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Dassah ET, Dzomeku VM, Norman BR, Gyaase D, Opare-Addo MNA, Buabeng KO, Adu-Sarkodie Y. Attitudes of health care professionals towards interprofessional teamwork in Ashanti Region, Ghana. BMC MEDICAL EDUCATION 2023; 23:319. [PMID: 37158859 PMCID: PMC10165774 DOI: 10.1186/s12909-023-04307-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Accepted: 04/28/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND Interprofessional collaboration ensures that high-quality health care is provided leading to improved health outcomes and provider satisfaction. Assessing the attitudes of health care professionals towards teamwork in Ghana is novel. OBJECTIVE To examine the attitudes of health care professionals towards interprofessional teamwork and assess specific attributes influencing these attitudes in the Ashanti region, prior to implementing an in-service interprofessional HIV training programme. METHODS A cross-sectional pre-training online survey using a modified Attitudes Toward Health Care Teams Scale was conducted among health care practitioners undergoing a two-day interactive interprofessional HIV training in Kumasi and Agogo from November 2019 to January 2020. Trainees were diverse health professional cadres selected from five hospitals in the Ashanti region of Ghana. Data was summarised using the mean and standard deviation for continuous variables, and frequencies and percentages for categorical variables. An exploratory factor analysis was conducted to categorise the 14 items of the modified attitudes scale. The Wilcoxon rank-sum (Mann-Whitney) and Kruskal-Wallis tests were used to test the mean attitude difference among the demographic characteristics. Statistical significance was set at p < 0.05. RESULTS Altogether, 302 health professionals completed the survey. The ages ranged from 20-58 years, mean age 27.96 years (standard deviation 5.90 years). Up to 95% of the trainees agreed with the 14 statements on the modified attitudes scale. Three factors were identified; "quality of care", "team efficiency", and "time constraint" with Cronbach's alpha measures of 0.73, 0.50, and 0.45 respectively. The overall mean attitude score was 58.15 ± 6.28 (95% CI, 57.42-58.88). Attitude of health care professionals towards interdisciplinary teams for patient care varied significantly by age (p = 0.014), health profession cadre (p = 0.005), facility (p = 0.037), and professional experience (p = 0.034). CONCLUSION Strengthening in-service interprofessional training for health practitioners especially early career professionals in the Ashanti region would be valuable.
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Affiliation(s)
- Edward T Dassah
- Department of Population, Family and Reproductive Health, School of Public Health, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.
| | - Veronica M Dzomeku
- Department of Nursing, College of Health Sciences, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Betty R Norman
- School of Medicine and Dentistry, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Daniel Gyaase
- Injury Division, The George Institute for Global Health, University of New South Wales, Sydney, Australia
| | - Mercy N A Opare-Addo
- Faculty of Pharmacy and Pharmaceutical Sciences, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Kwame O Buabeng
- Faculty of Pharmacy and Pharmaceutical Sciences, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Yaw Adu-Sarkodie
- School of Medicine and Dentistry, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
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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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Smith CJ, Matthias T, Beam E, Wampler K, Pounds L, Nickol D, Shope RJ, Carlson K, Michael K. A Mixed-Methods Evaluation of Medical Residents' Attitudes Towards Interprofessional Learning and Stereotypes Following Sonography Student-Led Point-of-Care Ultrasound Training. J Gen Intern Med 2020; 35:3081-3086. [PMID: 32779142 PMCID: PMC7572976 DOI: 10.1007/s11606-020-06105-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Accepted: 07/30/2020] [Indexed: 12/24/2022]
Abstract
BACKGROUND Point-of-care ultrasound (POCUS) training is growing across internal medicine graduate medical education, but lack of trained faculty is a barrier to many programs. Interprofessional education (IPE) may offer a solution but must overcome potential biases of trainees. AIM To evaluate the impact of an interprofessional POCUS training on residents' attitudes towards interprofessional learning and stereotypes. SETTING Midwestern health sciences university. PARTICIPANTS Diagnostic medical sonography (DMS) students (n = 13) served as teachers for first-year internal medicine residents (IMR) (n = 49). PROGRAM DESCRIPTION DMS students participated in a train-the-trainer session to learn teaching strategies via case-based simulation, then coached IMR to acquire images of the kidneys, bladder, and aorta on live models. PROGRAM EVALUATION Mixed-methods evaluation, including pre-/post-surveys and focus group interviews. The survey response rate was 100% (49/49 IMR). Composite survey scores evaluating residents' attitudes towards IPE and stereotyping of sonographers improved significantly following the intervention. Qualitative analysis of focus group interviews yielded four themes: enhanced respect for other disciplines, implications for future practice, increased confidence of DMS students, and interest in future IPE opportunities. DISCUSSION Interprofessional POCUS education can improve residents' perceptions towards IPE, increase their level of respect for sonographers, and motivate interest in future interprofessional collaboration.
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Affiliation(s)
- Christopher J Smith
- Department of Internal Medicine, Division of General Internal Medicine, Section of Hospital Medicine, Nebraska Medical Center, University of Nebraska Medical Center, Omaha, NE, USA.
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA.
| | - Tabatha Matthias
- Department of Internal Medicine, Division of General Internal Medicine, Section of Hospital Medicine, Nebraska Medical Center, University of Nebraska Medical Center, Omaha, NE, USA
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA
| | - Elizabeth Beam
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA
| | - Kathryn Wampler
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA
- Department of Medical Imaging & Therapeutic Sciences, Diagnostic Medical Sonography Program, University of Nebraska Medical Center, Omaha, NE, USA
| | - Lea Pounds
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA
- Department of Health Promotion, University of Nebraska Medical Center, Omaha, NE, USA
| | - Devin Nickol
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA
- Department of Internal Medicine, Division of General Internal Medicine, University of Nebraska Medical Center, Omaha, NE, USA
| | - Ronald J Shope
- Department of Health Promotion, University of Nebraska Medical Center, Omaha, NE, USA
| | - Kristy Carlson
- Department of Internal Medicine, Division of General Internal Medicine, Section of Hospital Medicine, Nebraska Medical Center, University of Nebraska Medical Center, Omaha, NE, USA
| | - Kimberly Michael
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA
- Department of Medical Imaging & Therapeutic Sciences, Diagnostic Medical Sonography Program, University of Nebraska Medical Center, Omaha, NE, USA
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Sy MP. Filipino therapists’ experiences and attitudes of interprofessional education and collaboration: A cross-sectional survey. J Interprof Care 2017; 31:761-770. [DOI: 10.1080/13561820.2017.1359509] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Michael Palapal Sy
- Department of Occupational Therapy, Tokyo Metropolitan University, Tokyo, Japan
- Department of Occupational Therapy, Angeles University Foundation, Angeles City, Philippines
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McIlwaine L, Scarlett V, Venters A, Ker JS. The different levels of learning about dying and death: an evaluation of a personal, professional and interprofessional learning journey. MEDICAL TEACHER 2007; 29:e151-e159. [PMID: 17978962 DOI: 10.1080/01421590701294331] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
BACKGROUND Although dying and death are common in practice, medical and social work students receive limited teaching on this topic. In addition, they have minimal experience of each others' role in the process, yet respecting the roles of other professionals in this delicate area is paramount to the delivery of high standards of care. In an attempt to address this, a pilot interprofessional 3 hour dying and death workshop was developed for senior social work and medical students using a constructivist approach to explore their own personal, uniprofessional and interprofessional roles in the dying and death process. METHODS An expert group of health care professionals designed the workshop through an iterative process. The participants evaluated the workshop in relation to the levels of their learning journey at two time points using a combination of Likert scales and free text. RESULTS An afternoon workshop was created comprising a trigger exercise to ascertain the students' own feelings, simulation of the practical aspects relating to a patient's death (confirmation of death, death certification and last offices), and discussion about the grief process, followed by case studies to consolidate their learning and highlight the interprofessional aspect. Eleven final year social work students and 14 medical students in their fourth year took part. Participants felt they gained most from the interprofessional aspect of their learning journey and suggested other topics for interprofessional learning. All students would recommend the workshop to their colleagues. CONCLUSIONS This undergraduate interprofessional pilot dying and death workshop was well received and enabled learning on three levels--personal, professional and interprofessional. It promoted a greater understanding of the role of each student's own profession and appreciation of the role of other professionals in the dying and death process.
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