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Allvin R, Thompson C, Edelbring S. Variations in measurement of interprofessional core competencies: a systematic review of self-report instruments in undergraduate health professions education. J Interprof Care 2024; 38:486-498. [PMID: 37589390 DOI: 10.1080/13561820.2023.2241505] [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: 11/15/2022] [Accepted: 06/27/2023] [Indexed: 08/18/2023]
Abstract
Educating health care professionals for working in interprofessional teams is a key preparation for roles in modern healthcare. Interprofessional teams require members who are competent in their roles. Self-assessment instruments measuring interprofessional competence (IPC) are widely used in educational preparation, but their ability to accurately and reliably measure competence is unknown. We conducted a systematic review to identify variations in the characteristics and use of self-report instruments measuring IPC. Following a systematic search of electronic databases and after applying eligibility criteria, 38 articles were included that describe 8 IPC self-report instruments. A large variation was found in the extent of coverage of IPC core competencies as articulated by the Interprofessional Education Collaborative. Each instrument's strength of evidence, psychometric performance and uses varied. Rather than measuring competency as "behaviours", they measured indirect proxies for competence, such as attitudes towards core interprofessional competencies. Educators and researchers should identify the most appropriate and highest-performing IPC instruments according to the context in which they will be used.Systematic review registration: Open Science Framework (https://archive.org/details/osf-registrations-vrfjn-v1).
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Affiliation(s)
- Renée Allvin
- Clinical Skills Centre, Örebro University Hospital, Örebro, Sweden
- School of Health Sciences, Örebro University, Örebro, Sweden
| | - Carl Thompson
- School of Healthcare, University of Leeds, Leeds, UK
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Rasouli D, Norouzi A, Ramezani G, Hashemi A. A psychometric evaluation of inter-professional education competency tool in nursing and medicine students. BMC MEDICAL EDUCATION 2024; 24:110. [PMID: 38302962 PMCID: PMC10835904 DOI: 10.1186/s12909-023-04991-x] [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: 04/25/2023] [Accepted: 12/19/2023] [Indexed: 02/03/2024]
Abstract
INTRODUCTION Collaboration between nurses and doctors is necessary for offering care to patients. Using team performance assessment tools and surveying them can be effective in promoting inter-professional collaboration, and the lack of a credible tool to assess inter-professional collaboration competency between the two groups is a major challenge in the healthcare sector. The present study aimed to translate and conduct a psychometric investigation on the inter-professional education collaboration (IPEC) tool for the students of medicine and nursing. METHODS The present study was a cross-sectional one conducted as a psychometric investigation of the IPEC tool at the Iran University of Medical Sciences in 2022. The initial tool contained 42 items developed according to a 5-point Likert scale, which was translated into Persian with the consent of the original researcher. The validity index and the content validity ratio were investigated by a panel of 11 specialists in medical and clinical education, and its construct validity was evaluated using confirmatory factor analysis. Also, the second population of the study included medical and nursing students of Iran University of Medical Sciences and simple random sampling method. Moreover, the reliability of the instrument was investigated using internal consistency, Cronbach's Alpha, and test-retest methods. RESULTS Based on the indicators calculated to perform a psychometric investigation over the above tool, it had acceptable reliability and validity according to the specialists. The tool evaluates inter-professional collaboration competency between the students of medicine and nursing across four areas (values and ethics, roles and responsibilities, inter-professional communication, and team-based care and teamwork). Moreover, Cronbach's Alpha coefficient for the tool was determined at 0.84. CONCLUSION The results of the study showed that the above tool could evaluate inter-professional competency as a valid and reliable questionnaire, and its results could be utilized in planning and education.
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Affiliation(s)
- Davood Rasouli
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences (IUMS), Tehran, Iran
| | - Azam Norouzi
- Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Ghobad Ramezani
- Education Development Center, Kermanshah University of Medical Sciences, Kermanshah, Iran.
| | - Akram Hashemi
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences (IUMS), Tehran, Iran
- Medical Ethics Department, School of Medicine, Iran University of Medical Sciences (IUMS), Tehran, Iran
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An R, Wang J, Li S, Li N, Yin Y, Wang X. Relationship between readiness for interprofessional learning and academic self-efficacy among nursing students: a cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:62. [PMID: 38225611 PMCID: PMC10790394 DOI: 10.1186/s12909-023-04953-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Accepted: 12/07/2023] [Indexed: 01/17/2024]
Abstract
BACKGROUND Modern medicine emphasizes that medical professionals engage in interprofessional collaboration to better meet the diverse needs of patients from physical, psychological, and social perspectives. As nursing students are the future reserve of the clinical nursing workforce, nursing educators worldwide should pay close attention to nursing students' interprofessional learning attitudes and take responsibility for training qualified interprofessional nursing personnel. However, little is known about the relationship between nursing students' readiness for interprofessional learning and academic self-efficacy. Thus, this study aims to investigate the level of readiness for interprofessional learning and academic self-efficacy among nursing students, and to explore the relationship between the two. METHODS A cross-sectional survey was conducted with a sample of 741 undergraduate nursing students pursuing four-year degrees from a school in Jinan, Shandong Province, China from November to December 2021. The social-demographic questionnaire, Readiness for Interprofessional Learning Scale, and Academic Self-efficacy Scale were used for data collection. Descriptive statistics used to analyze the data included: Cronbach's alpha, t-test, one-way ANOVA, Pearson's correlation, and multiple linear regression analysis. RESULTS Readiness for interprofessional learning mean score was (3.91 ± 0.44) and mean academic self-efficacy was (3.47 ± 0.42). Significant differences were found in the research variables according to participants' sex, grade, choice of nursing profession, and frequency of communication with health-related major students in studies (p < 0.05, p < 0.001). Pearson correlation analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (r = 0.316, p < 0.01). The hierarchical regression analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (β = 0.307, p < 0.001), The model explained 15.6% of the variance in readiness for interprofessional learning (F = 18.038, p < 0.001). CONCLUSIONS Readiness for interprofessional learning and academic self-efficacy were in the middle level among nursing students. Moreover, there was a significant positive correlation between the two. Therefore, it is very important for nursing educators to improve nursing students' academic self-efficacy before improving their readiness for interprofessional learning.
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Affiliation(s)
- Ran An
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| | - Jinfang Wang
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| | - Shaojie Li
- School of Public Health, Peking University Health Science Center, Xueyuan Road, Beijing, Haidian District, China
| | - Na Li
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| | - Yongtian Yin
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China.
- Department of Education, Shandong Normal University, Wendong Street, Jinan, Lixia District, China.
| | - Xinyuan Wang
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
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Rasouli D, Norouzi A, Ramezani G, Hashemi A, Neisani Samani L. The Trends of Attitude Change and Interprofessional Collaboration Competencies among Medical and Nursing Students of Iran University of Medical Sciences. Med J Islam Repub Iran 2023; 37:124. [PMID: 38318413 PMCID: PMC10843343 DOI: 10.47176/mjiri.37.124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Indexed: 02/07/2024] Open
Abstract
Background Nurses' and physicians' collaboration is a precedent for patient care. This study examined attitude change and interprofessional collaboration competencies among medical and nursing students of Iran University of Medical Sciences. Methods This study was quantitative cross-sectional. The study tools were two questionnaires, Attitudes Toward Interprofessional Education and IPEC Interprofessional Collaborative Competencies, which were completed by 211 medical and nursing students in online or in-person forms. The collected quantitative data were analyzed by SPSS 19 software. Results The results showed that nurses and physicians constituted 35.5% and 64.5% of the sample. The results of the independent T-test displayed no statistically significant difference in the mean age of both groups (P = 0.054). There was a statistically significant difference in the participants' attitudes toward interprofessional learning, and the medical group (46.68) obtained a higher mean score than the nurse group (34.92) (P = 0.001). The two groups with varying mean scores (179.34 for medical students and 131.72 for nursing students) were significantly different in their interpersonal collaboration competencies (P = 0.001). Considering Mauchly's test, there were statistically significant differences among medical students of varying academic years in their attitudes toward interprofessional education (P < 0.001). Nursing students were also different in their attitudes toward interprofessional education based on their academic years. Conclusion The results of this study showed that the attitude of nursing students towards interprofessional education and interpersonal collaboration competencies should be increased in line with medical students in order to improve the quality of medical and health services.
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Affiliation(s)
- Davood Rasouli
- Center for Educational Research in Medical Sciences (CERMS), Department of
Medical Education, School of Medicine, Iran University of Medical Sciences (IUMS), Tehran,
Iran
| | - Azam Norouzi
- Department of Medical Education, School of Medicine, Mashhad University of
Medical Sciences, Mashhad, Iran
| | - Ghobad Ramezani
- Education Development Center, Kermanshah University of Medical Sciences,
Kermanshah, Iran
| | - Akram Hashemi
- Department of Medical Ethics, School of Medicine, Iran University of Medical
Sciences, Tehran, Iran
| | - Leila Neisani Samani
- Center for Educational Research in Medical Sciences (CERMS), Department of
Medical Education, School of Medicine, Iran University of Medical Sciences (IUMS), Tehran,
Iran
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Song HY, Nam KA. The Need for and Perceptions of Interprofessional Education and Collaboration Among Undergraduate Students in Nursing and Medicine in South Korea. J Multidiscip Healthc 2022; 15:847-856. [PMID: 35496715 PMCID: PMC9041365 DOI: 10.2147/jmdh.s359412] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Accepted: 04/05/2022] [Indexed: 01/25/2023] Open
Abstract
Purpose Interprofessional education (IPE) for undergraduate students in the healthcare disciplines facilitates the acquisition of skills required for interprofessional collaboration, which is critical for patient care. This study assesses the need for and perceptions of IPE and interprofessional collaboration among undergraduate students in nursing and medicine in South Korea. Participants and Methods This was a cross-sectional survey of undergraduate students in nursing (n = 130) and medicine (n = 68), who had never been exposed to IPE, using a convenience sampling method. The Readiness for Interprofessional Learning Scale (RIPLS) (19 items), Interdisciplinary Education Perception Scale (IEPS) (12 items), and Interprofessional Education and Collaborative (IPEC) Competency Self-Assessment Scale (16 items) were used. Data were analyzed using descriptive statistics, χ2 test, and independent sample t-test. Results Students in both schools almost equally indicated the need for IPE and practice-based IPE in their clinical rotations, focusing on patients in general wards, and wanted to learn teamwork. The mean RIPLS scores were 68.5 ± 5.62 in nursing students and 67.5 ± 6.53 in medical students, and those of the IEPS were 57.0 ± 7.03 in nursing students and 58.7 ± 7.08 in medical students, without significant differences. Nursing students scored significantly higher on the positive professional identity subscale of the RIPLS, whereas medical students scored higher on the competency and autonomy and perceived need for cooperation subscales of the IEPS. The total scale scores on the IPEC Competency Self-Assessment Scale were 65.2 ± 3.35 for nursing students and 67.4 ± 2.96 for medical students, the latter having a significantly higher score. Conclusion This study revealed differences in needs and perceptions regarding IPE and interprofessional collaboration between schools. These findings warrant further research to design IPE program goals and strategies that are reflective of students’ needs.
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Affiliation(s)
- Hee-Young Song
- Department of Nursing, Wonju College of Medicine, Yonsei University, Wonju-si, Gangwon-do, South Korea
| | - Kyoung A Nam
- School of Nursing, Research Institute of Nursing Science, Hallym University, Chuncheon-si, Gangwon-do, South Korea
- Correspondence: Kyoung A Nam, School of Nursing, Research Institute of Nursing Science, Hallym University, 1 Hallymdaehak-gil, Chuncheon-si, 24252, Gangwon-do, South Korea, Tel +82 33 248 2717, Fax +82 33 248 2734, Email
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Sahoo R, Sahoo S, Kyaw Soe H, Rai S, Singh J. Pre-University health professional students' readiness and perception toward interprofessional education. Int J Appl Basic Med Res 2022; 12:4-8. [PMID: 35265473 PMCID: PMC8848554 DOI: 10.4103/ijabmr.ijabmr_440_21] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Revised: 09/06/2021] [Accepted: 10/16/2021] [Indexed: 11/04/2022] Open
Abstract
Background: Interprofessional education (IPE) helps preparing the learners in all healthcare professions to work effectively in collaborative teams. This study was undertaken to assess the readiness and perception of IPE of preuniversity health professional students even before they enter their health professional courses. Methods: The preuniversity health professional students along with final-year medical and dental students were recruited for the study. The readiness for interprofessional learning scale was used to measure the student's readiness toward IPE before the interprofessional-related activity session. The preuniversity students also completed the IEPS scale after their interaction with final-year medical and dental students. Results: Most of the aspiring health professional students during their foundation year expressed positive attitude toward readiness for IPE. Most preuniversity students realized that by learning with various professional students would make them effective member of healthcare team. The students had positive perception toward competence and autonomy, perceived need for cooperation, perception of actual cooperation, and understanding other's value, which were significantly higher from score 3 of somewhat disagree (P < 0.001). Conclusion: Most of the aspiring health professional students in their preuniversity year expressed positive attitude toward readiness for IPE although were not prepared to take roles and responsibility within the interprofessional group. They could well perceive the need for cooperation, perception of actual cooperation, and understanding other's value while working in an IP team.
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Rodrigues da Silva Noll Gonçalves J, Noll Gonçalves R, da Rosa SV, Schaia Rocha Orsi J, Moysés SJ, Iani Werneck R. Impact of interprofessional education on the teaching and learning of higher education students: A systematic review. Nurse Educ Pract 2021; 56:103212. [PMID: 34571466 DOI: 10.1016/j.nepr.2021.103212] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 09/08/2021] [Accepted: 09/12/2021] [Indexed: 12/22/2022]
Abstract
AIM This systematic review was to explore the potentialities and limitations of Interprofessional Education (IPE), from the perspective of undergraduate students. BACKGROUND The increasing complexity in health increasingly demand professionals with the capacity to act in the face of new global challenges. Thus, this pedagogical approach presents itself as one of the most promising choices in facing these new obstacles. DESIGN A synthesis of quantitative studies and mixed methods. METHODS Studies involving quantitative analyzes were included, with no restriction on the date of publication and language. The search strategy was carried out in the electronic databases: PubMed, Latin American and Caribbean Literature in Health Sciences (LILACS), Cochrane Library and Scientific Electronic Library Online (SciELO). In addition, searches were carried out in gray literature on the ERIC platforms (ProQuest), ProQuest Disserts and Theses Full text and Academic Google. The assessment of the quality of the studies was carried out using the instrument by Downs and Black. The risks of bias in the studies were examined with the aid of the adapted version of the Cochrane Collaboration tool, with the domains of the Downs and Black instrument. RESULTS After standardized filter procedures, critical summaries and assessment of relevance to the eligibility criteria, 11 articles were included. The results showed that most students have a positive perception of IPE, with different factors influencing this research finding. The need to develop more robust assessment instruments is highlighted, in view of the insufficiency of tools with sufficient methodological rigor to measure real changes in attitudes among different groups of students. CONCLUSION More consistent research is needed, which assesses, in a longitudinal way, the effects that the IPE has on the teaching and learning of undergraduate students and its impact after professional training.
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Affiliation(s)
| | - Rodrigo Noll Gonçalves
- Postgraduate Programme in Public Policy at the Federal University of Paraná, No. 632, Prefeito Lothário Meissner Avenue, Curitiba, Paraná 80210-170, Brazil.
| | - Saulo Vinicius da Rosa
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
| | - Juliana Schaia Rocha Orsi
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
| | - Samuel Jorge Moysés
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
| | - Renata Iani Werneck
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
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Omar H, Khan S, Haneline M, Toh CG. Attitudes of dental and chiropractic students towards a shared learning programme-An interprofessional learning model. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:592-599. [PMID: 33222374 DOI: 10.1111/eje.12636] [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: 12/04/2019] [Revised: 11/14/2020] [Accepted: 11/18/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Interprofessional learning (IPL) is the first stage towards the goal of interprofessional collaborative care. To enhance IPL experience, the School of Dentistry, International Medical University developed an IPL model based on the core competencies and the learning outcomes for dental and chiropractic students in their second and fourth year, respectively. The model was based on experiential learning and adult learning theories in addition to Miller's framework for clinical competencies. METHODS The programme was developed as a student-centred, collaborative approach to achieve the learning outcomes for dental and chiropractic students. Second-year dental students (n = 46) and chiropractic students (n = 23) in their fourth year participated in the programme. The focus of the programme was to address the prevention of work-related musculoskeletal disorders (WMSDs) amongst dental students and to provide the chiropractic students with the opportunity to assess and identify risk factors for WMSDs in the dental setting. The readiness for interprofessional learning scale (RIPLS) questionnaire was completed prior to the interprofessional education programme and once again afterwards to determine dental and chiropractic students' awareness of roles and responsibilities of the other profession, and their attitudes to interprofessional education and teamwork. RESULTS Dental and chiropractic students showed similar levels of readiness for shared learning. The results of this study suggest that the IPL programme contributed to the development of the students' positive perceptions towards the positive professional identity and the roles of other healthcare professionals. CONCLUSION This study provides initial support for the integrated interprofessional learning experiences within the school. The results of the study will shape future curricula changes to further strengthen interprofessional education and subsequent interprofessional collaborative care.
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Affiliation(s)
- Hanan Omar
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
- Missouri School of Dentistry and Oral Health, A.T. Still University, Kirksville, MO, USA
| | - Saad Khan
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
- Public Health, Dadabhoy Institute of Higher Education, Karachi, Pakistan
| | - Michael Haneline
- School of Health Sciences, International Medical University, Kuala Lumpur, Malaysia
| | - Chooi Gait Toh
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
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Katoue MG, Awad AI, Dow AW, Schwinghammer TL. Interprofessional education and collaborative practice in Kuwait: attitudes and perceptions of health sciences students. J Interprof Care 2021; 36:117-126. [PMID: 33899661 DOI: 10.1080/13561820.2021.1884537] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Interprofessional education (IPE) prepares health students to become collaboration-ready healthcare professionals. Assessing students' baseline attitudes toward IPE and collaborative practice is essential to inform development of IPE curricula. Kuwait University Health Sciences Center (HSC) is early in its IPE journey but is planning to join the broader global movement toward IPE. A cross-sectional survey was conducted to explore the attitudes of HSC students from Faculties of Medicine, Dentistry, Pharmacy, and Allied Health Sciences toward collaborative practice and IPE at early and late stages of study. A total of 770 students completed the survey (81.1% response rate). Students expressed positive attitudes toward interprofessional healthcare teams and IPE (median [IQR] overall attitudes were rated 4.0 [1.0] and 4.0 [2.0], respectively, on a scale of 5). Overall attitudes toward both scales were significantly more positive among pharmacy students than students from other faculties (p < .001). Final-year students reported more positive attitudes toward healthcare teams than early- and middle-year students, while early- and final-year students expressed more positive attitudes toward IPE than middle-year students (p < .001). There were no significant differences in overall attitudes between female and male students toward the two scales (p > .05). These findings have implications for engaging students from different professions in IPE initiatives.
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Affiliation(s)
- Maram G Katoue
- Department of Pharmacology and Therapeutics, Faculty of Pharmacy, Kuwait University, Kuwait
| | - Abdelmoneim I Awad
- Department of Pharmacy Practice, Faculty of Pharmacy, Kuwait University, Kuwait
| | - Alan W Dow
- Seymour and Ruth Perlin Professor of Medicine and Health Administration, Center for Interprofessional Education and Collaborative Care and Department of Internal Medicine, Virginia Commonwealth University, Richmond, VA, USA
| | - Terry L Schwinghammer
- Department of Clinical Pharmacy, West Virginia University School of Pharmacy, Morgantown, WV, USA
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Reyes-Acuca MJ, Sánchez-Lezama ZS, Capistrán-Sarmiento B, Teodoro-Isneros A, Suárez-Franco JL, Cerda-Cristerna BI. Learning of the mental nerve block technique with dental anaesthesia simulation models builds motor skills and confidence in dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:491-498. [PMID: 32281222 DOI: 10.1111/eje.12527] [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: 11/13/2019] [Revised: 02/24/2020] [Accepted: 03/20/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION We compared the motor learning, self-confidence whilst performing an anaesthesia technique and the perception of confidence between a group of students trained (G1) with two distinct dental anaesthesia simulation models (DASM) and a group of students (G2) not trained with DASM. MATERIALS AND METHODS The G1 students (n = 22) were trained with a learning protocol including a DASM for simulating a puncture and a DASM for simulating an injection of dental anaesthesia. The G2 students (n = 22) received no such training. Both groups performed the mental nerve block (MNB) in a clinical setting, after which the average working time (motor learning), number of times help was requested for performing the MNB (self-confidence) and the scores of a Likert Scale questionnaire (perception of confidence) between the groups were compared with a t test. RESULTS Compared with G2, the G1 students showed a shorter average working time (G1, 7:30 ± 0:54 min; G2, 9:06 ± 2:27 min; P = .017). Hence, G1 students had better motor skills. They also requested help when performing the MNB fewer times than the G2 students (G1, 2.2 ± 0.5 times; G2, 4.6 ± 1.95 times; P < .001). On the other hand, the G1 students demonstrated better perception of confidence (Likert Scale questionnaire) when performing the MNB compared with the G2 students (P = .007). CONCLUSION The learning protocol with two different DASMs had a positive effect on the motor skills and the confidence of dental students performing the mental nerve block.
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Hinrichs RJ, Bakker CJ, Brigham TJ, Ginier EC, Stevens GA, Alpi KM. Exploring interprofessional collaboration and attitudes of health sciences librarians. J Med Libr Assoc 2020; 108:440-451. [PMID: 32843875 PMCID: PMC7441895 DOI: 10.5195/jmla.2020.804] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Objective: This study assessed health sciences librarians' attitudes toward interprofessional collaboration using the Interdisciplinary Education Perception Scale (IEPS) and gathered information on their involvement with interprofessional activities. Methods: The authors sent a survey to librarians in the Medical Library Association's (MLA's) Interprofessional Education Special Interest Group and Research Section consisting of the IEPS and questions about their prior and current experiences with interprofessional practice and education (IPE). We compared mean IEPS scores between each MLA group and several other demographic factors to assess differences in attitudes. We also compared librarians' IEPS scores with those of previously published health professional students' IEPS scores and thematically analyzed two open-ended questions. Results: Health sciences librarians' scores on the IEPS indicated positive attitudes toward IPE. There were no statistically significant differences between any group. Health sciences librarians' mean IEPS score was similar to the mean score of health professions students from a prior study. The most commonly reported interprofessional activity was teaching or facilitating learning activities for health professions students; fewer served on committees or engaged in non-curricular activities such as grand rounds and book clubs. Conclusion: Health sciences librarians in this study reported positive attitudes toward IPE, in line with the majority of other previously studied health professionals. Years of experience, previous health professional careers, and experience supporting IPE as a librarian had little bearing on the responses to the survey. This suggests that health sciences librarians have positive attitudes toward IPE, regardless of whether they directly support IPE programs or participate in interprofessional activities.
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Affiliation(s)
- Rachel J Hinrichs
- , Assistant Health Sciences Librarian, IUPUI University Library, Indiana University Purdue University Indianapolis (IUPUI), Indianapolis, IN
| | - Caitlin J Bakker
- , Research Services Librarian, Health Sciences Libraries, University of Minnesota, Minneapolis, MN
| | - Tara J Brigham
- , Assistant Professor of Medical Education and Medical Librarian, Mayo Clinic Libraries, Mayo Clinic, Jacksonville, FL
| | - Emily C Ginier
- , Informationist, Taubman Health Sciences Library, University of Michigan, Ann Arbor, MI
| | - Gregg A Stevens
- , Health Sciences Librarian, Health Sciences Library, Stony Brook University, Stony Brook, NY
| | - Kristine M Alpi
- , University Librarian, OHSU Library, Oregon Health & Science University, Portland, OR
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Squires A, Miner S, Greenberg SA, Adams J, Kalet A, Cortes T. Graduate level health professions education: how do previous work experiences influence perspectives about interprofessional collaboration? J Interprof Care 2020; 35:193-199. [PMID: 32506976 DOI: 10.1080/13561820.2020.1732888] [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: 10/24/2022]
Abstract
Understanding how previous experiences with interprofessional education and collaboration inform health care provider perspectives is important for developing interprofessional interventions at the graduate level. The purpose of this study was to examine how previous work experiences of graduate level health professions students inform perspectives about interprofessional education and collaboration. Drawing from program evaluation data of two separate graduate level interprofessional education interventions based in primary care and home health care, we conducted a qualitative secondary data analysis of 75 interviews generated by focus groups and individual interviews with graduate students from 4 health professions cadres. Using directed content analysis, the team coded to capture descriptions of interprofessional education or collaboration generated from participants' previous work experiences. Coding revealed 173 discrete descriptions related to previous experiences of interprofessional education or collaboration. Three themes were identified from the analysis that informed participant perspectives: Previous educational experiences (including work-based training); previous work experiences; and organizational factors and interprofessional collaboration. Experiences varied little between professions except when aspects of professional training created unique circumstances. The study reveals important differences between graduate and undergraduate learners in health professions programs that can inform interprofessional education and collaboration intervention design.
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Affiliation(s)
- Allison Squires
- Rory Meyers College of Nursing, New York University, New York, NY, USA.,Division of General Internal Medicine, School of Medicine, New York University, New York, NY, USA
| | - Sarah Miner
- Wegman's School of Nursing, St. John Fischer University, Rochester, NY, USA
| | - Sherry A Greenberg
- Rory Meyers College of Nursing, New York University, New York, NY, USA.,Hartford Institute for Geriatric Nursing at Rory Meyers College of Nursing, New York University, New York, NY, USA
| | - Jennifer Adams
- Division of General Internal Medicine, School of Medicine, New York University, New York, NY, USA
| | - Adina Kalet
- Division of General Internal Medicine, School of Medicine, New York University, New York, NY, USA
| | - Tara Cortes
- Rory Meyers College of Nursing, New York University, New York, NY, USA.,Hartford Institute for Geriatric Nursing at Rory Meyers College of Nursing, New York University, New York, NY, USA
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Mitzel K, Storjohann T, Herrick A, Davis L, Shamblen C, Bonnin K. Interprofessional objective structured clinical examination with physician assistant and pharmacy students - A qualitative and quantitative study. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:174-180. [PMID: 32147159 DOI: 10.1016/j.cptl.2019.11.011] [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: 04/04/2019] [Revised: 08/14/2019] [Accepted: 11/09/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND To assess the impact of an interprofessional objective structured clinical examination (iOSCE) on attitudes/perceptions regarding interprofessional practice (IPP) and to determine if patient (simulated) outcomes improved with interprofessional collaboration (pharmacy and physician assistant (PA) students). INTERPROFESSIONAL EDUCATION ACTIVITY A team of interprofessional faculty designed an iOSCE case and grading checklist containing key interventions. Students individually reviewed the case and were asked to document potential changes to the admission orders. Then they were given the opportunity to collaborate in an interprofessional team to discuss the case and orders. Finally, the team presented their recommendations to an interprofessional faculty panel. Individual and team scores were compared to determine the impact of interprofessional collaboration. The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire was administered pre- and post-iOSCE to assess changes in opinions about interprofessional learning. DISCUSSION Individual and team iOSCE scores for 187 students were evaluated (86 PA and 101 pharmacy). A 21% absolute increase in the number of key interventions was found when comparing average individual scores to average team scores (2.11/5 vs. 3.18/5, p < 0.001). While in aggregate the students had a positive attitude towards IPE pre-iOSCE, RIPLS responses were strengthened post-iOSCE. IMPLICATIONS Through iOSCEs, it appears students can learn from and with one another to improve patient care and gain perspective on the roles/skills of interprofessional colleagues.
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Affiliation(s)
- Katherine Mitzel
- Midwestern University, Arizona College of Osteopathic Medicine, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Tara Storjohann
- Midwestern University College of Pharmacy, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Amber Herrick
- Midwestern University, Physician Assistant Program, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Lindsay Davis
- Midwestern University College of Pharmacy, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Carla Shamblen
- Midwestern University, Physician Assistant Program, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Kirsten Bonnin
- Midwestern University, Physician Assistant Program, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
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An Outcomes Evaluation of an Innovation Studio on Interprofessional Learning, Job Satisfaction, and Intent to Stay Among Clinicians. ACTA ACUST UNITED AC 2020; 50:109-114. [DOI: 10.1097/nna.0000000000000850] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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15
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Wang Z, Feng F, Gao S, Yang J. A Systematic Meta-Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes. J Dent Educ 2019; 83:1361-1369. [PMID: 31548305 DOI: 10.21815/jde.019.147] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2019] [Accepted: 07/12/2019] [Indexed: 01/18/2023]
Affiliation(s)
- Zairan Wang
- Department of Neurosurgery; The Second Hospital of Hebei Medical University; Hebei Province China
| | | | - Shang Gao
- Hebei Medical University; Hebei Province China
| | - Jiping Yang
- Department of Medical Imaging; The Second Hospital of Hebei Medical University; Hebei Province China
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Shiao TH, Yang YY, Wu CY, Yang LY, Hwang SJ, Huang CC, Liang JF, Kao SY, Lee FY. Creation of nurse-specific integrated interprofessional collaboration and team-efficiency scenario/video improves trainees' attitudes and performances. J Chin Med Assoc 2019; 82:546-553. [PMID: 31274786 DOI: 10.1097/jcma.0000000000000116] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
BACKGROUND It is importance to train the interprofessional collaboration (IPC) and team-efficiency (TE) of medical trainees. This prospective study evaluates whether implementation of scenario/video-created workshops in integrated IPC and TE (IIT) program provides additional benefits for IPC-TE skills of nursing trainees. METHODS Mock simulation with two IIT scenarios was held as preintervention IPC-TE assessment. Basic and advanced workshops were arranged for teams of intervention groups for creation of discipline-specific scenario and video. Thirty-six nursing trainees were randomized into teams of five members (three nursing students, one standardized medical student, and one standardized trainees of other profession) in either intervention (scenario plus video and scenario) or control groups. After intervention, all groups received the formal simulation-based assessment using another two IIT scenario. In addition to instructors-based assessment of team' performance in mock and formal IIT simulation using interprofessional team collaboration scale (AITCS), self-assessment of attitudes and program-value score were completed by each trainee, using attitudes toward interprofessional health care teams scale (ATIHCTS) at all stages. RESULTS Nursing trainees in intervention group gave high satisfaction score to this IIT intervention. In comparison with control group, greater increase in instructor-assessed team performance in the "partnership," "cooperation," and "shared decision making" domains of AITCS and the self-assessed "quality of care delivery" and TE domains of ATIHCTS were noted in the intervention groups. The overall improvement was greater in the scenario plus video group than those in the scenario group. Further, these improvements among nursing trainees persisted until follow-up stage at 4-weeks later. CONCLUSION For nursing trainees, our study suggested that implementation of a scenario creation-based training resulted in additional improvement in trainee' IPC and TE behaviors and attitudes. Additionally, making video of newly created nurse-specific scenario enhances partnership and cooperation among nursing trainees and their interprofessional team members.
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Affiliation(s)
- Tsu-Hui Shiao
- Division of Clinical Skills Training, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Chest Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Ying-Ying Yang
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Chest Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Nursing, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Chen-Yi Wu
- Department of Chest Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Division of General Medicine, Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Ling-Yu Yang
- Department of Chest Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Medicine, National Yang-Ming University, Taipei, Taiwan, ROC
| | - Shinn-Jang Hwang
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Chest Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Chia-Chang Huang
- Department of Chest Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Nursing, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Jen-Feng Liang
- Department of Chest Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Medicine, National Yang-Ming University, Taipei, Taiwan, ROC
| | - Shou-Yen Kao
- Department of Chest Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Fa-Yauh Lee
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Department of Chest Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
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El-Awaisi A, Saffouh El Hajj M, Joseph S, Diack L. Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study. J Interprof Care 2018; 32:674-688. [PMID: 30052106 DOI: 10.1080/13561820.2018.1498466] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
In an IPE environment, students are expected to have better understanding of the roles, responsibilities, and contribution of other health care professions to enhance interprofessional working and collaboration with an end result of improving patient-centred and team-based care. Although many studies have investigated students' attitudes, very few employ a mixed methods design and hardly are from Middle Eastern countries. A two-staged sequential explanatory mixed method design was used to comprehensively capture the perspectives of pharmacy students toward IPE and collaborative practice. A quantitative survey was conducted as the first stage of the study, followed by an in-depth discussion of these perspectives through a qualitative phase by conducting two focus groups. For the quantitative surveys, the overall response rate was 102/132 (77%) for pharmacy students in Qatar. This was followed by two focus groups with a total of 27 participants from senior and junior students. In exploring the qualitative data, three main themes were identified in relation to the pharmacy students' perspectives. These were on the pharmacy students' perception on the enablers (professional related benefits, patient-related benefits and current positive influences), barriers (previous IPE experiences, educational related issues and current working practices and processes), and recommendations to implementing IPE and collaborative practice (future IPE and pharmacy profession).Overall, the results demonstrate a strong readiness and positive perception by pharmacy students toward IPE and collaborative practice. This study has highlighted different dimensions in pharmacy students' perceptions. It also provided a useful insight into the readiness of pharmacy students in a Middle Eastern university. Students are seeking more IPE experiences formally incorporated into their curriculum and hence educators should capitalise on these positive and enthusiastic attitudes to identify the most effective means for delivering IPE and inform curricula planning. Collaborative practice-ready graduates will produce better-educated professionals delivering higher quality care.
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Affiliation(s)
- Alla El-Awaisi
- College of Pharmacy, Qatar University, Doha, Qatar.,School of Nursing & Midwifery, Faculty of Health and Social Care, The Robert Gordon University, Scotland, UK
| | | | - Sundari Joseph
- School of Nursing & Midwifery, Faculty of Health and Social Care, The Robert Gordon University, Scotland, UK
| | - Lesley Diack
- School of Pharmacy and Life Sciences, Faculty of Health and Social Care, The Robert Gordon University, Scotland, UK
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Piloting a Multifaceted Interprofessional Education Program to Improve Physical Therapy and Nursing Students' Communication and Teamwork Skills. JOURNAL OF ACUTE CARE PHYSICAL THERAPY 2018. [DOI: 10.1097/jat.0000000000000077] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Posey S, Brady J, Pate K, Smith J, Peveto S. Description and assessment of a pilot interprofessional education case competition activity. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:505-510. [PMID: 29793714 DOI: 10.1016/j.cptl.2017.12.009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2017] [Revised: 09/21/2017] [Accepted: 12/24/2017] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND PURPOSE A case competition involving pharmacy and nursing students was designed as a pilot project to determine if this would be an effective way to implement interprofessional education (IPE) within the College of Health and Pharmaceutical Sciences at the University of Louisiana at Monroe. EDUCATIONAL ACTIVITY AND SETTING Level 5 nursing students and third-year pharmacy students were invited to participate in a patient case competition activity as interprofessional teams. A modified version of the Interprofessional Education Collaborative (IPEC) Competency Survey and the Readiness for Interprofessional Learning Scale (RIPLS) Questionnaire were administered before and after the activity. FINDINGS AND DISCUSSION Nineteen students (nine nursing, 10 pharmacy) participated in the case competition and completed both the pre- and post-survey. Responses to questions in the IPEC Competency Self-Assessment Tool suggest improved self-reported competence in the interaction and values/ethics domains. SUMMARY Participation in this IPE case competition demonstrated improved engagement with other healthcare professional students as assessed by the IPEC Competency Survey and the RIPLS Questionnaire. This activity could serve as a way for other schools of pharmacy to implement IPE in their curriculum.
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Affiliation(s)
- Savannah Posey
- University of Louisiana at Monroe, 700 University Ave, Monroe, LA, United States.
| | - Jessica Brady
- University of Louisiana at Monroe, 700 University Ave, Monroe, LA, United States.
| | - Kristen Pate
- University of Louisiana at Monroe, 700 University Ave, Monroe, LA, United States.
| | - Jennifer Smith
- University of Louisiana at Monroe, 700 University Ave, Monroe, LA, United States.
| | - Sherry Peveto
- University of Louisiana at Monroe, 700 University Ave, Monroe, LA, United States.
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Edelbring S, Dahlgren MA, Wiegleb Edström D. Characteristics of two questionnaires used to assess interprofessional learning: psychometrics and expert panel evaluations. BMC MEDICAL EDUCATION 2018; 18:40. [PMID: 29554898 PMCID: PMC5859755 DOI: 10.1186/s12909-018-1153-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2017] [Accepted: 03/11/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Interprofessional learning activities are included in many curricula but are difficult to assess. For languages that are not widely spoken such as Swedish, few validated questionnaires exist that relate to interprofessional outcomes. Therefore, the aim was to examine two such questionnaires in relation to interprofessional competence domains. METHODS Psychometric characteristics, such as homogeneity of items and internal consistency, were assessed for the Swedish versions of the Jefferson Scale of Attitudes Towards Physician-Nurse Collaboration (JSAPNC) and the Readiness for Interprofessional Learning Scale (RIPLS). The questionnaires were distributed directly following IPL activities. Mokken scale analysis based on Loevinger's coefficient for homogeneity and Cronbach's alpha were used to evaluate the scales. Two expert panels performed a qualitative analysis of items in relation to four internationally defined interprofessional competences. RESULTS In total, 88 and 84 responded to the JSAPNC and RIPLS questionnaires, respectively. Estimates of homogeneity were low for both the JSAPNC (H = 0.16) and the RIPLS (H = 0.21). Reliabilities were weak (0.62 and 0.66, respectively) for the total scales. The expert panels categorised 68% of items into similar competence domains. However, their discussion revealed ambiguous wordings and imbalances in the two questionnaires in relation to domains. CONCLUSION Interprofessional competence domains are defined but few validated tools exist to assess them. Examined tools relating to interprofessional learning in Swedish do not qualify for assessing overarching IPL outcomes, and summed scores from these tools should be used with caution.
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Affiliation(s)
- Samuel Edelbring
- Department of Medicine and Health Sciences, Linköping University, 581 83 Linköping, Sweden
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, 171 77 Stockholm, Sweden
| | | | - Desiree Wiegleb Edström
- Dermatology Unit, Department of Medicine Solna, Karolinska Institutet, Stockholm, 171 77 Stockholm, Sweden
- Department of Dermatology, Karolinska University Hospital, Stockholm, 171 76 Stockholm, Sweden
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Luderer C, Donat M, Baum U, Kirsten A, Jahn P, Stoevesandt D. Measuring attitudes towards interprofessional learning. Testing two German versions of the tool "Readiness for Interprofessional Learning Scale" on interprofessional students of health and nursing sciences and of human medicine. GMS JOURNAL FOR MEDICAL EDUCATION 2017; 34:Doc33. [PMID: 28890924 PMCID: PMC5569981 DOI: 10.3205/zma001110] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 11/18/2016] [Revised: 03/13/2017] [Accepted: 06/26/2017] [Indexed: 06/07/2023]
Abstract
Objective: In order to verify the methodological quality of two versions of a tool for measuring attitudes towards interprofessional learning, we adapted - in terms of translation and scale form - the Heidelberg Version [1] of Readiness for Interprofessional Learning Scale - RIPLS [2], a methodologically controversial tool that had been translated into German, and compared both the original and new versions. Method: Three items were reworded and the scale form altered (from five to four levels), leading to the Halle Version that was validated by means of a cognitive pretest (n=6). Both questionnaires were completed by students taking the interprofessional degree program in Health and Nursing Sciences (HNS) and by students of Human Medicine. The test quality of both tools was examined by analyzing the main components and reliability using the scales allocation of the items as according to Parsell and Bligh [2]. Results: The questionnaires were randomly assembled and distributed to 331 students. The response was n=320 (HNS n=109; Medicine n=211). The Halle Version "RIPLS-HAL" of the questionnaire was completed by n=166 and the Heidelberg Version "RIPLS-HDB" by n=154. In the main component analysis the data could not depict the scale patterns of the original Australian tool. The reliability values of both the Heidelberg and Halle versions were only satisfactory for the "Teamwork and Collaboration" and "Professional Identity" scales. Conclusions: The German version of the Readiness for Interprofessional Learning Scale has only limited suitability for recording the attitude towards interprofessional learning. The present versions can be regarded as an approach towards developing a more suitable tool.
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Affiliation(s)
- Christiane Luderer
- Martin-Luther-University Halle-Wittenberg, Faculty of Medicine, Institute for Health and Nursing Science, Halle (Saale), Germany
| | - Matthias Donat
- Martin-Luther-University Halle-Wittenberg, Faculty of Philosophy – Educational Sciences, Institute for Pedagogy, Halle (Saale); Germany
| | - Ute Baum
- Martin-Luther-University Halle-Wittenberg, Faculty of Medicine, Institute for Health and Nursing Science, Halle (Saale), Germany
| | - Angelika Kirsten
- Martin-Luther-University Halle-Wittenberg, Faculty of Medicine, Institute for Health and Nursing Science, Halle (Saale), Germany
| | - Patrick Jahn
- University Clinic Halle A.ö.R., Head of Administration Healthcare Research, Halle (Saale), Germany
| | - Dietrich Stoevesandt
- Martin-Luther-University Halle-Wittenberg, Faculty of Medicine, Head of Dorothea-Erxleben-Learning-Center, Halle (Saale), Germany
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Fox BI, Umphress DA, Hollingsworth JC. Development and delivery of an interdisciplinary course in mobile health (mHealth). CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:585-594. [PMID: 29233431 DOI: 10.1016/j.cptl.2017.03.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2015] [Revised: 11/01/2016] [Accepted: 03/09/2017] [Indexed: 05/25/2023]
Abstract
BACKGROUND Interdisciplinary practice is a primary focus within the United States health care system. Despite the existence of interdisciplinary educational efforts in pharmacy for many years, the practice only recently entered mainstream health care education. Informatics offers interdisciplinary educational opportunities. Mobile health (mHealth), an informatics sub-discipline, is the use of mobile devices for health and wellness activities. We used the mHealth domain as the context for an interdisciplinary learning experience for pharmacy and computer science and software engineering (CSSE) students. EDUCATIONAL ACTIVITY Educational activities focused on creating an mHealth course sequence and an mHealth application (app). Students worked in teams to complete various assignments, including developing and presenting a course proposal, building a purchase plan for mHealth equipment, developing an mHealth app prototype, delivering a disease state presentation (pharmacy students only), developing use case scenarios (CSSE students only), and completing peer evaluations. CRITICAL ANALYSIS OF THE EDUCATIONAL ACTIVITY Course evaluations were only available from pharmacy students. They indicated an overall favorable rating (mean 3.27-3.55; 4=strongly agree). Survey data collected after students entered the workforce indicated that students felt better prepared than their colleagues to work with individuals from other disciplines (mean 4.82; 5=strongly agree). Students also indicated using the knowledge from course proposal development in their careers (mean 4.27; 5=strongly agree). Through team interactions, students learned from each other while overcoming challenges related to terminology and content areas. Skills learned through team interactions reflect real-world processes and are expected to support students' future professional responsibilities.
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Affiliation(s)
- Brent I Fox
- Department of Health Outcomes Research & Policy, Harrison School of Pharmacy, Auburn University, 020 Foy Hall, AL 36849, United States.
| | - David A Umphress
- Department of Computer Science and Software Engineering, Ginn College of Engineering, Auburn University, 3101 Shelby Center, AL 36849, United States.
| | - Joshua C Hollingsworth
- Edward Via College of Osteopathic Medicine, Auburn Campus, 910 South Donahue Drive, Auburn, AL 36832, United States.
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Nazar H, Obara I, Paterson A, Nazar Z, Portlock J, Husband A. A Consensus Approach to Investigate Undergraduate Pharmacy Students' Experience of Interprofessional Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2017; 81:26. [PMID: 28381886 PMCID: PMC5374915 DOI: 10.5688/ajpe81226] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2015] [Accepted: 12/11/2015] [Indexed: 05/28/2023]
Abstract
Objective. To assess the development of knowledge, attitudes, and behaviors for collaborative practice among first-year pharmacy students following completion of interprofessional education. Methods. A mixed-methods strategy was employed to detect student self-reported change in knowledge, attitudes, and behaviors. Validated survey tools were used to assess student perception and attitudes. The Nominal Group Technique (NGT) was used to capture student reflections and provide peer discussion on the individual IPE sessions. Results. The validated survey tools did not detect any change in students' attitudes and perceptions. The NGT succeeded in providing a milieu for participating students to reflect on their IPE experiences. The peer review process allowed students to compare their initial perceptions and reactions and renew their reflections on the learning experience. Conclusion. The NGT process has provided the opportunity to assess the student experience through the reflective process that was enriched via peer discussion. Students have demonstrated more positive attitudes and behaviors toward interprofessional working through IPE.
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Affiliation(s)
- Hamde Nazar
- Durham University, Stockton-on-Tees, United Kingdom
| | - Ilona Obara
- Durham University, Stockton-on-Tees, United Kingdom
| | | | | | - Jane Portlock
- University of Portsmouth, Portsmouth, United Kingdom
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Sollami A, Caricati L, Mancini T. Attitudes towards Interprofessional Education among Medical and Nursing Students: the Role of Professional Identification and Intergroup Contact. CURRENT PSYCHOLOGY 2017. [DOI: 10.1007/s12144-017-9575-y] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Vaughan B, Moore K, Macfarlane C, Grace S. Australian osteopathic students' perceptions of interprofessional relationships. INT J OSTEOPATH MED 2017. [DOI: 10.1016/j.ijosm.2016.06.004] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Al-Qahtani MF. Measuring healthcare students' attitudes toward interprofessional education. J Taibah Univ Med Sci 2016. [DOI: 10.1016/j.jtumed.2016.09.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
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Beck Dallaghan GL, Lyden E, Meza J, Stoddard H, Bevil C, Collier D, Winnicki M, Nickol D. The Nebraska interprofessional education attitudes scale: A new instrument for assessing the attitudes of health professions students. ACTA ACUST UNITED AC 2016. [DOI: 10.1016/j.xjep.2016.05.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Talwalkar JS, Fahs DB, Kayingo G, Wong R, Jeon S, Honan L. Readiness for interprofessional learning among healthcare professional students. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2016; 7:144-8. [PMID: 27171559 PMCID: PMC4865374 DOI: 10.5116/ijme.570d.7bd8] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2015] [Accepted: 04/12/2016] [Indexed: 05/25/2023]
Abstract
OBJECTIVE The purpose of this study was to investigate attitudes toward interprofessional learning among first year medical, nursing, and physician associate students at an American university at the start of their training. METHODS First year medical (n=101), nursing (n=81), and physician associate (n=35) students were invited to complete an anonymous online survey which included items related to demographic information and the Readiness for Interprofessional Learning Scale. Scores were compared by the general linear model and Duncan's multiple range test while controlling for demographic differences. RESULTS All three groups scored in the high range, indicating readiness for shared learning. Female students, those with advanced degrees, and those with healthcare experience prior to enrolment in health professional school had significantly higher scores than their counterparts. After controlling for differences in demographic factors, nursing students scored significantly higher than physician associate and medical students (F = 6.22, 0.0025). CONCLUSIONS Health professions students demonstrated readiness for interprofessional learning early in their academic programs, however important differences in baseline readiness emerged. These findings suggest that educators consider baseline attitudes of students when designing interprofessional education curricula, and use caution when extrapolating data from other geographies or cultures.
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Affiliation(s)
- Jaideep S. Talwalkar
- Departments of Internal Medicine and Pediatrics, Yale School of Medicine, CT, USA
| | - Deborah B. Fahs
- Division of Acute Care/Health Systems, Yale School of Nursing, CT, USA
| | - Gerald Kayingo
- Betty Irene Moore School of Nursing, University of California Davis, Educ Bldg, Sacramento, CA, USA
| | - Risa Wong
- Department of Medicine, Massachusetts General Hospital, Boston, MA, USA
| | - Sangchoon Jeon
- Division of Acute Care/Health Systems, Yale School of Nursing, CT, USA
| | - Linda Honan
- Division of Acute Care/Health Systems, Yale School of Nursing, CT, USA
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Case-Based Teaching for Interprofessional Postgraduate Trainees in Adolescent Health. J Adolesc Health 2016; 58:567-72. [PMID: 27107910 DOI: 10.1016/j.jadohealth.2016.01.011] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/21/2015] [Revised: 12/22/2015] [Accepted: 01/29/2016] [Indexed: 11/24/2022]
Abstract
PURPOSE Adolescent health providers increasingly work in interprofessional environments. There is a lack of evidence regarding best educational practices for preparing the adolescent health care workforce of the future. We developed, implemented, and evaluated an interprofessional longitudinal case-based curriculum for postgraduate trainees in adolescent health. METHODS Faculty in an academic adolescent medicine division worked collaboratively with recent trainees to develop six teaching cases illustrative of interprofessional care of adolescents. During the 2013-2014 academic year, seven trainees (two social workers, two physicians, one nurse practitioner, one psychologist, and one dietician) completed the six month-long case modules while simultaneously working together in an interprofessional clinic. Trainees completed four-item pre- and post-case questionnaires that assessed confidence with assessment and diagnosis, comfort with counseling skills, ability to devise a treatment plan, and understanding of their colleagues' role for each of the six cases. Participants completed the 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale at three time points during the academic year and a 15-minute interview after their final session. RESULTS Confidence with assessment/diagnosis, comfort counseling adolescents, and the ability to devise treatment plans increased for most case topics, as did understanding of the role of others on the interprofessional team. Mean Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale scores were high at baseline and similar at all three time points. Interviews highlighted the value of role clarity, communication, and learning within interprofessional teams along with modeling from interprofessional faculty. CONCLUSIONS Case-based learning in conjunction with collaborative practice provided a successful teaching strategy for interprofessionals in adolescent health.
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Changes in Attitudes Toward Interprofessional Learning and Collaboration Among Physical Therapy Students Following a Patient Code Simulation Scenario. Cardiopulm Phys Ther J 2015. [DOI: 10.1097/cpt.0000000000000003] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Seaman KL, Caroline E B, Saunders RD. Interprofessional learning in residential aged care: providing optimal care for residents. Aust J Prim Health 2014; 21:360-4. [PMID: 25102943 DOI: 10.1071/py14026] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2014] [Accepted: 07/15/2014] [Indexed: 11/23/2022]
Abstract
Since 2010, a residential aged care provider has been in collaboration with universities in Western Australia to deliver an interprofessional education (IPE) program in residential aged care facilities. The program takes place within a residential aged care setting where university student placements from seven disciplines are integrated into a dynamic interdisciplinary team approach for care delivery. This approach provides the opportunity for two or more professionals to learn together to provide optimal care for residents. In 2012, an extensive research evaluation was performed to demonstrate, among other outcomes, the benefits to the residents and staff involved in the program. Residents, family members and staff from a residential aged care facility were invited to participate in the mixed methods evaluation. The qualitative aspects were digitally recorded, transcribed and thematically analysed. SPSS (SPSS Inc., Chicago, IL, USA) was used to analyse the quantitative data. All were exceptionally satisfied with the IPE program.
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