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Liang AC, Malone A, Kobernik EK, Holman E, Hammoud MM, Majszak C, Kempner S, Morgan HK. Certified Nurse-Midwives as Teachers: Expanding Interprofessional Collaboration Learning Opportunities for Medical Students on the Obstetrics and Gynecology Clerkship. J Midwifery Womens Health 2023. [PMID: 38146605 DOI: 10.1111/jmwh.13602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Revised: 09/29/2023] [Indexed: 12/27/2023]
Abstract
INTRODUCTION Interprofessional experiences provide critical exposure to collaborative health care teams, yet medical students often lack this experience during clinical clerkships. We created a labor and delivery triage rotation exclusively staffed by certified nurse-midwives in the obstetrics and gynecology clerkship to address this gap. We sought to evaluate the clinical learning experiences of medical students rotating on this midwife-supervised collaborative team. METHODS Between 2018 and 2020, we electronically sent all medical students an evaluation after each required clerkship. Our primary outcome was the quality of teaching score, as defined by level of agreement on a 5-point Likert scale with a statement regarding teaching quality. A secondary outcome evaluated scores from the National Board of Medical Examiners (NBME) Obstetrics and Gynecology subject examination taken by all students at the end of the rotation. Evaluations and assessments were compared between students rotating on labor and delivery triage and those who did not. Evaluation comments from students rotating on labor and delivery triage were collated to identify common themes. RESULTS Of 374 students, 370 (98.9%) completed the end-of-clerkship course evaluation and 312 (83.4%) completed teaching evaluations. Sixty-seven students (17.9%) rotated in labor and delivery triage; of these, 52 (77.6%) completed both the course and triage rotation evaluations. There were no differences in the mean quality of teaching scores (3.9 ± 1.2 versus 3.8 ± 1.2, p = 0.54) or in NBME Obstetrics and Gynecology subject examination scores between students rotating in labor and delivery triage compared to all other rotations (79.9% ± 7.2% vs 80.2% ± 7.8%, P = 0.436). Comments from teaching evaluations highlighted student exposure to the midwifery philosophy of care model. DISCUSSION This work demonstrates the feasibility and benefits of this midwife-led authentic interprofessional collaborative experience for medical students. This model can serve as an example of how to implement and evaluate interprofessional collaboration experiences in the clinical setting.
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Affiliation(s)
- Angela C Liang
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, Michigan
| | - Anita Malone
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, Michigan
| | - Emily K Kobernik
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, Michigan
- CDC Foundation, Atlanta, Georgia
| | - Elizabeth Holman
- Office of Evaluation and Assessment, University of Michigan Medical School, Ann Arbor, Michigan
| | - Maya M Hammoud
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, Michigan
- Department of Learning Health Sciences, University of Michigan, Ann Arbor, Michigan
| | - Christina Majszak
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, Michigan
| | - Samantha Kempner
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, Michigan
| | - Helen K Morgan
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, Michigan
- Department of Learning Health Sciences, University of Michigan, Ann Arbor, Michigan
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El-Awaisi A, Sheikh Ali S, Abu Nada A, Rainkie D, Awaisu A. Insights from healthcare academics on facilitating interprofessional education activities. J Interprof Care 2020; 35:760-770. [PMID: 32921206 DOI: 10.1080/13561820.2020.1811212] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Facilitators are of paramount importance to the success of interprofessional education (IPE) activities; hence, it is crucial to explore their perspectives and experiences in delivering IPE in Qatar. Using an exploratory case study approach, semi-structured interviews were conducted, in 2018, among faculty members, who had facilitated at least one IPE activity in Qatar, from healthcare professional education programs at Qatar University Colleges of Pharmacy, Medicine, and Health Sciences, Weill Cornell Medicine in Qatar, the University of Calgary in Qatar, and the College of North Atlantic. Interviews were recorded and transcribed verbatim. Inductive thematic content analysis was implemented. Twenty-one interviews were conducted with the following professions represented: medicine (n = 6), pharmacy (n = 5), nursing (n = 4), biomedical science (n = 3), respiratory theory (n = 2) and public health (n = 1). Four main themes emerged from the interviews: drivers to facilitator involvement that included interest and commitment to IPE and awareness of collaborative practice benefits; facilitator participation which was based on facilitator attributes and preparedness and readiness for IPE facilitation; the organizational support in terms of dedicated structure for IPE and IPE design and delivery and; student participation in terms of group dynamics and student engagement. Some key recommendations include having a dedicated unit for IPE, scheduling protected time for IPE, and organizing facilitators' training and debriefing workshops. The facilitators valued and appreciated IPE in preparing students for future collaborative practice. These findings can inform the development of quality and sustainable IPE activities in the future.
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Affiliation(s)
- Alla El-Awaisi
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | | | - Aya Abu Nada
- Pharmacy Department, Sidra Medicine, Doha, Qatar
| | - Daniel Rainkie
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Ahmed Awaisu
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
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Jung H, Park KH, Min YH, Ji E. The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students. KOREAN JOURNAL OF MEDICAL EDUCATION 2020; 32:131-142. [PMID: 32486622 PMCID: PMC7272380 DOI: 10.3946/kjme.2020.161] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2020] [Revised: 04/22/2020] [Accepted: 04/24/2020] [Indexed: 05/22/2023]
Abstract
PURPOSE This study is to develop an interprofessional education (IPE) program for medical, nursing, and pharmacy students and to analyze the effectiveness. METHODS Subjects consisted of 116 students (41 medical, 46 nursing, and 29 pharmacy students) enrolled in their final year. Subjects were randomly assigned to either the intervention group or the control group, with 58 in each group. A pretest-posttest control group design was used. The program was operated for a single day, and consisted of small-group activities and role-play. We utilized the following tools: Perceptions towards Interprofessional Education (PIPE), Self-Efficacy for Interprofessional Experiential Learning (SEIEL), and Perception towards Interprofessional Competency (PIC). We used t-test and analysis of covariance for analysis. RESULTS The PIPE tool revealed that the scores of the intervention group were significantly higher than those of the control group (p=0.000). The result was the same when the scores were categorized into the groups medical students (p=0.001), nursing students (p=0.000), and pharmacy students (p=0.005). The SEIEL study also indicated the intervention group scored significantly higher than the control group (p=0.000). However, pharmacy students did not reveal significant (p=0.983). The intervention group scored significantly higher than the control group in the PIC. A concluding survey of the intervention group indicated that most students were satisfied with the IPE program. CONCLUSION We hope this study will provide useful information for designing and improving IPE programs in other universities.
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Affiliation(s)
- Han Jung
- Department of Urology, Gachon University College of Medicine, Incheon, Korea
| | - Kwi Hwa Park
- Department of Medical Education, Gachon University College of Medicine, Incheon, Korea
- Corresponding Author: Kwi Hwa Park (https://orcid.org/0000-0002-0008-2400) Department of Medical Education, Gachon University College of Medicine, 38-13 Dokjeom-ro 3beon-gil, Namdong-gu, Incheon 21565, Korea Tel: +82.32.458.2635 Fax: +82.32.421.5537
| | - Yul Ha Min
- Gachon University College of Nursing, Incheon, Korea
| | - Eunhee Ji
- Gachon University College of Pharmacy, Incheon, Korea
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Christian LW, Hassan Z, Shure A, Joshi K, Lillie E, Fung K. Evaluating Attitudes Toward Interprofessional Collaboration and Education Among Health Professional Learners. MEDICAL SCIENCE EDUCATOR 2020; 30:467-478. [PMID: 34457690 PMCID: PMC8368551 DOI: 10.1007/s40670-020-00931-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
BACKGROUND An interprofessional education (IPE) workshop was established to enhance knowledge, skills, and attitudes for health professional learners to engage in interprofessional collaboration (IPC) through group-based activities. This study evaluates the IPC attitudes of learners following the IPE workshop. METHOD Learner attitudes were measured pre- and post-workshop with the validated ICCAS survey for years 2017 and 2018. Areas such as communication and collaboration were assessed using a 7-point Likert scale ranging from strongly agree to strongly disagree. RESULTS 161/420 (38%) and 399/446 (89%) of surveys were completed in 2017 and 2018. Median scores were significantly higher post-workshop for both years (p < 0.001). Pre-test differences were observed between Medicine and Pharmacy in both years and post-test differences between Optometry and Nursing in 2018. CONCLUSION Positive outcomes are being observed among learners through IPC educational events. Further research is required to determine whether such activities promote IPC in future practice.
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Affiliation(s)
- Lisa W. Christian
- School of Optometry and Vision Science, University of Waterloo, 200 University Avenue West, Waterloo, ON N2L3G1 Canada
| | - Zoha Hassan
- Schulich School of Medicine and Dentistry, Western University, 1151 Richmond Street, London, ON N6A 5C1 Canada
| | - Andrew Shure
- Schulich School of Medicine and Dentistry, Western University, 1151 Richmond Street, London, ON N6A 5C1 Canada
| | - Kush Joshi
- Schulich School of Medicine and Dentistry, Western University, 1151 Richmond Street, London, ON N6A 5C1 Canada
| | - Elaine Lillie
- School of Pharmacy, University of Waterloo, 10 Victoria Street South, Kitchener, ON N2G 1C5 Canada
| | - Kevin Fung
- Department of Otolaryngology-Head & Neck Surgery, Western University, 800 Commissioners Road E, London, ON N6A 5W9 Canada
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Berger S, Whelan B, Mahler C, Szecsenyi J, Krug K. Encountering complexity in collaborative learning activities: an exploratory case study with undergraduate health professionals. J Interprof Care 2018; 33:490-496. [DOI: 10.1080/13561820.2018.1562423] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Sarah Berger
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Benedict Whelan
- Centre for Chiropractic Research, New Zealand College of Chiropractic, Newmarket, New Zealand
| | - Cornelia Mahler
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Joachim Szecsenyi
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Katja Krug
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
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Rees CE, Crampton P, Kent F, Brown T, Hood K, Leech M, Newton J, Storr M, Williams B. Understanding students' and clinicians' experiences of informal interprofessional workplace learning: an Australian qualitative study. BMJ Open 2018; 8:e021238. [PMID: 29666140 PMCID: PMC5905730 DOI: 10.1136/bmjopen-2017-021238] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
Abstract
OBJECTIVES While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students' informal interprofessional workplace learning by exploring students' and clinicians' experiences of interprofessional student-clinician (IPSC) interactions. DESIGN A qualitative interview study using narrative techniques was conducted. SETTING Student placements across multiple clinical sites in Victoria, Australia. PARTICIPANTS Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy). METHODS We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated. RESULTS Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified. CONCLUSIONS Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace.
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Affiliation(s)
- Charlotte E Rees
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Paul Crampton
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
- Research Department of Medical Education, University College London, London, UK
| | - Fiona Kent
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Ted Brown
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Victoria, Australia
| | - Kerry Hood
- School of Nursing and Midwifery, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Michelle Leech
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Jennifer Newton
- School of Nursing and Midwifery, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
- School of Nursing, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Michael Storr
- Department of Physiotherapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Victoria, Australia
| | - Brett Williams
- Department of Community Emergency Health and Paramedic Practice, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Victoria, Australia
- Division of Paramedicine, University of Tasmania, Hobart, Tasmania, Australia
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Kent F, Courtney J, Thorpe J. Interprofessional education workshops in the workplace for pre-registration learners: Aligning to National Standards. NURSE EDUCATION TODAY 2018; 62:58-61. [PMID: 29304345 DOI: 10.1016/j.nedt.2017.12.018] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2017] [Revised: 11/15/2017] [Accepted: 12/08/2017] [Indexed: 06/07/2023]
Abstract
The inclusion of formal interprofessional education activities within clinical placements aligns with the national agenda in Australia to increase the focus on collaborative practice. However, the challenge remains for health services to determine how to achieve this goal. The education team at one health service elected to align new interprofessional education initiatives to the National Standards for Quality in Healthcare, to increase student focus on the complex domains of practice that require collaborative practice. An interprofessional falls prevention workshop was created for students on clinical placement. In the pilot phase, the 2h workshops ran four times across three months. Simultaneously, a second group of students were invited to complete an online falls prevention module. Knowledge gains from the two interventions were compared using a Mann Whitney test and qualitative data was thematically coded. There was no significant difference in fall prevention knowledge between the two interventions. Thematic analysis illustrated workshops promoted an increased understanding of others roles, person-centred care, interprofessional communication and collaboration. This pilot study has demonstrated that 2h interprofessional educational workshops are a feasible, replicable and useful addition to profession-specific clinical placements. The interprofessional workshop offered the opportunity for students of different professions to come together, practice interprofessional communication, explore the roles and responsibilities of others and collaborate in the theoretical management of a clinical case.
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Affiliation(s)
- Fiona Kent
- Monash University, Australia; Monash Health, Australia.
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