology to locate and review existing tools utilized by teaching faculty in the assessment of interprofessional competencies in pre-licensure healthcare students. A limited number of suitable assessment tools have been reported in the literature, as highlighted by the small number of studies included. Findings identify use of existing scales such as the Interprofessional Socialization and Valuing Scale (ISVS) and the McMaster Ottawa Scale with Team Observed Structured Clinical Encounter (TOSCE) tools plus a range of other approaches, including qualitative interviews and escape rooms. Further research and consensus are needed for the development of teaching and assessment tools appropriate for healthcare students. This is particularly important in the context of interprofessional, community-partnered public health and primary healthcare SLC learning but will be of relevance to health students in a broad range of clinical learning contexts.
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Affiliation(s)
- Sharon Brownie
- School of Health Sciences, Swinburne University, Hawthorn, QLD, Australia
- School of Medicine and Dentistry, Griffith University, Gold Coast, QLD, Australia
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
| | - Denise Blanchard
- School of Nursing, Eastern Institute of Technology – Te Pukenga, Hawkes Bay, New Zealand
- School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Bathurst, NSW, Australia
- School of Nursing and Midwifery, The University of Newcastle Central Coast Clinical School, Ourimbah, NSW, Australia
| | - Isaac Amankwaa
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
- Faculty of Health, University of Canberra, Canberra, NSW, Australia
| | - Patrick Broman
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
| | - Marrin Haggie
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
| | - Carlee Logan
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
| | - Amy Pearce
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
| | - Kesava Sampath
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
| | - Ann-Rong Yan
- Faculty of Health, University of Canberra, Canberra, NSW, Australia
| | - Patrea Andersen
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Sippy Downs, QLD, Australia
- School of Nursing, Midwifery and Social Science, Central Queensland University, Sippy Downs, QLD, Australia
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20
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Hill AE, Bartle E, Copley JA, Olson R, Dunwoodie R, Barnett T, Zuber A. The VOTIS, part 1: development and pilot trial of a tool to assess students' interprofessional skill development using video-reflexive ethnography. J Interprof Care 2023; 37:223-231. [PMID: 35403549 DOI: 10.1080/13561820.2022.2052270] [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: 02/06/2023]
Abstract
This paper explores the development and evaluation of the video Observation Tool for Interprofessional Skills (VOTIS). We describe the development of an authentic interprofessional assessment tool that incorporates video reflection and allows formative and summative assessment of individual learners' interprofessional skills within an authentic interprofessional context. We then investigate its validity and reliability. The VOTIS was developed using a modified Delphi technique. The tool was piloted with 61 students and 11 clinical educators who completed the VOTIS following team meetings where students interacted about their interprofessional clinical work. The following were calculated: internal consistency; students' proficiency levels; inter-rater reliability between students and clinical educators; and inter-rater reliability between clinical educators and an independent rater. Results indicate that the VOTIS has acceptable internal consistency and moderate reliability and has value in evaluating students' interprofessional skills. Study outcomes highlight the need for more explicit wording of tool content and instructions and further clinical educator training to increase the utility and reliability of the VOTIS as a learning and assessment tool.
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Affiliation(s)
- Anne E Hill
- School of Health and Rehabilitation Sciences, The University of Queensland, St. Lucia, Qld, Australia
| | - Emma Bartle
- School of Dentistry, The University of Queensland, St. Lucia, Qld, Australia
| | - Jodie A Copley
- School of Health and Rehabilitation Sciences, The University of Queensland, St. Lucia, Qld, Australia
| | - Rebecca Olson
- Sociology, School of Social Science, The University of Queensland, St. Lucia, Qld, Australia
| | - Ruth Dunwoodie
- School of Health and Rehabilitation Sciences, The University of Queensland, St. Lucia, Qld, Australia
| | - Tessa Barnett
- School of Health and Rehabilitation Sciences, The University of Queensland, St. Lucia, Qld, Australia
| | - Alice Zuber
- School of Health and Rehabilitation Sciences, The University of Queensland, St. Lucia, Qld, Australia
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21
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Keating C, Cheng MS, Hass RW, Tenpa J. Rasch analysis of the Jefferson Teamwork Observation Guide to improve student reflection after interprofessional education. J Interprof Care 2023; 37:214-222. [PMID: 35403542 DOI: 10.1080/13561820.2022.2048809] [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: 02/06/2023]
Abstract
Interprofessional education is expanding and emerging as a focus of health profession education. The development of instruments to identify competency of students is needed to improve interprofessional collaboration in patient care. Our purpose was to investigate the individual Jefferson Teamwork Observation Guide (JTOG) to determine its psychometric properties. Health profession student data (814 surveys) were analyzed using Rasch Modeling to determine the item and person statistics, unidimensionality, scaling performance, and local independence. The psychometric properties of the instrument were strong, but the current model produced a significant ceiling effect. Adaptations to the instrument were recommended to improve the instruments ability to identify competency and provide individual feedback on performance using a Rasch model. The adapted JTOG has strong psychometric properties to help facilitate reflection and to promote collaborative practice competency.
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Affiliation(s)
- Christopher Keating
- Department of Physical Therapy, Jefferson Orthopedic Physical Therapy Residency, Thomas Jefferson University, Philadelphia, PA, USA
| | - M Samuel Cheng
- Department of Physical Therapy, Nova Southeastern University, North Miami Beach, Fl, USA
| | - Richard W Hass
- Evaluation and Research, Jefferson Center for Interprofessional Practice and Education, Jefferson College of Population Health, Thomas Jefferson University, Philadelphia, PA, USA
| | - Jasmine Tenpa
- Thomas Jefferson University, Jefferson Center for Interprofessional Practice and Education, Philadelphia, PA, USA
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22
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Bajwa NM, Sader J, Kim S, Park YS, Nendaz MR, Bochatay N. Development and validity evidence for the intraprofessional conflict exercise: An assessment tool to support collaboration. PLoS One 2023; 18:e0280564. [PMID: 36800365 PMCID: PMC9937497 DOI: 10.1371/journal.pone.0280564] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 01/02/2023] [Indexed: 02/18/2023] Open
Abstract
BACKGROUND Effective collaboration is the foundation for delivering safe, high quality patient care. Health sciences curricula often include interprofessional collaboration training but may neglect conflicts that occur within a profession (intraprofessional). We describe the development of and validity evidence for an assessment of intraprofessional conflict management. METHODS AND FINDINGS We designed a 22-item assessment, the Intraprofessional Conflict Exercise, to evaluate skills in managing intraprofessional conflicts based on a literature review of conflict management. Using Messick's validity framework, we collected evidence for content, response process, and internal structure during a simulated intraprofessional conflict from 2018 to 2019. We performed descriptive statistics, inter-rater reliability, Cronbach's alpha, generalizability theory, and factor analysis to gather validity evidence. Two trained faculty examiners rated 82 trainees resulting in 164 observations. Inter-rater reliability was fair, weighted kappa of 0.33 (SE = 0.03). Cronbach's alpha was 0.87. The generalizability study showed differentiation among trainees (19.7% person variance) and was highly reliable, G-coefficient 0.88, Phi-coefficient 0.88. The decision study predicted that using one rater would have high reliability, G-coefficient 0.80. Exploratory factor analysis demonstrated three factors: communication skills, recognition of limits, and demonstration of respect for others. Based on qualitative observations, we found all items to be applicable, highly relevant, and helpful in identifying how trainees managed intraprofessional conflict. CONCLUSIONS The Intraprofessional Conflict Exercise provides a useful and reliable way to evaluate intraprofessional conflict management skills. It provides meaningful and actionable feedback to trainees and may help health educators in preparing trainees to manage intraprofessional conflict.
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Affiliation(s)
- Nadia M. Bajwa
- Department of General Pediatrics at the Children’s Hospital, Geneva University Hospitals in Geneva, Geneva, Switzerland
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
- * E-mail:
| | - Julia Sader
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Sara Kim
- Department of Surgery, School of Medicine, University of Washington, Seattle, Washington, United States of America
| | - Yoon Soo Park
- MGH Institute of Health Professions at Massachusetts General Hospital, Boston, Massachusetts, United States of America
| | - Mathieu R. Nendaz
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Naïke Bochatay
- Department of Pediatrics at the University of California, San Francisco, San Francisco, California, United States of America
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23
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Meiklejohn S, Anderson A, Brock T, Kumar A, Maddock B, Wright C, Walker L, Kent F. The utility of an interprofessional education framework and its impacts upon perceived readiness of graduates for collaborative practice. A multimethod evaluation using the context, input, process, product (CIPP) model. NURSE EDUCATION TODAY 2023; 121:105707. [PMID: 36640451 DOI: 10.1016/j.nedt.2023.105707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 12/13/2022] [Accepted: 01/01/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND Frameworks in higher education can support strategic curriculum change in complex systems. The impact of these frameworks in achieving their stated purpose is less known. An interprofessional education (IPE) framework and related multi-activity curriculum designed to develop health profession graduates with the requisite skills for collaborative care, was introduced in a large university, across eleven health professions. OBJECTIVE To determine the utility of an interprofessional framework and impact upon perceived work readiness for collaborative practice. METHOD A multimethod design using the context, input, process, product (CIPP) evaluation model was selected taking a social constructivist theoretical stance. Data collection included staffing allocation to IPE, curriculum audit, and reflections from representatives of all health professions courses offered at the institution. Data was analyzed using framework analysis. PARTICIPANTS Interviews or focus groups were undertaken with academic Faculty (n = 13), recent graduates (n = 24) and clinical supervisors/employers of recent graduates (n = 17). RESULTS The framework assisted the systematic implementation of interprofessional curriculum across the different health courses at the university. Collaborative work-ready learning outcomes were identified in graduates where targeted curriculum had been implemented across all four domains of the framework. Gaps identified in framework implementation were consistent with gaps identified in graduate knowledge and skills related to collaborative practice. The combination of formal university-based IPE and informal workplace learning as part of clinical placements contributed to achieving the desired learning outcomes. CONCLUSIONS These findings offer insights into the use of shared frameworks to drive specific learning activities related to collaborative practice.
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Affiliation(s)
- Sarah Meiklejohn
- Monash University (Monash Centre for Scholarship in Health Education), Melbourne, Victoria, Australia
| | - Amanda Anderson
- Monash University (Department of Nutrition, Dietetics and Food), Melbourne, Victoria, Australia
| | - Tina Brock
- Monash University (Faculty of Pharmacy and Pharmaceutical Sciences), Melbourne, Victoria, Australia
| | - Arunaz Kumar
- Monash University (Faculty of Medicine, Nursing and Health Sciences), Melbourne, Victoria, Australia
| | - Bronwyn Maddock
- Monash University (Faculty of Medicine, Nursing and Health Sciences), Melbourne, Victoria, Australia
| | - Caroline Wright
- Monash University (Department of Medical Imaging and Radiation Sciences), Melbourne, Victoria, Australia
| | - Lorraine Walker
- Monash University (School of Nursing and Midwifery), Melbourne, Victoria, Australia
| | - Fiona Kent
- Monash University (Faculty of Medicine, Nursing and Health Sciences), Melbourne, Victoria, Australia.
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Andersen P, Broman P, Tokolahi E, Yap JR, Brownie S. Determining a common understanding of interprofessional competencies for pre-registration health professionals in Aotearoa New Zealand: A Delphi study. Front Med (Lausanne) 2023; 10:1119556. [PMID: 37035298 PMCID: PMC10079912 DOI: 10.3389/fmed.2023.1119556] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2023] [Accepted: 03/13/2023] [Indexed: 04/11/2023] Open
Abstract
There is growing awareness that factors such as the growing incidence of co-morbidity and increasing complexity of patient health needs cannot be addressed by health professionals practicing in isolation. Given this, there is an increasing emphasis on preparing students in health-related programs for effective interprofessional practice. Less clear, however, are the specific skills and clinical or learning opportunities necessary for students to develop effectiveness in interprofessional practice. These factors drove a team associated with a tertiary health education provider in Hamilton, New Zealand to transform traditional clinical student experiences in the form of an interprofessional student-assisted clinic. The clinic was intended, in part, to provide students with opportunities to learn and experience interprofessionalism in practice but was hampered by limited information available regarding the specific skill requirements necessary for students in New Zealand to learn in this context. In this Delphi study, we synthesize national expert opinion on student competency indicators necessary for effective interprofessional practice. The resultant set of indicators is presented and opportunities for application and further research discussed. The paper offers guidance to others seeking to innovate health curricula, develop novel service-oriented learning experiences for students, and foster interprofessional practice competence in the future health workforce.
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Affiliation(s)
- Patrea Andersen
- Centre for Health and Social Practice, Waikato Institute of Technology–Te Pūkenga, Hamilton, New Zealand
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Sippy Downs, QLD, Australia
- School of Nursing, Midwifery and Social Science, Central Queensland University, Norman Gardens, QLD, Australia
| | - Patrick Broman
- Centre for Health and Social Practice, Waikato Institute of Technology–Te Pūkenga, Hamilton, New Zealand
- *Correspondence: Patrick Broman,
| | - Ema Tokolahi
- Otago Polytechnic–Te Pūkenga, Dunedin, New Zealand
| | - Jia Rong Yap
- Centre for Health and Social Practice, Waikato Institute of Technology–Te Pūkenga, Hamilton, New Zealand
| | - Sharon Brownie
- Centre for Health and Social Practice, Waikato Institute of Technology–Te Pūkenga, Hamilton, New Zealand
- School of Health Science, Swinburne University of Technology, Melbourne, VIC, Australia
- School of Medicine and Dentistry, Griffith University, Brisbane, QLD, Australia
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Grimes TC, Guinan EM. Interprofessional education focused on medication safety: a systematic review. J Interprof Care 2023; 37:131-149. [PMID: 35050843 DOI: 10.1080/13561820.2021.2015301] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Safe medication use necessitates interprofessional working, with calls to enhance interprofessional education (IPE) focusing on medication safety (MS) in healthcare professional (HCP) curricula. Little is known about the design, delivery or evaluation of such activities. This systematic literature review describes MS-focused IPE activities in pre-qualification HCP programmes. MedLine, EMBASE, CINAHL and ERIC were searched, relevant studies identified and data extracted. The McGill Mixed Methods Appraisal Tool was employed. The 3P (presage-process-product) theory structured deductive analysis. Thirty-one studies were included, reporting on 30 activities, mostly undertaken in North America or United Kingdom. Presage/Design: Most reported activities involved pharmacy, nursing, medical or physician assistant students learning with one or more other HCP group. Few studies matched student groups' skills or experiences. Few studies reported theoretical underpinnings. Process/Delivery: Multiple pedagogical approaches were employed, mostly social construction, and low- and high-fidelity simulation-based learning. Few studies reported learning outcomes or summative assessment, more reported formative assessment. Product/evaluation: Outcomes measured were learners' opinions, satisfaction or attitudes toward interprofessional working and findings were generally positive. Few studies reported on student development or outcomes specific to medication safety. Lack of integration of qualitative/quantitative components of mixed methods studies and limited outcome measurements' validity or reliability weakened study quality. MS-focused IPE for pre-qualification HCPs is well received by students. Design of future activities could be enhanced by employing theory and ensuring matching of students' and groups' skills, professional identity and learner attributes to enhance learning in an interprofessional setting. Future delivery should embed MS-focused IPE into the standard curricula to optimize constructive alignment, learner engagement, quality and drive development. The required skillset in pre-qualification HCP programmes to facilitate future safe medication practice, together with the associated learning outcomes and assessment approaches, should be defined. The quality of scholarly studies examining these activities needs improvement.
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Affiliation(s)
- T C Grimes
- School of Pharmacy and Pharmaceutical Sciences, Panoz Institute, Trinity College Dublin, Dublin 2, Ireland
| | - E M Guinan
- School of Medicine, Trinity Centre for Health Sciences, St James's Hospital, Dublin 8, Ireland
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Smeets HWH, Sluijsmans DMA, Moser A, van Merriënboer JJG. Design guidelines for assessing students' interprofessional competencies in healthcare education: a consensus study. PERSPECTIVES ON MEDICAL EDUCATION 2022; 11:316-324. [PMID: 36223031 PMCID: PMC9743853 DOI: 10.1007/s40037-022-00728-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2021] [Revised: 08/31/2022] [Accepted: 09/02/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Healthcare systems require healthcare professionals and students educated in an interprofessional (IP) context. Well-designed assessments are needed to evaluate whether students have developed IP competencies, but we currently lack evidence-informed guidelines to create them. This study aims to provide guidelines for the assessment of IP competencies in healthcare education. METHODS A qualitative consensus study was conducted to establish guidelines for the design of IP assessments using the nominal group technique. First, five expert groups (IP experts, patients, educational scientists, teachers, and students) were asked to discuss design guidelines for IP assessment and reach intra-group consensus. Second, one heterogeneous inter-group meeting was organized to reach a consensus among the expert groups on IP assessment guidelines. RESULTS This study yielded a comprehensive set of 26 guidelines to help design performance assessments for IP education: ten guidelines for both the IP assessment tasks and the IP assessors and six guidelines for the IP assessment procedures. DISCUSSION The results showed that IP assessment is complex and, compared to mono-professional assessment, high-quality IP assessments require additional elements such as multiple IP products and processes to be assessed, an IP pool of assessors, and assessment procedures in which standards are included for the IP collaboration process as well as individual contributions. The guidelines are based on expert knowledge and experience, but an important next step is to test these design guidelines in educational practice.
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Affiliation(s)
- Hester Wilhelmina Henrica Smeets
- Research Centre for Autonomy and Participation, Zuyd University of Applied Sciences, Heerlen, The Netherlands.
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands.
| | - Dominique M A Sluijsmans
- Research Centre Urban Talent, Rotterdam University of Applied Sciences, Rotterdam, The Netherlands
| | - Albine Moser
- Research Centre for Autonomy and Participation, Zuyd University of Applied Sciences, Heerlen, The Netherlands
- Department of Family Medicine, Maastricht University, Maastricht, The Netherlands
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Andermo S, Forsell Ehrlich K, Forsberg Larm M, Bergström L, Alencar Siljehag P, Broberger E. Assessing students interprofessional competence using a Swedish version of the Interprofessional Collaborator Assessment Rubric. J Interprof Care 2022; 37:605-612. [DOI: 10.1080/13561820.2022.2138287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
- Susanne Andermo
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Solna, Sweden
- Department of Global Public Health, Karolinska Institutet, Solna, Sweden
| | - Kethy Forsell Ehrlich
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Solna, Sweden
| | - Margaretha Forsberg Larm
- Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Solna, Sweden
| | - Lisa Bergström
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Solna, Sweden
| | | | - Eva Broberger
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Solna, Sweden
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Patja K, Huis in ‘t Veld T, Arva D, Bonello M, Orhan Pees R, Soethout M, van der Esch M. Health promotion and disease prevention in the education of health professionals: a mapping of European educational programmes from 2019. BMC MEDICAL EDUCATION 2022; 22:778. [PMID: 36369021 PMCID: PMC9652036 DOI: 10.1186/s12909-022-03826-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Accepted: 10/04/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Health professionals face barriers in carrying out effective health promotion and disease prevention. To indicate what are the needs for curriculum development in educational programmes, this study aims to provide an overview of how various health professionals are currently trained in health promotion and disease prevention at different educational levels. METHODS In 2019, a descriptive mapping exercise was performed focusing on European programmes for different health and healthcare professionals at the three levels of education (undergraduate, postgraduate, and continuous professional development [CPD]). Data were collected by a self-developed online survey that was distributed using a modified snowball method. RESULTS A total of 186 educational programmes of 17 different health professionals were analysed, implemented in 31 countries (60% were undergraduate, 30% postgraduate and 10% CPD programmes). Nearly all programmes indicated that expected outcomes were defined on knowledge (99%), skills (94%) and behaviours/attitudes (89%) regarding health promotion and disease prevention. A multidisciplinary approach was reported to be applied by 81% of the programmes. Traditional teaching methods such as lectures (97%) and assignments (81%) were dominant, while e-learning was less frequently used (46%). Digitalization in health promotion and digital health coaching were the least addressed topics in most programmes. CONCLUSIONS Health promotion and disease prevention are reported at all surveyed levels of education for a broad spectrum of health professionals. Educational programmes cover contents on knowledge, skills, and behaviours. There is a need for capacity building and joint development in health promotion education. Specifically, there is a need to include digitalisation and novel teaching in the educational programmes of health promotion and disease prevention.
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Affiliation(s)
- Kristiina Patja
- Department of Public Health, Medical Faculty, University of Helsinki, PO BOX 20 (Tukholmankatu 8 B), 00014 Helsinki, Finland
| | | | - Dorottya Arva
- Department of Public Health, Faculty of Medicine, Semmelweis University, Nagyvárad tér 4, 1089 Budapest, Hungary
- MTA-PTE Innovative Health Pedagogy Research Group, University of Pécs, Pécs, Hungary
| | - Marjorie Bonello
- Department of Occupational Therapy, Faculty of Health Sciences, University of Malta, Msida, MSD 2090 Malta
| | - Rana Orhan Pees
- European Medical Students’ Association (EMSA), c/o CPME, Rue Guimard 15, 1040 Brussels, Belgium
- Association of Schools of Public Health in the European Region (ASPHER), UM Brussels Campus, Av de Tervueren 153, BE-1150 Brussels, Belgium
| | - Marc Soethout
- Department of Public and Occupational Health, Amsterdam University Medical Centre, Van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands
| | - Martin van der Esch
- Centre of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Weesperzijde 190, 1097 DZ Amsterdam, The Netherlands
- Reade, Center for Rehabilitation and Rheumatology, J. van breemenstraat 2, 1056 AB Amsterdam, The Netherlands
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Promoting Person-Centered Care for Health Baccalaureate Students: Piloting an Interprofessional Education Approach to Wound Management. Adv Skin Wound Care 2022; 35:1-8. [PMID: 36125457 DOI: 10.1097/01.asw.0000873684.24346.be] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
OBJECTIVE To describe and analyze the implementation of a wound management interprofessional education experience for nursing, podiatry, pharmacy, and exercise and nutrition science health baccalaureate students. The disciplines outside of nursing were invited to join the classes of a wound care elective unit in nursing. METHODS This study included the development and implementation of a wound care program and observation of all students enrolled in the health disciplines where wound management education was relevant. RESULTS Results indicated an increase in students' recognition of their roles and the roles of others within an interprofessional healthcare team. Facilitators reported that students learned to share information and work collaboratively to plan care for people with wounds. CONCLUSIONS The outcomes confirm that the structured wound management program of interprofessional education within a Faculty of Health course promoted student recognition of wound management and the essential shared approach to person-centered care.
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Wilbur K, Teunissen PW, Scheele F, Driessen EW, Yeung J, Pachev G. Pharmacist trainees narrow scope of interprofessional collaboration and communication in hospital practice. J Interprof Care 2022; 37:428-437. [PMID: 35880789 DOI: 10.1080/13561820.2022.2090910] [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: 10/16/2022]
Abstract
Early curricular exposure to interprofessional education (IPE) is intended to acclimatize health professional trainees to shared-care in the practice settings they will ultimately join. However, IPE activities typically reside outside actual organizational and social systems in which interprofessional care is delivered. We aimed to explore how pharmacist trainees experience collaborator and communicator competency roles during team-based workplace-based learning. Participants maintained written diaries reflecting on interprofessional collaboration and communication during an eight-week hospital clerkship. Diary entries and transcripts from semi-structured follow-up interviews were analyzed from the social constructivist perspective using reflective thematic analysis. Participant accounts of on-ward activities represented most collaborator and communicator roles outlined in pharmacy and interprofessional competency frameworks, but were predominantly between the pharmacist trainee and physicians. Pharmacist trainees did not routinely engage with other health professions on a daily basis. Additionally, reported encounters with other team members were typically information exchanges and not episodes of authentic interdependent or shared care. Interactions were almost completely devoid of perceived interpersonal or role conflict. These findings offer insight into how pharmacist trainees perceive and develop competencies for team-based care. Further work is required to understand how such limited scope of interprofessional communication and collaboration might ultimately impair quality patient care.
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Haruta J, Goto R. Factors associated with interprofessional competencies among healthcare professionals in Japan. J Interprof Care 2022; 37:473-479. [PMID: 35880788 DOI: 10.1080/13561820.2022.2099818] [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: 10/16/2022]
Abstract
We aimed to explore factors associated with interprofessional competencies among healthcare professionals in Japan. From June to October 2020, we conducted a cross-sectional survey via a validated self-administered web-based questionnaire using the Japanese version of the Self-assessment Scale of Interprofessional Competency (JASSIC). We recruited participants from an e-mail list. The questionnaire asked about JASSIC, basic demographic information, whether they had undertaken pre- and post-licensure interprofessional education (IPE), and administrative experience; as well as an organizational climate scale, including "Plan, Do, See" factor for management (PDS factor), and the "Do" factor in a leader-centered direction for people who work unwillingly. Factors associated with the total JASSIC score as interprofessional competencies were determined using multiple regression analysis. We analyzed data from 560 participants with an average age of 41.0 years, comprising 132 nurses, 127 doctors, and 120 social workers. The median of the total JASSIC score was 72/90 (range: 66-78). On multiple regression analysis, total JASSIC score was significantly associated with age, PDS factor, administrative experience, pre-licensure IPE, and pos-licensure IPE. These findings emphasize the importance of pre- and post-licensure IPE, and administrative experience for improving interprofessional competencies in Japan.
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Affiliation(s)
- Junji Haruta
- Medical Education Center, School of Medicine, Keio University, Tokyo, Japan.,Department of Primary Care and Medical Education, Faculty of Medicine, University of Tsukuba, Tsukuba, Japan
| | - Ryohei Goto
- Department of Family Medicine, General Practice and Community Health Faculty of Medicine, University of Tsukuba, Tsukuba, Japan
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Bachmann C, Pettit J, Rosenbaum M. Developing communication curricula in healthcare education: An evidence-based guide. PATIENT EDUCATION AND COUNSELING 2022; 105:2320-2327. [PMID: 34887158 DOI: 10.1016/j.pec.2021.11.016] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 11/10/2021] [Accepted: 11/15/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE To present a guide for communication curriculum development in healthcare professions for educators and curriculum planners. METHODS We collated a selection of theories, frameworks and approaches to communication curriculum development to provide a roadmap of the main factors to consider when developing or enhancing communication skills curricula. RESULTS We present an evidence-based guide for developing and enhancing communication curriculum that can be applied to undergraduate and postgraduate healthcare education. Recommended steps to consider during the communication curricula development process include thoughtful examination of current communication education, needs assessment, focused learning goals and objectives, incorporation of experiential educational strategies allowing for skills practice and feedback and use of formative and summative assessment methods. A longitudinal, developmental and helical implementation approach contributes to reinforcement and sustainment of learners' knowledge and skills. CONCLUSION AND PRACTICE IMPLICATIONS Drawing on best practices in developing communication curricula can be helpful in ensuring successful approaches to communication skills training for any level of learner or healthcare profession. This position paper provides a guide and identifies resources for new and established communication curriculum developers to reflect on strengths and opportunities in their own approaches to addressing the communication education needs of their learners.
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Affiliation(s)
- Cadja Bachmann
- Office of the Dean of Education, Medical Faculty, University of Rostock, Germany.
| | - Jeffrey Pettit
- Department of Family Medicine, Office of Consultation and Research in Medical Education, University of Iowa Carver College of Medicine, USA
| | - Marcy Rosenbaum
- Department of Family Medicine, Office of Consultation and Research in Medical Education, University of Iowa Carver College of Medicine, USA
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Reducing health provider stereotypes through undergraduate interprofessional education. J Taibah Univ Med Sci 2022; 17:991-999. [PMID: 36212593 PMCID: PMC9519597 DOI: 10.1016/j.jtumed.2022.05.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 03/21/2022] [Accepted: 05/19/2022] [Indexed: 11/22/2022] Open
Abstract
Objective Stereotypes among health professionals can jeopardize the delivery of collaborative healthcare and the achievement of positive patient outcomes. However, interprofessional education (IPE) can promote early clarification of roles, and understanding and mutual respect among trainees from different health disciplines. We studied the effects of IPE activities on the views and attitudes of pharmacy students toward nurse- and physician-trainees. Methods Pharmacy students completed a structured written reflection exercise immediately following two separate IPE activities with nursing and medical students, both oriented around diabetes care. We conducted an inductive content analysis of these texts to identify key themes according to the domains of the contact hypothesis theoretical framework: organizational authority, common goals, intergroup cooperation, equal group status and intergroup status. Pharmacy students were also asked how these IPE activities have influenced their views regarding their future pharmacy practice. Results Pharmacy students felt that their groups had cooperated to solve the common patient care goals in each IPE activity, and noted no distinction between the nursing and medical students. However, through either explicit or implicit negotiation of overlapping roles, many pharmacy students ultimately assumed deferential positions relative to medical students. Overall, pharmacy students' attitudes and views regarding the abilities and roles of nursing and medical students in patient care were favorably altered through the IPE activities. Notably, nurses' drug knowledge and diagnostic abilities of nurses and physicians' familiarity with the primary literature and prescribing regimens was previously under-rated but became recognized after IPE activities. Conclusion Pharmacy students' stereotypical views towards nursing and medical students were positively shifted when IPE activity conditions were optimized for intergroup contact.
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Carstensen Floren L, Louise Pittenger A, Ten Cate O, M Irby D. Preliminary evidence for a Tool to Observe the Construction of Knowledge in Interprofessional teams (TOCK-IP). J Interprof Care 2022; 37:410-417. [PMID: 35686997 DOI: 10.1080/13561820.2022.2070143] [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: 10/18/2022]
Abstract
Collaborative knowledge construction (KC) is an important process in interprofessional learning and a logical assessment target. A tool supporting the formative evaluation of KC behaviors ideally would be: 1) applicable to interprofessional teams of learners in clinical contexts; 2) informed by contemporary learning frameworks; 3) feasible and useful. No existing assessment tool meets these criteria. This paper describes the development and preliminary validity evidence for a Tool for Observing Construction of Knowledge in Interprofessional teams (TOCK-IP). Following literature review and needs assessment, the TOCK-IP was drafted based upon Gunawardena's five-phase KC model. Educational expert review established content validity. Response process and internal structure validity, feasibility, and utility were assessed through step-wise evaluation. Faculty raters applied the tool to four videos of simulated interactions between health professions learners. Faculty ratings were compared to expert consensus ratings. Thematic analysis of post-rating survey and debrief allowed assessment of feasibility and utility. Across videos, faculty raters' agreement was fair (n = 25; Fleiss' kappa = 0.40, <0.001). Excellent agreement (95%) was found for raters' scores compared to consensus rating. Faculty supported tool feasibility and utility. The TOCK-IP meets the three criteria for evaluating team-level KC and offers a progression roadmap to help learners move toward collaborative learning.
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Affiliation(s)
| | | | - Olle Ten Cate
- Department of Medicine, University of California San Francisco, San Francisco, CA, USA.,Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, Netherlands
| | - David M Irby
- Department of Medicine, University of California San Francisco, San Francisco, CA, USA
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Interprofessional Education Module on Post–Intensive Care Syndrome for Internal Medicine Residents. ATS Sch 2022; 3:324-331. [PMID: 35924197 PMCID: PMC9341477 DOI: 10.34197/ats-scholar.2021-0114in] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2021] [Accepted: 03/25/2022] [Indexed: 11/18/2022] Open
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Manworren RCB, Basco M. Effectiveness and Dissemination of the Interprofessional Pediatric Pain PRN Curriculum. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:135-143. [PMID: 34862335 PMCID: PMC9133003 DOI: 10.1097/ceh.0000000000000410] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Cultural transformation is needed for health care to be sensitive to children's pain. The Pediatric Pain Practice Registered Nurses (PRN) Curriculum is the first free, open access, downloadable, interprofessional pain continuing education (IPPCE) curriculum developed to empower health care professionals to translate evidence-based pain care into clinical practice. To evaluate the curriculum and its experiential flipped-learning strategies, we used a mixed methods approach. METHODS Interprofessional pediatric teams from eight health care systems evaluated the curriculum after attending Pediatric Pain PRN Courses in the Fall of 2017 (N = 90). Qualitative methods were used to evaluate the acceptability, feasibility, and utility of the curriculum and IPPCE strategies. Pain knowledge and attitudes were measured pre-IPPCE/post-IPPCE with the Pediatric Healthcare Provider's Knowledge & Attitude Survey Regarding Pain (PHPKAS). Web analytics were used to describe dissemination for the first year after the curriculum's webpage launch. RESULTS Learners rated their achievement of course objectives as moderate-great. PHPKAS scores significantly increased (P < .0005); but significant differences in physician and nurse PHPKAS question responses pre-IPPCE/post-IPPCE were found. Within 2 years of the IPPCE, three health care systems were certified as Childkind Hospitals, five Pediatric Pain PRN Programs were established, and various practice changes and improved patient outcomes, such as decreased hospital lengths of stay and emergency department returns for pain, were realized. Curriculum dissemination was global. DISCUSSION Results support the acceptability, effectiveness, feasibility, utility, and global dissemination of the curriculum and IPPCE strategies. More rigorous patient outcome data are needed; however, this study demonstrated the benefit of a free, open-access, downloadable, interprofessional health care provider continuing education curriculum.
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Affiliation(s)
- Renee C B Manworren
- Dr. Manworren: Associate Professor, Department of Pediatrics, Feinberg School of Medicine, Northwestern University, Chicago, IL, and the Posy and Fred Love Chair in Nursing Research, Director of Nursing Research and Professional Practice, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL. Basco: Undergraduate Student at Doisy College of Health Sciences, Saint Louis University, St. Louis, MO, and 2020 Summer Research Intern at Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL
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El-Awaisi A, Jaam M, Wilby KJ, Wilbur K. A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities. J Interprof Care 2022; 36:882-890. [DOI: 10.1080/13561820.2022.2026899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Alla El-Awaisi
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Myriam Jaam
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Kyle John Wilby
- College of Pharmacy, Faculty of Health, Dalhousie University, Halifax, NS, Canada
| | - Kerry Wilbur
- Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, Canada
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Anderson JE. Key concepts in muscle regeneration: muscle "cellular ecology" integrates a gestalt of cellular cross-talk, motility, and activity to remodel structure and restore function. Eur J Appl Physiol 2022; 122:273-300. [PMID: 34928395 PMCID: PMC8685813 DOI: 10.1007/s00421-021-04865-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2021] [Accepted: 11/10/2021] [Indexed: 12/21/2022]
Abstract
This review identifies some key concepts of muscle regeneration, viewed from perspectives of classical and modern research. Early insights noted the pattern and sequence of regeneration across species was similar, regardless of the type of injury, and differed from epimorphic limb regeneration. While potential benefits of exercise for tissue repair was debated, regeneration was not presumed to deliver functional restoration, especially after ischemia-reperfusion injury; muscle could develop fibrosis and ectopic bone and fat. Standard protocols and tools were identified as necessary for tracking injury and outcomes. Current concepts vastly extend early insights. Myogenic regeneration occurs within the environment of muscle tissue. Intercellular cross-talk generates an interactive system of cellular networks that with the extracellular matrix and local, regional, and systemic influences, forms the larger gestalt of the satellite cell niche. Regenerative potential and adaptive plasticity are overlain by epigenetically regionalized responsiveness and contributions by myogenic, endothelial, and fibroadipogenic progenitors and inflammatory and metabolic processes. Muscle architecture is a living portrait of functional regulatory hierarchies, while cellular dynamics, physical activity, and muscle-tendon-bone biomechanics arbitrate regeneration. The scope of ongoing research-from molecules and exosomes to morphology and physiology-reveals compelling new concepts in muscle regeneration that will guide future discoveries for use in application to fitness, rehabilitation, and disease prevention and treatment.
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Affiliation(s)
- Judy E Anderson
- Department of Biological Sciences, Faculty of Science, University of Manitoba, 50 Sifton Road, Winnipeg, MB, R3T 2N2, Canada.
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Paignon A, Schwärzler P, Kerry M, Stamm D, Bianchi M, Xyrichis A, Gilbert J, Cornwall J, Thistlethwaite J, Iwg-Ipecat, Huber M. Interprofessional educators' competencies, assessment, and training - IPEcat: protocol of a global consensus study. J Interprof Care 2022; 36:765-769. [PMID: 34979853 DOI: 10.1080/13561820.2021.2001445] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Contemporary practice in interprofessional education (IPE) has evolved predominantly focusing on the competencies for interprofessional collaboration (IPC) that learners must acquire. Competencies that educators need to successfully deliver IPC have been overlooked. This lack of attention is further confounded by a field replete with inconsistent terminology and standards and no global consensus on the core competencies needed for IPE facilitation. There are no globally accepted tools to assess interprofessional educators' competencies nor are there established training programmes that might be used as the basis for a collective global approach to these issues. The International Working Group for Interprofessional Educators Competencies, Assessment, and Training (IWG_IPEcat) seeks to address this gap using a sequential mixed-method approach, to deliver globally developed, empirically derived tools to foster IPE educator competencies. This article presents the protocol of the research project.
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Affiliation(s)
- Adeline Paignon
- School of Health Sciences and Centre for Interprofessional Simulation (Cis), University of Applied Sciences and Arts of Western Switzerland (Hes-so), Geneva, Switzerland
| | - Patricia Schwärzler
- School of Health Professions, Institute of Health Sciences, Zurich University of Applied Sciences (Zhaw), Winterthur, Switzerland
| | - Matthew Kerry
- School of Health Professions, Institute of Health Sciences, Zurich University of Applied Sciences (Zhaw), Winterthur, Switzerland
| | - David Stamm
- School of Health Professions, Institute of Health Sciences, Zurich University of Applied Sciences (Zhaw), Winterthur, Switzerland
| | - Monica Bianchi
- Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern Switzerland (SUPSI), Switzerland
| | - Andreas Xyrichis
- Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care, Kings College London, London, UK
| | - John Gilbert
- UBC Emeritus College, University of British Columbia, Vancouver, Canada
| | - Jon Cornwall
- Centre for Early Learning in Medicine, University of Otago, Dunedin, New Zealand
| | | | - Iwg-Ipecat
- IWG_IPEcat: International Working Group for Interprofessional Trainers Competencies, Assessment, and Training Programme
| | - Marion Huber
- School of Health Professions, Institute of Health Sciences, Zurich University of Applied Sciences (Zhaw), Winterthur, Switzerland
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Storrs MJ, Henderson AJ, Kroon J, Evans JL, Love RM. A 3-year quantitative evaluation of interprofessional team-based clinical education at an Australian dental school. J Dent Educ 2022; 86:677-688. [PMID: 34979046 DOI: 10.1002/jdd.12873] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2021] [Revised: 11/21/2021] [Accepted: 12/14/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVES Clinical educational challenges led to the Griffith University School of Dentistry and Oral Health (DOH) introducing interprofessional team-based treatment planning (TBTP). This paper evaluates the interprofessional contribution made to student clinical learning and experience among dentistry, oral health therapy, dental prosthetics, and dental technology students. METHODS A mixed methodology approach targeting 845 students collected data annually employing a prevalidated online instrument from 2012 to 2014 to answer the question: "What is the contribution of interprofessional student team-based processes on students' perceptions of interprofessional practice at DOH?" RESULTS A representative study sample with a 64.4% response rate (N = 544) reported TBTP creating a supportive environment for interprofessional clinical learning. Significant improvements in learning shared across disciplines indicated improvements in mutual respect, understanding roles, and constructive communication enhancing teamwork. There were increasing significant correlations between shared learning and positive clinical experiences from 2012 (r = .642, p < .000) to 2013 (r = .678, p < .000) and 2014 (r = .719, p < .000). A combination of TBTP predictors accounted for 53% of the variance in clinical learning and experience in 2014 compared to 40% in 2012. CONCLUSION Learning with other students, developing teamwork abilities, improved communication skills, and respect for other oral health professions were aspects of TBTP that positively impacted clinical learning and practice at DOH. Further study would assist to determine specific elements that made the greatest contribution to student learning experiences.
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Affiliation(s)
- Mark J Storrs
- General Dental Practice, School of Medicine and Dentistry, Menzies Health Institute Queensland (MHIQ), Interprofessional Collaborative Practice Program for Dentistry, School of Medicine and Dentistry, Griffith University, Brisbane, Queensland, Australia
| | - Amanda J Henderson
- Princess Alexandra Hospital, Metro South Health, Brisbane, Queensland, Australia
| | - Jeroen Kroon
- Dental Public Health and Preventive Dentistry, School of Medicine and Dentistry, Griffith University, Brisbane, Queensland, Australia
| | - Jane L Evans
- Dental Technology and Dental Prosthetics Programs, School of Medicine and Dentistry, Griffith University, Brisbane, Queensland, Australia
| | - Robert M Love
- Dentistry, School of Medicine and Dentistry, Griffith University, Brisbane, Queensland, Australia
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Teheux L, Coolen EHAJ, Draaisma JMT, de Visser M, Scherpbier-de Haan ND, Kuijer-Siebelink W, van der Velden JAEM. Intraprofessional workplace learning in postgraduate medical education: a scoping review. BMC MEDICAL EDUCATION 2021; 21:479. [PMID: 34493263 PMCID: PMC8424991 DOI: 10.1186/s12909-021-02910-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Accepted: 08/22/2021] [Indexed: 05/02/2023]
Abstract
BACKGROUND Residents need to be trained across the boundaries of their own specialty to prepare them for collaborative practice. Intraprofessional learning (i.e. between individuals of different disciplines within the same profession) has received little attention in the postgraduate medical education literature, in contrast to the extensive literature on interprofessional learning between individuals of different professions. To address this gap, we performed a scoping review to investigate what and how residents learn from workplace-related intraprofessional activities, and what factors influence learning. METHODS The PRISMA guidelines were used to conduct a scoping review of empirical studies on intraprofessional workplace learning in postgraduate medical education published between 1 January 2000 to 16 April 2020 in Pubmed, Embase, PsycINFO, ERIC and Web of Science. This study applied 'best fit' framework-based synthesis to map the existing evidence, using the presage-process-product (3P) model developed by Tynjälä (2013). RESULTS Four thousand three hundred thirty records were screened, and 37 articles were included. This review identified influencing (presage) factors that derived from the sociocultural environment, learner and learning context. Studies described that complexity of care can both facilitate and hinder learning. Furthermore, intraprofessional learning is threatened by professional stereotyping and negative perceptions, and awareness of learning opportunities and explicit reflection are critical in intraprofessional workplace learning. Studies described a range of informal and formal intraprofessional activities (process) under the headings of collaboration in clinical practice, rotations or placements, formal educational sessions and simulated workplace training. In general, learners responded well and their attitudes and perceptions improved, learners reported increased knowledge and skills and positive behavioural changes (product). Learning outcomes were reported in the domains of patient-centred care, collaborative attitudes and respect, mutual knowledge and understanding, collaborative decision making, communication, leadership, teamwork and reflexivity. CONCLUSIONS This review gives insight into the high learning potential of intraprofessional activities. Many of the included studies relied on self-reported perceptions of change, therefore, future research should focus on generating more robust evidence including objectively examined outcome measures. This review offers a comprehensive overview of the factors that influence intraprofessional workplace learning in postgraduate medical education. Finally, we provide recommendations for enhancing intraprofessional learning in clinical practice.
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Affiliation(s)
- Lara Teheux
- Department of Pediatrics, Radboudumc Amalia Children's Hospital, Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands.
| | - Ester H A J Coolen
- Department of Pediatrics, Radboudumc Amalia Children's Hospital, Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Jos M T Draaisma
- Department of Pediatrics, Radboudumc Amalia Children's Hospital, Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Marieke de Visser
- Department of Research on Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Nynke D Scherpbier-de Haan
- Department of Primary and Community Care, Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Wietske Kuijer-Siebelink
- Department of Research on Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, The Netherlands
- HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Janiëlle A E M van der Velden
- Department of Pediatrics, Radboudumc Amalia Children's Hospital, Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands
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González-Pascual JL, López-Martín I, Saiz-Navarro EM, Oliva-Fernández Ó, Acebedo-Esteban FJ, Rodríguez-García M. Using a station within an objective structured clinical examination to assess interprofessional competence performance among undergraduate nursing students. Nurse Educ Pract 2021; 56:103190. [PMID: 34536789 DOI: 10.1016/j.nepr.2021.103190] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Revised: 08/20/2021] [Accepted: 08/31/2021] [Indexed: 10/20/2022]
Abstract
AIM/OBJECTIVE To describe and analyse the use of a station within an OSCE to assess interprofessional competence performance in undergraduate nursing students. The specific objectives were: - To measure the students' level of competence performance in relation to the interprofessional competences Roles and Responsibilities, Communication and Teamwork. - To determine inter-observer concordance in the assessment of the interprofessional competences. BACKGROUND Teamwork competencies are key to improving patient safety and avoiding medical errors. Today, healthcare professionals work in interdisciplinary teams. To foster a culture of safety, some of the measures that can be taken at the individual, team and organisational levels include fostering clear communication among team members, knowledge of respective roles and functions, and deepening team functioning through respect and trust in judgement and capabilities. The World Health Organization recommends starting to develop these competencies in university studies, through interprofessional education. There are numerous programmes in universities all over the world, but more research is needed on the assessment of interprofessional education activities, preferably through objective methods. Competency performance can be assessed by an external evaluator, in a simulated environment, with the Objective Structured Clinical Examination, which is widely used in nursing. DESIGN Cross-sectional study. METHODS 63 second-year nursing undergraduate students completed an interprofessional competencies station within an 8-station OSCE. Communication, Roles and Responsibility and Teamwork competences were assessed. The Interprofessional Collaborator Assessment Rubric (ICAR) was used as a model to assess the performance of students. Inter-observer concordance analysis was performed using the kappa coefficient and the concordance rate. RESULTS 92.1% of students reached a good level in communication competence, 88.9% in roles and responsibility competence, and 55.6% in teamwork competence. The global concordance rate was 83.8%, and the kappa coefficient was 0.67. CONCLUSIONS Most students have demonstrated interprofessional competence performance at a good level. However, the inter-observer concordance obtained for some of the items was not as expected. The assessment of interprofessional competencies, as it deals mainly with relational and communicative aspects, requires greater preparation both in terms of the specification of assessment items and in agreement between examiners.
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Affiliation(s)
| | - Inmaculada López-Martín
- Universidad Europea de Madrid, Faculty of Biomedical and Health Sciences, Department of Nursing, Spain
| | - Elena María Saiz-Navarro
- Universidad Europea de Madrid, Faculty of Biomedical and Health Sciences, Department of Nursing, Spain; 12 de Octubre Hospital, Madrid, Spain
| | - Óscar Oliva-Fernández
- Universidad Europea de Madrid, Faculty of Biomedical and Health Sciences, Department of Nursing, Spain; General de Villalba Hospital, Spain
| | - Francisco Javier Acebedo-Esteban
- Universidad Europea de Madrid, Faculty of Biomedical and Health Sciences, Department of Nursing, Spain; Emergency Prehospital Service, SAMUR-PC, Madrid, Spain
| | - Marta Rodríguez-García
- Universidad Europea de Madrid, Faculty of Biomedical and Health Sciences, Department of Nursing, Spain
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Haruta J, Goto R. Development of a Japanese version of the Self-assessment Scale of Interprofessional Competency (JASSIC). J Interprof Care 2021; 36:599-606. [PMID: 34355655 DOI: 10.1080/13561820.2021.1951188] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
This study aimed to develop a Japanese version of the Self-assessment Scale of Interprofessional Competency (JASSIC), which consists of six domains: Patient-/Client-/Family-/Community-Centered, Interprofessional Communication, Role Contribution, Facilitation Relationship, Reflection, and Understanding of Others. Validity of JASSIC was confirmed through a four-step process consisting of expert discussion, cognitive debriefing, feasibility, and statistical analysis. Confirmatory factor analysis (CFA) was performed by testing the correlation between the sum scores of JASSIC and the Assessment of Interprofessional Team Collaboration Scale-II(AITCS-II). First, 24 items were created through discussions among physicians, a nurse, a medical educator, and an information sociologist. Second, the items were modified by cognitive debriefing of a physician, nurse, pharmacist, occupational therapist, and social worker. Third, we provided the developed JASSIC for professionals at Hospital X (n = 139) and revised the wording and composition of the items. Finally, CFA among professionals at Hospital Y (n = 153) identified a 6-domain structure (GFI: 0.847, AGFI: 0.782, RMSEA: 0.088). Cronbach's alpha was 0.92, and the correlation coefficient with AITCS-II was 0.72. Ongoing research into JASSIC will promote effective interprofessional collaborative practice not only in Japan but also other countries which share a similar culture and system.
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Affiliation(s)
- Junji Haruta
- Medical Education Center, School of Medicine, Keio University, Tokyo, Japan.,Department of Primary Care and Medical Education, Faculty of Medicine, University of Tsukuba, Tsukuba, Japan
| | - Ryohei Goto
- Department of General Medicine and Primary Care, Faculty of Medicine, University of Tsukuba, Tsukuba, Japan
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Luebbers E, Thomas N, Fennimore T, Demko C, Aron D, Dolansky M. Back to basics for curricular development: A proposed framework for thinking about how interprofessional learning occurs. J Interprof Care 2021; 36:300-309. [PMID: 33955806 DOI: 10.1080/13561820.2021.1897002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The persistent difficulty of defining the mechanisms of interprofessional learning that can lead to collaborative behavior poses a challenge to evidence-based curricular design. To begin the process of building a framework for curricular development we used an inductive approach to better understand the lived experience of students engaged in an interprofessional activity. Utilizing methods from grounded theory, we analyzed reflective essays from an interprofessional classroom-based workshop for early learners at Case Western Reserve University. Students from four professional schools (medicine, nursing, social work, and dentistry) participated in facilitator guided small groups for an interactive, case-based, tabletop simulation workshop. Written reflections (N = 245) were collected, and a coding scheme was iteratively developed through constant comparison analysis in the review of a random subsample of essays (n = 19), and saturation was achieved in the second subset (n = 15). Second-order themes and four aggregate dimensions arose from the data. Aggregate dimensions were integrated into a proposed framework for the interprofessional learning process, including factors identified as necessary for the learning to occur. In this report, we describe the development of this preliminary framework, examine its components, and demonstrate potential utility in relation to established theory and research.
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Affiliation(s)
- Ellen Luebbers
- The Center for Medical Education, Case Western Reserve University School of Medicine, Health Education Campus, Cleveland, OH, USA
| | - Njoke Thomas
- Boston College Carroll School of Management, Chestnut Hill, MA, USA
| | - Todd Fennimore
- The Center for Medical Education, Case Western Reserve University School of Medicine, Health Education Campus, Cleveland, OH, USA
| | - Catherine Demko
- Case Western Reserve University School of Dental Medicine, Health Education Campus, Cleveland, OH, USA
| | - David Aron
- The Center for Medical Education, Case Western Reserve University School of Medicine, Health Education Campus, Cleveland, OH, USA
| | - Mary Dolansky
- Frances Payne Bolton School of Nursing, Health Education Campus, Cleveland, OH, USA
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De la Barra-Ortiz HA, Gómez-Miranda LA, De la Fuente-Astroza JI. Objective structured clinical examination (OSCE) to assess the clinical skills of physical therapy students when using physical agents. REVISTA DE LA FACULTAD DE MEDICINA 2021. [DOI: 10.15446/revfacmed.v69n3.83545] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Introduction: The use of physical agents in physical therapy (PT) requires clinical reasoning, as well as knowledge of their risks and contraindications; however, deficiencies may be observed when used in clinical practice.
Objective: To implement the Objective Structured Clinical Evaluation (OSCE) method for the assessment of clinical skills among physical therapy specialty students when using physical agents.
Materials and methods: A pilot, non-experimental, cross-sectional study was conducted in 114 physical therapy students enrolled during the first semester of 2019 in a physical agents course offered at the Universidad Andres Bello, Santiago, Chile. The OSCE consisted of 7 peer-validated stations, in which various skills were implemented in simulated clinical scenarios to achieve learning outcomes associated with the use of physical agents, namely: S1: connective tissue flexibility; S2: muscle relaxation; S3: analgesia; S4: drainage; S5: muscle strengthening; S6: parameter interpretation; and S7: equipment installation. Observers at each station assessed students’ clinical skills and decision-making using a checklist. OSCE scores were described using medians and interquartile ranges, representing the data dispersion between the 25th and 75th percentile (P25-P75). Station scores by sex were compared using the Mann-Whitney U test.
Results: Median scores were higher than the minimum passing score in stations S1 (66, IQR: 52-70), S2 (55, IQR: 45-60), S3 (60, IQR: 50-69), S4 (65, IQR: 55-73), and S7 (40, IQR: 33-45), but they were below the passing score in stations S5 (54, IQR:46-65) and S6 (10, IQR: 9-13). In addition, 101 (88.59%) students had a global passing score in the OSCE.
Conclusion: The OSCE scores obtained by the participants show their attainment of clinical skills when using physical agents since most of them obtained a global passing score; however, reinforcing the clinical skills for parameter interpretation is necessary, considering that the lowest mean score was obtained in said station.
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House JB, Cedarbaum J, Santen SA. A Multilevel Model for Evaluating Interprofessional Learning. MEDICAL SCIENCE EDUCATOR 2021; 31:349-353. [PMID: 34457892 PMCID: PMC8368822 DOI: 10.1007/s40670-020-01193-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/18/2020] [Indexed: 06/13/2023]
Abstract
Medical schools should engage in best practices for evaluating preclinical interprofessional collaborative programs. This innovation models a multilevel program evaluation of Interprofessional Clinical Experience (ICE), a required course for all first-year medical students. Data from student course evaluations and preceptor surveys determined that the course was effective at teaching interprofessional practices. Competency assessments showed nearly all students achieved the expected level. On the Readiness for Interprofessional Learning Scale, students increased their self-reported attitudes around interprofessional practices. Improvements to the ICE course will continue based on student and preceptor feedback from this multilevel program evaluation.
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Affiliation(s)
- Joseph B. House
- Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI USA
- Department of Emergency Medicine, University of Michigan Health System, TC B1-380 1500 East Medical Center Drive, Ann Arbor, MI 48109-5305 USA
| | - Jacob Cedarbaum
- Brigham & Women’s Hospital and Boston Children’s Hospital, University of Michigan Medical School, Ann Arbor, MI USA
| | - Sally A. Santen
- Virginia Commonwealth University School of Medicine, University of Michigan Medical School, Ann Arbor, MI USA
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van Diggele C, Roberts C, Haq I. Optimising student-led interprofessional learning across eleven health disciplines. BMC MEDICAL EDUCATION 2021; 21:157. [PMID: 33722231 PMCID: PMC7962392 DOI: 10.1186/s12909-021-02527-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2020] [Accepted: 01/31/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Provision of effective Interprofessional learning (IPL) opportunities plays a vital role in preparing healthcare students for future collaborative practice. There is an identified need for universities to better prepare students for interprofessional teamwork, however, few large-scale IPL activities have been reported. Additionally, little has been reported on disciplinary differences in student learning experience. The Health Collaboration Challenge (HCC) is a large-scale IPL activity held annually at the University of Sydney. This study sought to explore students' experience of early participation in an interprofessional case-based learning activity, and the similarities and differences in the perceived value of interprofessional (social) learning for each discipline. METHODS In 2018, 1674 students from 11 disciplines (dentistry, oral health, nursing, pharmacy, medicine, occupational therapy, speech pathology, physiotherapy, dietetics, diagnostic radiography, exercise physiology) participated in the HCC. Students worked in teams to produce a video and patient management plan based on a patient case. Participants completed a questionnaire, including closed and open-ended items. Quantitative data were analysed using descriptive statistics. Thematic analysis was used to code and categorise qualitative data into themes. These themes were then applied and quantified at a disciplinary level to measure prevalence. RESULTS In total, 584/1674 (35%) of participants responded to the questionnaire. Overall, students perceived their experience to be largely beneficial to their learning and interprofessional skill development. Positive aspects included opportunities for peer learning, collaboration, networking, and understanding the different roles and responsibilities of other health professions. Negative aspects included the video form of assessment, inequity in assessment weighting across disciplines, the discipline mix within teams and lack of case relevance. CONCLUSION The learning activity provided a framework for students to practice and develop their skills in interprofessional teamwork, as they prepare for increased clinical placements. Overall, students perceived their experience as beneficial to their learning and professional development early in their degree. However, they expressed dissatisfaction with the inequity of assessment weighting across the disciplines; lack of relevance of the case across disciplines; and the activity of producing a video. Further research is needed regarding the ideal number of disciplines to include in teamwork specific to a patient case.
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Affiliation(s)
- Christie van Diggele
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, 2006, Australia.
| | - Chris Roberts
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, 2006, Australia
- Faculty of Medicine and Health, Sydney Health Professional Research Education Network, The University of Sydney, Sydney, Australia
| | - Inam Haq
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, 2006, Australia
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Peachey L. Shaping clinical imagination as new graduate nurses in maternal-child simulation. NURSE EDUCATION TODAY 2021; 97:104668. [PMID: 33248329 DOI: 10.1016/j.nedt.2020.104668] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Revised: 10/15/2020] [Accepted: 11/10/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Combined with traditional placement, simulation has been used as an experiential learning opportunity to integrate theory and practice in maternal-child nursing. METHOD van Manen's phenomenology of practice uncovered the lived experience of new graduate nurses adopting maternal-child simulation in their practice. Narrative methods included a three-phased approach to phenomenological interviews to capture the new graduate's entry into practice. RESULTS Thematic analysis revealed four main themes: acting like a nurse, forming a clinical imagination, embodying the role of the novice nurse, and embracing in-situ simulation. DISCUSSION The essence of being a nurse required immersion into the ethics of caring and creation of an optimal simulation debriefing using a skilled and thoughtful approach to trigger imaginative thinking. While an inventory of simulation in nursing education was deemed necessary to understand the current blend of traditional placement and simulation in practice education, the new graduate nurses in the study looked for specialty training, and exposure to advanced roles in the simulation experiences. CONCLUSION An integrated traditional placement with the use of simulation fostered clinical imagination where the new graduate nurse visualized and embodied the role of the novice nurse. Future research is required to describe the impact of simulation on practice readiness.
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Affiliation(s)
- Laurie Peachey
- School of Nursing, Nipissing University, North Bay, Ontario, Canada.
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Vari I, Jimenez YA, Lewis S. Interprofessional Education and the Diagnostic Radiography curriculum: Students' perceived value of a case-based, whole day activity. Radiography (Lond) 2021; 27:811-816. [PMID: 33446407 DOI: 10.1016/j.radi.2020.12.010] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2020] [Revised: 12/11/2020] [Accepted: 12/26/2020] [Indexed: 11/29/2022]
Abstract
INTRODUCTION This study aimed to examine Diagnostic Radiography (DR) students' perceptions and attitudes towards the Health Collaboration Challenge (HCC), as an interprofessional learning opportunity. METHODS DR students participated in the HCC, an annual intensive interprofessional collaboration and assessment activity involving case-based learning. Students' attitudes towards Interprofessional Education (IPE) were measured using a modified version of the Interprofessional Socialisation and Valuing Scale (ISVS-21) and a bespoke questionnaire with items relating to the HCC. Subsequent focus groups explored students' experience of IPE within the HCC context. RESULTS Survey results (n = 30) suggested a mostly positive attitude towards IPE alongside other health care students, acknowledging the value of interprofessional teams in patient health care. Qualitative themes from focus group participants (n = 8) revealed that DR students, while appreciating the value of shared-decision making, found the HCC assessment distracting. Challenges included the intensive nature of the HCC, roles that DR students undertook in addressing assessment criteria, case complexity and opportunities for DR students to showcase their knowledge. CONCLUSION Results suggest that the intensive and assessable nature of the HCC can overshadow the value of IPE for DR students, and immersive or staggered approaches to IPE could better align with DR professionals' unique role within the patient care spectrum. IMPLICATIONS FOR PRACTICE Revised IPE models for DR students could include a more immersive environment, conducted over a longer period of time, with meetings at semi-regular intervals to promote an interprofessional-focus over a task-focus approach.
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Affiliation(s)
- I Vari
- Faculty of Medicine and Health, Sydney School of Health Sciences, Discipline of Medical Imaging Science, The University of Sydney, NSW, Australia
| | - Y A Jimenez
- Faculty of Medicine and Health, Sydney School of Health Sciences, Discipline of Medical Imaging Science, The University of Sydney, NSW, Australia.
| | - S Lewis
- Faculty of Medicine and Health, Sydney School of Health Sciences, Discipline of Medical Imaging Science, The University of Sydney, NSW, Australia
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van Diggele C, Roberts C, Burgess A, Mellis C. Interprofessional education: tips for design and implementation. BMC MEDICAL EDUCATION 2020; 20:455. [PMID: 33272300 PMCID: PMC7712597 DOI: 10.1186/s12909-020-02286-z] [Citation(s) in RCA: 72] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
Interprofessional education (IPE) is a critical approach for preparing students to enter the health workforce, where teamwork and collaboration are important competencies. IPE has been promoted by a number of international health organisations, as part of a redesign of healthcare systems to promote interprofessional teamwork, to enhance the quality of patient care, and improve health outcomes. In response, universities are beginning to create and sustain authentic and inclusive IPE activities, with which students can engage. A growing number of health professionals are expected to support and facilitate interprofessional student groups. Designing interprofessional learning activities, and facilitating interprofessional groups of students requires an additional layer of skills compared with uniprofessional student groups. This article outlines the key points for planning and practicing interprofessional facilitation within the classroom and clinical setting.
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Affiliation(s)
- Christie van Diggele
- The University of Sydney, Faculty of Medicine and Health, The University of Sydney, Edward Ford Building A27, Sydney, NSW, 2006, Australia.
- The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia.
| | - Chris Roberts
- The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia
- The University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, The University of Sydney, Sydney, Australia
| | - Annette Burgess
- The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia
- The University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, The University of Sydney, Sydney, Australia
| | - Craig Mellis
- The University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Central Clinical School, The University of Sydney, Sydney, Australia
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