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Yalamanchili J, Concors AL, Vyas D, Swarm G, Patton J, Saechao L, Pham J, Chen N. Developing Disability Advocates Through Deliberate Interprofessional Conversations Regarding Quality of Life After Stroke. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100761. [PMID: 39038652 DOI: 10.1016/j.ajpe.2024.100761] [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: 02/15/2024] [Revised: 06/24/2024] [Accepted: 07/14/2024] [Indexed: 07/24/2024]
Abstract
OBJECTIVE Stroke can result in significant mental and physical impairment. Training health care professionals on effective strategies for mitigating stroke-related quality-of-life issues is crucial in facilitating comprehensive stroke management. This study aimed to evaluate the impact of an interprofessional education (IPE) experience on students' attitudes regarding poststroke disability. METHODS In this pre-post interventional study, pharmacy and medical students received an electronic patient chart and a store-and-forward video depicting physical and cognitive impairment in a patient with stroke. Students were instructed to discuss the acute management and postdischarge needs of the patient from an advocacy perspective. After the IPE experience, students completed the Student Perceptions of Interprofessional Clinical Education-Revised, version 2 and an unvalidated disability attitudes survey. The surveys were analyzed using a paired t test. In addition, students reflected on the prompt, "What are some things you had NOT considered prior to this IPE?" RESULTS A total of 708 students completed the surveys. After IPE, there was a significant improvement in all domains of the Student Perceptions of Interprofessional Clinical Education-Revised, version 2. On the disability survey, there was significant improvement on all statements, including "rate your comfort with…": "discussing the expected disabilities associated with new-onset stroke" and "discussing strategies for improving the quality of life of a patient who has long-term disabilities." On the self-reflections, 31.7% (n = 211) had not considered the need for poststroke care services before this IPE. CONCLUSION This IPE experience was instrumental in improving student perspectives regarding poststroke disability.
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Affiliation(s)
| | - Andrew L Concors
- University of the Pacific, School of Health Sciences, Sacramento, CA, USA
| | - Deepti Vyas
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA.
| | - Gail Swarm
- West Virginia School of Osteopathic Medicine, Lewisburg, WV, USA
| | - Jenny Patton
- West Virginia School of Osteopathic Medicine, Lewisburg, WV, USA
| | - Leyla Saechao
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA
| | - Jenifer Pham
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA
| | - Natalie Chen
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA
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Hamill ME, Collin GR, Bath JL, Boone SM, Harvey EM, Tegge AN, Sprinkel WE, Toomey SA, Collier BR, Bower KL, Wang MM, Faulks ER, Matos MA, Hamill BE, Bean SL, Nussbaum MS, Parker SH. Impact of Standardized Multidisciplinary Critical Care Training on Confidence with Critical Illness and Attitudes Towards Interprofessional Education and Multidisciplinary Care. J Intensive Care Med 2024; 39:320-327. [PMID: 37812739 DOI: 10.1177/08850666231201528] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/11/2023]
Abstract
INTRODUCTION The Fundamental Critical Care Support Course (FCCS) is a standardized multidisciplinary program designed to educate participants on the basics of identification and management of patients with critical illness. Our objective was to evaluate the effect of FCCS participation on confidence in the assessment and management of critically ill patients and attitudes towards multidisciplinary education and interprofessional care in a multidisciplinary group of participants. METHODS Participants enrolled in the FCCS course from May 2018 to November 2019 were solicited to participate in a series of surveys evaluating their course experience and confidence in critical care. Attitudes towards multidisciplinary education and interprofessional care were evaluated using the Student Perceptions of Interprofessional Clinical Education-Revised Instrument version 2 (SPICE-R2) tool. A prospective pre- and post-design with a self-report survey including retrospective pre-training assessment and a 3-month follow-up was conducted. Statistical analysis was performed using descriptive statics and non-parametric methods. RESULTS 321 (97.9%) of the course participants enrolled in the study and completed the confidence survey and SPICE-R2 tool pre-course. Nurses (113, 35.4%) and physicians (110, 34.4%) made up the largest groups of participants, although physician assistants and paramedics were also well represented. Confidence in recognition and management of critical illness significantly improved across all studied domains after course completion, with the mean total confidence score improving from 32.96 pre-course to 41.10 post-course, P < 0.001. Attitudes towards multidisciplinary education and interprofessional care also improved (mean score 41.37 pre-course vs 42.71 post-course, P < 0.001), although pre-course numbers were higher than expected which limited the significance to only certain domains. DISCUSSION In a multidisciplinary group, completion of FCCS training led to increased confidence in all aspects of critical illness measured. A modest increase in attitudes regarding multidisciplinary education and interprofessional care was also demonstrated. Further study is needed to assess whether this increased confidence translates to improvements in patient care and outcomes.
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Affiliation(s)
- Mark E Hamill
- Department of Surgery, University of Nebraska Medical Center, 983280 Nebraska Medical Center, Omaha, NE, USA
- Department of Surgery, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA
- Carilion Clinic, Roanoke, VA, USA
| | - Gary R Collin
- Carilion Clinic, Roanoke, VA, USA
- Department of Surgery, VA Medical Center, Salem, VA, USA
| | | | - Sherry M Boone
- Carilion Clinic, Roanoke, VA, USA
- Department of Nursing, Waldron College of Health and Human Services, Radford University Carilion, Roanoke, VA, USA
| | | | - Allison N Tegge
- Department of Statistics, Virginia Tech, Blacksburg, VA, USA
| | | | | | - Bryan R Collier
- Department of Surgery, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA
- Carilion Clinic, Roanoke, VA, USA
| | - Katie L Bower
- Department of Surgery, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA
- Carilion Clinic, Roanoke, VA, USA
| | - Min M Wang
- Department of Basic Science Education, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA
| | - Emily R Faulks
- Department of Surgery, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA
- Carilion Clinic, Roanoke, VA, USA
| | - Miguel A Matos
- Department of Surgery, University of Nebraska Medical Center, 983280 Nebraska Medical Center, Omaha, NE, USA
- Department of Surgery, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA
- Carilion Clinic, Roanoke, VA, USA
| | | | | | - Michael S Nussbaum
- Department of Surgery, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA
- Carilion Clinic, Roanoke, VA, USA
| | - Sarah H Parker
- Department of Basic Science Education, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA
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Peterson E, Keehn MT, Hasnain M, Gruss V, Axelsson M, Carlson E, Jakobsson J, Kottorp A. Exploring differences in and factors influencing self-efficacy for competence in interprofessional collaborative practice among health professions students. J Interprof Care 2024; 38:104-112. [PMID: 37551921 DOI: 10.1080/13561820.2023.2241504] [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: 06/27/2022] [Accepted: 05/12/2023] [Indexed: 08/09/2023]
Abstract
The value of health care delivered via effective interprofessional teams has created an imperative for interprofessional education (IPE) and interprofessional collaborative practice (ICP). To inform IPE strategies, we investigated differences in perceived self-efficacy (SE) for competence in ICP among health professions students. The study data were collected between 2015 and 2019 from students from 13 different health professions programmes (N = 3,497) before an annual institutional interprofessional programme. Students completed the IPECC-SET-27, a validated instrument evaluating perceived SE for competence in ICP, and rated their 1) amount of previous contact with, and 2) perceived understanding of, the role of different health professions. Students in different health professions education programmes were compared using parametric statistics. Regression analyses explored factors influencing SE for competence in ICP. Findings revealed significant differences in perceived SE for competence in ICP between programmes (p < .05). Specifically, health information management/health informatics, dentistry, medicine, and nursing students expressed relatively higher SE, whereas physical therapy and occupational therapy students expressed relatively lower SE. Perceived understanding of the role of health professions (p < .01) and gender (p < .01) contributed significantly to predicting perceived SE for competence in ICP, while the amount of previous contact with other health professions did not (p = .42). The findings highlight the value of designing IPE with consideration of specific learner needs.
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Affiliation(s)
- Elizabeth Peterson
- Department of Occupational Therapy, University of Illinois Chicago, Chicago, Illinois, USA
| | - Mary Therese Keehn
- Office of the Vice Chancellor for Health Affairs, University of Illinois Chicago, Chicago, Illinois, USA
| | - Memoona Hasnain
- Department of Family and Community Medicine, College of Medicine, University of Illinois Chicago, Chicago, Illinois, USA
| | - Valerie Gruss
- College of Nursing, University of Illinois Chicago, Chicago, Illinois, USA
| | - Malin Axelsson
- Faculty of Health and Society, Department of Care Science, Malmö University, Malmö, Sweden
| | - Elisabeth Carlson
- Faculty of Health and Society, Department of Care Science, Malmö University, Malmö, Sweden
| | - Jenny Jakobsson
- Faculty of Health and Society, Department of Care Science, Malmö University, Malmö, Sweden
| | - Anders Kottorp
- Faculty of Health and Society, Malmö University, Malmö, Sweden
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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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Nicoteri JAL. Meeting a Pandemic Challenge for Interprofessional Education for Nurse Graduate Students: Development of a Remote Session Using Case Studies. Nurs Educ Perspect 2023; 44:368-370. [PMID: 36649571 DOI: 10.1097/01.nep.0000000000001097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
ABSTRACT Interprofessional education has become a mainstay of undergraduate and graduate nursing curricula. However, with limitations to physical contact brought about by the COVID-19 pandemic, the ability to provide such an experience was challenged. A remote session involving graduate family nurse practitioner, physical therapy, and occupational therapy students was devised using case studies in small groups with a faculty facilitator. Students evaluated the event using the Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2. This article focuses on the development of the program and use of the instrument with graduate students.
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Affiliation(s)
- Jo Ann L Nicoteri
- About the Author Jo Ann L. Nicoteri, PhD, CRNP, FNP-BC, is an associate professor and director, Graduate Nursing Program, University of Scranton Department of Nursing, Scranton, Pennsylvania. The author acknowledges her colleague, the late Mary Jane S. Hanson, PhD, CRNP, CNS, FNP-BC, ACNS, FAANP, FAAN, professor and Graduate Nursing Program director at the University of Scranton for the development of the case studies, discussion questions, and participation in the program. For more information, contact Dr. Nicoteri at
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de la Peña I, Knecht K, Gavaza P. Effectiveness of an analogy-containing video project to reinforce pharmacy students' learning of kidney physiology. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:615-623. [PMID: 37355386 DOI: 10.1016/j.cptl.2023.06.011] [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: 08/15/2022] [Revised: 05/08/2023] [Accepted: 06/15/2023] [Indexed: 06/26/2023]
Abstract
BACKGROUND AND PURPOSE Kidney physiology is one of the most difficult topics covered in health professions education. This study examined the effectiveness of an analogy-containing video project to reinforce pharmacy students' knowledge of kidney physiology. EDUCATIONAL ACTIVITY AND SETTING Students were assigned in groups to create a video that used analogy to explain kidney physiology processes. Survey responses, a rubric, and an objective test were used to assess the project's effectiveness. FINDINGS Students generated various analogies, such as making tea or coffee, cars and roads, and the college application process to explain kidney physiology. Most of the submitted videos successfully met all criteria in the rubric. All students believed that the project was effective, to varying degrees, in reinforcing their knowledge. Weak to moderate positive correlations were found between time spent on the project and perceived effectiveness of use of analogy to accomplish most of the learning objectives investigated. Students reported that the project engaged both lower- and higher-order cognitive skills. Quiz score analysis showed higher average scores of students on physiology-related questions compared to non-physiology items. Notably, this improvement was most marked for bottom-performing students. About 60% of students recommended the use of videos as a class assignment, but only 50% believed that they should be used as an alternative to quizzes. SUMMARY An analogy-containing video project effectively reinforced student learning of kidney physiology. Further studies are needed to verify the effectiveness of this technique compared to other didactic and learning approaches.
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Affiliation(s)
- Ike de la Peña
- Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Chan Shun Pavilion Suite 21008, Loma Linda, CA 92350, United States.
| | - Kathryn Knecht
- Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Shryock Hall, Rm 109, Loma Linda, CA 92350, United States.
| | - Paul Gavaza
- Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Chan Shun Pavilion Suite 21010, Loma Linda, CA 92350, United States.
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Martin P, Ford M, Hill A, Argus G, Graham N, Browne M. Comparing outcomes of an innovative interprofessional student placement model to standard placement models in rural healthcare settings. J Interprof Care 2023:1-7. [PMID: 36694383 DOI: 10.1080/13561820.2023.2166906] [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: 01/26/2023]
Abstract
This unique study investigated the educational and service delivery impacts of a team-based, innovative model of interprofessional education (IPE) namely the Rural Interprofessional Education and Supervision (RIPES) model on participating students, clinical educators, and their workplaces, in rural Australian healthcare settings. Participating professions included dietetics, occupational therapy, physiotherapy, and speech pathology. Outcomes from the RIPES model were compared with regular uni-professional placement models. A multi-site, pre-post, comparative design was used. The main data collection measures included were the Students Perceptions of Interprofessional Clinical Education - Revised scale, the Interprofessional Socialization and Valuing Scale, and time-usage data. The RIPES model resulted in significant improvement in students' beliefs, behaviors, and attitudes that underpin interprofessional socialization and collaborative practice in healthcare settings. Importantly, students were able to benefit from the RIPES learning activities without compromising their contact time with patients. Clinical educators spent significantly more time in non-patient contact activities than the uni-professional group. This important work was undertaken in response to previous calls to address a gap in IPE models in rural areas. It involved students from multiple professions and universities, measured impacts on multiple stakeholders, and followed international best practice interprofessional education research recommendations.
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Affiliation(s)
- Priya Martin
- Allied Health Education and Training, Cunningham Centre, Darling Downs Health, Toowoomba, Queensland, Australia.,Rural Clinical School, Faculty of Medicine, The University of Queenslan, Toowoomba, Queensland, Australia
| | - Martelle Ford
- Cunningham Centre, Darling Downs Health, Toowoomba, Queensland, Australia.,School of Psychology and Counselling, University of Southern Queensland, Springfield, Queensland, Australia
| | - Anne Hill
- Speech Pathology, School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Queensland, Australia
| | - Geoff Argus
- Southern Queensland Rural Health, The University of Queensland, Toowoomba, Queensland, Australia.,School of Psychology and Counselling, University of Southern Queensland, Toowoomba, Queensland, Australia
| | - Nicola Graham
- Statewide Clinical Education and Training Program Manager - Speech Pathology, Children's Health Queensland Hospital and Health Service, brisbane, Queensland, Australia
| | - Matthew Browne
- Psychology, School of Health, Medical and Applied Sciences, Central Queensland University, Bundaberg, Queensland, Australia
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Liu Q, Geertshuis S, Gladman T, Grainger R. Student video production within health professions education: A scoping review. MEDICAL EDUCATION ONLINE 2022; 27:2040349. [PMID: 35180045 PMCID: PMC8865118 DOI: 10.1080/10872981.2022.2040349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Revised: 02/03/2022] [Accepted: 02/07/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Recent technological developments have influenced a shift in the use of videos in Health Professions Education (HPE). Rather than casting students in the role of observers of videos, educators have been asking students to produce videos as a learning activity. The assumption is that video production is often an active and collaborative exercise, therefore could engage students and enhance learning. However, applications of this emerging pedagogical approach vary, and there has not been a knowledge synthesis to guide future research and practice. METHODS With a view to mapping existing knowledge, identifying avenues for further research, and informing practice, we conducted a scoping review to establish current understanding of video production in HPE. We undertook a literature search of seven databases and identified thirty-six studies. RESULTS The findings showed considerable variation in purposes and implementation approaches, consequences and challenges associated with video production. In particular, the assumption that creating a video automatically promotes student engagement was not well supported, especially when the intended learning was not made apparent to students. CONCLUSION Overall, the review suggests that despite the increasing adoption of video production in HPE, the purposes are often unclear; pedagogical considerations underlying project design are limited, which risks undermining the intended learning. To optimise educational benefits, future video production projects should be explicit in their intention and approach, draw upon pedagogical theories, anticipate and address implementation issues, and be robust in their formative and summative assessment processes. Future research should more explicitly show the relationship between the intended learning and the underlying pedagogy and thoroughly evaluate the effectiveness and feasibility of video production projects.
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Affiliation(s)
- Qian Liu
- Higher Education Development Centre, University of Otago, Dunedin, New Zealand
| | - Susan Geertshuis
- Department of Management and International Business, University of Auckland, Auckland, New Zealand
| | - Tehmina Gladman
- Education Unit, University of Otago, Wellington, New Zealand
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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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Kameg K, Kaufmann J, Cline T, Kameg B. Incorporation of Child & Adolescent Mental Health Standardized Patient Simulations to Provide Interprofessional Education for Graduate Students. Issues Ment Health Nurs 2022; 43:818-823. [PMID: 35594473 DOI: 10.1080/01612840.2022.2072031] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Substantial need exists to prepare healthcare professionals to manage the increasing prevalence of mental health conditions, specifically in the child and adolescent population. The primary purpose of this study was to enhance knowledge of health care professionals in the assessment and treatment of common mental health disorders in children and adolescents through the delivery of workshops that provided both didactic and simulation training. This study utilized a repeated measures, quasi-experimental design. A total of 131 students representing counseling, pharmacy, PMHNPs and FNPs participated in the four workshops. Positive changes in the perceptions of interdisciplinary teamwork importance were noted.
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Affiliation(s)
- Kirstyn Kameg
- School of Nursing, Education, and Human Studies, Robert Morris University, Moon, Pennsylvania, USA
| | - Judith Kaufmann
- School of Nursing, Education, and Human Studies, Robert Morris University, Moon, Pennsylvania, USA
| | - Thomas Cline
- School of Business, Economics, and Government, Saint Vincent College, Latrobe, Pennsylvania, USA
| | - Brayden Kameg
- School of Nursing, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
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McNaughton SM, Flood B, Morgan J. Enablers and barriers of first-year common semesters and semester-long courses aimed at interprofessional collaborative practice capability development: A scoping review. J Interprof Care 2022:1-14. [PMID: 35862577 DOI: 10.1080/13561820.2022.2080192] [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: 10/17/2022]
Abstract
Designing a first-year undergraduate common semester aimed at developing interprofessional collaborative practice (IPCP) capabilities is challenging. A scoping review was conducted to identify enablers and barriers for common semesters. Due to limited numbers of eligible studies, the review was expanded to include studies of semester-long first-year courses aimed at IPCP development. Key enablers of common semesters or courses in 35 included studies were: real-world, problem-solving, hands-on, interprofessional teamwork aligned with graduate practice capabilities relevant across disciplines; continuous feedback and critical evaluation; relationship building amongst students and staff; cohesive, well-trained interprofessional teams of staff and leaders; secure, supportive institutional policies and structures. Key barriers included: students' lack of preparation, perceptions of irrelevance, and misaligned expectations; variable student capability and response amongst professions; miscommunicated or misaligned course outcomes; course, faculty or institutional non-integration; and cost, logistic, and evaluation issues. Outcomes were mainly positive improvements in self-evaluated student IPCP skills and understanding, variability between professions, and persistent misconceptions. Scales measuring capabilities lacked uniformity, and few studies were comparative or observational. Overall, the review suggests noncompetitive undergraduate first-year common semesters or courses positively impact IPCP capability development when robustly assessed, clearly evaluated, and supported by an integrated IPE culture.
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Affiliation(s)
- Susan M McNaughton
- School of Clinical Sciences, Auckland University of Technology Faculty of Health and Environmental Sciences, Auckland, New Zealand
| | - Brenda Flood
- Faculty of Health and Environmental Sciences, Auckland University of Technology New Zealand, New Zealand
| | - Jane Morgan
- Faculty of Health and Environmental Sciences, Auckland University of Technology New Zealand, New Zealand
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12
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Watson HR, Dolley M, Perwaiz M, Saxelby J, Bertone G, Burr S, Collett T, Jeffery R, Zahra D. 'Everyone is trying to outcompete each other': a qualitative study of medical student attitudes to a novel peer-assessed undergraduate teamwork module. FEBS Open Bio 2022; 12:900-912. [PMID: 35293162 PMCID: PMC9063444 DOI: 10.1002/2211-5463.13395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Revised: 02/22/2022] [Accepted: 03/14/2022] [Indexed: 11/15/2022] Open
Abstract
The centrality of teamwork in ensuring the effective functioning of institutions across all sectors is undeniable. However, embedding teamwork into higher education has been hampered due to a range of deeply entrenched practices associated broadly with the foregrounding of knowledge, beliefs about the place of skill training and routines of assessment. As a result, despite an urgent need to address teamwork, little progress has been made with respect to progressing teamwork education. We have designed and evaluated a novel teamwork module delivered to fourth-year undergraduate medical students involving placements, a cocreated piece of work, reflection and summative peer assessment. This paper aimed to investigate whether the module increased students' insight into teamwork, including their own skill development, and whether their perceptions of teamwork changed. Throughout the evaluation, students played a key role, with four final-year medical students working alongside others in the multidisciplinary project team. Five distinct themes emerged from our in-depth, semi-structured interviews: (a) importance and meaning; (b) insight into skill development; (c) transferability; (d) peer assessment; and (e) resistance to teamwork education. Themes had positive and negative components, and student perceptions changed in multiple ways after experiencing a longitudinal educational opportunity to develop their teamwork skills. Before practice, students focused on superficial explanations and on where they might improve. In contrast, after practice, students conveyed deeper insights, contextualisation, focus on how they might improve, and shared structured reflection.
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Affiliation(s)
- Helen R. Watson
- Peninsula Medical SchoolUniversity of PlymouthUK
- Peninsula Dental SchoolUniversity of PlymouthUK
| | | | | | | | | | - Steven Burr
- Peninsula Medical SchoolUniversity of PlymouthUK
| | | | - Robert Jeffery
- Peninsula Medical SchoolUniversity of PlymouthUK
- University Hospitals Plymouth NHS TrustPlymouthUK
| | - Daniel Zahra
- Peninsula Medical SchoolUniversity of PlymouthUK
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Gunaldo TP, Owens J, Andrieu SC, Mercante DE, Schiavo JH, Zorek JA. Assessing dental student perceptions after engaging in a longitudinal interprofessional education curriculum: A preliminary study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:614-620. [PMID: 33269533 PMCID: PMC8808459 DOI: 10.1111/eje.12639] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Revised: 10/21/2020] [Accepted: 11/04/2020] [Indexed: 06/12/2023]
Abstract
PURPOSE/OBJECTIVES Baseline IPE perceptions for dental students were gathered prior to the implementation of a 2-year formalised IPE curriculum at a US institution. The goal was to establish a baseline of student perceptions and, in the future, continue to track student IPE perception data with IPE engagement as one measure of outcomes. The purpose of this paper is to analyse two dental student cohort perceptions of IPE after engaging in a 2-year longitudinal curriculum. METHODS First- and second-year students were required to participate in a 2-year IPE curriculum. As a requirement of the curriculum, students were asked to complete a validated IPE assessment, the Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2 (SPICE-R2). Students completed the SPICE-R2 survey, using a retrospective pretest/post-test design, after engaging in the 2-year curriculum. RESULTS Sixty-four students in cohort 2017 and 70 students in cohort 2018 completed the entire SPICE-R2. Statistically significant positive changes (p < .05) were found in both dental student cohorts after engagement in the 2-year longitudinal IPE curriculum. CONCLUSION(S) A longitudinal IPE curriculum has the potential to impact student IPE perceptions. Additional longitudinal multi-institutional research is needed to determine best practices in delivery and learning.
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Affiliation(s)
- Tina P Gunaldo
- Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Jessica Owens
- School of Dentistry, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Sandra C Andrieu
- School of Dentistry, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Donald E Mercante
- School of Public Health, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Julie H Schiavo
- School of Dentistry, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Joseph A Zorek
- Linking Interprofessional Networks for Collaboration and School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
- School of Nursing, San Antonio, Texas, USA
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Rotz ME, Calligaro IL, Kaplan LI, Lu X, Sinnott MC, Spadone S, Vernon R, Zhao H, Idahosa CN. Design and evaluation of an interprofessional education workshop series for preclinical and prelicensure health professional students. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:885-894. [PMID: 34074523 DOI: 10.1016/j.cptl.2021.03.023] [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: 04/30/2020] [Revised: 12/14/2020] [Accepted: 03/25/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND There are a variety of designs and implementation strategies reported for interprofessional education (IPE); however, most of these descriptions lack robust evaluations of interprofessional (IP) outcomes. INTERPROFESSIONAL EDUCATION ACTIVITY An IPE Workshop Series was implemented for preclinical and prelicensure students in eight health professions, consisting of four sessions: health professionals' roles and responsibilities (1A); introduction to patient safety (1B); IP diabetes management (2A); and IP pain management in the opioid epidemic (2B). For Workshops 2A and 2B, student perceptions of IPE were measured using the validated Students Perceptions of Interprofessional Clinical Education Revised Version 2 and IP team care plans were assessed with a rubric. Five hundred twenty-seven students attended all four workshops and completed all surveys. Student perceptions of IPE and collaboration were significantly increased after completing the IPE Workshop Series. Most teams met or exceeded expectations on the diabetes team care plans for collaboration, addressing patient concerns, and gaps in care; however, most teams needed improvement on addressing additional workup and management. The pain management team care plans were below expectations for most teams. DISCUSSION Student perceptions of IP collaboration increased and were maintained longitudinally indicating a positive impact on this IPE outcome; however, performance on team care plans did not meet faculty expectations suggesting areas for improvement in the design and evaluation for this outcome. IMPLICATIONS These findings reinforce the importance of evaluation to ensure IPE curricula are achieving IP outcomes, notably, utilizing validated instruments and incorporating faculty assessments that are appropriately leveled for learners.
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Affiliation(s)
- Melissa E Rotz
- Department of Pharmacy Practice, Temple University School of Pharmacy, 3307 North Broad Street, Office 150A, Philadelphia, PA 19140, United States.
| | - Ina Lee Calligaro
- Temple University School of Pharmacy, 3307 N. Broad Street, Philadelphia, PA 19140, United States
| | - Lawrence I Kaplan
- Section of General Internal Medicine, Lewis Katz School of Medicine at Temple University Office of Medical Education, 3500 North Broad Street, Suite 325, Philadelphia, PA 19140, United States
| | - Xiaoning Lu
- Department of Clinical Sciences, Temple University Kresge 223A, 3440 N Broad St, Philadelphia, PA 19140, United States.
| | - Mary C Sinnott
- Temple University, College of Public Health, Department of Health and Rehabilitation Sciences, Program in Physical Therapy, 1301 Cecil B. Moore Avenue, Ritter Annex Rm 625, Philadelphia, PA 19122, United States.
| | - Samuel Spadone
- School of Podiatric Medicine, Temple University, 8th at Race Street, Philadelphia, PA 19107, United States.
| | - Rebecca Vernon
- Temple University, Department of Health and Rehabilitation Sciences, College of Public Health, 1301 Cecil B. Moore Avenue, Ritter Annex, Room 630, Philadelphia, PA 19122, United States.
| | - Huaqing Zhao
- Department of Clinical Sciences, Kresge East Room 218, 3440 N. Broad Street, Philadelphia, PA 19140, United States.
| | - Chizobam N Idahosa
- Oral Medicine, Dept. of Oral and Maxillofacial Pathology, Medicine and Surgery, Temple University Kornberg School of Dentistry, 3223 North Broad St., Philadelphia, PA 19140, United States.
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Patel Gunaldo T, Lockeman K, Pardue K, Breitbach A, Eliot K, Goumas A, Kettenbach G, Lanning S, Mills B. An exploratory, cross-sectional and multi-institutional study using three instruments to examine student perceptions of interprofessional education. J Interprof Care 2021; 36:268-275. [PMID: 33957855 DOI: 10.1080/13561820.2021.1892614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Interprofessional education (IPE) research needs to expand beyond single site, single event inquiry. Multi-institutional studies increase methodologic rigor and generalizability, advancing the pedagogical science of IPE. Four U.S. institutions used three different validated measures to examine early learner interprofessional outcomes. The three assessment tools included the Communication and Teamwork subscale of the University of West England Entry Level Interprofessional Questionnaire (UWE-ELIQ), the Self-Assessed Collaboration Skills (SACS), and the Interprofessional Teamwork and Team-based Practice factor of the Student Perceptions of Interprofessional Clinical Education-Revised, version 2 (SPICE-R2). Across the four institutions, 659 eligible participants, representing 19 programs completed the pre-survey, and 385 completed the post-survey. The UWE-ELIQ showed a statistically significant difference between the pre- and post-survey overall, but the effect size was small. One institution demonstrated a positive change in scores on the UWE-ELIQ with a small effect size, while the other institutions saw no significant change. Two institutions observed lower post-survey scores on the SPICE-R2. Cumulative results from the study indicated no statistically significant change from pre- to post- in total SACS or SPICE-R2 scores. Additional multi-site longitudinal research is needed to investigate use of validated instruments, as well as the impact of curricula and learning environment on educational outcomes.
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Affiliation(s)
- Tina Patel Gunaldo
- Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center at New Orleans, New Orleans, United States
| | - Kelly Lockeman
- School of Medicine, Center for Interprofessional Education & Collaborative Care, Virginia Commonwealth University, Richmond, United States
| | - Karen Pardue
- Westbrook College of Health Professions, University of New England, Portland, United States
| | - Anthony Breitbach
- Athletic Training Program, Saint Louis University, St. Louis, United States
| | - Kathrin Eliot
- Department of Nutritional Sciences, University of Oklahoma Health Sciences Center, Oklahoma City, United States
| | - Amanda Goumas
- Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center at New Orleans, New Orleans, United States
| | - Ginge Kettenbach
- Program in Physical Therapy, Saint Louis University, St. Louis, United States
| | - Sharon Lanning
- School of Dentistry, Center for Interprofessional Education and Collaborative Care, Virginia Commonwealth University, Richmond, United States
| | - Bernice Mills
- Dental Hygiene, University of New England, Portland, United States
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Bradley CL, Jeter E, Lee S, Cooper JB. A Teamwork Workshop to Improve Pharmacy Students' Growth Mindset and Communication Skills. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8269. [PMID: 34283727 PMCID: PMC8174610 DOI: 10.5688/ajpe8269] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Accepted: 01/29/2021] [Indexed: 05/13/2023]
Abstract
Objective. To determine the impact of a workshop on the growth mindset and team communication of first year Doctor of Pharmacy (PharmD) students.Methods. A multi-week workshop was developed for first year pharmacy students. The workshop included completion of the StrengthsFinder 2.0, a session on identifying individual and team member strengths, a session on situational communication and conflict resolution models, and a work-up of two pharmacy scenarios requiring conflict resolution. The workshop was delivered to two intervention groups (fall 2019 and fall 2018) and compared to a control group (fall 2017). A pre-post survey was administered to measure change in students' growth mindset and team communication using the validated Growth Mindset and Team Communication (GMTC) tool. Data were analyzed using descriptive statistics, independent sample t tests, and chi-square tests to compare difference and association. Focus groups were conducted in fall 2017 and fall 2018 to assess students' views regarding teamwork.Results. Team communication subscale scores increased significantly among students in the intervention group while there was no significant change in these scores among students in the control group. The focus groups reflected that students had overall positive views about team communication and collaboration, which were also supported by discussions of advantages and challenges during teamwork.Conclusion. A teamwork workshop affected pharmacy students' communication skills. Future work should focus on longitudinal measurement of students' self-views to determine the long-term impact of teamwork training interventions.
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Affiliation(s)
- Courtney L Bradley
- High Point University, Fred Wilson School of Pharmacy, High Point, North Carolina
| | - Elizabeth Jeter
- High Point University, College of Arts and Sciences, High Point, North Carolina
| | - Sun Lee
- High Point University, Fred Wilson School of Pharmacy, High Point, North Carolina
| | - Julie B Cooper
- High Point University, Fred Wilson School of Pharmacy, High Point, North Carolina
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Steuber TD, Andrus MR, Wright BM, Blevins N, Phillippe HM. Effect of Interprofessional Clinical Debates on Attitudes of Interprofessional Teams. PRIMER : PEER-REVIEW REPORTS IN MEDICAL EDUCATION RESEARCH 2021; 5:14. [PMID: 33860169 DOI: 10.22454/primer.2021.154149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Introduction Current evidence supports the notion of debates as a pedagogical method to teach literature evaluation skills in health care education; however, there are no reports of this method as an interprofessional approach and its potential benefits. The aim of this study was to assess the impact of interprofessional clinical debates on attitudes toward interprofessional teamwork and perceived literature evaluation skills. Methods We invited third-year family medicine residents and fourth-year pharmacy students to complete a survey before and after participating in an interprofessional clinical debate. The anonymous survey was composed of the Students' Perceptions of Interprofessional Clinical Education-Revised (SPICE-R2) instrument to evaluate perceptions of interprofessional teamwork, literature evaluation, and other skills gained through the process. We evaluated matched responses for change in attitudes toward interprofessional teams. Results We evaluated 41 matched responses, which indicated improvement in attitudes toward interprofessional teams and was statistically significant ( P<.001). This finding held true for subscales of roles/responsibilities for collaborative practice and patient outcomes from collaborative practice (P<.001). Participants also perceived improvements in literature evaluation, problem-solving, critical thinking, teamwork, and communication skills. Conclusion The interprofessional clinical debate activity positively impacted medical residents and pharmacy students, and improved attitudes toward interprofessional teams.
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Affiliation(s)
- Taylor D Steuber
- Auburn University Harrison School of Pharmacy, Department of Pharmacy Practice, Huntsville, AL
| | - Miranda R Andrus
- Auburn University Harrison School of Pharmacy, Department of Pharmacy Practice, Huntsville, AL
| | - Bradley M Wright
- Auburn University Harrison School of Pharmacy, Department of Pharmacy Practice, Huntsville, AL
| | - Nancy Blevins
- University of Alabama at Birmingham School of Medicine, Department of Family Medicine, Huntsville, AL
| | - Haley M Phillippe
- Auburn University Harrison School of Pharmacy, Department of Pharmacy Practice, Huntsville, AL
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O'Connell MB, Fava JP, Gilkey SJ, Dereczyk AL, Higgins R, Burke CA, Lucarotti RL, Gaggin PE. Using community pharmacies and team observed structured clinical encounters (TOSCEs) for interprofessional education and training. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:19-28. [PMID: 33131613 DOI: 10.1016/j.cptl.2020.07.018] [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: 12/12/2019] [Revised: 07/02/2020] [Accepted: 07/15/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Collaborative practice improves patient outcomes and is a needed student skill. An interprofessional education and collaborative practice (IPECP) program was developed using community pharmacies, clinics, and emergency departments. This study's purpose was to assess student pharmacists' team attitudes and skill development after the IPECP using team observed structured clinical encounters (TOSCEs). METHODS Nineteen pairs of fourth-year pharmacy and second-year physician assistant students practiced together in a community pharmacy (two days) and clinic or emergency department (two days). They completed TeamSTEPPS training and two team modules. Assessments included TOSCEs and pre/post attitude surveys. RESULTS Students significantly increased all TOSCE domain skills with pre- to post-mean score (SD) of: team communications 3.0 (0.5) to 4.1 (0.5), collaboration 2.8 (0.6) to 4.0 (0.5), roles and responsibilities 2.4 (0.4) to 3.8 (0.5), patient-centered care 2.8 (0.5) to 4.1 (0.6), conflict management 2.8 (0.5) to 4.1 (0.6), team functioning 2.7 (0.6) to 3.9 (0.6), and global performance 2.8 (0.6) to 4.0 (0.5). Afterwards, students reported positive attitudes about team-based patient care. All students stated the experience increased patient and healthcare professional communication skills and understanding of patient problems, and decreased errors. Most students (84%) agreed team care increased interventions compared to individually provided care. Most students (84%) thought the experience was worthwhile, and 68% agreed the IPECP program should be continued. CONCLUSIONS This study supports that IPECP can be conducted in a community pharmacy and clinic or emergency department to improve student team skills as evidenced by documented team skills development during TOSCEs.
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Affiliation(s)
- Mary Beth O'Connell
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Pharmacy Practice Department, 259 Mack Avenue, Suite 2190, Detroit, MI 48201-2427, United States.
| | - Joseph P Fava
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Pharmacy Practice Department, 259 Mack Avenue, Suite 2190, Detroit, MI 48201-2427, United States.
| | - Stephanie J Gilkey
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Physician Assistant Studies, 259 Mack Ave, Suite 2590, Detroit, MI 48201-2427, United States.
| | - Amy L Dereczyk
- University of Detroit Mercy, College of Health Professions, Physician Assistant Program, 4001 West McNichols Road, Detroit, MI 48221, United States.
| | - Rose Higgins
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, 259 Mack Ave, Detroit, MI 48201-2427, United States
| | - Constance A Burke
- University of Detroit Mercy, College of Health Professions, Physician Assistant Program, 4001 West McNichols Road, Detroit, MI 48221, United States.
| | - Richard L Lucarotti
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Pharmacy Practice Department, 259 Mack Avenue, Suite 2190, Detroit, MI 48201-2427, United States.
| | - Pilar E Gaggin
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Pharmacy Practice Department, 259 Mack Avenue, Suite 2190, Detroit, MI 48201-2427, United States.
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Naumann F, Mullins R, Cawte A, Beavis S, Musial J, Hannan-Jones M. Designing, implementing and sustaining IPE within an authentic clinical environment: the impact on student learning. J Interprof Care 2020; 35:907-913. [PMID: 33222563 DOI: 10.1080/13561820.2020.1837748] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Interprofessional education (IPE), as preparation for interprofessional practice (IPP), is essential for quality, coordinated, outcome-focussed patient care. To develop capacity for IPP in future healthcare practitioners, IPE needs to be developed within curriculum and applied within authentic settings. The study aims were threefold: (a) determine if an established type 2 Diabetes Mellitus (T2DM) exercise and healthy lifestyle program could be replicated and delivered at a satellite health precinct; (b) report on changes in students' attitudes to IPP in response to involvement in the program; (c) explore the perceptions of students in response to participation in the program whilst on placement. This paper reports on the quantitative changes in perceptions of IPE as measured by the SPICE-R2 instrument and a qualitative analysis of the student reflection of participating in IPP. Thirty-five students, from 4 health professions, participated in the study. The quantitative outcomes showed significant improvement in the perceptions of IPE (p <.01), including significant improvements understanding of roles and responsibilities, teamwork, and patient outcomes (p <.01). The qualitative analysis included a subset of 18 students who participated across two focus groups, highlighting four key themes: (a) health students reported varied initial experience with, and understanding of IPE; (b) the IPE program enabled students to see the value of teamwork for patient care; (c) IPE enhanced role clarity amongst the students, and (d) the IPE program provided an authentic learning experience, best suited to final year students. Our findings reinforced the value of a partnership between higher education and health services to deliver IPP care and learning, student valuing of the importance of IPE as part of authentic learning, and need for a scaffolded approach toward IPE is needed across health curriculums, and clinical placement to ensure all students can develop IPE capabilities that will enable them to work together to deliver the best healthcare to clients.
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Affiliation(s)
- Fiona Naumann
- Faculty of Health, Queensland University of Technology, Brisbane, Australia
| | - Robert Mullins
- Faculty of Health, Queensland University of Technology, Brisbane, Australia
| | - Andrea Cawte
- Faculty of Health, Queensland University of Technology, Brisbane, Australia.,Department of Nutrition & Dietetics, Royal Brisbane and Women's Hospital, Metro North Hospital and Health Service, Brisbane, Australia
| | - Simon Beavis
- Faculty of Health, Queensland University of Technology, Brisbane, Australia
| | - Jane Musial
- Department of Nutrition & Dietetics, Royal Brisbane and Women's Hospital, Metro North Hospital and Health Service, Brisbane, Australia
| | - Mary Hannan-Jones
- Faculty of Health, Queensland University of Technology, Brisbane, Australia
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Matulewicz AT, Lanning SK, Lockeman K, Frankart LM, Peron EP, Powers K, Slattum PW, Dow AW. Using a Mixed Methods Approach to Explore Perceptions of Early Learners in Classroom-Based Interprofessional Education Experiences. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7693. [PMID: 32577036 PMCID: PMC7298218 DOI: 10.5688/ajpe7693] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2019] [Accepted: 09/26/2019] [Indexed: 06/11/2023]
Abstract
Objective. To explore attitudes and learning outcomes among early-level health professions students who completed foundational interprofessional education (IPE) courses. Methods. This study used a mixed methods approach to examine assessment and evaluation data from two student cohorts enrolled in two one-credit, semester-long interprofessional courses taught in fall and spring 2017. Attitudinal changes following the fall course were measured and compared in a retrospective pretest-posttest manner across student disciplines using the Student Perceptions of Interprofessional Clinical Education-Revised Instrument, version 2 (SPICE-R2). Course evaluation comments and narrative reflection assignments for both courses were analyzed qualitatively via data reduction and compilation to identify evidence of learning. Results. Significant increases in positive student perceptions regarding IPE were found, with variation in the increase seen between professions following the first course. Core themes identified in the narrative reflections demonstrated student learning in interprofessional attitudes, communication, professional identity, collaborative behaviors, and systems of care. Conclusion. Student attitudes toward interprofessional learning were more positive following completion of a foundational IPE course. In addition, learning in the course shaped students' professional identities, collaborative behaviors, and understanding of systems of care. These findings suggest value in early IPE and directions for better structuring curriculum and timing of IPE.
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Affiliation(s)
| | - Sharon K Lanning
- Virginia Commonwealth University School of Pharmacy, Richmond, Virginia
| | - Kelly Lockeman
- Virginia Commonwealth University School of Pharmacy, Richmond, Virginia
| | - Laura M Frankart
- Virginia Commonwealth University School of Pharmacy, Richmond, Virginia
| | - Emily P Peron
- Virginia Commonwealth University School of Pharmacy, Richmond, Virginia
| | - Kacie Powers
- Virginia Commonwealth University School of Pharmacy, Richmond, Virginia
| | | | - Alan W Dow
- Virginia Commonwealth University School of Pharmacy, Richmond, Virginia
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Lockeman KS, Dow AW, Randell AL. Notes from the Field: Evaluating a Budget-Based Approach to Peer Assessment for Measuring Collaboration Among Learners on Interprofessional Teams. Eval Health Prof 2019; 43:197-200. [PMID: 30678491 DOI: 10.1177/0163278719826227] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Assessing interprofessional skills poses challenges for health professions educators. While competency frameworks define the skills graduating students should possess, they do not provide guidance for assessment. This brief report explores validity evidence for use of peer assessment to assess learners and provide feedback for improvement. The context was an online learning experience for 477 fourth-year students from medicine, nursing, and pharmacy who worked together on small interprofessional teams to care for a virtual geriatric patient. At the end of each case unit, students were given a budget of points to allocate among teammates to assess their communication and interprofessional collaboration. Ratings were averaged to provide learners with feedback about their performance. Scores were normally distributed, did not demonstrate a leniency effect, were moderately correlated with ratings that preceptors assigned to students, and had smaller correlations with knowledge scores and other case activity measures. Findings support budget-based peer assessment as a valid and feasible approach for differentiating between students with high interprofessional competency and those who may be deficient. Further exploration should focus on the longitudinal effect of peer assessment, how it may influence individual learning and team dynamics, and whether it could be used for other assessment purposes.
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Affiliation(s)
- Kelly S Lockeman
- School of Medicine, Virginia Commonwealth University, Richmond, VA, USA
| | - Alan W Dow
- School of Medicine, Virginia Commonwealth University, Richmond, VA, USA
| | - Autumn L Randell
- School of Education, Virginia Commonwealth University, Richmond, VA, USA
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Townsend J, Zorek JA, Andrieu SC, de Carvalho RB, Mercante DE, Schiavo JH, Gunaldo TP. Developing Interprofessional Education at One U.S. Dental School: Establishing a Baseline and Moving Forward. J Dent Educ 2018; 82:446-453. [PMID: 29717067 PMCID: PMC6013834 DOI: 10.21815/jde.018.049] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2017] [Accepted: 12/06/2017] [Indexed: 11/20/2022]
Abstract
Dental schools across the U.S. are in the process of incorporating interprofessional education (IPE) into their curricula. At Louisiana State University Health Sciences Center-New Orleans (LSUHSC), the process of educating competent students fully prepared to maximize patient outcomes through interprofessional care is under way. The aim of this study was to establish baseline data on three years of LSU dental students' perceptions of IPE prior to and as a new two-year IPE curriculum was being introduced. A survey was conducted of dental students in all four years from 2015 to 2017 using the Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2 (SPICE-R2). In 2015, 120 students participated in the survey for a response rate of 46%, followed by 160 students in 2016 (62%) and 170 in 2017 (67%). The results showed that the first-year students in 2017 had a higher total SPICE-R2 mean score than the first-year students in 2015 and 2016; the difference was statistically significant. Even though the 2017 first-year students had only received an orientation to the curriculum at the time they completed the survey, this change in attitude suggests the new focus on IPE was already having an effect on students. There were no statistically significant differences between mean scores for the three cohorts of second-, third-, and fourth-year students, none of whom had experienced the new IPE curriculum. Data from this study will serve as a baseline from which to evaluate the impact of the new IPE curriculum that is now required of all first- and second-year dental students. Through continued IPE exposure in the curriculum and ongoing faculty development, further improvements in students' attitudes toward IPE can be anticipated.
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Affiliation(s)
- Janice Townsend
- Janice Townsend, DDS, MS, is Associate Professor of Pediatric Dentistry, LSU Health Sciences Center-New Orleans School of Dentistry; Joseph A. Zorek, PharmD, BCGP, is Assistant Professor of Pharmacy and Director of Interprofessional Education, University of Wisconsin-Madison School of Pharmacy; Sandra C. Andrieu, PhD, is Professor and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Dentistry; Raquel Baroni de Carvalho, DDS, PhD, is Associate Professor, Federal University of Espirito Santo, Brazil, and Visiting Faculty Member, LSU Health Sciences Center-New Orleans; Donald E. Mercante, PhD, is Professor of Biostatistics and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Public Health; Julie H. Schiavo, MLIS, AHIP, is Assistant Librarian and Assistant Director of Dental Library Services, LSU Health Sciences Center-New Orleans School of Dentistry; and Tina P. Gunaldo, PhD, DPT, MHS, is Director, Center for Interprofessional Education and Collaborative Practice, LSU Health Sciences Center-New Orleans.
| | - Joseph A Zorek
- Janice Townsend, DDS, MS, is Associate Professor of Pediatric Dentistry, LSU Health Sciences Center-New Orleans School of Dentistry; Joseph A. Zorek, PharmD, BCGP, is Assistant Professor of Pharmacy and Director of Interprofessional Education, University of Wisconsin-Madison School of Pharmacy; Sandra C. Andrieu, PhD, is Professor and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Dentistry; Raquel Baroni de Carvalho, DDS, PhD, is Associate Professor, Federal University of Espirito Santo, Brazil, and Visiting Faculty Member, LSU Health Sciences Center-New Orleans; Donald E. Mercante, PhD, is Professor of Biostatistics and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Public Health; Julie H. Schiavo, MLIS, AHIP, is Assistant Librarian and Assistant Director of Dental Library Services, LSU Health Sciences Center-New Orleans School of Dentistry; and Tina P. Gunaldo, PhD, DPT, MHS, is Director, Center for Interprofessional Education and Collaborative Practice, LSU Health Sciences Center-New Orleans
| | - Sandra C Andrieu
- Janice Townsend, DDS, MS, is Associate Professor of Pediatric Dentistry, LSU Health Sciences Center-New Orleans School of Dentistry; Joseph A. Zorek, PharmD, BCGP, is Assistant Professor of Pharmacy and Director of Interprofessional Education, University of Wisconsin-Madison School of Pharmacy; Sandra C. Andrieu, PhD, is Professor and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Dentistry; Raquel Baroni de Carvalho, DDS, PhD, is Associate Professor, Federal University of Espirito Santo, Brazil, and Visiting Faculty Member, LSU Health Sciences Center-New Orleans; Donald E. Mercante, PhD, is Professor of Biostatistics and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Public Health; Julie H. Schiavo, MLIS, AHIP, is Assistant Librarian and Assistant Director of Dental Library Services, LSU Health Sciences Center-New Orleans School of Dentistry; and Tina P. Gunaldo, PhD, DPT, MHS, is Director, Center for Interprofessional Education and Collaborative Practice, LSU Health Sciences Center-New Orleans
| | - Raquel Baroni de Carvalho
- Janice Townsend, DDS, MS, is Associate Professor of Pediatric Dentistry, LSU Health Sciences Center-New Orleans School of Dentistry; Joseph A. Zorek, PharmD, BCGP, is Assistant Professor of Pharmacy and Director of Interprofessional Education, University of Wisconsin-Madison School of Pharmacy; Sandra C. Andrieu, PhD, is Professor and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Dentistry; Raquel Baroni de Carvalho, DDS, PhD, is Associate Professor, Federal University of Espirito Santo, Brazil, and Visiting Faculty Member, LSU Health Sciences Center-New Orleans; Donald E. Mercante, PhD, is Professor of Biostatistics and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Public Health; Julie H. Schiavo, MLIS, AHIP, is Assistant Librarian and Assistant Director of Dental Library Services, LSU Health Sciences Center-New Orleans School of Dentistry; and Tina P. Gunaldo, PhD, DPT, MHS, is Director, Center for Interprofessional Education and Collaborative Practice, LSU Health Sciences Center-New Orleans
| | - Donald E Mercante
- Janice Townsend, DDS, MS, is Associate Professor of Pediatric Dentistry, LSU Health Sciences Center-New Orleans School of Dentistry; Joseph A. Zorek, PharmD, BCGP, is Assistant Professor of Pharmacy and Director of Interprofessional Education, University of Wisconsin-Madison School of Pharmacy; Sandra C. Andrieu, PhD, is Professor and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Dentistry; Raquel Baroni de Carvalho, DDS, PhD, is Associate Professor, Federal University of Espirito Santo, Brazil, and Visiting Faculty Member, LSU Health Sciences Center-New Orleans; Donald E. Mercante, PhD, is Professor of Biostatistics and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Public Health; Julie H. Schiavo, MLIS, AHIP, is Assistant Librarian and Assistant Director of Dental Library Services, LSU Health Sciences Center-New Orleans School of Dentistry; and Tina P. Gunaldo, PhD, DPT, MHS, is Director, Center for Interprofessional Education and Collaborative Practice, LSU Health Sciences Center-New Orleans
| | - Julie H Schiavo
- Janice Townsend, DDS, MS, is Associate Professor of Pediatric Dentistry, LSU Health Sciences Center-New Orleans School of Dentistry; Joseph A. Zorek, PharmD, BCGP, is Assistant Professor of Pharmacy and Director of Interprofessional Education, University of Wisconsin-Madison School of Pharmacy; Sandra C. Andrieu, PhD, is Professor and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Dentistry; Raquel Baroni de Carvalho, DDS, PhD, is Associate Professor, Federal University of Espirito Santo, Brazil, and Visiting Faculty Member, LSU Health Sciences Center-New Orleans; Donald E. Mercante, PhD, is Professor of Biostatistics and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Public Health; Julie H. Schiavo, MLIS, AHIP, is Assistant Librarian and Assistant Director of Dental Library Services, LSU Health Sciences Center-New Orleans School of Dentistry; and Tina P. Gunaldo, PhD, DPT, MHS, is Director, Center for Interprofessional Education and Collaborative Practice, LSU Health Sciences Center-New Orleans
| | - Tina P Gunaldo
- Janice Townsend, DDS, MS, is Associate Professor of Pediatric Dentistry, LSU Health Sciences Center-New Orleans School of Dentistry; Joseph A. Zorek, PharmD, BCGP, is Assistant Professor of Pharmacy and Director of Interprofessional Education, University of Wisconsin-Madison School of Pharmacy; Sandra C. Andrieu, PhD, is Professor and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Dentistry; Raquel Baroni de Carvalho, DDS, PhD, is Associate Professor, Federal University of Espirito Santo, Brazil, and Visiting Faculty Member, LSU Health Sciences Center-New Orleans; Donald E. Mercante, PhD, is Professor of Biostatistics and Associate Dean for Academic Affairs, LSU Health Sciences Center-New Orleans School of Public Health; Julie H. Schiavo, MLIS, AHIP, is Assistant Librarian and Assistant Director of Dental Library Services, LSU Health Sciences Center-New Orleans School of Dentistry; and Tina P. Gunaldo, PhD, DPT, MHS, is Director, Center for Interprofessional Education and Collaborative Practice, LSU Health Sciences Center-New Orleans
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