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de Mendonça BFS, de Carvalho RB, Pacheco KTS. Interprofessional education in undergraduate dental curricula: A systematic review. J Dent Educ 2024; 88:554-566. [PMID: 38361493 DOI: 10.1002/jdd.13464] [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: 05/03/2023] [Revised: 11/14/2023] [Accepted: 01/06/2024] [Indexed: 02/17/2024]
Abstract
INTRODUCTION Health professionals who effectively communicate and coordinate their work increase patient safety and quality of care. Therefore, an interprofessional education (IPE) program may be a valuable addition to the curriculum of health science courses. This study aims to verify how IPE has been implemented in undergraduate dental program curricula. METHODS This is a qualitative systematic review performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines with qualitative and qualitative-quantitative studies selected in the period between 2011 and 2021. The guiding question was as follows: how has IPE been implemented in undergraduate dentistry curricula around the world? The quality of the included articles was assessed using the CASP Qualitative Checklist (2018). RESULTS After the review, 22 studies were selected and data were extracted following the acronym PICo (Population, phenomenon of Interest, and COntext). The majority of studies in which IPE is included in Dentistry come from North American universities. Regarding the IPE teaching methodology, the use of active methodologies was observed and the interprofessional skills most common were role clarity, teamwork, and communication. CONCLUSION This systematic review indicated that Dentistry is included in interprofessional activities in many studies around the world, and primarily with colleagues in medicine, nursing, and pharmacy programs. IPE teaching takes place through the use of active methodologies and develops important skills for interprofessional work.
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Affiliation(s)
- Brígida F S de Mendonça
- Master Program of Dental Sciences/Programa de Pós-Graduação em Ciências Odontológicas, Federal University of Espírito Santo, Vitória, ES, Brazil
| | - Raquel B de Carvalho
- Department of Social Medicine, Master Program of Dental Sciences, Federal University of Espírito Santo, Vitória, ES, Brazil
| | - Karina T S Pacheco
- Department of Social Medicine, Master Program of Dental Sciences, Federal University of Espírito Santo, Vitória, ES, Brazil
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Su J, Xiong JM, Yan FX, Tian XY, Chen YY, Dou CX, Yang QH. Effects of a virtual simulation-based interprofessional education activity for rehabilitation nursing using shared resources: A quasi-experimental study. NURSE EDUCATION TODAY 2023; 126:105832. [PMID: 37167830 DOI: 10.1016/j.nedt.2023.105832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 04/01/2023] [Accepted: 04/22/2023] [Indexed: 05/13/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is crucial for effective clinical practice but remains challenging to be implemented. The IPE activity using virtual simulation (VS) may potentially solve the time and space challenges of in-person interprofessional simulations. Using shared VS resources may increase the popularity of virtual teaching in conditions of limited resources. OBJECTIVES Using shared resources, this study aimed to design and implement a VS-based IPE activity for undergraduate healthcare students, exploring the effects. DESIGN A quasi-experimental design was used, with assessments conducted before and after the activity. SETTINGS One university and its affiliated hospitals in south China. PARTICIPANTS Forty-two undergraduate students majoring in nursing, clinical medicine, and rehabilitation therapy participated in this study. METHODS A test composed of ten questions was used to evaluate knowledge of rehabilitation. The Chinese version of Critical Thinking Disposition Inventory (CTDI-CV) and the Chinese version of Assessment of Interprofessional Team Collaboration in Student Learning Scale (AITCS-II (Student)-CV) were used to evaluate critical thinking and interprofessional collaboration. Participants' opinions about the activity were assessed, considering satisfaction, perceived effectiveness, the ease of shared VS platform use, and suggestions about the activity. RESULTS Significant improvements were shown in pre- and post-test total scores on knowledge of rehabilitation, mean scores for overall critical thinking disposition, and mean item scores on overall interprofessional team collaboration. CONCLUSIONS The study provides a reference for designing and implementing VS-based IPE but the effects of this innovative pedagogy on students' rehabilitation knowledge, critical thinking, and interprofessional collaboration ability still need to be further confirmed. Most of the students gave positive feedback on the activity. Technical issues should be addressed to decrease their impacts on the VS practice experience.
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Affiliation(s)
- Jin Su
- School of Nursing, Jinan University, Guangzhou, China
| | | | - Feng-Xia Yan
- School of Nursing, Jinan University, Guangzhou, China
| | | | - Yan-Ya Chen
- School of Nursing, Jinan University, Guangzhou, China
| | - Chun-Xia Dou
- School of Nursing, Jinan University, Guangzhou, China.
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Renner RM, Ennis M, Maazi M, Dunn S, Norman WV, Kaczorowski J, Guilbert E. Development and pilot testing of the 2019 Canadian Abortion Provider Survey. Pilot Feasibility Stud 2023; 9:49. [PMID: 36959670 PMCID: PMC10034882 DOI: 10.1186/s40814-023-01279-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Accepted: 03/10/2023] [Indexed: 03/25/2023] Open
Abstract
BACKGROUND Substantial changes in abortion care regulations, available medications and national clinical practice guidelines have occurred since a 2012 national Canadian Abortion Provider Survey (CAPS). We developed and piloted the CAPS 2019 survey instrument to explore changes of the abortion provider workforce, their clinical care as well as experiences with stigma and harassment. METHODS We undertook development and piloting in three phases: (1) development of the preliminary survey sections and questions based on the 2012 survey instrument, (2) content validation and feasibility of including certain content aspects via a modified Delphi Method with panels of clinical and research experts, and (3) pilot testing of the draft survey for face validity and clarity of language; assessing usability of the web-based Research Electronic Data Capture platform including the feasibility of complex skip pattern functionality. We performed content analysis of phase 2 results and used a general inductive approach to identify necessary survey modifications. RESULTS In phase 1, we generated a survey draft that reflected the changes in Canadian abortion care regulations and guidelines and included questions for clinicians and administrators providing first and second trimester surgical and medical abortion. In phase 2, we held 6 expert panel meetings of 5-8 participants each representing clinicians, administrators and researchers to provide feedback on the initial survey draft. Due to the complexity of certain identified aspects, such as interdisciplinary collaboration and interprovincial care delivery differences, we revised the survey sections through an iterative process of meetings and revisions until we reached consensus on constructs and questions to include versus exclude for not being feasible. In phase 3, we made minor revisions based on pilot testing of the bilingual, web-based survey among additional experts chosen to be widely representative of the study population. Demonstrating its feasibility, we included complex branching and skip pattern logic so each respondent only viewed applicable questions based on their prior responses. CONCLUSIONS We developed and piloted the CAPS 2019 survey instrument suitable to explore characteristics of a complex multidisciplinary workforce, their care and experience with stigma on a national level, and that can be adapted to other countries.
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Affiliation(s)
- Regina M Renner
- Department of Obstetrics and Gynaecology, University of British Columbia, Suite 930, 1125 Howe Street, Vancouver, BC Canada, V6Z 2K8, Canada.
- Contraception and Abortion Research Team, Women's Health Research Institute, BC Women's Hospital and Health Centre, 4500 Oak Street, Vancouver, BC Canada, V6H 3N1, Canada.
| | - Madeleine Ennis
- Department of Obstetrics and Gynaecology, University of British Columbia, Suite 930, 1125 Howe Street, Vancouver, BC Canada, V6Z 2K8, Canada
- Contraception and Abortion Research Team, Women's Health Research Institute, BC Women's Hospital and Health Centre, 4500 Oak Street, Vancouver, BC Canada, V6H 3N1, Canada
| | - Mahan Maazi
- Contraception and Abortion Research Team, Women's Health Research Institute, BC Women's Hospital and Health Centre, 4500 Oak Street, Vancouver, BC Canada, V6H 3N1, Canada
| | - Sheila Dunn
- Contraception and Abortion Research Team, Women's Health Research Institute, BC Women's Hospital and Health Centre, 4500 Oak Street, Vancouver, BC Canada, V6H 3N1, Canada
- Department of Family and Community Medicine, University of Toronto, 27 King's College Cir, Toronto, ON Canada, M5S 1A1, Canada
| | - Wendy V Norman
- Contraception and Abortion Research Team, Women's Health Research Institute, BC Women's Hospital and Health Centre, 4500 Oak Street, Vancouver, BC Canada, V6H 3N1, Canada
- Department of Family Practice, University of British Columbia, 3Rd Floor David Strangway Building, 5950 University Boulevard, Vancouver, BC Canada, V6T 1Z3, Canada
- Faculty of Public Health and Policy, London School of Hygiene & Tropical Medicine, 15-17 Tavistock Place, London, WC1H 9SH, UK
| | - Janusz Kaczorowski
- Contraception and Abortion Research Team, Women's Health Research Institute, BC Women's Hospital and Health Centre, 4500 Oak Street, Vancouver, BC Canada, V6H 3N1, Canada
- Department of Family and Emergency Medicine, Université de Montréal, Montreal, Pavillon Roger-Gaudry, 2900 Edouard Montpetit Blvd, Montreal, QC, H3T 1J4, Canada
| | - Edith Guilbert
- Contraception and Abortion Research Team, Women's Health Research Institute, BC Women's Hospital and Health Centre, 4500 Oak Street, Vancouver, BC Canada, V6H 3N1, Canada
- Department of Obstetrics, Gynecology and Reproduction, Laval University, 2325 Rue de L'Université, Québec City, QC Canada, G1V 0A6, Canada
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Bally JMG, Spurr S, Hyslop S, Hodgson-Viden H, McNair ED. Using an interprofessional competency framework to enhance collaborative pediatric nursing education and practice. BMC Nurs 2022; 21:147. [PMID: 35689225 PMCID: PMC9185980 DOI: 10.1186/s12912-022-00932-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Accepted: 06/03/2022] [Indexed: 11/30/2022] Open
Abstract
Background Interprofessional education (IPE) provides healthcare students with the knowledge and skills necessary to provide safe and effective collaborative care in a variety of clinical settings. Inclusion of IPE in nursing curricula is required for program accreditation in Canada; a variety of learning strategies at varied levels are used to meet this requirement. As this formal requirement only occurred over the last decade, development, facilitation, and evaluation of IPE interventions are ongoing. Purpose The purpose of this study was to examine if exposure to an introductory IPE activity influenced third-year undergraduate nursing students’ perceived ability to practice competent interprofessional collaboration (IPC). Methods The introductory IPE activity included ten-hours of interactive lectures and related case studies, grounded in the National Interprofessional Competency Framework, delivered by various healthcare professionals in a third-year nursing theory and clinical course. Following completion of the courses, quantitative data were collected via the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) which was used to evaluate nursing students’ change in competencies for IPC. Frequencies, percentages, and means were used to analyze the demographic data, the Cronbach’s alpha coefficient was used to evaluate the internal reliability of the ICCAS, and paired t-tests were conducted to measure the difference from pre- to post-participation for all 20 items and 6 subscales of the ICCAS. Results Study participants (n = 111) completed the ICCAS at the end of the courses to measure change in six competencies. The survey results indicated improvements in all competencies following the IPE activity. Conclusions The significant findings demonstrate that exposure to introductory IPE activities, involving nursing students and other healthcare professionals, hold promise for enhancing IPC in pediatric clinical settings. These findings can be used to inform the development of formal IPE interventions.
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Affiliation(s)
- Jill M G Bally
- College of Nursing, University of Saskatchewan, 104 Clinic Place, Saskatoon, SK, S7N 2Z4, Canada.
| | - Shelley Spurr
- College of Nursing, University of Saskatchewan, 104 Clinic Place, Saskatoon, SK, S7N 2Z4, Canada
| | - Shannon Hyslop
- College of Nursing, University of Saskatchewan, 104 Clinic Place, Saskatoon, SK, S7N 2Z4, Canada
| | - Heather Hodgson-Viden
- College of Medicine, University of Saskatchewan, 107 Wiggins Road, Saskatoon, SK, S7N 5E5, Canada
| | - Erick D McNair
- College of Medicine, University of Saskatchewan, 107 Wiggins Road, Saskatoon, SK, S7N 5E5, Canada
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Muirhead L, Kaplan B, Childs J, Brevick I, Cadet A, Ibraheem Muhammad Y, Kemp L, Coffee-Dunning K, Echt KV. Role Reversal: In-Situ Simulation to Enhance the Value of Interprofessional Team-Based Care. J Nurs Educ 2022; 61:595-598. [PMID: 35533075 DOI: 10.3928/01484834-20220417-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Effective interprofessional team-based care relies critically on understanding and valuing the role of each team member. Using role reversal with multiple levels of interprofessional education trainees, we developed an in-situ simulation learning experience to enhance team-based care coordination. METHOD A mixed-methods approach was used to examine participants' readiness, perceived value, and attitude toward interprofessional learning using in-situ simulation in the context of role reversal. RESULTS Data collected to explore the attitudes related to collaboration in solving a complex clinical case revealed that trainees valued the interprofessional educational (IPE) experience, perceived simulation-based learning as conducive to understanding professional roles, and recognized the value of a team-based approach to Veteran-centered care. CONCLUSION In-situ simulation using role reversal provides a rich and practical approach for IPE implementation where interdisciplinary role appreciation and team-based care can be promoted. [J Nurs Educ. 2022;61(X):XXX-XXX.].
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Hamilton P, Coey-Niebel C, McCaig J, Zlotos L, Power A, Craig G, Peacock S, Paton C. Evaluation of Inter-Professional Education (IPE) with medical, nursing and pharmacy students through a simulated IPL Educational Intervention. Int J Clin Pract 2021; 75:e14725. [PMID: 34382304 DOI: 10.1111/ijcp.14725] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/25/2021] [Accepted: 08/09/2021] [Indexed: 11/28/2022] Open
Abstract
INTRODUCTION Inter-Professional Education (IPE) is becoming an integral part of many professional programmes throughout the United Kingdom, ensuring health professionals are competent to work as part of an inter-professional team upon entry into their profession. IPE has become a fundamental component of curriculum content in health and social care degrees. AIMS Research aim - to evaluate a simulated IPE intervention. METHODS A one day IPE intervention, "Evening On-Call" was run involving nursing and medical students and pre-registration pharmacists (student pharmacists in year 5 of training) in an on-call setting. This IPE incorporated manikin and actor patients in a simulated ward. During the intervention, the 3 groups of students are assessed under observation on their clinical, prioritisation and communication skills. Participants perceptions of this intervention were evaluated by completion of a questionnaire to capture their perceptions regarding the experience, the pre-IPL briefing and post-IPL feedback and perceived relevance of this training. Free text sections collected additional comments and a follow-up questionnaire was sent 6 months later. RESULTS Initial questionnaire feedback was predominantly positive for each professional group. The majority perceived the simulated IPL had given them a greater understanding of other professionals' roles, had enhanced their professional confidence and would help them prioritise workload once qualified. The 6-months follow-up questionnaire supported the initial questionnaire findings. Some responses highlighted that participants believed the simulated IPL had helped them work more effectively with other healthcare professionals, communicate more effectively and better prioritise their workload. There may be some evidence of sustained self-reported effectiveness in teaching certain professional and clinical skills to participants using this type of simulated intervention.
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Affiliation(s)
| | | | | | - Leon Zlotos
- NHS Education for Scotland, Edinburgh, Glasgow, UK
| | - Ailsa Power
- NHS Education for Scotland, Edinburgh, Glasgow, UK
| | - Gail Craig
- NHS Education for Scotland, Edinburgh, Glasgow, UK
| | | | - Catherine Paton
- Medical Education Lanarkshire, Kirklands Hospital, Bothwell, UK
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Carlisle C, Taing MW. Interprofessional education between dentistry and pharmacy students: delivery, barriers and facilitating implementation. Aust Dent J 2021; 66:351-357. [PMID: 34031880 DOI: 10.1111/adj.12856] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2021] [Accepted: 05/13/2021] [Indexed: 10/21/2022]
Abstract
Interprofessional education (IPE) between dentistry and pharmacy students is an approach to teach effective collaborative practice between a team of future health care providers. It relies on the support and motivation of students, staff and professionals to implement a variety of educational strategies and might involve evaluating student progression before and after delivery. Many barriers exist towards the implementation of IPE between dentistry and pharmacy health disciplines and outlining experiences across educational/clinical practice settings and possible solutions would assist in reducing those walls to realization. Implementation of IPE between pharmacy and dentistry undergraduate programs might lead to improved workplace collaborations and reduce medication errors, adverse events and increase in cross-referrals. Interprofessional education within undergraduate training forms the first steps towards reducing the burden on health care systems by enabling effective collaboration to improve patient outcomes. This narrative review describes IPE strategies used between pharmacy and dentistry undergraduate disciplines to enable collaboration, discusses the barriers and facilitators towards implementing IPE, and future directions for IPE education between these two disciplines.
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Affiliation(s)
- C Carlisle
- School of Pharmacy, The University of Queensland, Brisbane, Queensland, Australia
| | - M-W Taing
- School of Pharmacy, The University of Queensland, Brisbane, Queensland, Australia
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Daulton BJ, Romito L, Weber Z, Burba J, Ahmed RA. Application of a Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to Individual Student Performance in a Team-Based Simulation. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2021; 8:23821205211042436. [PMID: 34869901 PMCID: PMC8642035 DOI: 10.1177/23821205211042436] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Accepted: 08/10/2021] [Indexed: 06/13/2023]
Abstract
There are a very limited number of instruments to assess individual performance in simulation-based interprofessional education (IPE). The purpose of this study was to apply the Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to the individualized assessment of medicine, pharmacy, and nursing students (N = 94) in a team-based IPE simulation, as well as to explore potential differences between disciplines, and calculate reliability estimates for utilization of the tool. Results of an analysis of variance provided evidence that there was no statistically significant difference among professions on overall competency (F(2, 91) = 0.756, P = .472). The competency reports for nursing (M = 3.06, SD = 0.45), medicine (M = 3.19, SD = 0.42), and pharmacy (M = 3.08, SD = 0.49) students were comparable across professions. Cronbach's alpha provided a reliability estimate of the tool, with evidence of high internal consistency (α = .92). The interrater reliability of the SITAT was also investigated. There was moderate absolute agreement across the 3 faculty raters using the 2-way mixed model design and "average" unit (kappa = 0.536, P = .000, 95% CI [0.34, 0.68]). The novel SITAT demonstrates internal consistency and interrater reliability when used for evaluation of individual performance during IPE simulation. The SITAT provides value in the education and evaluation of individual students engaged in IPE curriculum.
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Affiliation(s)
- Brittany J Daulton
- Interprofessional Practice and Education Center, Indiana University,
USA
| | - Laura Romito
- Interprofessional Practice and Education Center, Indiana University,
USA
- Biomedical Sciences and Comprehensive Care, Indiana University
School of Dentistry, USA
| | - Zach Weber
- Interprofessional Practice and Education Center, Indiana University,
USA
- Purdue College of Pharmacy, Indiana, USA
| | - Jennifer Burba
- Interprofessional Practice and Education Center, Indiana University,
USA
| | - Rami A Ahmed
- Department of Emergency Medicine, Division of Medical Simulation,
Indiana University School of Medicine, USA
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9
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Mardani M, Cheraghian S, Naeeni SK, Zarifsanaiey N. Effectiveness of virtual patients in teaching clinical decision-making skills to dental students. J Dent Educ 2020; 84:615-623. [DOI: 10.1002/jdd.12045] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2019] [Revised: 12/17/2019] [Accepted: 01/11/2020] [Indexed: 11/08/2022]
Affiliation(s)
- Maryam Mardani
- Oral and Dental Disease Research Center; Department of Oral and Maxillofacial Medicine; School of Dentistry; Shiraz University of Medical Sciences; Shiraz Iran
| | - Sajjad Cheraghian
- School of Dentistry; Shiraz University of Medical Sciences; Shiraz Iran
| | | | - Nahid Zarifsanaiey
- Virtual School, and Center of Excellence for e-Learning in Medical Sciences; Shiraz University of Medical Sciences; Shiraz Iran
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10
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Tucci M, Tong K, Chia K, DiVall M. Curricular and Co-curricular Coverage of Leadership Competencies and the Influence of Extracurricular Engagement on Leadership Development. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6535. [PMID: 30962641 PMCID: PMC6448516 DOI: 10.5688/ajpe6535] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2017] [Accepted: 08/23/2017] [Indexed: 05/13/2023]
Abstract
Objective. To evaluate coverage of leadership-related competencies in a Doctor of Pharmacy (PharmD) curriculum and the impact of co-curricular and extracurricular experiences on students' leadership perceptions and self-efficacy. Methods. Course syllabi were used to comprehensively map the PharmD curriculum to 11 competencies related to the Leadership CAPE outcome. A survey was developed and administered to all first year through fourth year pharmacy (P1-P4) students to evaluate their leadership experience and engagement, and to assess their attitudes and self-efficacy in 11 leadership competencies. Descriptive statistics were used to evaluate student level of engagement in leadership activities and the Mann-Whitney U test was used to compare students' attitudes and self-efficacy based on the extent of leadership engagement. Results. Curriculum mapping revealed that all competencies were covered in at least one course at the introductory or reinforce levels. There were 362 students (68% of all PharmD students) who completed the survey. When responses from students who reported active engagement in pharmacy student organizations (defined as e-board member or chair of committee, N=142 or 39% of respondents) were compared to the rest of the cohort, statistically significantly better attitudes and self-efficacy were seen in 7 of 11 competencies. Perceptions and self-efficacy of the 72 students (19.9%) who reported active engagement in non-pharmacy organizations did not significantly differ from those not actively involved in any organizations. Conclusion. The leadership competencies curriculum mapping exercise was useful in identifying gaps in coverage and depth of coverage, inconsistencies in course objectives accurately reflecting coverage of leadership topics and competencies, and considerations that should be given to co-curricular leadership development. Active leadership engagement in pharmacy student organizations should be encouraged because of associated improved leadership perceptions and self-efficacy.
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Affiliation(s)
- Mitchell Tucci
- Northeastern University School of Pharmacy, Boston, Massachusetts
| | | | - Kelly Chia
- VA Health Care System, Boston, Massachusetts
| | - Margarita DiVall
- Northeastern University School of Pharmacy, Boston, Massachusetts
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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11
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Newsam R. Operating department practitioners and midwives: The undervalued obstetric care collaboration. ACTA ACUST UNITED AC 2018. [DOI: 10.12968/bjom.2018.26.11.714] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Rebecca Newsam
- Operating department practitioner, Liverpool Heart and Chest Hospital NHS Foundation Trust
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12
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Frost JS, Hammer DP, Nunez LM, Adams JL, Chesluk B, Grus C, Harvison N, McGuinn K, Mortensen L, Nishimoto JH, Palatta A, Richmond M, Ross EJ, Tegzes J, Ruffin AL, Bentley JP. The intersection of professionalism and interprofessional care: development and initial testing of the interprofessional professionalism assessment (IPA). J Interprof Care 2018; 33:102-115. [PMID: 30247940 DOI: 10.1080/13561820.2018.1515733] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Valid assessment of interprofessional education and collaborative practice (IPECP) is challenging. The number of instruments that measure various aspects of IPECP, or in various sites is growing, however. The Interprofessional Professionalism Assessment (IPA) measures observable behaviors of health care professionals-in-training that demonstrate professionalism and collaboration when working with other health care providers in the context of people-centered care. The IPA instrument was created by the Interprofessional Professionalism Collaborative (IPC), a national group representing 12 entry-level health professions and one medical education assessment organization. The instrument was created and evaluated over several years through a comprehensive, multi-phasic process: 1) development of construct and observable behaviors, 2) instrument design, expert review and cognitive interviews, and 3) psychometric testing. The IPA contains 26 items representing six domains of professionalism (altruism and caring, excellence, ethics, respect, communication, accountability), and was tested by 233 preceptors rating health profession learners in the final year of their practical training. These preceptors represented 30 different academic institutions across the U.S., worked in various types of practice sites, and evaluated learners representing 10 different entry-level health professions. Exploratory factor analysis suggested four factors (communication, respect, excellence, altruism and caring) using 21 items with the least amount of missing data, and confirmed, for the most part, a priori expectations. Internal consistency reliability coefficients for the entire instrument and its four subscales were high (all greater than 0.9). Psychometric results demonstrate aspects of the IPA's reliability and validity and its use across multiple health professions and in various practice sites.
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Affiliation(s)
- Jody S Frost
- a Education Consultant and Facilitator , President-Elect, National Academies of Practice , Lusby , MD , USA
| | - Dana P Hammer
- b Faculty Lead, Student Professional Development , University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences , Aurora , CO , USA
| | - Loretta M Nunez
- c Director of Academic Affairs and Research Education , American Speech-Language-Hearing Association , Rockville , MD , USA
| | - Jennifer L Adams
- d Associate Dean of Academic Affairs , Idaho State University College of Pharmacy , Meridian , ID , USA
| | - Benjamin Chesluk
- e Clinical Research Associate in Quality Research , American Board of Internal Medicine , Philadelphia , PA , USA
| | - Catherine Grus
- f Deputy Executive Director , Education, American Psychological Association , Washington , DC , USA
| | - Neil Harvison
- g Academic and Scientific Affairs ; American Occupational Therapy Association , Bethesda , MD , USA
| | - Kathy McGuinn
- h Interprofessional Education and Practice Partnerships , Special Advisor for Quality Initiatives, American Association of Colleges of Nursing , Washington , DC , USA
| | - Luke Mortensen
- i Professional Affairs, American Association of Colleges of Osteopathic Medicine , Chevy Chase , MD , USA
| | - John H Nishimoto
- j Southern California College of Optometry at Marshall B. Ketchum University , Fullerton , CA , USA
| | - Anthony Palatta
- k Educational Program Development, Policy Center: Institutional Capacity Building , American Dental Education Association, The Voice of Dental Education , Washington , DC , USA
| | | | - Elisabeth J Ross
- m Student Affairs, American Association of Colleges of Pharmacy , Alexandria , VA , USA
| | - John Tegzes
- n Interprofessional Practice & Education, Western University of Health Sciences , Pomona , CA , USA
| | - Alexis L Ruffin
- o Medical Education/Academic Affairs, Association of American Medical Colleges , Washington , DC , USA
| | - John P Bentley
- p Pharmacy Administration, Department of Pharmacy Administration , University of Mississippi, School of Pharmacy , MS , USA
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Urbanová E, Bašková M, Maskálová E, Kvaltínyová E. Creation of virtual patients for midwifery education. Midwifery 2018; 62:1-5. [PMID: 29614387 DOI: 10.1016/j.midw.2018.03.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2017] [Revised: 03/06/2018] [Accepted: 03/12/2018] [Indexed: 11/19/2022]
Abstract
OBJECTIVE The objective of the study was to create several new, original virtual patients (VPs) in the Slovak language, especially for educational purposes in midwifery. SETTING Virtual patients have been created for the needs of university midwifery education in Slovakia. MODEL The creation of the six virtual patients basically consisted of three fixed stages: preparation, design and development, implementation into the virtual environment. We used the Open Labyrinth (OL) virtual environment, an open-source system for creating VPs. The VPs include six various scenarios of the most common problems seen in midwifery practice: preterm birth, perinatal loss, gestational diabetes, ineffective breastfeeding, postpartum bleeding and sudden home birth. FINDINGS Currently, six original virtual patients are used in university midwifery education in Slovakia. We use them for contact teaching as well as self-study of students. They present the first VPs in Slovakia and the Czech Republic created in academic settings in these countries. CONCLUSIONS The future perspective of a virtual patient as an interactive process between the student and the medium is that it can deepen and improve learning outcomes, solve specific midwifery issues, and reduce mistakes in the clinical environment.
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Affiliation(s)
- Eva Urbanová
- Department of Midwifery, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Malá Hora 5, 036 01 Martin, Slovak Republic
| | - Martina Bašková
- Department of Midwifery, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Malá Hora 5, 036 01 Martin, Slovak Republic.
| | - Erika Maskálová
- Department of Midwifery, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Malá Hora 5, 036 01 Martin, Slovak Republic
| | - Eva Kvaltínyová
- Simulation Education Center, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Slovak Republic
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