1
|
Woodworth J, Smith LJ, Andreoli JM, Erickson SR. Framework for an interprofessional experience addressing health and disability for health professional students. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:453-459. [PMID: 38565466 DOI: 10.1016/j.cptl.2024.03.004] [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: 08/02/2023] [Revised: 12/26/2023] [Accepted: 03/15/2024] [Indexed: 04/04/2024]
Abstract
BACKGROUND AND PURPOSE A Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. EDUCATIONAL ACTIVITY AND SETTING 72 students were assigned to interprofessional teams of 10-11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. FINDINGS Quantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. SUMMARY Interprofessional education and experiential learning opportunities are good ways to facilitate "real" patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.
Collapse
Affiliation(s)
- Jillian Woodworth
- Occupational Therapy Department, University of Michigan-Flint, 2157 William S. White Building, 303 E. Kearsley Street, Flint, MI 48502-1950, United States of America.
| | - Laura J Smith
- Post-Professional Clinical Professional Development, Physical Therapy Department, University of Michigan-Flint, 2157 William S. White Building, 303 E. Kearsley Street, Flint, MI 48502-1950, United States of America.
| | - Jeanne M Andreoli
- UM Center for Research on Learning and Teaching, University of Michigan, 1071 Palmer Commons, 100 Washtenaw Ave., Ann Arbor, MI 48109-2218, United States of America.
| | - Steven R Erickson
- College of Pharmacy, University of Michigan, 428 Church Street, Ann Arbor, MI 48109-1065, United States of America.
| |
Collapse
|
2
|
Padilla BI. Interprofessional Education and Essential Approach to Health care. Nurs Clin North Am 2024; 59:37-47. [PMID: 38272582 DOI: 10.1016/j.cnur.2023.11.005] [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: 01/27/2024]
Abstract
In today's changing landscape of the US health care system, it is imperative to have a health care delivery model that is patient-centered and delivered by a multidisciplinary collaborative team with an understanding of each other's roles and responsibilities as well as communicate effectively. Academic institutions must create partnerships with health systems and ambulatory care settings to provide health profession students with authentic and inclusive interprofessional learning opportunities which include practice-ready skills which are needed to enter the health care workforce. Nurses are well positioned to lead this effort and practice within interprofessional teams in health care organizations.
Collapse
Affiliation(s)
- Blanca Iris Padilla
- Duke University School of Nursing, Duke University Health System, DUMC 3322, 307 Trent Drive, Durham, NC 27707, USA.
| |
Collapse
|
3
|
Chu M, Xu L, Liu Y, Ye H, Zhang Y, Xue Y, Li Y, Gao X, Hao J, Wang L, Guo Q, Wang Y. Interprofessional education in problem-based learning: A frontier form of PBL in medical education. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:376. [PMID: 38144018 PMCID: PMC10743944 DOI: 10.4103/jehp.jehp_62_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/13/2023] [Accepted: 06/07/2023] [Indexed: 12/26/2023]
Abstract
BACKGROUND Interprofessional education (IPE) aims to educate healthcare students to improve collaboration and the quality of care. The delivery of IPE through a problem-based learning (PBL) setting appears to hold good validity. However, there are few studies that show the value of combining these two teaching modes. MATERIALS AND METHODS The research was a longitudinal intervention study. A total of 360 students were randomly divided into three interprofessional PBL (IPBL) groups that mixed nursing, pharmacy, and clinical medical students and three uniprofessional PBL (UPBL) groups that consisted of a single profession. An improved Attitude and Learning Ability Questionnaire (ALAQ) was used to measure the improvement in attitudes toward interprofessional cooperation and learning outcomes. The tutorial session and final examination grades were compared between IPBL and UPBL by Chi-square tests and Cochran-Mantel-Haenszel tests. Cronbach's α analysis was calculated to assess the validity and reliability. Cronbach's alpha coefficient of the questionnaire was 0.887, demonstrating high levels of reliability (95% confidence interval [CI]: 0.842 0.916). RESULTS According to Chi-square tests and Cochran-Mantel-Haenszel tests, we observed the student's positive attitudes toward interprofessional collaboration and the student's role awareness in the IPBL students was increased compared with UPBL students. In addition, a great majority of IPBL students felt that they had improved their self-learning ability and maintained a high enthusiasm for learning during the course. CONCLUSION Our study found that the IPBL teaching model was more effective than the UPBL teaching model in healthcare student's positive attitudes toward interprofessional collaboration and learning outcomes.
Collapse
Affiliation(s)
- Ming Chu
- Department of Immunology, School of Basic Medical Sciences, Peking University, NHC Key Laboratory of Medical Immunology (Peking University), Beijing, China
| | - Lan Xu
- Department of Immunology, School of Basic Medical Sciences, Peking University, NHC Key Laboratory of Medical Immunology (Peking University), Beijing, China
| | - Yuan Liu
- Department of Immunology, School of Basic Medical Sciences, Peking University, NHC Key Laboratory of Medical Immunology (Peking University), Beijing, China
| | - Huihui Ye
- Department of Immunology, Hunan Polytechnic of Environment and Biology, Hengyang, China
| | - Yan Zhang
- Teaching Office, School of Basic Medical Sciences, Department of Immunology, Peking University Health Science Center, Beijing, China
| | - Yintong Xue
- Department of Immunology, School of Basic Medical Sciences, Peking University, NHC Key Laboratory of Medical Immunology (Peking University), Beijing, China
| | - Yan Li
- Department of Immunology, School of Basic Medical Sciences, Peking University, NHC Key Laboratory of Medical Immunology (Peking University), Beijing, China
| | - Xiang Gao
- Department of Immunology, School of Basic Medical Sciences, Peking University, NHC Key Laboratory of Medical Immunology (Peking University), Beijing, China
| | - Jie Hao
- Department of Immunology, School of Basic Medical Sciences, Peking University, NHC Key Laboratory of Medical Immunology (Peking University), Beijing, China
| | - Lijun Wang
- Department of Immunology, School of Basic Medical Sciences, Peking University, NHC Key Laboratory of Medical Immunology (Peking University), Beijing, China
| | - Qi Guo
- Student Office, School of Basic Medical Sciences, Peking University Health Science Center, Beijing, China
| | - Yuedan Wang
- Department of Immunology, School of Basic Medical Sciences, Peking University, NHC Key Laboratory of Medical Immunology (Peking University), Beijing, China
| |
Collapse
|
4
|
Park GL, Sander WE, Martenies SE, Rosencranz H, Rice LA, Jayasingh-Ramkumar J, Michaels S, Aldridge B. Beyond the Imodium, a One Health Discussion on Diarrhea and the Impact of Climate Change. MEDICAL SCIENCE EDUCATOR 2023; 33:1049-1053. [PMID: 37886283 PMCID: PMC10597913 DOI: 10.1007/s40670-023-01865-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/18/2023] [Indexed: 10/28/2023]
Abstract
Our ability to tackle the looming human, animal, and global ecosystem health threats arising from the issues of climate change and extreme weather events will require effective and creative cross-disciplinary collaboration. There is a growing national and international interest in equipping the next generation of clinicians and health scientists for success in facing these important challenges by providing interprofessional training opportunities. This paper describes how we assembled an interdisciplinary team of experts to design and deliver a case-based discussion on a cross-species illness outbreak in animals and humans using a One Health framework. The small group, case-based approach highlighted the impact of climate change-driven extreme weather events on human and animal health using a diarrhea outbreak associated with a contaminated community water supply precipitated by extreme flooding. Post-activity survey data indicated that this team-taught learning activity successfully engaged a cross-disciplinary cohort of medical, veterinary, and public health students in the issues of environmental public health threats and helped them understand the importance of an integrative, cross-functional, team-based approach for solving complex problems. The data from this study is being used to plan similar interprofessional, One Health learning activities across the health sciences curriculum in our institution.
Collapse
Affiliation(s)
- Grace L. Park
- Department of Biomedical and Translational Sciences, Carle Illinois College of Medicine, University of Illinois Urbana-Champaign, Urbana, IL USA
| | - William E. Sander
- Department of Veterinary Clinical Medicine, College of Veterinary Medicine, University of Illinois Urbana-Champaign, Urbana, IL USA
| | - Sheena E. Martenies
- Department of Kinesiology and Community Health, University of Illinois Urbana-Champaign, Urbana, IL USA
| | - Holly Rosencranz
- Department of Clinical Sciences, Carle Illinois College of Medicine, University of Illinois Urbana-Champaign, Urbana, IL USA
| | - Laura A. Rice
- Department of Kinesiology and Community Health, University of Illinois Urbana-Champaign, Urbana, IL USA
| | - Japhia Jayasingh-Ramkumar
- Department of Clinical Sciences, Carle Illinois College of Medicine, University of Illinois Urbana-Champaign, Urbana, IL USA
| | - Sarah Michaels
- Champaign-Urbana Public Health District, Champaign, IL USA
| | - Brian Aldridge
- Department of Biomedical and Translational Sciences, Carle Illinois College of Medicine, University of Illinois Urbana-Champaign, Urbana, IL USA
- Department of Veterinary Clinical Medicine, College of Veterinary Medicine, University of Illinois Urbana-Champaign, Urbana, IL USA
| |
Collapse
|
5
|
Hill AE, Bartle E, Copley JA, Olson R, Dunwoodie R, Barnett T, Zuber A. The VOTIS, part 1: development and pilot trial of a tool to assess students' interprofessional skill development using video-reflexive ethnography. J Interprof Care 2023; 37:223-231. [PMID: 35403549 DOI: 10.1080/13561820.2022.2052270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
This paper explores the development and evaluation of the video Observation Tool for Interprofessional Skills (VOTIS). We describe the development of an authentic interprofessional assessment tool that incorporates video reflection and allows formative and summative assessment of individual learners' interprofessional skills within an authentic interprofessional context. We then investigate its validity and reliability. The VOTIS was developed using a modified Delphi technique. The tool was piloted with 61 students and 11 clinical educators who completed the VOTIS following team meetings where students interacted about their interprofessional clinical work. The following were calculated: internal consistency; students' proficiency levels; inter-rater reliability between students and clinical educators; and inter-rater reliability between clinical educators and an independent rater. Results indicate that the VOTIS has acceptable internal consistency and moderate reliability and has value in evaluating students' interprofessional skills. Study outcomes highlight the need for more explicit wording of tool content and instructions and further clinical educator training to increase the utility and reliability of the VOTIS as a learning and assessment tool.
Collapse
Affiliation(s)
- Anne E Hill
- School of Health and Rehabilitation Sciences, The University of Queensland, St. Lucia, Qld, Australia
| | - Emma Bartle
- School of Dentistry, The University of Queensland, St. Lucia, Qld, Australia
| | - Jodie A Copley
- School of Health and Rehabilitation Sciences, The University of Queensland, St. Lucia, Qld, Australia
| | - Rebecca Olson
- Sociology, School of Social Science, The University of Queensland, St. Lucia, Qld, Australia
| | - Ruth Dunwoodie
- School of Health and Rehabilitation Sciences, The University of Queensland, St. Lucia, Qld, Australia
| | - Tessa Barnett
- School of Health and Rehabilitation Sciences, The University of Queensland, St. Lucia, Qld, Australia
| | - Alice Zuber
- School of Health and Rehabilitation Sciences, The University of Queensland, St. Lucia, Qld, Australia
| |
Collapse
|
6
|
Kangas S, Rintala T, Hannula P, Jämsen E, Kannisto R, Paavilainen E, Jaatinen P. The impact of interprofessional education on students' current and desired competence in diabetes care. Nurs Open 2022; 10:264-277. [PMID: 35880420 PMCID: PMC9748052 DOI: 10.1002/nop2.1301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Revised: 06/23/2022] [Accepted: 07/05/2022] [Indexed: 01/04/2023] Open
Abstract
AIM To explore the impact of interprofessional education (IPE) on undergraduate nursing and medical students' knowledge, competence and targeted competence in diabetes care. DESIGN Mixed methods design. METHODS A voluntary IPE course of diabetes management was organized for nursing (n = 15) and medical (n = 15) students, who performed a diabetes knowledge test and self-evaluation of diabetes competence before and after the course and were compared with non-participating students. The participating students' focus-group interviews were analysed using inductive content analysis. RESULTS The IPE course improved nursing students' diabetes knowledge and self-evaluated competence among nursing and medical students. The baseline differences in self-evaluated competence between the groups disappeared. The non-participating students evaluated their competence higher than the participants, though they scored lower or equally in the knowledge test. In conclusion, IPE showed potential in increasing students' self-evaluated competence, motivation to learn more and nursing students' diabetes knowledge, offering better prospects for future interprofessional diabetes management.
Collapse
Affiliation(s)
- Sanna Kangas
- Department of Internal MedicineTampere University HospitalTampereFinland,Faculty of Medicine and Health TechnologyTampere UniversityTampereFinland
| | | | - Päivi Hannula
- Department of Internal MedicineTampere University HospitalTampereFinland,Faculty of Medicine and Health TechnologyTampere UniversityTampereFinland
| | - Esa Jämsen
- Faculty of Medicine and Health TechnologyTampere UniversityTampereFinland,Department of GeriatricsTampere University HospitalTampereFinland
| | - Ritva Kannisto
- Department of Internal MedicineTampere University HospitalTampereFinland,School of MedicineUniversity of TampereTampereFinland
| | - Eija Paavilainen
- Department of Health Sciences, Faculty of Social SciencesTampere UniversityTampereFinland,The Hospital District of South OstrobothniaSeinäjokiFinland
| | - Pia Jaatinen
- Department of Internal MedicineTampere University HospitalTampereFinland,Faculty of Medicine and Health TechnologyTampere UniversityTampereFinland,Division of Internal MedicineSeinäjoki Central HospitalSeinäjokiFinland
| |
Collapse
|
7
|
Lunde L, Moen A, Jakobsen RB, Møller B, Rosvold EO, Brænd AM. A preliminary simulation-based qualitative study of healthcare students’ experiences of interprofessional primary care scenarios. Adv Simul (Lond) 2022; 7:9. [PMID: 35314003 PMCID: PMC8935844 DOI: 10.1186/s41077-022-00204-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2021] [Accepted: 03/06/2022] [Indexed: 12/03/2022] Open
Abstract
Background Introducing interprofessional education (IPE) in healthcare curricula can prepare students for healthcare practices that have become increasingly complex. The use of simulation is promoted to support IPE. This study explores healthcare students’ experiences of participating in common, sub-acute patient scenarios that routinely occur in clinical practice in primary care. More specifically, it looks at how sub-acute patient scenarios from primary care can help develop interprofessional collaborative competence. Methods Medical students (N = 10), master’s students in advanced geriatric nursing (N = 8) and bachelor’s students in nursing (N = 9) participated in the simulations. The students were in their last or second-to-last year of education. We conducted five semi-structured focus group interviews with the participants’ directly after the simulation training to elicit experiences related to the scenarios, the simulation and interprofessional collaboration. The transcripts were analysed using systematic text condensation. To supplement the focus group interviews, the students also completed the interprofessional collaborative competency attainment survey (ICCAS), which measures the students’ self-assessed interprofessional competence. Results Three main themes emerged from the analysis of the focus group interviews: realism, uncertainty and reflection. The students emphasised the importance of authentic and recognisable scenarios. They said the vague and unspecific patient symptoms created uncertainty in the situation, making it difficult to understand the patient’s diagnosis. Despite that uncertainty, they described the experience as positive. Further, the students expressed that the simulation increased their confidence in interprofessional collaboration and prepared them for future work. The results from the ICCAS questionnaire showed that the students reported a subjective positive change in their interprofessional competence after participating in the scenarios. Conclusions This study showed that simulation-based IPE with sub-acute primary care scenarios contributes to develop interprofessional collaborative competence in healthcare education. Sub-acute scenarios can supplement the more common approaches with acute care scenarios and aid in developing the collaborative competence required to work in healthcare teams. Supplementary Information The online version contains supplementary material available at 10.1186/s41077-022-00204-5.
Collapse
|