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Interprofessional Collaborative Clinical Practice in Medicine and Pharmacy: Measure of Student Perceptions Using the SPICE-R2F Instrument to Bridge Health-Care Policy and Education in France. Healthcare (Basel) 2022; 10:healthcare10081531. [PMID: 36011188 PMCID: PMC9408455 DOI: 10.3390/healthcare10081531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2022] [Revised: 08/03/2022] [Accepted: 08/11/2022] [Indexed: 11/17/2022] Open
Abstract
Background: Public health policies in France and the USA promote health professionals’ collaborative practices in accordance with World Health Organization recommendations emphasizing the need to promote interprofessional education and training. To optimize alignment of health-care policy and education, a scientific evidence-based approach is required. Methods: A French translation (SPICE-R2F) of the Student Perceptions of Interprofessional Clinical Education—Revised instrument, version 2 (SPICE-R2) was generated. SPICE-R2F was then completed by a multicentric cohort of French health students, and confirmatory factor analysis was utilized to evaluate the validity and reliability of this instrument based on response patterns. Results: Translation of SPICE-R2 was validated evaluating psychometric properties and conducting a confirmatory factor analysis (CFA). Adequate model fit was demonstrated using RMSEA (root mean square error of approximation) and CFI (comparative fit index) model fit criteria. Within each factor, however, low to moderate levels of reliability were observed between items. These observations diverge from other countries and highlight a potential French singularity. Conclusion: Our results suggest the need to improve interprofessional clinical practice education in France at early stages in the health-care curricula. The SPICE-R2F instrument may represent a valuable evidence-based tool to characterize perceptions of interprofessional education and training of health-care students and professionals in France.
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Kilroy S, Corte C, Park C, Vincent C, Borgers F, Hannan M, Corbridge S. Identifying contributing factors influencing pediatric nurses' and health professionals' self-reported collaborative practice behaviors. J Pediatr Nurs 2022; 64:164-173. [PMID: 34794847 DOI: 10.1016/j.pedn.2021.10.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/09/2021] [Revised: 10/09/2021] [Accepted: 10/21/2021] [Indexed: 10/19/2022]
Abstract
PURPOSE In this study, we examined the influence of interprofessional American Heart Association (AHA) resuscitation courses on pediatric health care professionals' (N = 218) self- reported collaborative practice behaviors (CPBs) and examined differences in CPBs between nursing, medicine, and respiratory therapy. DESIGN AND METHODS A mixed methods explanatory design was utilized with a sample of pediatric nurses, nurse practitioners, physicians, and respiratory therapists. Data were collected using the Interprofessional Collaborative Competency Attainment Survey (ICCAS) and two open-ended questions. Data analysis included: exploratory factor analysis, paired t-tests, mixed effects modeling and directed content analysis. Inferences were made across quantitative and qualitative data. RESULTS Statistically significant improvement in mean CPB scores was demonstrated by all professions (t (208) = -12.76; ρ < 0.001) immediately after the AHA courses. Qualitative responses indicated physicians identified roles and responsibilities (94%, n = 17) as the most important CPB. Communication was identified by nurses (78%, n = 76), nurse practitioners (100%, n = 11) and respiratory therapists (71%, n = 5) as most important. CONCLUSIONS Participation in an interprofessional AHA course significantly increased mean self-reported CPB scores. Changes in mean CPB scores were sustained over 6 weeks upon return to clinical practice. PRACTICE IMPLICATIONS Future research focused on CPBs of front-line health care professionals can provide an accurate portrayal of an interprofessional team and can inform how collaborative practice is established in everyday clinical practice.
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Affiliation(s)
- Susan Kilroy
- University of Illinois at Chicago, Department of Human Development Nursing Science, 845 S. Damen Ave, Chicago, IL 60612, United States of America.
| | - Colleen Corte
- University of Illinois Chicago, Department of Population Health Nursing Science, 845 S. Damen Ave, Chicago, IL 60612, United States of America.
| | - Chang Park
- University of Illinois Chicago, Department of Population Health Nursing Science, 845 S. Damen Ave, Chicago, IL 60612, United States of America.
| | - Catherine Vincent
- University of Illinois at Chicago, Department of Human Development Nursing Science, 845 S. Damen Ave, Chicago, IL 60612, United States of America.
| | - Frank Borgers
- University of Illinois Chicago, Health Policy and Administration, 1603 W. Taylor St., Chicago, IL 60608, United States of America.
| | - Mary Hannan
- University of Illinois Chicago, 1747 W Roosevelt Rd, Chicago, IL 60608, United States of America.
| | - Susan Corbridge
- University of Illinois Chicago, Department of Biobehavioral Nursing Science, 845 S. Damen Ave, Chicago, IL 60612, United States of America.
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Johnson KF, Blake J, Ramsey HE. Professional Counselors' Experiences on Interprofessional Teams in Hospital Settings. JOURNAL OF COUNSELING AND DEVELOPMENT 2021. [DOI: 10.1002/jcad.12393] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Kaprea F. Johnson
- Department of Counseling and Special Education Virginia Commonwealth University
- Now at College of Education and Human Ecology The Ohio State University
| | - Jennifer Blake
- Department of Counseling and Special Education Virginia Commonwealth University
| | - Hannah E. Ramsey
- Department of Counseling and Special Education Virginia Commonwealth University
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Agaskar VR, Lin YWD, Wambu GW. Outcomes of “Integrated Behavioral Health” Training: A Pilot Study. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2021. [DOI: 10.1007/s10447-021-09435-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Lamparyk K, Williams AM, Robiner WN, Bruschwein HM, Ward WL. Interprofessional Education: Current State in Psychology Training. J Clin Psychol Med Settings 2021; 29:20-30. [PMID: 33689102 DOI: 10.1007/s10880-021-09765-5] [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] [Accepted: 01/25/2021] [Indexed: 10/21/2022]
Abstract
Healthcare reform has led to the consideration of interprofessional team-based, collaborative care as a way to provide comprehensive, high-quality care to patients and families. Interprofessional education is the mechanism by which the next generation health professional workforce is preparing for the future of health care-team-based, collaborative care. This literature review explored the extent and content of published studies documenting Interprofessional Education (IPE) activities with psychology trainees across learner level. A systematic review following PRISMA guidelines was conducted of studies describing IPE involving psychology learners. Electronic databases (MEDLINE, CINAHL, PsychINFO, and EMBASE) were searched for the following terms: inter/multi-professional education/practice, inter/multidisciplinary education/practice, and psychology/psychologists. Thirty-seven articles were identified that included psychology in clinical outcome studies or other reviews of interprofessional education initiatives. The review addresses the nature of current IPE learning activities, the impact of IPE activities on participating trainees, opportunities for, and challenges of, involving psychology trainees in IPE, and future directions for research. This review illuminates the relative paucity of the literature about IPE in psychology training. Given the trend toward increasing team-based collaborative care, the limited inclusion of psychology in the IPE literature is concerning. The next generation of health professional trainees is learning about, from, and with each other with the objective of building collaboration and teamwork. Given the few articles documenting psychology trainees' involvement in IPE, future health professionals quite possibly will have limited understanding of, and contact with, psychologists. Our findings are a call to action for greater psychology involvement in IPE.
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Affiliation(s)
- Katherine Lamparyk
- Cleveland Clinic Children's Hospital, 9500 Euclid Avenue/R3, Cleveland, OH, 44195, USA.
| | | | | | | | - Wendy L Ward
- College of Medicine, University of Arkansas for Medical Sciences, Little Rock, USA
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Morbitzer KA, Olsen AA, McLaughlin JE. A Mapping Review of Teamwork Training and Assessment in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8356. [PMID: 34283772 PMCID: PMC8006486 DOI: 10.5688/ajpe8356] [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: 08/20/2020] [Accepted: 11/26/2020] [Indexed: 05/22/2023]
Abstract
Objective. To explore how teamwork is taught (ie, skills and format), measured, and assessed within pharmacy education.Methods. A mapping review was conducted to provide a selection of articles to specifically capture how teamwork is taught, measured, and assessed within pharmacy education.Results. Of the 114 references retrieved, 18 studies from 17 schools or colleges of pharmacy met the inclusion criteria for review and data abstraction. Ten of the studies (56%) described how teamwork training was integrated into courses while the other eight studies described workshops, clinical rotations, modules, interprofessional simulations, long-term projects, and retreats on teamwork. Learning activities involving patient cases were the most common teaching method described (n=12, 67%). For the teamwork principles taught, all articles included leadership training or evaluating leadership skills in their program. To assess teamwork, 17 (94%) of the programs used students' self-reported measures of skills and behaviors, attitudes, and/or knowledge. Fourteen studies (78%) demonstrated improvements in students' attitude-related outcomes, 13 (72%) studies demonstrated improvements in skills-related outcomes, and six studies (33%) described improvements in knowledge related outcomes.Conclusion. Teamwork is regarded as an integral component of being an effective health care professional. While teamwork is common in pharmacy curricula, few studies describe strategies for teaching effective teamwork strategies to pharmacy students. The articles reviewed revealed a wide range of approaches to teaching, measuring, and assessing teamwork skills within pharmacy education. This review highlights an opportunity to further explore and identify the teamwork skills that are requisite for success in pharmacy practice, which could then be supported by standardized teamwork training programs and assessments.
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Affiliation(s)
- Kathryn A Morbitzer
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Amanda A Olsen
- University of Texas at Arlington, College of Education, Arlington, Texas
| | - Jacqueline E McLaughlin
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Pan TY, Bruschwein HM, Ward WL. Interprofessional Education: Psychology Trainee Experiences and Perspectives on Team Skills. J Clin Psychol Med Settings 2021; 29:1-9. [PMID: 33389364 DOI: 10.1007/s10880-020-09756-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/25/2020] [Indexed: 11/28/2022]
Abstract
Interprofessional education (IPE) is defined as educational activities involving trainees from two or more professions learning about, from, and with each other with the goal of building team-based collaboration skills. The degree to which psychology trainees are involved in IPE is unknown. A national survey was distributed to gather information regarding the nature and prevalence of IPE experiences and psychology trainees' perceived competence in collaboration skills. Participant responses (n = 143) are presented overall and by training level. Some respondents reported no IPE activities in their training, especially trainees earlier in their training. Highest rated competencies were in acting with honesty and integrity and developing/maintaining mutual respect and trust of other professions. Lowest rated were in giving feedback to others and managing differences in opinion. More research related to the nature and impact of IPE on psychology trainees is critical.
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Affiliation(s)
| | | | - Wendy L Ward
- College of Medicine, University of Arkansas for Medical Sciences/Arkansas Children's Hospital, 1 Children's Way, Slot 512-21, Little Rock, 72202, USA.
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Sigmon LB, Woodard EK, Woody G. Quality Olympics: Experiential Interprofessional Learning to Improve Quality and Safety. J Nurs Educ 2020; 59:589-593. [PMID: 33002167 DOI: 10.3928/01484834-20200921-10] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Accepted: 02/26/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND Effective communication and teamwork is essential to improve the safety, quality, and cost-effectiveness of patient care. Quality Olympics, a competitive, educational intervention, was designed to offer nursing and medical students the opportunity to apply new knowledge on safety quality and cost in an interprofessional environment. METHOD Nursing (N = 220) and medical students (N = 163) participated in Quality Olympics. Student perceptions of teamwork were analyzed using the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R). RESULTS In years one and two, significance was found for nursing students on all survey items. Medical student responses reached significance on four items in year two. CONCLUSION The contrast in findings between these professions suggests that students would benefit from early, additional opportunities to link patient safety and outcomes to interprofessional collaboration. In doing so, educators may ensure that future providers have the attitudes, knowledge, and skills to impact individualized care and transform health care systems.[J Nurs Educ. 2020;59(10):589-593.].
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Raque-Bogdan TL, Ratchford JL, Garriott PO, Borges NJ, Duffy RD. Counseling psychologists in medical education in the United States: career development, professional identity, and training implications. COUNSELLING PSYCHOLOGY QUARTERLY 2020. [DOI: 10.1080/09515070.2018.1511970] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
| | | | | | - Nicole J. Borges
- Neurobiology and Anatomical Sciences, University of Mississippi School of Medicine, Jackson, USA
| | - Ryan D. Duffy
- Department of Psychology, University of Florida, Gainesville, USA
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Patterson SL, Caskie GIL, Bashian HM. Experiences with and attitudes toward interprofessional health care teams among American clinical, counseling, and school psychology doctoral students: a mixed methods study. J Interprof Care 2020; 35:257-265. [PMID: 32053393 DOI: 10.1080/13561820.2020.1724900] [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: 10/25/2022]
Abstract
Attitudes toward interprofessional collaboration influence interprofessional health care team (IPHCT) functioning and quality of patient care. Yet, research has not examined the attitudes and experiences of psychology doctoral students on IPHCTs. Utilizing a volunteer sample of 214 clinical, counseling, and school psychology doctoral students from at least 47 doctoral programs in the United States, this study aimed to clarify psychology doctoral students' experiences on IPHCTs and explore predictors of their attitudes toward IPHCTs. Discovery-oriented analysis and hierarchical multiple regression were used to identify themes of students' self-reported interprofessional experiences and significant predictors of positive attitudes obtained via online survey questionnaires. Students who had worked on IPHCTs commonly reported taking roles of mental health therapeutic service provision and consultation and reported difficulty with team dynamics and navigating hierarchical structures. Students perceived the psychologist role primarily as clinical expert and team leader. Students reported making positive contributions, increased competency in interprofessional practice, and improvement in patient care as the most common benefits of IPHCTs. Each additional year spent on an IPHCT was related to more positive perceptions of the quality of care delivered by IPHCTs as well as greater endorsement of positive interprofessional socialization practices.
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Affiliation(s)
- Shannon L Patterson
- Phoenix VA Health Care System, Phoenix, AZ, USA.,Lehigh University, Bethlehem, PA, USA
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Boland DH, Juntunen CL, Kim HY, Adams EM, Navarro RL. Integrated Behavioral Health Curriculum in Counseling Psychology Training Programs. COUNSELING PSYCHOLOGIST 2020. [DOI: 10.1177/0011000019895293] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Effective training in integrated behavioral health requires systematic, interprofessional education that is anchored in competencies. We describe core learning objectives, competencies, and strategies for assessing counseling psychology trainees in integrated health care settings. Two programs that have transformed their training to emphasize interprofessional and primary care competencies of psychological practice are presented, along with their training goals and didactic and experiential curricular activities. We describe the assessment of student learning, accompanied by program adjustments implemented to improve student outcomes. We conclude with a call for counseling psychologists to ensure student competency development as members of the interprofessional health care workforce.
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Affiliation(s)
- Daubney H. Boland
- Southern New Mexico Family Medicine Residency Program, Las Cruces, NM, USA
| | | | - Helen Y. Kim
- New Mexico State University, Las Cruces, NM, USA
| | - Eve M. Adams
- New Mexico State University, Las Cruces, NM, USA
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McLaughlin JE, Bush AA, Rodgers PT, Scott MA, Zomorodi M, Roth MT. Characteristics of High-Performing Interprofessional Health Care Teams Involving Student Pharmacists. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7095. [PMID: 32292183 PMCID: PMC7055411 DOI: 10.5688/ajpe7095] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2018] [Accepted: 09/20/2018] [Indexed: 05/13/2023]
Abstract
Objective. To identify key themes of interprofessional models of care that offer experiential education opportunities for pharmacy learners. Methods. Six pharmacists from four Area Health Education Centers in North Carolina participated in individual, 60-minute interviews. Using two pre-established frameworks, the data were analyzed qualitatively by two members of the research team to identify the characteristics of interdisciplinary care teams. Results. At the level of the organization or health care system, the theme of appropriate resources and procedures emerged. At the level of the team, the themes of appropriate resources and procedures, communication, appropriate skill mix, climate, quality and outcomes of care, and respecting and understanding roles emerged. At the level of the individual, the themes of communication, respecting and understanding roles, and individual characteristics emerged. Three themes identified in a previous study failed to emerge in the interviews: leadership and management; personal rewards, training and development; and clarity of vision. Conclusion. Although a growing body of evidence highlights the importance of designing practice models to achieve interdisciplinary care that is patient-centered and effective, capacity to support learners and effectively educate them in the principles and practices of team-based care is limited. This study provides critical insight into characterizations of interprofessional models that integrate pharmacy learners. Further research is needed to better understand the barriers to designing and implementing IPE in experiential settings.
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Affiliation(s)
| | - Antonio A Bush
- Association of American Medical Colleges, Washington, District of Columbia
- Guest Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Philip T Rodgers
- University of North Carolina, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Mollie Ashe Scott
- University of North Carolina, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
- University of North Carolina, UNC School of Medicine, Chapel Hill, North Carolina
- Mountain Area Health Education Center, Asheville, North Carolina
| | - Meg Zomorodi
- University of North Carolina, School of Nursing, Chapel Hill, North Carolina
| | - Mary T Roth
- University of North Carolina, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Rahman R, Matthews EB, Ahmad A, Rizvi SM, Salama U, Samad L, Khan M. Perceptions of patient-centred care among providers and patients in the orthopaedic department of a tertiary care hospital in Karachi, Pakistan. J Eval Clin Pract 2019; 25:1160-1168. [PMID: 31334911 DOI: 10.1111/jep.13242] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/26/2019] [Revised: 07/08/2019] [Accepted: 07/12/2019] [Indexed: 11/30/2022]
Abstract
OBJECTIVE This study examined the perspectives of 18 health care providers (nurses, consultant doctors, residents, radiologists, and physiotherapists) and 18 patients regarding best practices for patient-centred care (PCC) in a free private hospital in Pakistan, studying the congruence between provider and patient perspectives. METHODS Six focus group interviews (FGIs) were conducted from January to March 2017: three with providers and three with patients. Focus group interviews were audio-recorded and transcribed verbatim. A deductive approach was used to analyse the data using the key dimensions of Scholl's framework, which was then complemented with constant comparison analysis to explore variability and similarity among participants across the six focus groups. RESULTS Findings indicated that providers and patients acknowledged maintaining a collaborative relationship with patients by using empathy. Patients and providers agreed that providers allocated time to counsel the patient and alleviated their fears. Family involvement was seen as a key indicator in decision making for patients. Some discrepancies were found between patient and provider perceptions of inhibitors to PCC, notably a lack of teamwork exhibited by providers and continuity of care offered postdischarge. CONCLUSIONS We recommend practices of PCC that are congruent with non-Western settings where religion and family play a primary role in matters dealing with patients' illnesses. Our findings suggest the need for recurrent training to improve teamwork among providers; questioning the implicit agreement of patients who may be vulnerable to decision making of authoritarian figures in their family; and the inclusion of peer-support workers or community health workers to offer aftercare support to patients in their home.
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Affiliation(s)
- Rahbel Rahman
- Graduate School of Social Service, Fordham University, 113 West 60th Street, New York, New York
| | - Elizabeth B Matthews
- Graduate School of Social Service, Fordham University, 113 West 60th Street, New York, New York
| | - Alizeh Ahmad
- Indus Health Network, Plot C-76, Sector 31/5, Opposite Darussalam Society, Korangi Crossing, Karachi, 75190, Pakistan
| | - Syeda Mahnoor Rizvi
- Indus Health Network, Plot C-76, Sector 31/5, Opposite Darussalam Society, Korangi Crossing, Karachi, 75190, Pakistan
| | - Umme Salama
- Indus Health Network, Plot C-76, Sector 31/5, Opposite Darussalam Society, Korangi Crossing, Karachi, 75190, Pakistan
| | - Lubna Samad
- Indus Health Network, Plot C-76, Sector 31/5, Opposite Darussalam Society, Korangi Crossing, Karachi, 75190, Pakistan
| | - Mansoor Khan
- Orthopaedics Department, The Indus Hospital, Plot C-76, Sector 31/5, Opposite Darussalam Society, Korangi Crossing, Karachi, 75190, Pakistan
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Vaughan B, Grace S, Yoxall J. Developing teamwork skills in pre-registration osteopathy education: A qualitative pilot investigation. INT J OSTEOPATH MED 2019. [DOI: 10.1016/j.ijosm.2019.07.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Brewer ML, Flavell HL. Teamwork, collaboration and networking: self-reported behavioural change following pre-licensure interprofessional clinical learning. J Interprof Care 2019; 34:184-192. [DOI: 10.1080/13561820.2019.1645649] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Margo L. Brewer
- Pro-Vice Chancellor’s Office, Curtin University, Perth, Australia
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Graber ML, Grice GR, Ling LJ, Conway JM, Olson A. Pharmacy Education Needs to Address Diagnostic Safety. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7442. [PMID: 31507297 PMCID: PMC6718490 DOI: 10.5688/ajpe7442] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2018] [Accepted: 02/14/2019] [Indexed: 06/10/2023]
Abstract
The American Association of Colleges of Pharmacy, the Accreditation Council for Pharmacy Education, and the Center for the Advancement of Pharmacy Education frame patient safety from the perspective of medication management, which is also the current focus of pharmacy education and training. With the growing appreciation that diagnostic errors represent an urgent and actionable patient safety concern, the National Academy of Medicine has recommended diagnostic safety training for all health care professions. The Society to Improve Diagnosis in Medicine has worked with an interprofessional consensus group to identify a set of 12 key competencies necessary to achieve diagnostic quality and safety that focuses on individual, team-based, and system-related competencies. Much of this already exists in pharmacy education, but pharmacy training programs need to give graduates more guidance on how they contribute to the diagnostic process and the prevention and detection of diagnostic errors. We describe the current state of progress in this regard, and what steps are needed by training programs to provide content and assessment so that graduates achieve the requisite competencies. Governing and advisory bodies need to expand the expectations around patient safety to include diagnostic safety.
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Affiliation(s)
- Mark L Graber
- The Society to Improve Diagnosis in Medicine, Plymouth, Massachusetts
| | | | - Louis J Ling
- Accreditation Council for Graduate Medical Education, Chicago, Illinois
| | - Jeannine M Conway
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
| | - Andrew Olson
- University of Minnesota Medical School, Minneapolis, Minnesota
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Cox KM. Use of Emotional Intelligence to Enhance Advanced Practice Registered Nursing Competencies. J Nurs Educ 2018; 57:648-654. [DOI: 10.3928/01484834-20181022-04] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2017] [Accepted: 05/01/2018] [Indexed: 11/20/2022]
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Abstract
Adverse patient outcomes are often the result of conflict or poor communication among healthcare professionals. Use of interprofessional care teams can improve healthcare and delivery of services. Healthcare systems have been historically hierarchical in nature with physicians regularly taking a leadership position. The presence of hierarchy can be a source of conflict in interprofessional healthcare teams. This article analyzes qualitative data from a four-day interprofessional training for family medicine residents, pharmacy students, nurse practitioner students, and counseling psychology students. Data was collected through journals, participant observation, and focus groups. Findings from this study demonstrate three key themes related to hierarchy: (1) tension regarding the idea that the physician is the team leader or "quarterback," (2) experiences of marginalization by team members while working in interprofessional teams, and (3) the tendency for issues regarding hierarchy to go unresolved. Additionally, authors briefly address structures within healthcare that contribute to hierarchy as well as a discussion of alternative models of teamwork and healthcare delivery.
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Affiliation(s)
- Erika Gergerich
- School of Social Work, New Mexico State University , Las Cruces , NM , USA
| | - Daubney Boland
- Southern New Mexico Family Medical Residency Program , Las Cruces , NM , USA
| | - Mary Alice Scott
- Department of Anthropology, New Mexico State University , Las Cruces , NM , USA
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Prado FO, Rocha KS, AraúJo DC, Cunha LC, Marques TC, Lyra DP. Evaluation of students' attitudes towards pharmacist-physician collaboration in Brazil. Pharm Pract (Granada) 2018; 16:1277. [PMID: 30637028 PMCID: PMC6322988 DOI: 10.18549/pharmpract.2018.04.1277] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2018] [Accepted: 11/04/2018] [Indexed: 11/14/2022] Open
Abstract
OBJECTIVE To measure undergraduate pharmacy and medical students' collaborative attitudes regarding Pharmacist-Physician collaboration. METHODS A cross-sectional descriptive study was conducted from September 2016 to February 2017 in Northeast Brazil. Pharmacy and medical students from the first and the last year of courses were invited to complete Portuguese version of Scale of Attitudes Toward Pharmacist-Physician Collaboration (SATP2C). Descriptive and comparative analyses were performed using IBM SPSS (22 version). Differences were considered significant when p<0.05. RESULTS Three hundred seventy students completed the SATP2C. Overall, the students had positive attitudes towards physician-pharmacist collaboration. There was no significant correlation between age and score (p=0.79). Women showed a more positive collaborative attitude than men (53.1, SD=6.8 vs. 55.1, SD=6.3). Pharmacy students had a higher score than medical students (57.5, SD=4.7, vs. 51.1, SD=6.4). The first-year medical students had a higher score than last-year medical students (52.3, SD=6.0 vs. 49.5, SD=6.6; p<0.007). There was no significant difference in the attitudes between the first and last year pharmacy students (p<0.007). CONCLUSIONS Pharmacy and medical students showed positive attitudes towards physician-pharmacist collaboration. However, pharmacy students presented more collaborative attitudes than medical ones. Additionally, the first-year medical students had more collaborative attitudes than last-year medical students. Studies should be conducted to provide recommendations to improve interprofessional education efforts to further enhance the positive attitudes toward physician-pharmacist collaboration.
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Affiliation(s)
- Fernanda O Prado
- Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe. São Cristóvão SE (Brazil).
| | - Kérilin S Rocha
- Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe. São Cristóvão SE (Brazil).
| | - Dyego C AraúJo
- Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe. São Cristóvão SE (Brazil).
| | - Luiza C Cunha
- Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe. São Cristóvão SE (Brazil).
| | - Tatiane C Marques
- Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe. São Cristóvão SE (Brazil).
| | - Divaldo P Lyra
- Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe. São Cristóvão SE (Brazil).
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Landoll RR, Maggio LA, Cervero RM, Quinlan JD. Training the Doctors: A Scoping Review of Interprofessional Education in Primary Care Behavioral Health (PCBH). J Clin Psychol Med Settings 2018; 26:243-258. [PMID: 30255408 DOI: 10.1007/s10880-018-9582-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Primary care behavioral health (PCBH) is a model of integrated healthcare service delivery that has been well established in the field of psychology and continues to grow. PCBH has been associated with positive patient satisfaction and health outcomes, reduced healthcare expenditures, and improved population health. However, much of the education and training on PCBH has focused on developing behavioral health providers to practice in this medical setting. Less attention has been paid to physician team members to support and practice within an integrated environment. This is problematic as underdeveloped physician team members may contribute to low utilization and attrition of behavioral health consultants. A scoping review was conducted to examine the training of physicians in this domain since 2006. Twenty-one studies were identified, predominantly in Family Medicine training programs. Although PCBH training was generally well received, more program evaluation, formalized curriculum, and faculty development are needed to establish best practices.
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21
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Giuliante MM, Greenberg SA, McDonald MV, Squires A, Moore R, Cortes TA. Geriatric Interdisciplinary Team Training 2.0: A collaborative team-based approach to delivering care. J Interprof Care 2018; 32:629-633. [PMID: 29624089 DOI: 10.1080/13561820.2018.1457630] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
Interprofessional collaborative education and practice has become a cornerstone of optimal person-centered management in the current complex health care climate. This is especially important when working with older adults, many with multiple chronic conditions and challenging health care needs. This paper describes a feasibility study of the Geriatric Interdisciplinary Team Training 2.0 (GITT 2.0) program focused on providing interprofessional care to complex and frail older adults with multiple chronic conditions. A concurrent triangulation mixed-methods design facilitated program implementation and evaluation. Over three years (2013-2016), 65 graduate students from nursing, midwifery, social work, and pharmacy participated along with 25 preceptors. Participants were surveyed on their attitudes toward interprofessional collaboration pre and post-intervention and participated in focus groups. While attitudes toward interprofessional collaboration did not change quantitatively, focus groups revealed changes in language and enhanced perspectives of participants. Based on the evaluation data, the GITT 2.0 Toolkit was refined for use in interprofessional education and practice activities related to quality initiatives.
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Affiliation(s)
- Maryanne M Giuliante
- a Hartford Institute for Geriatric Nursing , New York University Rory Meyers College of Nursing , New York , NY , USA.,b Memorial Sloan Kettering Cancer Center , MSKCC Regional Network - Westchester , W. Harrison , NY , USA
| | - Sherry A Greenberg
- a Hartford Institute for Geriatric Nursing , New York University Rory Meyers College of Nursing , New York , NY , USA
| | - Margaret V McDonald
- c Center for Home Care Policy and Research , Visiting Nurse Service of New York , New York , NY , USA
| | - Allison Squires
- a Hartford Institute for Geriatric Nursing , New York University Rory Meyers College of Nursing , New York , NY , USA
| | - Ronnie Moore
- d Department of Pharmacy Practice , Touro College of Pharmacy , New York , NY , USA
| | - Tara A Cortes
- a Hartford Institute for Geriatric Nursing , New York University Rory Meyers College of Nursing , New York , NY , USA
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22
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Kim B, Miller CJ, Elwy AR, Holmes SK, Coldwell CM, Bauer MS. Staff perceptions implementing interprofessional team-based behavioural healthcare. J Interprof Care 2017; 31:360-367. [PMID: 28276840 DOI: 10.1080/13561820.2017.1283302] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The US Veterans Health Administration (VHA) in 2013 mandated a nationwide implementation of interprofessional team-based care in the general mental health setting and officially endorsed the collaborative care model in 2015 to guide the coordinated and anticipatory care to be delivered by these teams. Front-line clinic staff are major stakeholders whose practices are most directly affected by this implementation and may or may not view teams as useful or feasible for their practice. Our objective was to examine their perspectives on delivering team-to-patient care in order to understand what system-level efforts can best support the transition to such care from the more conventional provider-to-patient care. We conducted 14 semi-structured interviews with staff from general mental health clinics across three different VHA medical facilities. The interview questions focused on asking how care is organised and delivered at their clinic, their experiences in collaborating with other staff, and how the clinic handles changes. Four recurrent themes were identified: navigating workplace supervision, organisation, and role structures; continuing professional growth and relationships; delivering patient-focused care through education and connection to resources; and utilising information technology for communication and panel-based management. Quality improvement efforts were rarely discussed during the interviews. Our results indicate that staff's endorsement of the implementation of interprofessional care teams in general mental health settings may be strengthened through associated efforts targeted at enhancing their experiences aligned to these emergent themes.
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Affiliation(s)
- Bo Kim
- a VA Health Services Research & Development Center for Healthcare Organization and Implementation Research , Boston , Massachusetts , USA.,b Harvard Medical School , Boston , Massachusetts , USA
| | - Christopher J Miller
- a VA Health Services Research & Development Center for Healthcare Organization and Implementation Research , Boston , Massachusetts , USA.,b Harvard Medical School , Boston , Massachusetts , USA
| | - A Rani Elwy
- a VA Health Services Research & Development Center for Healthcare Organization and Implementation Research , Boston , Massachusetts , USA.,c Boston University School of Public Health , Boston , Massachusetts , USA
| | - Sally K Holmes
- a VA Health Services Research & Development Center for Healthcare Organization and Implementation Research , Boston , Massachusetts , USA.,c Boston University School of Public Health , Boston , Massachusetts , USA
| | - Craig M Coldwell
- d VA New England Healthcare System (Veterans Integrated Services Network 1) , Bedford , Massachusetts , USA.,e Boston University School of Medicine , Boston , Massachusetts , USA
| | - Mark S Bauer
- a VA Health Services Research & Development Center for Healthcare Organization and Implementation Research , Boston , Massachusetts , USA.,b Harvard Medical School , Boston , Massachusetts , USA
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