1
|
Showande SJ, Ibirongbe TP. Interprofessional education and collaborative practice in Nigeria - Pharmacists' and pharmacy students' attitudes and perceptions of the obstacles and recommendations. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:787-800. [PMID: 37482495 DOI: 10.1016/j.cptl.2023.07.013] [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: 11/25/2022] [Revised: 06/23/2023] [Accepted: 07/12/2023] [Indexed: 07/25/2023]
Abstract
INTRODUCTION Many countries have implemented interprofessional education (IPE) and interprofessional collaborative practice (IPCP), but there is a dearth of information on the state of IPE in Nigeria. We evaluated the attitude of Nigerian pharmacy students and pharmacists towards IPE and IPCP and the perceived barriers to and recommendations for the implementation of IPE and IPCP. METHODS A cross-sectional survey of 238 community and hospital pharmacists and 765 pharmacy students in Nigeria was conducted with an online questionnaire using the Interprofessional Attitude Scale. Information on the perceived barriers to and recommendations for implementing IPE was also collected. RESULTS Two hundred and seven pharmacists (87%) and 629 (82.2%) pharmacy students agreed that it is necessary for health profession students to learn together. Perceived barriers to the implementation of IPE and IPCP included professional pride [pharmacists = 51 (21.42%), pharmacy students = 55 (7.19%)], prejudice against other health professions [pharmacists = 35 (14.7%), pharmacy students = 74 (9.67%)], uni-professional training [pharmacists = 5 (2.1%), pharmacy students = 7 (0.92%)], and government policies that discourage IPE and IPCP [pharmacists = 10 (4.2%), pharmacy students = 20 (2.61%)]. Recommendations proposed were the integration of IPE in undergraduate pharmacy curricula, cooperation among health professionals to curb professional rivalry, and the provision of necessary facilities and resources by the government. CONCLUSIONS Nigerian pharmacists and pharmacy students had positive attitudes towards IPE and IPCP. The perceived barriers to implementing IPE in Nigeria include discouraging government policies. Deliberate and implementable government policies on IPE are needed.
Collapse
Affiliation(s)
- Segun J Showande
- University of Ibadan, Faculty of Pharmacy, Department of Clinical Pharmacy and Pharmacy Administration, Ibadan, Oyo State, Nigeria.
| | - Tolulope P Ibirongbe
- University of Ibadan, Faculty of Pharmacy, Department of Clinical Pharmacy and Pharmacy Administration, Ibadan, Oyo State, Nigeria
| |
Collapse
|
2
|
Ganotice FA, Chan L, Chow AYM, Khoo US, Lam MPS, Liu RKW, Poon RPW, Wang MN, Tsoi FHS, Tipoe GL. What characterize high and low achieving teams in Interprofessional education: A self-determination theory perspective. NURSE EDUCATION TODAY 2022; 112:105321. [PMID: 35303541 DOI: 10.1016/j.nedt.2022.105321] [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: 11/16/2021] [Revised: 01/18/2022] [Accepted: 03/01/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVES Calls to promote team-based interprofessional collaborative practice in managing patients with complex health problems are ubiquitous. However, the literature remains silent on what characterises successful teams in interprofessional education (IPE) and on profiling successful teams. To help conceptualise successful teams, this study investigated the differences in attitudes and achievement between high- and low-performing teams in an online asynchronous and synchronous IPE programme, and the role of autonomous motivation in determining team membership. METHODS Using extreme case sampling involving health and social care students, we identified ten high-performing teams and seven low-performing teams based on their team composite scores on three interprofessional collaborative outcomes: team effectiveness, goal achievement, and scores on the readiness assurance test. Each team had five to seven members of diverse backgrounds. Independent t-tests were performed to identify differences in interprofessional collaborative outcomes, namely teamwork and collaboration, patient-centredness, diversity and ethics, community-centeredness, and interprofessional biases for the affective domain and application exercise for the cognitive domain. We employed logistic regression in which autonomous motivation was used to predict group membership. RESULTS High-performing teams were characterised as those whose members endorsed or valued "teamwork and collaboration" in IPE simulations. Compared with the low-performing groups, they better recognised and endorsed diversity and ethics, patient-centeredness, and community-centeredness. Membership to high- and low-performing teams was linked to autonomous motivation. CONCLUSIONS High-performing teams have higher favourable valuing of important interprofessional collaborative competencies, and membership to which is predicted by autonomous motivation. The results suggest the need to pay special attention to struggling teams to facilitate desirable collaborative competencies, especially in terms of members' motivation. Theoretical, methodological, and practical implications are discussed.
Collapse
Affiliation(s)
- Fraide A Ganotice
- Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, China.
| | - Linda Chan
- Department of Family Medicine and Primary Care, the University of Hong Kong, China
| | - Amy Yin Man Chow
- Department of Social Work and Social Administration, the University of Hong Kong, China
| | - Ui Soon Khoo
- Department of Pathology, the University of Hong Kong, China
| | - May Pui San Lam
- Department of Pharmacology and Pharmacy, the University of Hong Kong, China
| | - Rebecca Ka Wai Liu
- Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, China
| | | | | | - Francis Hang Sang Tsoi
- Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, China
| | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, China.
| |
Collapse
|
3
|
Kolcu MIB, Karabilgin Ozturkcu OS, Kolcu G. Turkish adaptation of the interprofessional attitude scale (IPAS). J Interprof Care 2022; 36:684-690. [PMID: 35000543 DOI: 10.1080/13561820.2021.1971636] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The Interprofessional Attitude Scale (IPAS) was developed to measure the core competencies for interprofessional education and collaborative practice, which thepresent study aims to evaluate for adaptation into Turkish. The study was conducted with 254 students from four different faculties related to health sciences. The guideline by Sosua and Rojannasrirat (2011) was followed. Content validity analysis, descriptive analysis, exploratory and confirmatory factor analysis, and correlation analysis were performed. Reliability was assessed using Cronbach's alpha. Descriptive analysis revealed that the majority of the participants agreed with the items (mean scale score was 160.99 ± 15.99). The Item and Scales content validity indices were 0.85-1.00 and 0.93 respectively. In the construct validity analysis, the scale was divided into five sub-dimensions at an acceptable level. The reliability coefficient was calculated as 0.87. In the analysis of scale items variance component percentages estimated for person, for items, and for person × item were 14.1%, 29%, and 56.9%, respectively. In conclusion, IPAS-TR is a valid and reliable tool that can be used to measure interprofessional attitudes.
Collapse
Affiliation(s)
| | | | - Giray Kolcu
- Department of Medical Education and Informatics, Süleyman Demirel University, Isparta, Turkey.,Süleyman Demirel University Vice Director of Institute of Health Sciences, Isparta, Turkey
| |
Collapse
|
4
|
Dippell K, Brueckle MS, Sennekamp M, Wunder A, Pauscher L, Reißner P, Gerlach F, Mergenthal K. "A real eye opener" - development, implementation and evaluation of a seminar on interprofessional teamwork in GP specialty training. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc92. [PMID: 34286072 PMCID: PMC8256127 DOI: 10.3205/zma001488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 02/22/2021] [Accepted: 03/03/2021] [Indexed: 06/13/2023]
Abstract
Introduction: The successful treatment of a multitude of chronic diseases is largely dependent on effective interprofessional collaboration. In Germany, many healthcare employees feel unprepared for the challenges of interprofessional teamwork. Can a seminar designed by an interprofessional team for an interprofessional target group improve mutual understanding and provide the basis for successful interprofessional collaboration? Methodological approach: For the development of the seminar, Kern's model for curriculum development was used, which includes the following six steps: problem identification, needs analysis, goal definition (learning objectives and learning content), educational strategies, implementation and evaluation. The all-day event brought together physiotherapists, pharmacists, medical assistants and doctors undergoing specialist training in family medicine. Representatives of the various professions were recruited through multiple channels (associations, pharmacist societies, alumni-networks, etc.). Practical examples and role-play were used to develop a better understanding of each other's professions and to support goal-oriented and appreciative communication among them. The seminar belongs to the curriculum provided by the Hesse Competence Center for Specialist Training in General Practice and has so far taken place three times. The evaluation was carried out by means of a detailed, self-designed questionnaire with five open and 20 closed questions. The statistical analysis was mainly descriptive (mean value, minimum, maximum and SD). Results: Overall, 29 persons have participated in the workshops (eleven doctors undergoing specialist training, six physiotherapists, six pharmacists, six medical assistants). Overall, the seminar was rated very highly. Individual aspects of the seminar's design, such as relevance and practice-orientation, as well as an assessment of whether the seminar contributed towards increasing participants' ability to collaborate with other professionals, were rated positively. In addition, a pre-post comparison of self-assessed ability to collaborate interprofessionally showed significant improvement. Discussion: This highly interactive one-day seminar design contributed towards improving understanding for other professions and communication skills. In order to achieve a broad-based improvement in interprofessional collaboration over the long term, this or similar concepts should be employed more extensively. Conclusions: The results suggest that participants in interprofessional seminars consider them to improve interprofessional collaboration.
Collapse
Affiliation(s)
- Katharina Dippell
- Goethe Universität, Institut für Allgemeinmedizin, Frankfurt/Main, Germany
| | | | - Monika Sennekamp
- Goethe Universität, Institut für Allgemeinmedizin, Frankfurt/Main, Germany
| | - Armin Wunder
- Goethe Universität, Institut für Allgemeinmedizin, Frankfurt/Main, Germany
| | - Lia Pauscher
- Goethe Universität, Institut für Allgemeinmedizin, Frankfurt/Main, Germany
| | - Pamela Reißner
- Goethe Universität, Institut für Allgemeinmedizin, Frankfurt/Main, Germany
| | - Ferdinand Gerlach
- Goethe Universität, Institut für Allgemeinmedizin, Frankfurt/Main, Germany
| | - Karola Mergenthal
- Goethe Universität, Institut für Allgemeinmedizin, Frankfurt/Main, Germany
| |
Collapse
|
5
|
Ganotice FA, Chow AYM, Fan KKH, Khoo US, Lam MPS, Poon RPW, Tsoi FHS, Wang MN, Tipoe GL. To IPAS or not to IPAS? Examining the construct validity of the Interprofessional Attitudes Scale in Hong Kong. J Interprof Care 2021; 36:127-134. [PMID: 33620020 DOI: 10.1080/13561820.2020.1869705] [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: 10/22/2022]
Abstract
Students' attitudes toward interprofessional teamwork can be linked to successful interprofessional education. This points to the importance of identifying a scale that may be useful in keeping track of the change in students' attitudes over time. In response to this, using a combination of within- and between-network approaches to construct validity, we examined the psychometric acceptability of the Interprofessional Attitude Scale (IPAS) involving 274 Chinese healthcare and social care pre-licensure students in Hong Kong. Overall results indicated that IPAS had good internal consistency. Results of the confirmatory factor analysis provided support to the overall five-factor solution although one negatively worded item obtained non-significant factor loading. Results of the between-network analysis suggest that various subscales of IPAS correlated systematically with other theoretically relevant variables: teamwork attitudes, communication, and team effectiveness. The IPAS is a valid measure to examine predominantly Chinese healthcare and social care students' interprofessional attitudes in online interprofessional education.
Collapse
Affiliation(s)
- Fraide A Ganotice
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong, SAR
| | - Amy Yin Man Chow
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong, SAR
| | - Kelvin Kai Hin Fan
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong, SAR
| | - Ui Soon Khoo
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong, SAR
| | - May Pui San Lam
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong, SAR
| | - Rebecca Po Wah Poon
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong, SAR
| | - Francis Hang Sang Tsoi
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong, SAR
| | - Michael Ning Wang
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong, SAR
| | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong, SAR
| |
Collapse
|
6
|
Boland DH, Juntunen CL, Kim HY, Adams EM, Navarro RL. Integrated Behavioral Health Curriculum in Counseling Psychology Training Programs. COUNSELING PSYCHOLOGIST 2020. [DOI: 10.1177/0011000019895293] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Effective training in integrated behavioral health requires systematic, interprofessional education that is anchored in competencies. We describe core learning objectives, competencies, and strategies for assessing counseling psychology trainees in integrated health care settings. Two programs that have transformed their training to emphasize interprofessional and primary care competencies of psychological practice are presented, along with their training goals and didactic and experiential curricular activities. We describe the assessment of student learning, accompanied by program adjustments implemented to improve student outcomes. We conclude with a call for counseling psychologists to ensure student competency development as members of the interprofessional health care workforce.
Collapse
Affiliation(s)
- Daubney H. Boland
- Southern New Mexico Family Medicine Residency Program, Las Cruces, NM, USA
| | | | - Helen Y. Kim
- New Mexico State University, Las Cruces, NM, USA
| | - Eve M. Adams
- New Mexico State University, Las Cruces, NM, USA
| | | |
Collapse
|
7
|
Juslily M, Astoeti T, Bachtiar A. Knowledge and attitude differences among students at dental-education institutions as a result of interprofessional education. SCIENTIFIC DENTAL JOURNAL 2020. [DOI: 10.4103/sdj.sdj_6_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
|