Assessing students' and health professionals' competency learning from interprofessional education collaborative workshops

Tools for self- or peer-assessment of interprofessional competencies of healthcare students: a scoping review

Introduction

Healthcare professionals are expected to demonstrate competence in the effective management of chronic disease and long-term health and rehabilitation needs. Care provided by groups of collaborating professionals is currently well recognized as a more effective way to support people living with these conditions than routine, single-profession clinical encounters. Clinical learning contexts provide hands-on opportunities to develop the interprofessional competencies essential for health professional students in training; however, suitable assessment tools are needed to support student attainment of interprofessional competencies with self-assessment espoused as an important component of learning.

Method

A structured approach was taken to locate and review existing tools used for the self-assessment and peer assessment of students' competencies relevant to interprofessional practice.

Results

A range of self- and/or peer assessment approaches are available, including formally structured tools and less structured processes inclusive of focus groups and reflection.

Discussion

The identified tools will usefully inform discussion regarding interprofessional competency self- and peer assessment options by healthcare students participating in a broad range of clinical learning contexts.

Conclusion

Self- and/or peer assessment is a useful approach for those seeking to effectively enhance interprofessional learning and measure the attainment of related competencies.

Interprofessional collaboration between health professional learners when breaking bad news: a scoping review of teaching approaches

OBJECTIVE

The objective of this scoping review was to examine teaching approaches used to teach interprofessional health professional learners how to break bad news collaboratively.

INTRODUCTION

When breaking bad news, health professionals must be equipped to deliver it skillfully and collaboratively; however, the literature shows that this skill receives little attention in program curricula. Consequently, health professionals can feel inadequately prepared to deliver bad news, which may lead to increased burnout, distress, and compassion fatigue.

INCLUSION CRITERIA

Studies that describe teaching approaches used to teach learners how to break bad news collaboratively were considered for inclusion. Studies must have included 2 or more undergraduate and/or postgraduate learners working toward a professional health or social care qualification/degree at a university or college. Studies including lay, complementary and alternative, or non-health/social care learners were excluded. Due to the primary language of the research team, only English articles were included.

METHODS

The JBI 3-step process was followed for developing the search. Databases searched included MEDLINE (Ovid), CINAHL (EBSCOhost), Embase, Education Resource Complete (EBSCOhost), and Social Work Abstracts (EBSCOhost). The initial search was conducted on February 11, 2021, and was updated on May 17, 2022. Title and abstract screening and data extraction were completed by 2 independent reviewers. Disagreements were resolved through discussion or with a third reviewer. Results are presented in tabular or diagrammatic format, together with a narrative summary.

RESULTS

Thirteen studies were included in the scoping review, with a range of methodologies and designs (pre/post surveys, qualitative, feasibility, mixed methods, cross-sectional, quality improvement, and methodological triangulation). The majority of papers were from the United States (n=8; 61.5%). All but 1 study used simulation-enhanced interprofessional education as the preferred method to teach interprofessional cohorts of learners how to break bad news. The bulk of simulations were face-to-face (n=11; 84.6%). Three studies (23.1%) were reported as high fidelity, while the remainder did not disclose fidelity. All studies that used simulation to teach students how to break bad news utilized simulated participants/patients to portray patients and/or family in the simulations. The academic level of participants varied, with the majority noted as undergraduate (n=7; 53.8%); 3 studies (23.1%) indicated a mix of undergraduate and graduate participants, 2 (15.4%) were graduate only, and 1 (7.7%) was not disclosed. There was a range of health professional programs represented by participants, with medicine and nursing equally in the majority (n=10; 76.9%).

CONCLUSIONS

Simulation-enhanced interprofessional education was the most reported teaching approach to teach interprofessional cohorts of students how to break bad news collaboratively. Inconsistencies were noted in the language used to describe bad news, use of breaking bad news and interprofessional competency frameworks, and integration of interprofessional education and simulation best practices. Further research should focus on other interprofessional approaches to teaching how to break bad news; how best to incorporate interprofessional competencies into interprofessional breaking bad news education; whether interprofessional education is enhancing collaborative breaking bad news; and whether what is learned about breaking bad news is being retained over the long-term and incorporated into practice. Future simulation-specific research should explore whether and how the Healthcare Simulation Standards of Best Practice are being implemented and whether simulation is resulting in student satisfaction and enhanced learning.

Exploring factors associated with healthcare professionals' subjective perceptions of complex issues in primary care in Japan: a self-administered survey study on confidence, satisfaction and burden levels

OBJECTIVE

The aim of this study was to explore factors associated with healthcare professionals' subjective perceptions of complex issues in primary care settings in Japan.

DESIGN

Cross-sectional survey conducted through a self-administered web-based questionnaire.

SETTING

Japan, from June to October 2020.

PARTICIPANTS

Healthcare professionals recruited via an email list from the Japan Primary Care Association.

MEASURES

The questionnaire assessed subjective perception of satisfaction, confidence and burden regarding complex issues using a 100 mm Visual Analogue Scale (VAS). Explanatory variables included the Japanese version of the Self-assessment Scale of Interprofessional Competency (JASSIC), basic demographic information, administrative experience and an organisational climate scale. This scale comprised the 'Plan, Do, See' (PDS) factor for management and the 'Do' factor in a leader-centred direction for those working under compulsion. Factors associated with subjective perceptions were analysed using binomial logistic regression analysis and Bonferroni analysis (p<0.017).

RESULTS

Data from 593 participants (average age of 41.2 years, including 133 nurses, 128 physicians and 120 social workers) were analysed. Median (quartile) VAS scores for satisfaction, confidence and burden were 50 (36-70), 52 (40-70) and 50 (30-66), respectively. Higher satisfaction group was significantly associated with PDS factor, Do factor and JASSIC Score. Greater confidence group associated with older age, male, Do factor, administrative experience and JASSIC Score. No factors were significantly associated with the higher perceived burden.

CONCLUSION

These findings reveal that interprofessional competency self-assessment influence perceptions of complex issues among healthcare professionals. Moreover, satisfaction with complex issues might be enhanced by a manageable organisational climate, while confidence might be influenced by personal attributes.

Pharmacy student self-assessment of interprofessional behaviors in inpatient general medicine advanced pharmacy practice experiences

INTRODUCTION

The World Health Organization defines interprofessional education (IPE) "as an experience where students from two or more professions learn about, from, and with each other to…improve health outcomes."¹ Recent studies have demonstrated that IPE experiences can produce positive outcomes, and the Accreditation Council for Pharmacy Education Accreditation Standards require IPE experiences to be incorporated in both didactic and experiential components of pharmacy curricula. The purpose of this study was to measure the impact of required rotation interprofessional activities on fourth-year pharmacy students' self-assessment of interprofessional collaboration behaviors.

METHODS

This was an ambidirectional cohort study conducted among students enrolled in their inpatient general medicine advanced pharmacy practice experience (APPE) at the University of Texas at El Paso School of Pharmacy during academic year 2020-2021. Students completed the Interprofessional Education Collaborative (IPEC) competency self-assessment instrument at the beginning and end of their six-week APPE. The survey instrument assessed IPEC competencies in the four IPE domains.

RESULTS

During the 2020-2021 academic year, 29 APPE pharmacy students completed the pre- and post-assessment during their inpatient general medicine APPE. There was a significant increase (P < .001) in IPEC scores from baseline to post-assessment in each domain.

CONCLUSIONS

Students had a positive change in interprofessional collaboration behaviors after completing the required IPE on their inpatient general medicine APPE, which is consistent with prior studies. While students' perceived IPE behaviors improved, further research is needed to elucidate the value of IPE learning activities and impact on learning outcomes.

Factors associated with interprofessional competencies among healthcare professionals in Japan

We aimed to explore factors associated with interprofessional competencies among healthcare professionals in Japan. From June to October 2020, we conducted a cross-sectional survey via a validated self-administered web-based questionnaire using the Japanese version of the Self-assessment Scale of Interprofessional Competency (JASSIC). We recruited participants from an e-mail list. The questionnaire asked about JASSIC, basic demographic information, whether they had undertaken pre- and post-licensure interprofessional education (IPE), and administrative experience; as well as an organizational climate scale, including "Plan, Do, See" factor for management (PDS factor), and the "Do" factor in a leader-centered direction for people who work unwillingly. Factors associated with the total JASSIC score as interprofessional competencies were determined using multiple regression analysis. We analyzed data from 560 participants with an average age of 41.0 years, comprising 132 nurses, 127 doctors, and 120 social workers. The median of the total JASSIC score was 72/90 (range: 66-78). On multiple regression analysis, total JASSIC score was significantly associated with age, PDS factor, administrative experience, pre-licensure IPE, and pos-licensure IPE. These findings emphasize the importance of pre- and post-licensure IPE, and administrative experience for improving interprofessional competencies in Japan.

Ethical Considerations in Clinical Supervision: Components of Effective Clinical Supervision Across an Interprofessional Team

Within the practices of behavior analysis, education, occupational therapy, physiotherapy, speech-language pathology, and other health professions, professional practice focuses on each discipline's ethics, assessment, and treatment practices. However, maximizing outcomes for some clients is achieved only by combining the strengths of multiple disciplines to include all the competencies required for comprehensive client care. Thus, understanding and acquiring the core competencies for working collaboratively within an interprofessional framework is essential for working together effectively to garner the best outcomes for clients. Furthermore, the interprofessional team clinical supervisor has the added responsibility of ensuring optimal client outcomes while managing a diverse group of professionals, each with their own set of perspectives, clinical training, and evidence-based practices. In many areas of applied practice, the behavior analyst assumes the role of interprofessional clinical supervisor, which necessitates additional training in collaboration, supervision of allied professionals, and ethics. Successful interprofessional and collaborative working relationships require a number of key competencies and subcompetencies as outlined by the Interprofessional Education Collaborative, as well as knowledge of others' ethical and professional codes and/or guidelines for professional conduct, along with additional training and resources in the navigation and handling of ethical dilemmas among disparate team members. Working together and maintaining professional relationships within an interdisciplinary team are fraught with barriers and issues that may impede collaboration. The interprofessional team clinical supervisor requires various strategies, processes, and resources to enable them to navigate challenges and assist the team in working cohesively to achieve more positive client outcomes.

BASIC LIFE SUPPORT: KNOWLEDGE ASSESSMENT CONSIDERING THE ARTICULATION OF ACTIVE TEACHING STRATEGIES

ABSTRACT Objective: to assess the effect of an educational intervention called “Basic Life Support with the use of the automated external defibrillator” on knowledge development in Nursing professionals, considering the articulation of active teaching and learning strategies. Method: a quasi-experimental intervention study, without a control group and of before-and-after type, carried out with 113 nurses working in the Urgency and Emergency Network of an inland city in the state of São Paulo, through a course presented between March and June 2019 on cardiopulmonary resuscitation with Basic Life Support and use of automated external defibrillator. Three active teaching and learning strategies were articulated: inverted classroom, video lesson, and clinical simulation. Knowledge was assessed by applying a pre- and post-test, and the paired t test was used for the analysis. Results: the best performance regarding knowledge development was presented by the nurses from the hospital area, identifying a mean of 11.90 points in the pre-test and of 16.9 points in the post-test. In general, better scores of knowledge regarding Basic Life Support were obtained, evidenced by statistically significant results, with a p-value<0.001. Conclusion: the articulation of the adopted strategies can enhance knowledge development in Nursing regarding Basic Life Support in adult patients, due to the emphasis on the development of critical thinking, the encouragement of clinical judgment, reflective discussion and active participation of individuals in their learning process, factors that positively impact on the acquisition of the individuals' cognitive ability/knowledge.

Stimulating Students' Interprofessional Teamwork Skills Through Community-Based Education: A Mixed Methods Evaluation

Background

Interprofessional education (IPE) is suggested as a good means to prepare future healthcare professionals for collaborative work in interprofessional teams enabling them to solve complex health problems. Previous studies have advocated experiential IPE, including community-based IPE (CBIPE). This study aims to evaluate a CBIPE programme by exploring the students’ perception toward CBIPE design and toward groups’ teamwork.

Methods

To identify students’ perceptions of teamwork, the Interprofessional Teamwork Evaluation questionnaire was administered to 254 students of medical, nursing and midwifery programme. Three uni-professional focus group (FG) discussions were conducted to analyse the students’ perception of the design of community-based education and underlying reasons for teamwork.

Results

FGs reported three aspects that influence skills development in collaborative practice among students that shed light on why midwifery and nursing students held less positive perceptions of communication and mutual support: 1) communication gap due to lack of confidence, 2) contrasting ways of thinking affect communication in decision-making, and 3) the leadership culture in the health services.

Conclusion

A CBIPE programme was successfully implemented at Universitas Islam Sultan Agung. It demonstrated that students in the health professions can develop skills in collaborative practice despite having some problems with communication and mutual support.