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Ardyansyah BD, Cordier R, Brewer M, Parsons D. Psychometric evaluation of the Australian interprofessional socialisation and valuing scale: An invariant measure for health practitioners and students. PLoS One 2024; 19:e0309697. [PMID: 39240984 PMCID: PMC11379266 DOI: 10.1371/journal.pone.0309697] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2024] [Accepted: 08/17/2024] [Indexed: 09/08/2024] Open
Abstract
OBJECTIVES This study aimed to evaluate the psychometric properties of the Australian Interprofessional Socialisation and Valuing Scale (ISVS)-21 and provide an invariant measure for health practitioners and students to assess interprofessional socialisation. METHODS The COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) were used as guidelines. This research began with a key step: conducting a pilot study to assess content validity, a requirement of COSMIN for item development. The ISVS-21 has not yet been validated in Australia. Content validity checks ensure the developed items accurately represent the measured construct in the intended cultural context. In addition to conducting more comprehensive tests of psychometric properties compared to previous studies on ISVS-21, this paper introduces something new by evaluating the internal structure of the instrument involving measurement invariance and hypothesis testing for construct validity based on several assumptions related to interprofessional socialisation and values. An invariant measure validates the use of the Australian ISVS-21 on practitioner and student equivalently, allowing the comparison of outcomes at both levels. RESULTS The evaluation of content validity indicated that the items were relevant, comprehensible (practitioners and students had an agreement score of >70% for all 21 items), and comprehensive to the concepts intended to be measured. Structural validity confirms ISVS-21 Australia as unidimensional, with good internal consistency reliabilities, Cronbach's α scores = 0.96 (practitioner) and 0.96 (student). Measurement invariance tests confirm ISVS-21 Australia is configural, metric and scalar invariance (ΔCFI ≤ 0.01) across the tested groups of practitioner and student, and therefore suitable for use by both cohorts in Australia. Age and length of work/study were discriminant factors for interprofessional socialisation in both cohorts; the professional background was a differentiating factor for practitioners but not for students. Hypotheses testing results support the COSMIN construct validity requirement for the measure, with 83.3% of assumptions tested accepted. CONCLUSION The Australian ISVS has good psychometric properties based on evaluating the content validity, internal structure, and hypotheses testing for construct validity. In addition, Australian ISVS is an invariant measure for use by health practitioners and students and, therefore, confirmed as a quality measure to assess interprofessional socialisation for both cohorts in Australia.
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Affiliation(s)
- Bau Dilam Ardyansyah
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
- Department of Medical Education, Faculty of Medicine, Hasanuddin University, Makassar, South Sulawesi, Indonesia
| | - Reinie Cordier
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
- Department of Social Work, Education and Community Wellbeing, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon the Tyne, United Kingdom
- Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
| | - Margo Brewer
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
| | - Dave Parsons
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
- St John of God Public and Private Hospitals Midland, Perth, WA, Australia
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Ardyansyah BD, Cordier R, Brewer ML, Parsons D. Psychometric evaluation of the culturally adapted interprofessional socialisation and valuing scale (ISVS)-19 for health practitioners and students in Indonesia. J Interprof Care 2024; 38:283-293. [PMID: 38044538 DOI: 10.1080/13561820.2023.2285020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2023] [Accepted: 11/14/2023] [Indexed: 12/05/2023]
Abstract
We aimed to develop a culturally appropriate psychometrically robust measure for assessing interprofessional socialization for health practitioners and students in Indonesia. The COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) were used as guidelines. Our study was organized in three phases (a) translation, (b) cross-cultural validation by evaluating the content validity and internal structure of the translated instrument (i.e. structural validity, internal consistency reliability, and measurement invariances), and (c) hypotheses testing for construct validity. A total of 266 health practitioners and 206 students from various professional backgrounds participated. The Indonesian ISVS-19 was confirmed unidimensional. Content validity evaluation confirmed the inclusion of relevant, understandable items and was comprehensive. Factor analysis supported removal of two items. Configural, metric, and scalar tests confirmed the invariance of the 1-Factor 19-Items model in practitioner and student cohorts. Age was a differentiating factor in both cohorts; length of work was only significant for practitioners, and educational background was significant for students (80% of assumptions were accepted, fulfilling COSMIN requirement for construct validity). The Indonesian ISVS-19 has good psychometric properties regarding content validity, internal structure, and construct validity and, therefore, is a psychometrically robust measure for assessing interprofessional socialization for health practitioners and students in Indonesia.
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Affiliation(s)
- Bau Dilam Ardyansyah
- Curtin School of Allied Health, Curtin University, Perth, Australia
- Department of Medical Education, Hasanuddin University, Makassar, Indonesia
| | - Reinie Cordier
- Curtin School of Allied Health, Curtin University, Perth, Australia
- Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle, UK
- Department of Health & Rehabilitation Sciences, University of Cape Town, Cape Town, South Africa
| | - Margo L Brewer
- Curtin School of Allied Health, Curtin University, Perth, Australia
| | - Dave Parsons
- Curtin School of Allied Health, Curtin University, Perth, Australia
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Willis BW. Students' Perception of Servant Leadership by Physical Therapy Faculty Mentors Is Associated With Interprofessional Socialization. JOURNAL, PHYSICAL THERAPY EDUCATION 2023; 37:314-324. [PMID: 38478787 DOI: 10.1097/jte.0000000000000307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 07/19/2023] [Indexed: 06/25/2024]
Abstract
INTRODUCTION Promoting interprofessional collaborative practice (IPCP) is necessary. Consequently, investigating strategies associated with increased interprofessional socialization, the beliefs, behaviors, and attitudes underlying socialization toward IPCP is suggested. The purpose of this study was to examine the relationship, in the presence of control variables, between students' perception of servant leadership by physical therapy faculty mentors and interprofessional socialization. REVIEW OF THE LITERATURE Although faculty mentors are associated with influencing students' socialization process and servant leadership is suggested to support collaborative care, investigations exploring these concepts within physical therapy education are limited. SUBJECTS Three cohorts of students (60 each) at an entry-level physical therapist education program in the Midwest of the United States. One hundred seventy individuals completed an anonymous paper-based composite survey, with 117 identifying the presence of an informal physical therapy faculty mentor. METHODS This cross-sectional survey study, inclusive of student demographic control variables, examined the relationship between interprofessional socialization and perceptions of physical therapy faculty mentors, as measured by the Interprofessional Socialization and Valuing Scale (ISVS-21) and the Servant Leadership Measure (SL-7), respectively. Multiple linear regression was used to obtain the semi-partial correlation (sr) between the SL-7 and the ISVS-21, with significance accepted at P < .05. RESULTS Upon necessary assumptions being met, 114 participants were included with an analysis of variance identifying the model to be significant (F(8,105) = 2.59, P = .01). Multiple linear regression analysis found that the SL-7, in the presence of control variables, was associated with a significant proportion of ISVS-21 scores (R2 = 0.17, F(8,105) = 2.59, P = .01). Notably, only the SL-7 demonstrated a significant contribution to ISVS-21 estimates (β = 0.358, P < .001), with a significant and positive sr of 0.34 (P < .001). DISCUSSION AND CONCLUSION Perceptions of servant leadership by faculty mentors were positively correlated with interprofessional socialization. Findings bolster the theoretical link between servant leadership and interprofessional socialization, servant leadership in the development of faculty and mentorship programs, and the relevance of informal social interactions.
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Affiliation(s)
- Brad W Willis
- Brad W. Willis is the associate teaching professor in the Department of Physical Therapy, College of Health Sciences at the University of Missouri, 801 Clark Hall, 498 Turner Avenue, Columbia, MO ( ). Please address all correspondence to Brad W. Willis
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Retznik L, Haucke E, Schmidt E, Mau W. ["That One Can See How it is Supposed to be." Conception, Piloting and Evaluation of an Interprofessional Rehabilitation-Related Module for the Training Courses in Medicine, Nursing, and Physiotherapy]. DIE REHABILITATION 2023. [PMID: 36649729 DOI: 10.1055/a-1930-5782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
BACKGROUND Considering the growing rehabilitative care requirements, good interprofessional cooperation is of central relevance for health care professions and is increasingly demanded. Interprofessional cooperation does not yet play a significant role in health professions' education, despite the fact that it is considered an important element of success in outcome- and patient-centered health care. The field of rehabilitation lacks interprofessional teaching concepts and material. METHODS An interprofessional team of instructors developed the didactic and thematic concept for the module. The module focuses on rehabilitation and discharge management. The learning objectives were developed based on the National Competency-Based Catalogue of Learning Objectives for Medicine. The formative evaluation was based on a questionnaire filled out by the students and the learning guides. RESULTS 47 participants took part in three runs. The results of the formative evaluation demonstrate that the module was overall well received. The trainees rated the module more favorably than the medical students. While participants emphasized the good practical eye-to-eye interaction between the professions and the honest feedback conversation, they also pointed to the contrast they perceived to their everyday practice. They also wished for more time having verbal interprofessional exchange. The medical students criticized that interprofessional modules were only offered in their final year. CONCLUSION To the author's knowledge, this is the first publication of an interprofessional module on rehabilitation and discharge management including piloting and positive evaluation for the three professional groups of medicine, nursing and physical therapy. Improvement suggestions of the participants led to modifications that will be realized in the next version of the module. The course sets important impulses for the further development of interprofessional cooperation and the teaching of rehabilitation-related skills. The modular package is available to other lecturers in a free online platform for rehabilitation-related teaching materials.
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Affiliation(s)
- Laura Retznik
- Institut für Rehabilitationsmedizin, Martin Luther University Halle Wittenberg, Halle, Germany
| | - Elisa Haucke
- AG Versorgungsforschung/Pflege im Krankenhaus, Martin-Luther-Universitat Halle-Wittenberg, Halle, Germany
| | - Elisabeth Schmidt
- Dorothea-Erxleben-Lernzentrum Halle, Martin-Luther-Universitat Halle-Wittenberg, Halle, Germany
| | - Wilfried Mau
- Institut für Rehabilitationsmedizin, Martin Luther University Halle Wittenberg, Halle, Germany
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Filies GC, Frantz JM. Student readiness for interprofessional learning at a local university in South Africa. NURSE EDUCATION TODAY 2021; 104:104995. [PMID: 34126324 DOI: 10.1016/j.nedt.2021.104995] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2020] [Revised: 04/15/2021] [Accepted: 05/26/2021] [Indexed: 06/12/2023]
Abstract
Working effectively with other disciplines has become an important competency as a graduate attribute in higher education institutions. Educational experiences should begin to foster the prerequisite competencies needed to collaborate successfully with other healthcare professionals. The purpose of this study was to determine how ready first year students are for interprofessional learning, and whether this readiness improves along the continuum of learning into their final year of undergraduate studies. First year undergraduate students from ten disciplines completed the Readiness for Interprofessional Learning Scale prior to participating in a compulsory interprofessional module, and the results were compared with that of senior students who completed the same questionnaire. Results for the study show that there were significant differences between first and senior-year level students on the subscales of negative professional identity (0.02 < 0.05); positive professional identity (0.00 < 0.05); and teamwork and collaboration (0.00 < 0.05). There was no significant difference found on the subscale roles and responsibilities (0.54 > 0.05). The results clearly show that senior students are more ready for learning interprofessionally compared to first year students. It is recommended that a scaffolded approach to learning be adopted, to ensure that students attain competence in all Interprofessional Education (IPE) core competencies when reaching their final year of study. This type of curriculum, with its specific activities and assessment methods, should be packaged in the form of an IPE model to create a clear understanding of the type of health profession graduate that will be produced.
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Affiliation(s)
- G C Filies
- Interprofessional Education Unit, South Africa.
| | - J M Frantz
- DVC: Research and Innovation - University of the Western Cape, South Africa
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Birks E, Ridley A. Evaluating student knowledge about sexual exploitation using an interprofessional approach to teaching and learning. ACTA ACUST UNITED AC 2021; 30:600-607. [PMID: 34037447 DOI: 10.12968/bjon.2021.30.10.600] [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: 11/11/2022]
Abstract
The aim of this study was to qualitatively assess student perceived impact of a novel interprofessional approach to delivering education on sexual exploitation (SE). This article reports on research that we designed, delivered and evaluated to develop an interprofessional community of learning, enabling SE to be discussed with second-year undergraduate students. Participants came from a broad range of specialties. Following the study, students reported an increased level of awareness, understanding and confidence when working with SE. This interprofessional education session has since been incorporated into the nursing, midwifery and allied health programme in a local university and is part of a second-year undergraduate module on knowledge and skills for safe practice.
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Affiliation(s)
- Eileen Birks
- Senior Lecturer in Children's Nursing, Department of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University
| | - Angela Ridley
- Senior Lecturer and Programme Leader, Learning Disabilities Nursing, Department of Nursing Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University
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Pedersen TH, Berger-Estilita J, Signer S, Bonsen DEZ, Cignacco E, Greif R. Attitudes towards interprofessionalism among midwife students after hybrid-simulation: A prospective cohort study. NURSE EDUCATION TODAY 2021; 100:104872. [PMID: 33756176 DOI: 10.1016/j.nedt.2021.104872] [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: 01/13/2021] [Accepted: 03/10/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Team performance, communication and leadership enhance the quality and effectiveness of interprofessional collaborations between midwifery students and anaesthetists in obstetric emergencies. The realistic setting of hybrid simulation provides practice for interprofessional competencies in a stressful environment without putting women at risk during childbirth. OBJECTIVES We investigated how full-scale interprofessional hybrid simulation affects the attitudes towards interprofessionalism of final year midwife students. DESIGN Two-centre prospective cohort study. SETTINGS Bern Simulation and CPR Centre of the Department of Anaesthesiology and Pain Medicine at the Bern University Hospital (Bern, Switzerland) and Zürich University of Applied Sciences. PARTICIPANTS Final year midwife students from Bern University of Applied Sciences and Zürich University of Applied Sciences, both from the German-speaking Switzerland. METHODS One cohort was exposed to hybrid simulation and the other served as control. The simulation group filled in the German Interprofessional Attitude Scale (G-IPAS) before and after simulation, and then again three months later. The control group filled in two sets of G-IPAS questionnaires three months apart. RESULTS The total G-IPAS score increased significantly towards a more positive interprofessional attitude directly after the hybrid simulation. This increase was not sustained over the observation period of three months, although the score remained significantly higher than the score of the cohort without simulation. CONCLUSIONS A novel interprofessional hybrid simulation for obstetric emergencies for midwifery students promoted improved attitudes towards interprofessionalism immediately after simulation. These attitudes were improved compared to a control cohort without simulation, and the difference between the two cohorts remained three months after simulation. Future studies might focus on whether improved interprofessional attitudes lead to better healthcare and safety for women and children during childbirth.
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Affiliation(s)
- Tina H Pedersen
- Department of Anaesthesia and Pain Therapy, University Hospital Bern, University of Bern, Bern, Switzerland.
| | - Joana Berger-Estilita
- Department of Anaesthesia and Pain Therapy, University Hospital Bern, University of Bern, Bern, Switzerland
| | - Sidonia Signer
- Department of Anaesthesia and Pain Therapy, University Hospital Bern, University of Bern, Bern, Switzerland
| | | | - Eva Cignacco
- Division of Midwifery, Department of Health Professions, Bern University of Applied Sciences, Bern, Switzerland
| | - Robert Greif
- Department of Anaesthesia and Pain Therapy, University Hospital Bern, University of Bern, Bern, Switzerland; School of Medicine, Sigmund Freud University Vienna, Vienna, Austria
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Berger-Estilita J, Chiang H, Stricker D, Fuchs A, Greif R, McAleer S. Attitudes of medical students towards interprofessional education: A mixed-methods study. PLoS One 2020; 15:e0240835. [PMID: 33085695 PMCID: PMC7577478 DOI: 10.1371/journal.pone.0240835] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Accepted: 10/02/2020] [Indexed: 01/10/2023] Open
Abstract
BACKGROUND Interprofessional Education (IPE) aims to improve students' attitudes towards collaboration, teamwork, and leads to improved patient care upon graduation. However, the best time to introduce IPE into the undergraduate curriculum is still under debate. METHODS We used a mixed-methods design based on a sequential explanatory model. Medical students from all six years at the University of Bern, Switzerland (n = 683) completed an online survey about attitudes towards interprofessional learning using a scale validated for German speakers (G-IPAS). Thirty-one medical students participated in nine semi-structured interviews focusing on their experience in interprofessional learning and on the possible impact it might have on their professional development. RESULTS Women showed better attitudes in the G-IPAS across all years (p = 0,007). Pre-clinical students showed more positive attitudes towards IPE [Year 1 to Year 3 (p = 0.011)]. Students correctly defined IPE and its core dimensions. They appealed for more organized IPE interventions throughout the curriculum. Students also acknowledged the relevance of IPE for their future professional performance. CONCLUSIONS These findings support an early introduction of IPE into the medical curriculum. Although students realise that interprofessional learning is fundamental to high-quality patient care, there are still obstacles and stereotypes to overcome. TRIAL REGISTRATION ISRCTN 41715934.
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Affiliation(s)
- Joana Berger-Estilita
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Hsin Chiang
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Daniel Stricker
- Institute for Medical Education, University of Bern, Bern, Switzerland
| | - Alexander Fuchs
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Robert Greif
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
- School of Medicine, Sigmund Freud University Vienna, Vienna, Austria
| | - Sean McAleer
- Centre for Medical Education, University of Dundee, Dundee, United Kingdom
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Patel Gunaldo T, Augustus-Wallace A, Brisolara KF, Hicks MN, Mercante DE, Synco T, Zorek JA, Schilling D. Improving stereotypes: The impact of interprofessional education in pre-health students. J Interprof Care 2020; 35:794-798. [PMID: 32838602 DOI: 10.1080/13561820.2020.1806218] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Research within interprofessional education (IPE) indicates health professional students hold stereotypes of other health professions at all stages within their academic journey. IPE can minimize negative stereotypes and influence a student's willingness and readiness to collaborate with others. This article explores undergraduate pre-health student stereotypes of various health professionals at the beginning and end of a six-week summer academic enrichment program, which included IPE. Convenience sampling was used to request participation in a survey, which included the Student Stereotypes Ratings Questionnaire (SSRQ). The SSRQ asks students to rate their perception of health professions on multiple traits. One hundred pre-health students across three institutions completed the SSRQ. The mean scores across all professions and all traits increased post-survey. Lowest pre-mean scores were for nursing (the ability to work independently and the ability to lead a team) and registered dietitian (the ability to lead a team). The highest pre-mean score was for the physician profession for academic ability. Results from this study indicate varying levels of stereotypes have already developed in pre-health students. After the six-week program, pre-health students' perceptions of health professions were positively affected. Data from this study indicates there are benefits to exposing pre-health students to IPE.
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Affiliation(s)
- Tina Patel Gunaldo
- Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Allison Augustus-Wallace
- School of Medicine, Office of Diversity and Community Engagement, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Kari Fitzmorris Brisolara
- Environmental and Occupational Health Sciences, School of Public Health, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Marquita N Hicks
- School of Medicine. Department of Emergency Medicine, Wake Forest, Winston-Salem, NC, USA
| | - Donald E Mercante
- School of Public Health, Louisiana State University Health Sciences Center at New Orleans, New Orleans, LA, USA
| | - Tracee Synco
- School of Health Professions: Assistant Dean for Student Recruitment, Engagement and Success, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Joseph A Zorek
- Linking Interprofessional Networks for Collaboration, School of Nursing, The University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Denise Schilling
- College of Health Sciences, Western University of Health Sciences, Pomona, CA, USA
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King S, Violato E. Longitudinal evaluation of attitudes to interprofessional collaboration: time for a change? J Interprof Care 2020; 35:124-131. [PMID: 32019379 DOI: 10.1080/13561820.2020.1712334] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Longitudinal evaluation of interprofessional programming is necessary to understand the impact of interprofessional education (IPE) for collaborative practice. Attitude is one measure of intended behavior. The Interprofessional Attitude Scale (IPAS) was developed as an improved measure to examine the readiness for interprofessional education and collaborative practice. As a means to pilot a protocol for a longitudinal comprehensive evaluation of an interprofessional program with 13 health professional programs in 6 health science faculties, the IPAS was administered over a 3-year period to three cohorts of students. The results of the IPAS indicated no significant differences detected across the 3 years. Although there was a significant difference on the Patient Centredness subscale for Cohorts 2 and 3 the effect size was small. Previous experience in an interprofessional course was a predictor of more positive patient centeredness attitudes, but other IPE experience and years of education were not predictors of any interprofessional attitudes. Students from the Medicine & Dentistry (M&D) faculty ranked significantly lower on the teamwork roles and responsibilities subscale compared to the other faculties, except Rehabilitation Medicine (RM). However, once the outliers in RM were removed, there was a significant difference on this subscale between RM and M&D. This paper outlines the challenges with using the IPAS as part of a comprehensive program evaluation and identifies issues with longitudinal data collection for evaluation with large student cohorts.
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Affiliation(s)
- Sharla King
- Department of Educational Psychology, Faculty of Education and Director, Health Sciences Education and Research Commons, University of Alberta , Edmonton, Canada
| | - Efrem Violato
- Department of Educational Psychology, Faculty of Education, University of Alberta , Edmonton, Canada
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Thompson S, Metcalfe K, Boncey K, Merriman C, Flynn LC, Alg GS, Bothwell H, Forde-Johnston C, Puffett E, Hardy C, Wright L, Beale J. Interprofessional education in geriatric medicine: towards best practice. A controlled before-after study of medical and nursing students. BMJ Open 2020; 10:e018041. [PMID: 31964659 PMCID: PMC7045260 DOI: 10.1136/bmjopen-2017-018041] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/18/2019] [Revised: 07/31/2019] [Accepted: 08/23/2019] [Indexed: 11/04/2022] Open
Abstract
OBJECTIVES To investigate nursing and medical students' readiness for interprofessional learning before and after implementing geriatric interprofessional education (IPE), based on problem-based learning (PBL) case scenarios. To define the optimal number of geriatric IPE sessions, the size and the ratio of participants from each profession in the learner groups, the outcomes related to the Kirkpatrick four-level typology of learning evaluation, students' concerns about joint learning and impact of geriatric IPE on these concerns. The study looked at the perception of roles and expertise of the 'other' profession in interprofessional teams, and students' choice of topics for future sessions. Students' expectations, experience, learning points and the influence on the understanding of IP collaboration, as well as their readiness to participate in such education again were investigated. DESIGN A controlled before-after study (2014/2015, 2015/2016) with data collected immediately before and after the intervention period. Study includes additional comparison of the results from the intervention with a control group of students. Outcomes were determined with a validated 'Readiness for Interprofessional Learning' questionnaire, to which we added questions with free comments, combining quantitative and qualitative research methods. The teaching sessions were facilitated by experienced practitioners/educators, so each group had both, a clinician (either geratology consultant or registrar) and a senior nurse. PARTICIPANTS 300 medical, 150 nursing students. SETTING Tertiary care university teaching hospital. RESULTS Analysis of the returned forms in the intervention group had shown that nursing students scored higher on teamwork and collaboration post-IPE (M=40.78, SD=4.05) than pre-IPE (M=34.59, SD=10.36)-statistically significant. On negative professional identity, they scored lower post-IPE (M=7.21, SD=4.2) than pre-IPE (M=8.46, SD=4.1)-statistically significant. The higher score on positive professional identity post-IPE (M=16.43, SD=2.76) than pre-IPE (M=14.32, SD=4.59) was also statistically significant. Likewise, the lower score on roles and responsibilities post-IPE (M=5.41, SD=1.63) than pre-IPE (M=6.84, SD=2.75).Medical students scored higher on teamwork and collaboration post-IPE (M=36.66, SD=5.1) than pre-IPE (M=32.68, SD=7.4)-statistically significant. Higher positive professional identity post-IPE (M=14.3, SD=3.2) than pre-IPE (M=13.1, SD=4.31)-statistically significant. The lower negative professional identity post-IPE (M=7.6, SD=3.17) than pre-IPE (M=8.36, SD=2.91) was not statistically significant. Nor was the post-IPE difference over roles and responsibilities (M=7.4, SD=1.85), pre-IPE (M=7.85, SD=2.1).In the control group, medical students scored higher for teamwork and collaboration post-IPE (M=36.07, SD=3.8) than pre-IPE (M=33.95, SD=3.37)-statistically significant, same for positive professional identity post-IPE (M=13.74, SD=2.64), pre-IPE (M=12.8, SD=2.29), while negative professional identity post-IPE (M=8.48, SD=2.52), pre-IPE (M=9, SD=2.07), and roles and responsibilities post-IPE (M=7.89, SD=1.69), pre-IPE (M=7.91, SD=1.51) shown no statistically significant differences. Student concerns, enhanced understanding of collaboration and readiness for future joint work were addressed, but not understanding of roles. CONCLUSIONS Educators with nursing and medical backgrounds delivered geriatric IPE through case-based PBL. The optimal learner group size was determined. The equal numbers of participants from each profession for successful IPE are not necessary. The IPE delivered by clinicians and senior nurses had an overall positive impact on all participants, but more markedly on nursing students. Surprisingly, it had the same impact on medical students regardless if it was delivered to the mixed groups with nursing students, or to medical students alone. Teaching successfully addressed students' concerns about joint learning and communication and ethics were most commonly suggested topics for the future.
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Affiliation(s)
- Sanja Thompson
- Geratology department, John Radcliffe Hospital, Oxford, UK
- Medical Sciences Division, University of Oxford, Oxford, UK
| | | | - Katy Boncey
- Geratology department, John Radcliffe Hospital, Oxford, UK
| | - Clair Merriman
- Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, UK
| | | | | | | | | | - Elizabeth Puffett
- Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, UK
| | - Caroline Hardy
- Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, UK
| | - Liz Wright
- Geratology department, John Radcliffe Hospital, Oxford, UK
| | - James Beale
- Geratology department, John Radcliffe Hospital, Oxford, UK
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Frenzel JE, Mackowick M, Gores G, Ramstad M. Measuring health care students' attitudes toward interprofessional learning, perceptions of effectiveness as an interprofessional team member, and competence in managing adult cardiac arrest. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:1178-1183. [PMID: 31783966 DOI: 10.1016/j.cptl.2019.07.011] [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: 08/15/2018] [Revised: 04/27/2019] [Accepted: 07/24/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND AND PURPOSE Interprofessional education can be used to prepare healthcare graduates for teamwork. Simulations, when used with interprofessional education, create realistic clinical situations that promote teamwork. Faculty assessed changes in pharmacy and nursing students' competence in treating adult cardiac arrest and perceived readiness for interprofessional learning and teamwork. EDUCATIONAL ACTIVITY AND SETTING Eighty-three pharmacy students and 57 nursing students participated in a high fidelity simulation focused on adult cardiac arrest as an expectation of their respective courses. This study took place at a single campus College of Health Professions located at a public land grant institution. FINDINGS The Readiness for Health Care Students for Interprofessional Learning Scale (RIPLS) and Team Skills Scale (TSS) were used to develop a survey administered prepost simulation. A paired t-test indicated statistically significant increases of mean values prepost (p < 0.001) for: teamwork and collaboration, professional identity, team skills, and competence. An independent sample t-test found no differences by gender or degree. DISCUSSION This research supports using simulation in interprofessional education to increase competence and promote changes in attitudes toward interprofessional learning and teamwork. SUMMARY An interprofessional simulation increased student's perceived competence and positively increased perceptions of learning and working with other health profession students.
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Affiliation(s)
- Jeanne E Frenzel
- School of Pharmacy, Department of Pharmacy Practice, NDSU Dept. 2660, North Dakota State University, Fargo, ND 58102, United States..
| | - Margaret Mackowick
- School of Nursing, Department of Nursing, NDSU Dept. 2670, North Dakota State University, Fargo, ND 58102, United States..
| | - Gail Gores
- School of Nursing, Department of Nursing, NDSU Dept. 2670, North Dakota State University, Fargo, ND 58102, United States..
| | - Marsha Ramstad
- School of Nursing, Department of Nursing, NDSU Dept. 2670, North Dakota State University, Fargo, ND 58102, United States..
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Sanchez-Ramirez DC, Long H, Mowat S, Hein C. Obesity education for front-line healthcare providers. BMC MEDICAL EDUCATION 2018; 18:278. [PMID: 30470220 PMCID: PMC6251180 DOI: 10.1186/s12909-018-1380-2] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Accepted: 11/05/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND To assess the effect of an interprofessional educational activity on professional skills, attitudes, and perceived challenges toward obesity management among front-line healthcare providers. METHODS A one-day interprofessional obesity education activity was organized for healthcare providers across various disciplines. All participants were invited to complete an anonymous survey pre- and post-event, and at six-month post-event. The survey was created based on a comprehensive list of perceived skills, professional attitudes and challenges toward obesity intervention compiled from existing literature. RESULTS Sixty-seven healthcare providers completed the survey pre- and post-event. Participants reported increases in professional skills such as their ability to assess weight (p = 0.04), to address weight management issues (p < 0.001), to teach/motivate patients toward physical activity (p < 0.001) and healthy eating practices (p = 0.001), to use behavior modification techniques (p < 0.001), and to deal with family issues (p < 0.001). Professional attitudes: practitioners felt more educated/competent in obesity management (P < 0.001), learned where to refer patients (p < 0.001), were more comfortable in discussing obesity in managing obesity (p < 0.001), were less likely to avoid the topic (p = 0.004) and felt less frustrated with the low success rate (p = 0.030). Enhancement in professional attitudes remained 6 months after the event. Improvements were mainly associated with male gender, younger age, fewer years of professional practice and healthcare professionals other than physicians. No statistically significant changes in perceived challenges were found after the educational event. CONCLUSION Results of this study showed that this interprofessional learning activity contributed to the improvement of professional skills and attitudes of front-line healthcare providers caring for those who are obese or at risk for obesity. The positive results of this interprofessional learning activity aligns with the training needs identified by healthcare practitioners in previous studies, and suggest that this design and content could be used to guide future educational programming in the care of obese people.
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Affiliation(s)
- Diana C. Sanchez-Ramirez
- Office of Continuing Competency and Assessment, Rady Faculty of Health Sciences, University of Manitoba, 260-Brodie Centre, 727 McDermot Avenue, Winnipeg, MB R3E 3P5 Canada
| | - Heather Long
- Office of Educational and Faculty Development, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Stephanie Mowat
- Office of Continuing Competency and Assessment, Rady Faculty of Health Sciences, University of Manitoba, 260-Brodie Centre, 727 McDermot Avenue, Winnipeg, MB R3E 3P5 Canada
- Department of Psychology, University of Western Ontario, London, Canada
| | - Casey Hein
- College of Dentistry, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
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Kerry MJ, Ander DS. Mindfulness fostering of interprofessional simulation training for collaborative practice. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2018; 5:144-150. [PMID: 35514952 PMCID: PMC8936643 DOI: 10.1136/bmjstel-2018-000320] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/16/2018] [Indexed: 11/04/2022]
Abstract
Introduction The setting demands imposed by performing in new, interdisciplinary cultures is common for modern healthcare workers. Both health science students and evidence-based workers are required to operate in professional cultures that differ from their own. As health organisations have placed increasing value on mindfulness for improving performance outcomes, so too have educational administrators embraced common, mindful competencies for improving training for improved patient outcomes. The training of future clinicians for diversified care. teams and patient populations has become known as interprofessional education (IPE). Although the goals for IPE suggest that individual differences in trait mindfulness may serve an important determinant for training effectiveness, it has gone unstudied in extant simulation training research. MethodsTo fill this gap, in this paper, we examine trait mindfulness' predictive power for training outcomes across two IPE cohort samples using two, prospective observational designs. Results Study 1's Findings supported trait mindfulness' prediction of perceived teamwork behaviours in training simulations between medical and nursing students (n=136). In study 2's expanded sample to five health professions (n=232), findings extended trait mindfulness' prediction of team efficacy and skill transfer, assessed 1 month after training. Conclusion A final, follow-up assessment 16 months later extended mindfulness' predictive validity to knowledge retention and teamwork attitudes. We discuss the theoretical and practical implication of our findings for advancing mindfulness research and IPE effectiveness assessment.
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Joynes VCT. Defining and understanding the relationship between professional identity and interprofessional responsibility: implications for educating health and social care students. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2018; 23:133-149. [PMID: 28516242 PMCID: PMC5801384 DOI: 10.1007/s10459-017-9778-x] [Citation(s) in RCA: 43] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2016] [Accepted: 04/25/2017] [Indexed: 05/06/2023]
Abstract
This paper is concerned with exploring the relationship between perceptions of professional identities, interprofessional education (IPE) and collaborative practice. It seeks to introduce the concept of interprofessional responsibility as both a shift in the way in which to conceptualise the professional identity of Health and Social Care (H&SC) staff and as a new set of practices that help to inform the way in which students are prepared for collaborative working. The presented research, undertaken as part of a Ph.D. study, is based upon semi-structured interviews (n = 33) with H&SC staff who were recruited from both the United Kingdom (UK) Health Service and UK universities. Drawing upon thematic analysis of the data, the results of the research identified that previous conceptualisations of professional identity aligned to a whole profession do not relate to the way in which professionals perceive their identities. Senior professionals claimed to be more comfortable with their own professional identity, and with working across professional boundaries, than junior colleagues. Academic staff also identified that much IPE currently taught in universities serves the purpose of box-ticking rather than being delivered in meaningful way. It is proposed that the findings have implications for the way in which IPE is currently taught, and that adoption of the proposed concept of 'interprofessional responsibility' may help address some of the concerns these findings raise.
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Affiliation(s)
- Viktoria C T Joynes
- Faculty of Health and Life Sciences, School of Medicine, Institute of Clinical Sciences, The University of Liverpool, Room 2.15, 2nd Floor, Cedar House, Ashton Street, Liverpool, L69 3GE, UK.
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Visser CLF, Ket JCF, Croiset G, Kusurkar RA. Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature. BMC MEDICAL EDUCATION 2017; 17:77. [PMID: 28468651 PMCID: PMC5415777 DOI: 10.1186/s12909-017-0909-0] [Citation(s) in RCA: 56] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2016] [Accepted: 04/11/2017] [Indexed: 05/20/2023]
Abstract
BACKGROUND To identify facilitators and barriers that residents, medical and nursing students perceive in their Interprofessional Education (IPE) in a clinical setting with other healthcare students. METHODS A systematic review was carried out to identify the perceptions of medical students, residents and nursing students regarding IPE in a clinical setting. PubMed, CINAHL, ERIC and PsycInfo were searched, using keywords and MeSH terms from each database's inception published prior to June 2014. Interprofessional education involving nursing and medical students and/or residents in IPE were selected by the first author. Two authors independently assessed studies for inclusion or exclusion and extracted the data. RESULTS Sixty-five eligible papers (27 quantitative, 16 qualitative and 22 mixed methods) were identified and synthesized using narrative synthesis. Perceptions and attitudes of residents and students could be categorized into 'Readiness for IPE', 'Barriers to IPE' and 'Facilitators of IPE'. Within each category they work at three levels: individual, process/curricular and cultural/organizational. Readiness for IPE at individual level is higher in females, irrespective of prior healthcare experience. At process level readiness for IPE fluctuates during medical school, at cultural level collaboration is jeopardized when groups interact poorly. Examples of IPE-barriers are at individual level feeling intimidated by doctors, at process level lack of formal assessment and at cultural level exclusion of medical students from interaction by nurses. Examples of IPE-facilitators are at individual level affective crises and patient care crises situations that create feelings of urgency, at process level small group learning activities in an authentic context and at cultural level getting acquainted informally. These results are related to a model for learning and teaching, to illustrate the implications for the design of IPE. CONCLUSIONS Most of the uncovered barriers are at the cultural level and most of the facilitators are at the process level. Factors at the individual level need more research.
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Affiliation(s)
- Cora L F Visser
- Research in Education Department, VUmc School of Medical Sciences (In affiliation with LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands), P.O. Box 7057, 1007 MB, Amsterdam, The Netherlands.
- VUmc Amstel Academie, P.O. Box 7057, 1007 MB, Amsterdam, NL, The Netherlands.
| | - Johannes C F Ket
- Medical Library, VUmc School of Medical Sciences (In affiliation with LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands), P.O. Box 7057, 1007 MB, Amsterdam, The Netherlands
| | - Gerda Croiset
- Medical Education, VUmc School of Medical Sciences (In affiliation with LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands), P.O. Box 7057, 1007 MB, Amsterdam, The Netherlands
| | - Rashmi A Kusurkar
- Research in Education Department, VUmc School of Medical Sciences (In affiliation with LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands), P.O. Box 7057, 1007 MB, Amsterdam, The Netherlands
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King S, Hall M, McFarlane LA, Paslawski T, Sommerfeldt S, Hatch T, Schmitz C, Bates H, Taylor E, Norton B. Launching first-year health sciences students into collaborative practice: Highlighting institutional enablers and barriers to success. J Interprof Care 2017; 31:386-393. [PMID: 28140716 DOI: 10.1080/13561820.2016.1256870] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Developing and sustaining a comprehensive interprofessional education (IPE) curriculum infused throughout health science programmes at large post-secondary institutions requires not only champions within each program but also collaboration across professional programmes and strong support at an institutional level. The purpose of this article is twofold. First, it reports on the development of an interprofessional learning pathway, an institutional curricular model, and the pathway launch, an introductory learning experience within the context of a large post-secondary institution. The interprofessional curricular model provides a framework to connect the IPE that was previously fragmented across faculties and professional programmes into a scaffolded coherent pathway. The launch exposes students to the principles and competencies of collaborative practice. Second, it explores the dual role of enablers and barriers to IPE within the context of one institution's 20-year experience of developing and delivering. In examining the elements that have sustained the institution's IPE programming, it is highlighted how the seemingly positive elements (e.g., IPE champions and strong university support from central administration) have also served as hindrances within the academy potentially threatening the sustainability and institutionalisation of IPE. We anticipate that this curricular model and learning experiences will provide mechanisms to sustain and foster IPE.
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Affiliation(s)
- Sharla King
- a Health Sciences Education and Research Commons , University of Alberta , Edmonton , Alberta , Canada
| | - Mark Hall
- b Department of Physical Therapy, Faculty of Rehabilitation Medicine , University of Alberta , Edmonton , Alberta , Canada
| | - Lu-Anne McFarlane
- c Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine , University of Alberta , Edmonton , Alberta , Canada
| | - Teresa Paslawski
- c Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine , University of Alberta , Edmonton , Alberta , Canada
| | - Susan Sommerfeldt
- d Faculty of Nursing , University of Alberta , Edmonton , Alberta , Canada
| | - Tara Hatch
- a Health Sciences Education and Research Commons , University of Alberta , Edmonton , Alberta , Canada
| | - Cori Schmitz
- e Department of Occupational Therapy, Faculty of Rehabilitation Medicine , University of Alberta , Edmonton , Alberta , Canada
| | - Heidi Bates
- f Department of Agricultural, Food and Nutritional Sciences, Faculty of Agriculture, Life and Environmental Sciences , University of Alberta , Edmonton , Alberta , Canada
| | - Elizabeth Taylor
- e Department of Occupational Therapy, Faculty of Rehabilitation Medicine , University of Alberta , Edmonton , Alberta , Canada
| | - Barbara Norton
- b Department of Physical Therapy, Faculty of Rehabilitation Medicine , University of Alberta , Edmonton , Alberta , Canada
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Anderson ES. Evaluating interprofessional education: An important step to improving practice and influencing policy. J Taibah Univ Med Sci 2016. [DOI: 10.1016/j.jtumed.2016.08.012] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
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Integrating the assessment of interprofessional education into the health care curriculum. J Taibah Univ Med Sci 2016. [DOI: 10.1016/j.jtumed.2016.10.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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Bultas MW, Ruebling I, Breitbach A, Carlson J. Views of the United States healthcare system: Findings from documentary analysis of an interprofessional education course. J Interprof Care 2016; 30:762-768. [PMID: 27437793 DOI: 10.1080/13561820.2016.1206860] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
As the healthcare system of the United States becomes more complex, collaboration among health professionals is becoming an essential aspect in improving the health of individuals and populations. An interprofessional education course entitled "Health Care System and Health Promotion" was developed to allow health profession students to work and learn together about issues related to healthcare delivery, health promotion, and the effect of policy issues on key stakeholders in the system. A qualitative document analysis research design was used to evaluate the effect of this interprofessional course on students' views of the current healthcare system of the United States. Fifty-nine student articles were analysed using document analysis. Health professions represented in the sample included occupational therapy, physical therapy, athletic training, nursing, and radiation therapy, nuclear medicine technology, and magnetic resonance imaging. Eight themes were identified including: increased personal awareness, the need for a system change, concern for access, affordability of healthcare, vision for future practice role, need for quality care, the value of interprofessional collaboration (IPC), and the importance of disease prevention. The results of the study suggest that healthcare education can benefit from the integration of Interprofessional Education (IPE) courses into their curriculum especially when teaching content common to all healthcare professions such as healthcare systems and health promotion.
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Affiliation(s)
- Margaret W Bultas
- a School of Nursing , Saint Louis University , St. Louis , Missouri , USA
| | - Irma Ruebling
- b Physical Therapy Program , Saint Louis University , St. Louis , Missouri , USA
| | - Anthony Breitbach
- c Athletic Training Program , Saint Louis University , St. Louis , Missouri , USA
| | - Judy Carlson
- a School of Nursing , Saint Louis University , St. Louis , Missouri , USA
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Zirn L, Körner M, Luzay L, Sandeck F, Müller-Fröhlich C, Straub C, Stößel U, Silbernagel W, Fischer J. Design and evaluation of an IPE module at the beginning of professional training in medicine, nursing, and physiotherapy. GMS JOURNAL FOR MEDICAL EDUCATION 2016; 33:Doc24. [PMID: 27280135 PMCID: PMC4895859 DOI: 10.3205/zma001023] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 08/14/2015] [Revised: 12/21/2015] [Accepted: 01/28/2016] [Indexed: 05/25/2023]
Abstract
AIM Interprofessional education (IPE) is a central feature of modern education in the health care professions. Despite this, empirically founded and systematically structured IPE courses are absent from many curricula. To answer the WHO's call for improved interprofessional collaboration in the health care system, a seminar was designed, implemented and evaluated. The target group consisted of students beginning nursing and medical studies (first and second semesters) and physiotherapy students (first year of training). The aim was to develop a basic IPE module focusing not only on the demands placed by academia and politics, but also the interests of the target group. This module was evaluated on the basis of the modified four-level Kirkpatrick approach. METHOD Based on focus group interviews analyzed qualitatively using Mayring's content analysis, it was possible to define five learning objectives and develop four practice-oriented modules. The seminar was then implemented and evaluated using written pre- and post-seminar evaluations and group discussions. RESULTS Analysis confirmed the success of the IPE concept in that the seminar was positively rated by attendees not only in terms of their immediate reactions, but also attitude, knowledge and skills according to Kirkpatrick. CONCLUSION In the future, it is intended to offer the IPE module on a permanent basis and assess the competencies acquired in the seminar using observation. Courses to ensure sustained learning outcomes would also be desirable.
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Affiliation(s)
- Lena Zirn
- Universität Freiburg, Medizinische Psychologie & Soziologie, Freiburg, Germany
| | - Mirjam Körner
- Universität Freiburg, Medizinische Psychologie & Soziologie, Freiburg, Germany
| | - Leonie Luzay
- Universität Freiburg, Medizinische Psychologie & Soziologie, Freiburg, Germany
| | | | | | - Christine Straub
- Universität Freiburg, Bachelorstudiengang Pflegewissenschaft, Freiburg, Germany
| | - Ulrich Stößel
- Universität Freiburg, Medizinische Psychologie & Soziologie, Freiburg, Germany
| | | | - Julia Fischer
- Universität Innsbruck, Politikwissenschaft & Soziologie, Innsbruck, Austria
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Dahmen U, Schulze C, Schindler C, Wick K, Schwartze D, Veit A, Smolenski U. Recommendations to enhance constructivist-based learning in Interprofessional Education using video-based self-assessment. GMS JOURNAL FOR MEDICAL EDUCATION 2016; 33:Doc33. [PMID: 27280144 PMCID: PMC4895861 DOI: 10.3205/zma001032] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 08/17/2015] [Revised: 02/05/2016] [Accepted: 03/16/2016] [Indexed: 05/28/2023]
Abstract
INTRODUCTION Interprofessional collaboration is crucial to the optimization of patient care. AIM This paper aims to provide recommendations for implementing an innovative constructivist educational concept with the core element of video-based self-assessment. METHODOLOGY A course for students in medicine, physiotherapy, and nursing was developed through interprofessional, cross-institutional collaboration. The course consisted of drawing on prior knowledge about the work done by each professional group in regard to a specific clinical scenario and an interprofessional treatment situation, filming a role play of this treatment situation, and a structured self-assessment of the role play. We evaluated the preparation and implementation of the three courses conducted thus far. Concrete recommendations for implementation were made based on evaluation sheets (students), open discussions (tutors, instructors, institutions) and recorded meeting minutes (project managers, project participants). RESULTS Basic recommendations for implementation include: selecting appropriate criteria for self-assessment and a simulated situation that offers members of each professional group an equal opportunity to act in the role play. In terms of administrative implementation we recommend early coordination among the professions and educational institutions regarding the target groups, scheduling and attendance policy to ensure participant recruitment across all professions. Procedural planning should include developing teaching materials, such as the case vignette and treatment scenario, and providing technical equipment that can be operated intuitively in order to ensure efficient recording. CONCLUSION These recommendations serve as an aid for implementing an innovative constructivist educational concept with video-based self-assessment at its core.
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Affiliation(s)
- Uta Dahmen
- University Hospital Jena, Department of General, Visceral, and Vascular Surgery, Experimental Transplantation Surgery, Jena, Germany
| | - Christine Schulze
- University Hospital Jena, Department of General, Visceral, and Vascular Surgery, Experimental Transplantation Surgery, Jena, Germany
| | - Claudia Schindler
- University Hospital Jena, Department of General, Visceral, and Vascular Surgery, Experimental Transplantation Surgery, Jena, Germany
| | - Katharina Wick
- University Hospital Jena, Institute of Psychosocial Medicine and Psychotherapy, Jena, Germany
| | - Dominique Schwartze
- University Hospital Jena, Institute of Psychosocial Medicine and Psychotherapy, Jena, Germany
| | - Andrea Veit
- Vocational School of Health and Social Care Jena (SBBS), Jena, Germany
| | - Ulrich Smolenski
- University Hospital Jena, Institute of Physiotherapy, Jena, Germany
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Hayden LJ, Jeong SY, Norton CA. An Analysis of Factors Affecting Mature Age Students’ Academic Success in Undergraduate Nursing Programs: A Critical Literature Review. Int J Nurs Educ Scholarsh 2016; 13:127-138. [DOI: 10.1515/ijnes-2015-0086] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2015] [Accepted: 10/10/2016] [Indexed: 11/15/2022]
Abstract
AbstractThe population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby’s Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.
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Affiliation(s)
- Lisa J. Hayden
- 1University of Newcastle, Teaching and Research Unit, Gosford Hospital, and Central Coast Local Health District, Gosford, NSW 2250, Australia
| | - Sarah Y. Jeong
- 2School of Nursing & Midwifery, The University of Newcastle, PO Box 127, Ourimbah, NSW 2258, Australia
| | - Carol A. Norton
- 2School of Nursing & Midwifery, The University of Newcastle, PO Box 127, Ourimbah, NSW 2258, Australia
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Loversidge J, Demb A. Faculty perceptions of key factors in interprofessional education. J Interprof Care 2014; 29:298-304. [DOI: 10.3109/13561820.2014.991912] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Wong JJ, Di Loreto L, Kara A, Yu K, Mattia A, Soave D, Weyman K, Kopansky-Giles D. Assessing the change in attitudes, knowledge, and perspectives of medical students towards chiropractic after an educational intervention. THE JOURNAL OF CHIROPRACTIC EDUCATION 2014; 28:112-22. [PMID: 25237768 PMCID: PMC4211583 DOI: 10.7899/jce-14-16] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
Objective : We assessed the change in attitudes, knowledge, and perspectives of medical students towards chiropractic after a 1-hour educational intervention. Methods : A mixed-methods approach was used with a 52-item cross-sectional paper survey and 1 focus group of third-year medical students. The views of these medical students towards chiropractic were assessed previously in their second-year of medical school. ANOVA and the Wilcoxon rank-sum test were used to assess between-group differences between the medical students' views before and after the educational intervention. The constant comparative method for analyzing qualitative data was used to identify emergent themes from the focus group transcript. Results : Of 112 third-year medical students, 58 completed the survey (51.7% response rate). The focus group consisted of 6 medical students. Self-reported understanding of chiropractic and number of attitude-positive responses were significantly higher in the group after the educational session. The average number of correct responses assessing knowledge on chiropractic also was significantly higher. Focus group themes were that medical students wanted exposure to chiropractic in clinical settings, had negative attitudes towards chiropractic formed from hidden curriculum, had concerns regarding evidence and safety of chiropractic, and thought that timing of the session on chiropractic was too late in the curriculum. Conclusions : The attitudes and knowledge of medical students towards chiropractic improved immediately after a 1-hour educational intervention. Formally educating medical students on chiropractic may help minimize hidden curriculum issues regarding chiropractic, as identified by the medical students, and facilitate collaboration between medical and chiropractic providers.
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Ruebling I, Pole D, Breitbach AP, Frager A, Kettenbach G, Westhus N, Kienstra K, Carlson J. A comparison of student attitudes and perceptions before and after an introductory interprofessional education experience. J Interprof Care 2013; 28:23-7. [PMID: 24000881 DOI: 10.3109/13561820.2013.829421] [Citation(s) in RCA: 65] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
There is increasing acknowledgement that interprofessional education (IPE) holds promise for preparing health professionals as collaborative-ready practitioners. The effects of IPE on learning outcomes are critical in determining the value of such programs. Attitudes are recognized as a significant element in developing behaviors. This study was designed to determine attitudes and perceptions of students toward collaborative learning in an interprofessional context. Three hundred and five students completed a questionnaire regarding attitudes and perceptions toward interprofessional collaboration before and after an introductory IPE course. Also 202 graduating health professional students without IPE completed the same questionnaire. The questionnaire included questions from the University of West England Interprofessional Questionnaire (UWE IQ) and Readiness for Interprofessional Learning Scale (RIPLS). Independent samples t-tests revealed significant positive changes before and after the IPE course for UWEIQ IP-Learning subscale (p = 0.012) and RIPLS (p = 0.05). This study provides some evidence that students who participate in an introductory IPE course early in their professional preparation not only keep positive attitudes toward interprofessional learning, but improve them. As a result, they are expected to be more engaged in learning this important knowledge that should help them to become interprofessional collaborative-ready practitioners.
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Abstract
Since the publication of its reports, Health professions education: A bridge to quality (2003) and To err is human: Building a safer health system (2000), the Institute of Medicine has continued to emphasize interprofessional education (IPE), founded on quality improvement and informatics, as a better way to prepare healthcare professionals for practice. As this trend continues, healthcare education will need to implement administrative and educational processes that encourage different professions to collaborate and share resources. With greater numbers of students enrolled in health professional programs, combined with ethical imperatives for learning and reduced access to quality clinical experiences, medical and nursing education increasingly rely on simulation education to implement interdisciplinary patient safety initiatives. In this article, the authors describe one approach, based on the Core Competencies for Interprofessional Collaborative Practice released by the Interprofessional Education Collaborative (2011), toward providing IPE to an audience of diverse healthcare professionals in academia and clinical practice. This approach combines professional standards with the authors' practical experience serving on a key operations committee, comprising members from a school of medicine, a school of nursing, and a large healthcare system, to design and implement a new state-of-the-art simulation center and its IPE-centered curriculum.
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Rosenfield D, Oandasan I, Reeves S. Perceptions versus reality: a qualitative study of students' expectations and experiences of interprofessional education. MEDICAL EDUCATION 2011; 45:471-7. [PMID: 21486323 DOI: 10.1111/j.1365-2923.2010.03883.x] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
CONTEXT Interprofessional education (IPE) has been gaining traction in post-secondary institutions. Many schools introduce IPE early to their health professional students, often in the context of a large-scale event in Year 1. This paper presents findings from a study undertaken by a medical student (a classmate of the research participants) and details Year 1 students' initial perceptions of IPE. METHODS Using an exploratory case study approach, eight focus groups of medical, pharmacy, dental, occupational therapy and social work students were gathered over 2 years (2007 and 2008). All participants had attended an IPE event delivered to nearly 1200 students each year. All data were analysed using an inductive thematic approach. RESULTS The data indicated that, although students were generally positive towards IPE, many expressed dissatisfaction with the way their initial IPE event had been implemented. In particular, students felt that delivering IPE as a large-scale activity limited the amount of meaningful interprofessional interaction that could be achieved. A number of students also expressed concern about the 'artificial' nature of some of their interprofessional activities, which again limited their value. Students went on to offer various suggestions to improve their first exposure to IPE. CONCLUSIONS Our findings reinforce the notion that students value IPE, but offer some new insights into how introductory IPE programming might be organised. Although large-scale activities can provide IPE activities to a wide range of students, which is advantageous from a specifically administrative perspective, students' opinions reveal that this form of IPE involves a number of challenges in their initial engagement with concepts of interprofessional teamwork and collaboration.
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Affiliation(s)
- Daniel Rosenfield
- Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.
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Saini B, Shah S, Kearey P, Bosnic-Anticevich S, Grootjans J, Armour C. An interprofessional learning module on asthma health promotion. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2011; 75:30. [PMID: 21519420 PMCID: PMC3073104 DOI: 10.5688/ajpe75230] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2010] [Accepted: 10/11/2010] [Indexed: 05/04/2023]
Abstract
OBJECTIVE To develop, implement, and evaluate a new interprofessional learning module that focused on asthma health promotion called Taking Action Together for Asthma. DESIGN Faculty members in medicine, nursing, and pharmacy courses recruited 10 students each to participate in a 3-day interprofessional learning module. Students received extensive materials including a workbook to document their expectations and experience; completed a 1-day interprofessional workshop; received training in the Triple A (Adolescent Asthma Action) program; and went into high schools and taught the Triple A program to students in interprofessional teams. ASSESSMENT Before and after participating in the module, students completed a questionnaire consisting of 3 previously validated instruments: the Asthma Knowledge for Health Professionals Scale, Attitudes Toward Health Care Teams Scale, and Readiness for Interprofessional Learning Scale (RIPLS). Seventeen students completed both the pre- and post-module scales and significant changes were seen only in means scores for the Attitude Toward Healthcare Teams (81.0 ± 4.7 to 85.2 ± 5.9) and the Teamwork and Collaboration subscale of the RIPLS (41.4 ± 2.7 to 43.2 ± 2.7). CONCLUSION Health promotion activities offer a viable mechanism for fostering interprofessional learning among health professions students.
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Affiliation(s)
- Bandana Saini
- Faculty of Pharmacy, The University of Sydney, Australia.
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Anderson ES, Thorpe LN, Hammick M. Interprofessional staff development: Changing attitudes and winning hearts and minds. J Interprof Care 2010; 25:11-7. [DOI: 10.3109/13561821003721311] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Anderson ES, Smith R, Thorpe LN. Learning from lives together: medical and social work students' experiences of learning from people with disabilities in the community. HEALTH & SOCIAL CARE IN THE COMMUNITY 2010; 18:229-240. [PMID: 20534068 DOI: 10.1111/j.1365-2524.2010.00921.x] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
The study aims to evaluate an interprofessional community-based learning event, focussing on disability. The learning opportunity was based on the Leicester Model of Interprofessional Education, organised around the experiences and perceptions of service users and their carers. Programme participants were drawn from medicine and social work education in Leicester, UK, bringing together diverse traditions in the care of people with disabilities. Small student groups (3-4 students) worked from one of the eight community rehabilitation hospitals through a programme of contact with people with disabilities in hospital, at home or in other community settings. The evaluation, in March 2005, used a mixed methods approach, incorporating questionnaire surveys, focus group interviews with students and feedback from service users. Responses were collated and analysed using quantitative and qualitative measures. Fifty social work and 100 medical students completed the first combined delivery of the module. The findings indicated that the merging of social work and medical perspectives appear to create some tensions, although overall the student experience was found to be beneficial. Service users (16 responses) valued the process. They were not concerned at the prospect of meeting a number of students at home or elsewhere and were pleased to think of themselves as educators. Problems and obstacles still anticipated include changing the mindset of clinicians and practising social workers to enable them to support students from each other's disciplines in practice learning. The generally positive outcomes highlight that disability focussed joint learning offers a meaningful platform for interprofessional education in a practice environment.
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Affiliation(s)
- E S Anderson
- Shared Learning, Department of Medical and Social Care Education, Maurice Shock Building, Leicester LE1 9HN, UK.
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Anderson ES, Thorpe LN. Interprofessional educator ambassadors: An empirical study of motivation and added value. MEDICAL TEACHER 2010; 32:e492-e500. [PMID: 21039091 DOI: 10.3109/0142159x.2010.509413] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is being led by a driving force of teaches who advocate for the importance of this learning within health and social care professional curriculum. Many of these leaders have additional uni professional teaching responsibilities. AIMS This study aimed to explore the impact of leading an IPE curriculum on teachers, who were at the forefront of establishing a new IPE curriculum in the east midlands, UK. METHODS The prospective study used the principles of grounded theory to analyse the educator's experiences. The study included teachers who work from academic university posts and those who teach from within practice. These IPE leaders were identified through their involvement in the design and delivery of the local IPE initiatives. They were invited to share their experiences at either a mixed-discipline focus group, a one-to-one interview or by completing a postal/e questionnaire. During analysis the views from each data set were triangulated. RESULTS A total of 58 educators shared their experiences. All benefitted from being part of the planning and teaching teams. They were driven by a strong belief that IPE had the potential to improve patient care and that future healthcare practice would remain team based. Engagement had brought additional benefits to their teaching and career development in particular through forming new relationships with colleagues from other caring professions. They were concerned about educators teaching interprofessional student groups with little prior experience of IPE. CONCLUSION The data suggest educators who take on a leading developmental role in designing and delivering an interprofessional curriculum benefit personally and professionally through working relationships with colleagues in other professions and through teaching wider networks of students. These new insights strengthen personal practice and research and in turn have the potential to influence and improve the quality of faculty teaching.
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Cameron A, Ignjatovic M, Langlois S, Dematteo D, DiProspero L, Wagner S, Reeves S. An interprofessional education session for first-year health science students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2009; 73:62. [PMID: 19657495 PMCID: PMC2720358 DOI: 10.5688/aj730462] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2008] [Accepted: 04/01/2009] [Indexed: 05/16/2023]
Abstract
OBJECTIVE To implement and evaluate the effectiveness and short-term impact of an interprofessional education (IPE) session in the first year for health sciences students representing 9 health professions. DESIGN An interprofessional faculty committee created a 2(1/2) hour introductory interprofessional education session focusing on a single patient case and 2 possible discharge scenarios. A mixed method pretest/posttest research design was used to examine changes in students' perceptions of and attitudes toward IPE. Six follow-up focus groups also were held with students from the participating professions. ASSESSMENT Of 1197 health professions students enrolled, 914 students (76%) attended the IPE session. Two hundred thirty-two of 240 pharmacy students (97%) attended. Forty-three (18.5%) pharmacy students responded to the open-ended questions on the survey instrument. The most frequently reported gains from attending the session were recognition of teamwork importance to benefit the patient (30%) and understanding of other professionals' roles (29%). Shortfalls reported by students related to the content/style of presentation (26%) and technical/organizational (23%) aspects of the session. Pharmacy students who participated in one of the focus groups stated the session demonstrated the benefits as well as facilitators and barriers to collaborative care. CONCLUSION The session served as an effective introduction to IPE; debriefing and integration with uniprofessional curricula should occur. Students need additional small group interaction with other health professional students, and can contribute as members of the planning committee.
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Affiliation(s)
- Andrea Cameron
- Leslie Dan Faculty of Pharmacy, University of Toronto, Canada.
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Anderson ES, Cox D, Thorpe LN. Preparation of educators involved in interprofessional education. J Interprof Care 2009; 23:81-94. [DOI: 10.1080/13561820802565106] [Citation(s) in RCA: 43] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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