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Berger L, Topitzes J, Di Paolo M. Training Master of Social Work Students in Brief Intervention for Unhealthy Alcohol Use: Results of a Validated Adherence Assessment. SUBSTANCE USE & ADDICTION JOURNAL 2024; 45:299-306. [PMID: 38258841 DOI: 10.1177/29767342231214407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/24/2024]
Abstract
BACKGROUND Many social workers receive limited training in working with clients engaged in unhealthy substance use. As a result, national organizations and agencies such as the Council on Social Work Education and individual social work programs are beginning to address this need by incorporating training into higher education social work programs. The purpose of this study was to examine Master of Social Work (MSW) students' adherence to a brief intervention protocol for unhealthy alcohol use. METHODS A total of 91 MSW students consented to the assessment of their digital, audio-recorded class assignment by independent raters. RESULTS Although 90% of MSW student participants were found to be overall adherent to the protocol, gaps in training quality were also identified. CONCLUSIONS Lessons learned for addressing the gaps are discussed, along with future directions for teaching and learning in social work related to substance use.
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Affiliation(s)
- Lisa Berger
- Department of Social Work, Helen Bader School of Social Welfare, University of Wisconsin-Milwaukee, Milwaukee, WI, USA
| | - James Topitzes
- Department of Social Work, Helen Bader School of Social Welfare, University of Wisconsin-Milwaukee, Milwaukee, WI, USA
| | - Michelle Di Paolo
- Department of Social Work, Helen Bader School of Social Welfare, University of Wisconsin-Milwaukee, Milwaukee, WI, USA
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Schlosser-Hupf S, Aichner E, Meier M, Albaladejo-Fuertes S, Ruttmann K, Rusch S, Michels B, Mehrl A, Kunst C, Schmid S, Müller M. Evaluating the impact of interprofessional training wards on patient satisfaction and clinical outcomes: a mixed-methods analysis. Front Med (Lausanne) 2024; 11:1320027. [PMID: 38444410 PMCID: PMC10912604 DOI: 10.3389/fmed.2024.1320027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Accepted: 02/02/2024] [Indexed: 03/07/2024] Open
Abstract
Introduction Interprofessional teamwork is pivotal in modern healthcare, prompting the establishment of interprofessional training wards since 1996. While these wards serve as hubs for optimizing healthcare professional collaboration and communication, research into patient outcomes remains notably sparse and geographically limited, predominantly examining patient satisfaction and sparingly exploring other metrics like mortality or self-discharge rates. This study seeks to bridge this gap, comparing patient outcomes in interprofessional training wards and conventional wards under the hypothesis that the former offers no disadvantage to patient outcomes. Materials and methods We explored patient outcomes within an interprofessional student ward called A-STAR at a University Hospital from October 2019 to December 2022. Engaging with patients discharged between May 2021 and April 2022, we utilized digital and paper-based anonymous questionnaires, catering to patient preference, to gather pertinent data. Results Analysis of outcomes for 1,482 A-STAR (interprofessional student ward) and 5,752 conventional ward patients revealed noteworthy findings. A-STAR patients tended to be younger (59 vs. 61 years, p < 0.01) and more frequently male (73.5% vs. 70.4%, p = 0.025). Vital clinical outcomes, such as discharges against medical advice, complication-driven readmissions, and ICU transfers, were statistically similar between groups, as were mortality rates (1.2% vs. 1.3%, p = 0.468). A-STAR demonstrated high patient satisfaction, underscored by positive reflections on team competence, ward atmosphere, and responsiveness to concerns, emphasizing the value placed on interprofessional collaboration. Patient narratives commended team kindness, lucid explanations, and proactive involvement. Discussion This data collectively underscores the safety and reliability of patient care within training wards, affirming that patients can trust the care provided in these settings. Patients on the interprofessional ward demonstrated high satisfaction levels: 96.7% appreciated the atmosphere and conduct of ward rounds. In comparison, 98.3% were satisfied with the discussion and information about their treatment during their hospital stay.
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Affiliation(s)
- Sophie Schlosser-Hupf
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Elisabeth Aichner
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Marcus Meier
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Sheila Albaladejo-Fuertes
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Kirstin Ruttmann
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
- Nursing Development Department of the Care Management Head Office, University Hospital Regensburg, Humboldt-Universität zu Berlin, Regensburg, Germany
| | - Sophia Rusch
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Bernhard Michels
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Alexander Mehrl
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Claudia Kunst
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Stephan Schmid
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Martina Müller
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
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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.
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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
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Kalb E, Robiner WN, Bruschwein H, Seay A, Grus C, Ward WL. Interprofessional Education in Psychology Doctoral Programs, Internships, and Postdoctoral Training: A Survey of Training Directors. J Clin Psychol Med Settings 2023:10.1007/s10880-023-09968-y. [PMID: 37440144 DOI: 10.1007/s10880-023-09968-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/20/2020] [Indexed: 07/14/2023]
Abstract
Interprofessional Education (IPE) is intended to prepare health professionals for teambased care. Little is known about IPE offerings for psychology trainees. The article reports on a survey of training directors (263) from graduate school, internship, and fellowship programs about IPE in a 39-item survey. Most programs have IPE activities across 17 types (e.g., classroom didactics, IP team care, Grand Rounds, simulations, etc.), though 34% reported no or poorly coordinated IPE. Barriers included limited funding/protected time and conflicting student schedules. Resources needed for implementing IPE included incorporating IPE into clinical settings, curricular materials, and evaluation tools. Only 15% felt institutional leadership considered IPE a high priority. Training directors need leadership engagement and support, protected time, and administrative support as well as faculty development for event design and facilitation skills. This study is an exploratory first step, more granular investigation of quality and quantity of IPE from training directors' perspectives is needed.
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Affiliation(s)
- Elizabeth Kalb
- College of Nursing and Health Professions, University of Southern Indiana, Evansville, IN, USA
| | - William N Robiner
- Departments of Medicine and Pediatrics, University of Minnesota Medical School, Minneapolis, MN, USA
| | | | - Amy Seay
- College of Medicine, University of Arkansas for Medical Sciences, Arkansas Children's Hospital, 1 Children's Way Slot 12-21, Little Rock, AR, 72202, USA
| | | | - Wendy L Ward
- College of Medicine, University of Arkansas for Medical Sciences, Arkansas Children's Hospital, 1 Children's Way Slot 12-21, Little Rock, AR, 72202, USA.
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Vamos CA, Foti TR, Reyes Martinez E, Pointer Z, Detman LA, Sappenfield WM. Identification of Clinician Training Techniques as an Implementation Strategy to Improve Maternal Health: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6003. [PMID: 37297607 PMCID: PMC10252379 DOI: 10.3390/ijerph20116003] [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: 03/15/2023] [Revised: 05/23/2023] [Accepted: 05/25/2023] [Indexed: 06/12/2023]
Abstract
Training is a key implementation strategy used in healthcare settings. This study aimed to identify a range of clinician training techniques that facilitate guideline implementation, promote clinician behavior change, optimize clinical outcomes, and address implicit biases to promote high-quality maternal and child health (MCH) care. A scoping review was conducted within PubMed, CINAHL, PsycInfo, and Cochrane databases using iterative searches related to (provider OR clinician) AND (education OR training). A total of 152 articles met the inclusion/exclusion criteria. The training involved multiple clinician types (e.g., physicians, nurses) and was predominantly implemented in hospitals (63%). Topics focused on maternal/fetal morbidity/mortality (26%), teamwork and communication (14%), and screening, assessment, and testing (12%). Common techniques included didactic (65%), simulation (39%), hands-on (e.g., scenario, role play) (28%), and discussion (27%). Under half (42%) of the reported training was based on guidelines or evidence-based practices. A minority of articles reported evaluating change in clinician knowledge (39%), confidence (37%), or clinical outcomes (31%). A secondary review identified 22 articles related to implicit bias training, which used other reflective approaches (e.g., implicit bias tests, role play, and patient observations). Although many training techniques were identified, future research is needed to ascertain the most effective training techniques, ultimately improving patient-centered care and outcomes.
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Affiliation(s)
- Cheryl A. Vamos
- USF’s Center of Excellence in Maternal and Child Health Education, Science & Practice, The Chiles Center, College of Public Health, University of South Florida, Tampa, FL 33612, USA
| | - Tara R. Foti
- College of Public Health, University of South Florida, Tampa, FL 33612, USA; (T.R.F.); (Z.P.)
| | - Estefanny Reyes Martinez
- College of Public Health, Florida Perinatal Quality Collaborative, University of South Florida, Tampa, FL 33612, USA;
| | - Zoe Pointer
- College of Public Health, University of South Florida, Tampa, FL 33612, USA; (T.R.F.); (Z.P.)
| | - Linda A. Detman
- The Chiles Center, College of Public Health, Florida Perinatal Quality Collaborative, University of South Florida, Tampa, FL 33612, USA; (L.A.D.); (W.M.S.)
| | - William M. Sappenfield
- The Chiles Center, College of Public Health, Florida Perinatal Quality Collaborative, University of South Florida, Tampa, FL 33612, USA; (L.A.D.); (W.M.S.)
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Gysin S, Huber M, Feusi E, Gerber-Grote A, Witt CM. Interprofessional education day 2019 - a qualitative participant evaluation. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc52. [PMID: 36540564 PMCID: PMC9733473 DOI: 10.3205/zma001573] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 07/11/2022] [Accepted: 08/04/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVE Interprofessional education (IPE) is when two or more students from different professions learn with, from, and about each other to improve collaboration and quality of healthcare. In October 2019, a first interprofessional education (IPE) day was held in the canton of Zurich with the aim of teaching interprofessional skills to participating students. METHODOLOGY The IPE day was developed by an interprofessional team of students. After a short introduction, the roles and tasks of the professional groups involved were discussed. This was followed by two case studies with simulation persons and reflection rounds. For the evaluation of the day, 15 semi-structured interviews with students and lecturers were conducted and qualitatively evaluated by means of thematic analysis. RESULTS The students and lecturers had a very positive experience of the IPE day. Especially the participation of medical and pharmacy students, the practical case studies with simulation persons and the informal exchange during the breaks were appreciated. There was room for improvement in the development of role models. Through an open attitude and good communication, the students learned to know and appreciate the competencies of the other professional groups. All those interviewed wished for more interprofessional teaching opportunities and the students felt encouraged to apply what they had learned in their later professional practice. CONCLUSION The IPE day could be carried out successfully and the didactic concept worked largely well. The evaluation provided subjective evidence that the students were able to improve the interprofessional competencies of teamwork, communication, openness, appreciation and reflectiveness. In the future, the IPE day should be anchored in the curricula.
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Affiliation(s)
- Stefan Gysin
- University of Lucerne, Department of Health Sciences and Medicine, Lucerne, Switzerland
| | - Marion Huber
- ZHAW Zurich University of Applied Sciences (ZHAW), Department of Health, Zurich, Switzerland
| | - Emanuel Feusi
- ZHAW Zurich University of Applied Sciences (ZHAW), Department of Health, Zurich, Switzerland
| | - Andreas Gerber-Grote
- ZHAW Zurich University of Applied Sciences (ZHAW), Department of Health, Zurich, Switzerland
| | - Claudia M. Witt
- University Hospital Zurich and University of Zurich, Institute for Complementary and Integrative Medicine, Zurich, Switzerland
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Olsen AA, Lupton-Smith CP, Rodgers PT, McLaughlin JE. Characterizing Research About Interprofessional Education Within Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8541. [PMID: 34615627 PMCID: PMC8500280 DOI: 10.5688/ajpe8541] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Accepted: 03/08/2021] [Indexed: 06/13/2023]
Abstract
Objective. To determine how interprofessional education (IPE) in pharmacy has been studied, namely which disciplines have engaged in IPE research initiatives, the research methodologies that have been used, and what journals have published in this area.Findings. In the 145 IPE studies included in the review, the authors represented 13 different disciplines (3.2±1.5 disciplines per study). Pharmacy authors most commonly published with co-authors from nursing, medicine, and health management and support and most frequently served as first author or last author. The IPE activities involved 4.0 student disciplines (SD = 1.9) and 211.8 students (SD = 280.1), and most commonly included nursing (n = 104, 71.7%), medicine (n = 102, 70.3%), and health management and support students (n = 50, 34.5%). Most studies did not include an author from each student discipline involved in the IPE (n = 88, 60.7%). Further, a majority of studies used nonrandomized groupings (n = 103, 71.0%) with quantitative data (n = 74, 51.0%) and most were published in an interprofessional journal (n = 65, 44.8%) or pharmacy-specific journal (n = 45, 31.0%).Summary. Pharmacists have increased their engagement in IPE research as demonstrated by the number of articles published and authorship order position. However, mismatches between student disciplines and author disciplines on published papers elucidate opportunities to foster collaborations that position students for success within a collaborative healthcare environment.
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Affiliation(s)
- Amanda A Olsen
- University of Texas-Arlington, College of Education, Arlington, Texas
| | - Carly P Lupton-Smith
- Johns Hopkins University, Bloomberg School of Public Health, Baltimore, Maryland
| | - Philip T Rodgers
- University of North Carolina, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Tilley CP, Roitman J, Zafra KP, Brennan M. Real-time, simulation-enhanced interprofessional education in the care of older adults with multiple chronic comorbidities: a utilization-focused evaluation. Mhealth 2021; 7:3. [PMID: 33634186 PMCID: PMC7882276 DOI: 10.21037/mhealth-19-216] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/22/2019] [Accepted: 06/01/2020] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Interprofessional education (IPE) is a curricular requirement for all healthcare professional education standards. To foster learning about, from and with each other, consistent with the Interprofessional Education Consortium's Core Competencies, many graduate schools are integrating interprofessional (IP) simulation experiences throughout their educational curricula, providing multiple opportunities for health professional students to collaborate and practice together. High-fidelity, real-time simulations help students from diverse professional backgrounds to apply their classroom learning in realistic clinical situations, utilize mobile technology to access clinical decision support (CDS) software, and receive feedback in a safe setting, ensuring they are practice-ready upon graduation. METHODS New York University Rory Meyers College of Nursing (NYU) and Long Island University College of Pharmacy (LIU) partnered for two consecutive years to create, coordinate and implement two interprofessional educational simulations involving patients with chronic cardiovascular disease. A utilization-focused evaluation of high-fidelity, simulation-enhanced IPE (Sim-IPE) was implemented to assess students' IP competencies before and after their participation in the IPE-simulation and their overall satisfaction with the experience. The Interprofessional Collaborative Competency Attainment Survey (ICCAS), a reliable instrument, was administered to both doctor of pharmacy students and primary care advanced practice nursing students before and after each simulation experience. Additionally, student satisfaction surveys were administered following the IPE-simulation. RESULTS Aggregated means revealed statistically significant improvements in each of the six domains including communication, collaboration, roles and responsibilities, collaborative patient/family approach, conflict resolution and team functioning. Student ratings revealed positive experiences with the IPE-simulations. CONCLUSIONS High-fidelity, real-time IPE-simulation is a powerful pedagogy to help graduate students from different professional backgrounds practice applying IP competencies in simulated experiences. Quality improvement studies and research studies are needed to assess the impact of high-fidelity, real-time simulations throughout graduate curricula with different types of patients to improve coordinated, team approaches to treatment.
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Affiliation(s)
- Charles P. Tilley
- Department of Nursing, Calvary Hospital and Hospice, The Bronx, NY, USA
- New York University Rory Meyers College of Nursing, New York, NY, USA
| | - Janna Roitman
- Long Island University (LIU) Arnold & Marie Schwartz College of Pharmacy and Health Sciences, Brooklyn, NY, USA
| | | | - Mary Brennan
- New York University Rory Meyers College of Nursing, New York, NY, USA
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Noureddine N, Hagge DK, Kashkouli P. Student-Reported Attitudes during an Interprofessional Palliative Care Learning Experience: Implications for Dual-Professional Identity, Interdisciplinary Bias, and Patient Outcomes. Palliat Med Rep 2020; 1:307-313. [PMID: 34223490 PMCID: PMC8241387 DOI: 10.1089/pmr.2020.0096] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/16/2020] [Indexed: 11/18/2022] Open
Abstract
Background: The geriatric population in the United States is in need of palliative care (PC), yet it is not consistently established in the curriculum across health care training programs. There is a clarion call to reform the education of health care students using interprofessional education (IPE). The Joint Commission reported that communication errors represent two-thirds of the causes behind provider sentinel events in health care. Objective: The purpose of this study was to design, implement, and assess an IPE curriculum on PC to understand interprofessional student attitudes. Design/Setting: Three professors conducted a mixed-methods study at a California university involving an IPE PC event for 40 nursing and speech-language pathology students, and administered the Interprofessional Attitudes Survey (IPAS) and reflective questions. Results: Qualitative findings indicated that students increased their knowledge about PC and the purpose/value of IPE. Four out of the five IPAS subscales had positive outcomes: teamwork and roles/responsibilities, patient-centeredness, diversity/ethics, and community-centeredness. Interprofessional-biases subscale revealed that 33% of the participants reported biases toward students from other health care disciplines, and 35% reported that students from other health care disciplines held similar biases toward them. However, only 25% did not believe that the interdisciplinary biases interfered with patient outcomes. Conclusion: The study identified the existence of interprofessional biases and prejudices that may impede collaboration among health care professionals resulting in reduced health care outcomes. Faculty and health educators are encouraged to embed IPE into a multidisciplinary curriculum that dismantles preexisting interdisciplinary biases and stereotypes, and constructs dual-professional identity. IRB ID #904203-1.
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Affiliation(s)
- Nassrine Noureddine
- School of Nursing, California State University Sacramento, Sacramento, California, USA
| | - Darla K. Hagge
- Department of Communication Sciences and Disorders, California State University Sacramento, Sacramento, California, USA
| | - Pouria Kashkouli
- Hospital Medicine and Palliative Care, University of California, Department of Internal Medicine, Davis Medical Center, Sacramento, California, USA
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Smith CJ, Matthias T, Beam E, Wampler K, Pounds L, Nickol D, Shope RJ, Carlson K, Michael K. A Mixed-Methods Evaluation of Medical Residents' Attitudes Towards Interprofessional Learning and Stereotypes Following Sonography Student-Led Point-of-Care Ultrasound Training. J Gen Intern Med 2020; 35:3081-3086. [PMID: 32779142 PMCID: PMC7572976 DOI: 10.1007/s11606-020-06105-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Accepted: 07/30/2020] [Indexed: 12/24/2022]
Abstract
BACKGROUND Point-of-care ultrasound (POCUS) training is growing across internal medicine graduate medical education, but lack of trained faculty is a barrier to many programs. Interprofessional education (IPE) may offer a solution but must overcome potential biases of trainees. AIM To evaluate the impact of an interprofessional POCUS training on residents' attitudes towards interprofessional learning and stereotypes. SETTING Midwestern health sciences university. PARTICIPANTS Diagnostic medical sonography (DMS) students (n = 13) served as teachers for first-year internal medicine residents (IMR) (n = 49). PROGRAM DESCRIPTION DMS students participated in a train-the-trainer session to learn teaching strategies via case-based simulation, then coached IMR to acquire images of the kidneys, bladder, and aorta on live models. PROGRAM EVALUATION Mixed-methods evaluation, including pre-/post-surveys and focus group interviews. The survey response rate was 100% (49/49 IMR). Composite survey scores evaluating residents' attitudes towards IPE and stereotyping of sonographers improved significantly following the intervention. Qualitative analysis of focus group interviews yielded four themes: enhanced respect for other disciplines, implications for future practice, increased confidence of DMS students, and interest in future IPE opportunities. DISCUSSION Interprofessional POCUS education can improve residents' perceptions towards IPE, increase their level of respect for sonographers, and motivate interest in future interprofessional collaboration.
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Affiliation(s)
- Christopher J Smith
- Department of Internal Medicine, Division of General Internal Medicine, Section of Hospital Medicine, Nebraska Medical Center, University of Nebraska Medical Center, Omaha, NE, USA.
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA.
| | - Tabatha Matthias
- Department of Internal Medicine, Division of General Internal Medicine, Section of Hospital Medicine, Nebraska Medical Center, University of Nebraska Medical Center, Omaha, NE, USA
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA
| | - Elizabeth Beam
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA
| | - Kathryn Wampler
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA
- Department of Medical Imaging & Therapeutic Sciences, Diagnostic Medical Sonography Program, University of Nebraska Medical Center, Omaha, NE, USA
| | - Lea Pounds
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA
- Department of Health Promotion, University of Nebraska Medical Center, Omaha, NE, USA
| | - Devin Nickol
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA
- Department of Internal Medicine, Division of General Internal Medicine, University of Nebraska Medical Center, Omaha, NE, USA
| | - Ronald J Shope
- Department of Health Promotion, University of Nebraska Medical Center, Omaha, NE, USA
| | - Kristy Carlson
- Department of Internal Medicine, Division of General Internal Medicine, Section of Hospital Medicine, Nebraska Medical Center, University of Nebraska Medical Center, Omaha, NE, USA
| | - Kimberly Michael
- Interprofessional Academy of Educators, University of Nebraska Medical Center, Omaha, NE, USA
- Department of Medical Imaging & Therapeutic Sciences, Diagnostic Medical Sonography Program, University of Nebraska Medical Center, Omaha, NE, USA
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El-Awaisi A, Sheikh Ali S, Abu Nada A, Rainkie D, Awaisu A. Insights from healthcare academics on facilitating interprofessional education activities. J Interprof Care 2020; 35:760-770. [PMID: 32921206 DOI: 10.1080/13561820.2020.1811212] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Facilitators are of paramount importance to the success of interprofessional education (IPE) activities; hence, it is crucial to explore their perspectives and experiences in delivering IPE in Qatar. Using an exploratory case study approach, semi-structured interviews were conducted, in 2018, among faculty members, who had facilitated at least one IPE activity in Qatar, from healthcare professional education programs at Qatar University Colleges of Pharmacy, Medicine, and Health Sciences, Weill Cornell Medicine in Qatar, the University of Calgary in Qatar, and the College of North Atlantic. Interviews were recorded and transcribed verbatim. Inductive thematic content analysis was implemented. Twenty-one interviews were conducted with the following professions represented: medicine (n = 6), pharmacy (n = 5), nursing (n = 4), biomedical science (n = 3), respiratory theory (n = 2) and public health (n = 1). Four main themes emerged from the interviews: drivers to facilitator involvement that included interest and commitment to IPE and awareness of collaborative practice benefits; facilitator participation which was based on facilitator attributes and preparedness and readiness for IPE facilitation; the organizational support in terms of dedicated structure for IPE and IPE design and delivery and; student participation in terms of group dynamics and student engagement. Some key recommendations include having a dedicated unit for IPE, scheduling protected time for IPE, and organizing facilitators' training and debriefing workshops. The facilitators valued and appreciated IPE in preparing students for future collaborative practice. These findings can inform the development of quality and sustainable IPE activities in the future.
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Affiliation(s)
- Alla El-Awaisi
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | | | - Aya Abu Nada
- Pharmacy Department, Sidra Medicine, Doha, Qatar
| | - Daniel Rainkie
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Ahmed Awaisu
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
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Hermansyah A, Wulandari L, Kristina SA, Meilianti S. Primary health care policy and vision for community pharmacy and pharmacists in Indonesia. Pharm Pract (Granada) 2020; 18:2085. [PMID: 32774531 PMCID: PMC7392514 DOI: 10.18549/pharmpract.2020.3.2085] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022] Open
Abstract
The practice of community pharmacy in low and middle-income countries, including in Indonesia, is often described as in the state of infancy with several intractable barriers that have been substantially and continuously hampering the practice. Such description might be valid in highlighting how pharmacy is practiced and the conditions within and beyond community pharmacy organizations. Therefore, it is not surprising that the concept of integrating community pharmacy into the primary care system may not be considered in the contemporary discourse despite the fact that community pharmacy has been operating within communities for years. However, in the case of Indonesia, we argue that changes in the health care system within the past decade particularly with the introduction of the universal health coverage (UHC) in 2014, may have significantly amplified the role of pharmacists. There is good evidence which highlights the contribution of pharmacist as a substantial health care element in primary care practice. The initiative for employing pharmacist, identified in this article as primary care pharmacist, in the setting of community health center [puskesmas] and the introduction of affiliated or contracted community pharmacy under the UHC have enabled pharmacist to work together with other primary care providers. Moreover, government agenda under the “Smart Use of Medicines” program [Gema Cermat] recognizes pharmacists as the agent of change for improving the rational use of medicines in the community. Community pharmacy is developing, albeit slowly, and is able to grasp a novel position to deliver pharmacy-related primary care services to the general public through new services, for example drug monitoring and home care. Nevertheless, integrating community pharmacy into primary care is relatively a new notion in the Indonesian setting, and is a challenging process given the presence of barriers in the macro, meso- and micro-level of practice.
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Affiliation(s)
- Andi Hermansyah
- Faculty of Pharmacy, Airlangga University. Surabaya (Indonesia).
| | - Luh Wulandari
- Faculty of Medicine, Udayana University. Bali (Indonesia).
| | - Susi A Kristina
- Faculty of Pharmacy, University Gadjah Mada. Yogyakarta (Indonesia).
| | - Sherly Meilianti
- Department of practice and policy, School of Pharmacy, University College London. London (United Kingdom).
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Ataollahi M, Amini M, Delavari S, Bazrafkan L, Jafari P. Reliability and validity of the Persian version of readiness for inter-professional learning scale. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2019; 10:203-207. [PMID: 31683258 PMCID: PMC7246112 DOI: 10.5116/ijme.5da4.37c2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/01/2018] [Accepted: 10/14/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVES To assess the validity and reliability of the Persian version of the Readiness for Inter-Professional Learning Scale (RIPLS). METHODS A cross-sectional study was performed among final-year medical students in Iran. A total of 200 students completed the Persian versions of the RIPLS questionnaire using convenience sampling. To evaluate the construct validity of the RIPLS questionnaire, data were subjected to confirmatory factor analysis (CFA). Some goodness-of-fit indicators were used to assess the hypothesized model. The hypothesised models were tested with LISREL 7.8. RESULTS Cronbach's alphas for 9 teamwork and collaboration (TAC), 3 negative professional identity (NPI), 4 positive professional identity (PPI) and 3 Roles and responsibilities (RAR) items were 0.89, 0.60, 0.86 and 0.28 respectively. The whole RIPLS was found to be highly reliable (19 items; α= 0.94). The set of fit statistics show that the hypothesised four-factor model fits the sample data. CONCLUSIONS The results of the study show that the Persian version of the RIPLS may be a valid and reliable scale. In addition, the results of CFA show that the hypothesised four-factor model appears to be a good fit to the data. However, the Persian version of the subscales of NPI and RAR needs to be developed. The implications and limitations of the study are discussed.
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Affiliation(s)
- Marzieh Ataollahi
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Somayeh Delavari
- Evidence Based Medicine Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Leila Bazrafkan
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - peyman Jafari
- Department of Biostatistics, Shiraz University of Medical Sciences, Shiraz, Iran
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14
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Irajpour A, Farzi S, Saghaei M, Ravaghi H. Effect of interprofessional education of medication safety program on the medication error of physicians and nurses in the intensive care units. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2019; 8:196. [PMID: 31807588 PMCID: PMC6852381 DOI: 10.4103/jehp.jehp_200_19] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 04/13/2019] [Accepted: 05/11/2019] [Indexed: 05/27/2023]
Abstract
BACKGROUND The safety of hospitalized patients in the intensive care units (ICUs) is threatened due to incidents and adverse events, including medication errors. Medication error refers to any preventable event at different stage of medication process, such as prescription, transcription, distributing medication, and administration, which can lead to incorrect use of medicines or damage to the patient. This study aimed at investigating the effect of the interprofessional education of medication safety program on medication errors of physicians and nurses in the ICUs. MATERIALS AND METHODS The study was conducted using a quasi-experimental method (single group, before and after) in 2017. The setting of the study included one ICU of selected teaching hospital affiliated to Isfahan University of Medical Sciences located in the Central Iran with a total of 23 beds. Participants included 50 members of the health-care team (physician, nurse, and clinical pharmacist) with at least 1 year of work experience in the ICUs. Participants were selected using censuses sampling method. Data were collected using a two-section self-made questionnaire. Data were analyzed through descriptive, analytical statistics, and version 16 of the SPSS software (P < 0.05). RESULTS According to reporting of physicians, nurses, and clinical pharmacist, the medication error 1 month after implementation, the interprofessional education of medication safety program was significantly lower than before the implementation of it (P < 0.001). CONCLUSIONS Interprofessional education helps to improve interprofessional collaboration and patient care through the promotion of various professions of health to increase interprofessional collaboration compared to single profession education, which individuals learn in isolation and merely in their profession. Therefore, interprofessional education of medication safety program can reduce medication error and promote patient safety in the ICUs.
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Affiliation(s)
- Alireza Irajpour
- Department of Critical Care Nursing, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Sedigheh Farzi
- Department of Adult Health Nursing, Nursing and Midwifery Care Research Centre, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Mahmoud Saghaei
- Department of Anaesthesiology, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Hamid Ravaghi
- Department of Health Services Management, School of Health Management and Information Science, Iran University of Medical Sciences, Tehran, Iran
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Ascione FJ. Preparing Pharmacists for Collaborative/Integrated Health Settings. PHARMACY 2019; 7:pharmacy7020047. [PMID: 31137532 PMCID: PMC6630742 DOI: 10.3390/pharmacy7020047] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2019] [Revised: 05/14/2019] [Accepted: 05/16/2019] [Indexed: 11/24/2022] Open
Abstract
Pharmacy practice is changing to accommodate the need for pharmacists to be better team members in newly emerging collaborative care and integrated health systems. Pharmacy schools could lead this change by educating students to be effective participants in these relatively new models of care. Schools are encouraged to follow the approach outlined in the recent guidance published by the Health Professions Accreditors Collaborative (HPAC) for interprofessional practice and education (“the new IPE”). This approach includes articulating an IPE plan, establishing goals, assessing student achievement of the necessary IPE competencies, developing educational plans that are multi-faceted and longitudinal, and modifying the existing assessment/evaluation process to ensure the quality of the IPE effort. These curricular decisions should be based on existing and new research on the effectiveness of IPE on student’s attitudes, knowledge, skills, and behavior. A key decision is how to create effective interactions between pharmacy students and those of other professions. Educational emphasis should be directed toward team building skills, not just individual competencies. The pharmacy faculty probably need to enhance their teaching abilities to accommodate this change, such as learning new technology (e.g., simulations, managing online exchanges) and demonstrating a willingness to teach students from other professions.
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Affiliation(s)
- Frank J Ascione
- UM Center for Interprofessional Education, University of Michigan College of Pharmacy, Ann Arbor, MI 48109, USA.
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16
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Student Evaluation of Interprofessional Experiences between Medical and Graduate Biomedical Students. ACTA ACUST UNITED AC 2019; 9. [PMID: 31327981 DOI: 10.22230/jripe.2019v9n1a274] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Background Interprofessional education (IPE) has fostered increased collaboration and appreciation for different disciplines among health professionals but has yet to be established in a translational research setting. Interprofessional experiences (IPEx) implemented early in student training could increase translational research productivity. Methods and Findings Ten students involved in an IPE curriculum wrote autoethnographic accounts that were coded and emergent themes were grouped through constant comparative analysis. IPE led to improvements in communication, trust, appreciation, and an increased desire to seek IPE in future careers. Challenges included administrative barriers and interpersonal conflicts. Conclusions Participants found IPE beneficial to their careers and developed a respect for each other's discipline. To implement IPE, institutions should consider possible administrative challenges and inclusion of conflict management training.
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Smith CJ, Matthias T, Beam E, Wampler K, Pounds L, Nickol D, Carlson K, Michael K. Building a bigger tent in point-of-care ultrasound education: a mixed-methods evaluation of interprofessional, near-peer teaching of internal medicine residents by sonography students. BMC MEDICAL EDUCATION 2018; 18:321. [PMID: 30591050 PMCID: PMC6307233 DOI: 10.1186/s12909-018-1437-2] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Accepted: 12/18/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Point-of-care-ultrasound (POCUS) training is expanding in undergraduate and graduate medical education, but lack of trained faculty is a major barrier. Two strategies that may help mitigate this obstacle are interprofessional education (IPE) and near-peer teaching. The objective of this study was to evaluate a POCUS course in which diagnostic medical sonography (DMS) students served as near-peer teachers for internal medicine residents (IMR) learning to perform abdominal sonography. METHODS Prior to the IPE workshop, DMS students participated in a train-the-trainer session to practice teaching and communication skills via case-based simulation. DMS students then coached first-year IMR to perform POCUS examinations of the kidney, bladder, and gallbladder on live models. A mixed-methods evaluation of the interprofessional workshop included an objective structured clinical exam (OSCE), course evaluation, and qualitative analysis of focus group interviews. RESULTS Twenty-four of 24 (100%) IMR completed the OSCE, averaging 97.7/107 points (91.3%) (SD 5.2). Course evaluations from IMR and DMS students were globally positive. Twenty three of 24 residents (96%) and 6/6 DMS students (100%) participated in focus group interviews. Qualitative analysis identified themes related to the learning environment, scanning technique, and suggestions for improvement. IMR felt the interprofessional training fostered a positive learning environment and that the experience complimented traditional faculty-led workshops. Both groups noted the importance of establishing mutual understanding of expectations and suggested future workshops have more dedicated time for DMS student demonstration of scanning technique. CONCLUSION An interprofessional, near-peer workshop was an effective strategy for teaching POCUS to IMR. This approach may allow broader adoption of POCUS in medical education, especially when faculty expertise is limited.
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Affiliation(s)
- Christopher J. Smith
- Department of Internal Medicine, University of Nebraska Medical Center, Section of Hospital Medicine, 986430 Nebraska Medical Center, Omaha, NE 68198-6430 USA
| | - Tabatha Matthias
- Department of Internal Medicine, University of Nebraska Medical Center, Section of Hospital Medicine, 986430 Nebraska Medical Center, Omaha, NE 68198-6430 USA
| | - Elizabeth Beam
- University of Nebraska Medical Center, Interprofessional Academy of Educators, 987115 Nebraska Medical Center, Omaha, NE 68198-7115 USA
| | - Kathryn Wampler
- Department of Medical Imaging & Therapeutic Sciences, Diagnostic Medical Sonography Program, University of Nebraska Medical Center, 984545 Nebraska Medical Center, Omaha, NE 68198-4545 USA
| | - Lea Pounds
- Department of Health Promotion, University of Nebraska Medical Center, 984395 Nebraska Medical Center, Omaha, NE 68198-4320 USA
| | - Devin Nickol
- Department of Internal Medicine, Division of General Internal Medicine, University of Nebraska Medical Center, 986430 Nebraska Medical Center, Omaha, NE 68198-6430 USA
| | - Kristy Carlson
- Department of Internal Medicine, Section of Hospital Medicine, 986430 Nebraska Medical Center, Omaha, NE 68198-6430 USA
| | - Kimberly Michael
- Department of Medical Imaging & Therapeutic Sciences, Diagnostic Medical Sonography Program, University of Nebraska Medical Center, 984545 Nebraska Medical Center, Omaha, NE 68198-4545 USA
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Odole AC, Odunaiya NA, Ajadi OI. Interprofessional education among Nigerian clinical students: implications for interprofessional care. J Interprof Care 2018; 33:645-653. [PMID: 30428727 DOI: 10.1080/13561820.2018.1544545] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Interprofessional education (IPE) is effective for teaching health profession students about the roles of different healthcare professionals for collaborative practice. This study was designed to investigate clinical students' awareness, knowledge, and perception of IPE. A mixed method convergent parallel design of Cross-Sectional Survey (CSS) and Focus Group Discussion (FGD) was used. Data on awareness, perception and knowledge about IPE were collected using a self-developed, content-validated questionnaire and Readiness for Interprofessional Learning Scale, respectively, and was analysed using Chi-Square, and Mann-Whitney U test at α = 0.05. For the FGD, data were collected from 13 purposively selected students in a Nigerian university and analysed through content thematic analysis. Participants in the CSS were aged 21.9 ± 2.0 years. Over half of the participants (57.4%) reported being unaware of IPE. More than half (73.0%) of the participants that were aware had good knowledge. Majority (93.3%) had a positive perception of IPE. There was a significant association between participants' knowledge and perception (p = 0.008) of IPE; however, there was no significant association (p = 0.051) between their awareness and perception. Also, there were no significant sex variations in the knowledge of IPE (0.371). However, there was a significant sex difference in their perception (p = 0.008). Some of the discussants in the FGD reported being aware of the term IPE. Discussants had at least fair knowledge of IPE and reported that IPE is important; and supports its formal implementation and inclusion in the curricula of study; emphasizing that it should be started early enough in their training. Awareness of interprofessional education is sub-optimal among these clinical students, however more than half of those who were aware had good knowledge. Most of them had a positive perception. There is a need to improve clinical students' awareness and knowledge about IPE by using integrated seminars and implementing IPE into the curricula of their training.
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Affiliation(s)
| | - Nse AyoOluwa Odunaiya
- Department of Physiotherapy, College of Medicine, University of Ibadan, Ibadan, Nigeria
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19
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El-Awaisi A, Joseph S, El Hajj MS, Diack L. A comprehensive systematic review of pharmacy perspectives on interprofessional education and collaborative practice. Res Social Adm Pharm 2018; 14:863-882. [DOI: 10.1016/j.sapharm.2017.11.001] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2017] [Revised: 10/25/2017] [Accepted: 11/01/2017] [Indexed: 10/18/2022]
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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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21
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McClain EK. Osteopathic Medical Education: Answering the Call. J Osteopath Med 2018; 118:216-218. [DOI: 10.7556/jaoa.2018.045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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22
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Terreri LA, Homish GG, Wahler RG, Brody PM, Ohtake PJ. Impact of Interprofessional Falls Risk Assessment Program on Student Perceptions of Other Healthcare Professionals. ACTA ACUST UNITED AC 2017. [DOI: 10.1016/j.xjep.2017.08.009] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Davis AM, Affenito SG. Interprofessional Education to Create and Sustain High-Performance Teams to Support Our Transforming Health Care System and Future Educational Model: How Nutrition and Dietetics Can “Weigh-in”. J Acad Nutr Diet 2017; 117:1871-1876. [DOI: 10.1016/j.jand.2016.10.021] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2016] [Indexed: 11/25/2022]
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Bovijn J, Kajee N, Esterhuizen TM, Van Schalkwyk SC. Research involvement among undergraduate health sciences students: a cross-sectional study. BMC MEDICAL EDUCATION 2017; 17:186. [PMID: 29037185 PMCID: PMC5644181 DOI: 10.1186/s12909-017-1025-x] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2017] [Accepted: 10/05/2017] [Indexed: 06/01/2023]
Abstract
BACKGROUND The development of research capacity among undergraduates is an important intervention in countering the documented decrease in medical and health sciences researchers. The literature on undergraduate research generally emanates from smaller scale studies that have been conducted in high income countries, with a focus on medical students. This cross-sectional study was conducted in a Sub-Saharan country, included a population of medical and allied health professions (AHP) students, and aimed to improve our understanding of the factors influencing undergraduate student research. METHODS A questionnaire was distributed to all students enrolled in an undergraduate programme at the Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa (including Medicine and four AHP programmes). Data was collected on a number of demographic characteristics and on 3 major outcome-themes: "voluntary research involvement", "self-perceived research competence" and "future research participation". Associations between characteristics and outcome themes were explored. RESULTS In total, 1815 students participated in the study (response rate 80.2%). Of all the demographic variables, discipline (AHP programmes vs. Medicine), male gender and prior undergraduate experience in a science degree were significantly associated with voluntary research involvement. Significantly higher levels of self-perceived research competence and greater interest in future research participation, were seen among participants from AHP programmes; males; and those with previous or current voluntary research involvement. Ethnicity and geographic background were not significantly associated with any of our outcomes. CONCLUSIONS Our results offer important new evidence in support of the imperative to diversify the research work-force, in Sub-Saharan Africa and globally. Enhanced efforts aimed at achieving better academic representation in terms of gender, ethnicity, geographical and socio-economic backgrounds are strengthened by the findings of this study. Potential student researchers represent an important group amenable to further intervention. Further research may be required to explore the factors that determine the progression from interest to future participation in research.
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Affiliation(s)
- J. Bovijn
- Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Western Cape South Africa
| | - N. Kajee
- Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Western Cape South Africa
| | - T. M. Esterhuizen
- Centre for Evidence Based Health Care, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Western Cape South Africa
| | - S. C. Van Schalkwyk
- Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Western Cape South Africa
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Renschler L, Rhodes D, Cox C. Effect of interprofessional clinical education programme length on students' attitudes towards teamwork. J Interprof Care 2017; 30:338-46. [PMID: 27152538 DOI: 10.3109/13561820.2016.1144582] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
This article reports on a study involving a range of health professions students who participated in similar one-semester (short) or two-semester (long) interprofessional clinical education programmes that focused on clinical assessment of senior citizens living independently in the community. Students' attitudes towards teamwork skills and perceptions of their own teamwork skills both before and after the programmes were assessed using two validated scales. Osteopathic medical student participants reported no significant changes in attitudes towards interprofessional healthcare teamwork skills or their perceptions of their own interprofessional teamwork skills after either the one- or two-semester programmes. For athletic training, speech-language pathology, exercise sciences, public health, and nursing students, though, attitudes towards teamwork skills significantly improved (p < .05) after the one-semester programme; and perceptions of their own team skills significantly improved (p < .05) after both the one- and two-semester programmes. Overall, this study provides some support for interprofessional teamwork attitude change, but with a significant difference between medical as compared to nursing, allied health, and public health students.
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Affiliation(s)
- Lauren Renschler
- a Department of Health Science , Truman State University , Kirksville , Missouri , USA
| | - Darson Rhodes
- a Department of Health Science , Truman State University , Kirksville , Missouri , USA
| | - Carol Cox
- a Department of Health Science , Truman State University , Kirksville , Missouri , USA
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Oxelmark L, Nordahl Amorøe T, Carlzon L, Rystedt H. Students' understanding of teamwork and professional roles after interprofessional simulation-a qualitative analysis. Adv Simul (Lond) 2017; 2:8. [PMID: 29450009 PMCID: PMC5806292 DOI: 10.1186/s41077-017-0041-6] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2016] [Accepted: 03/22/2017] [Indexed: 11/10/2022] Open
Abstract
Background This study explores how interprofessional simulation-based education (IPSE) can contribute to a change in students' understanding of teamwork and professional roles. A series of 1-day training sessions was arranged involving undergraduate nursing and medical students. Scenarios were designed for practicing teamwork principles and interprofessional communication skills by endorsing active participation by all team members. Methods Four focus groups occurred 2-4 weeks after the training. Thematic analysis of the transcribed focus groups was applied, guided by questions on what changes in students' understanding of teamwork and professional roles were identified and how such changes had been achieved. Results The first question, aiming to identify changes in students' understanding of teamwork, resulted in three categories: realizing and embracing teamwork fundamentals, reconsidering professional roles, and achieving increased confidence. The second question, regarding how participation in IPSE could support the transformation of students' understanding of teamwork and of professional roles, embraced another three categories: feeling confident in the learning environment, embodying experiences, and obtaining an outside perspective. Conclusions This study showed the potential of IPSE to transform students' understanding of others' professional roles and responsibilities. Students displayed extensive knowledge on fundamental teamwork principles and what these meant in the midst of participating in the scenarios. A critical prerequisite for the development of these new insights was to feel confident in the learning environment. The significance of how the environment was set up calls for further research on the design of IPSE in influencing role understanding and communicative skills in significant ways.
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Affiliation(s)
- Lena Oxelmark
- 1Institute of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, PO Box 457, Gothenburg, SE 405 30 Sweden
| | - Torben Nordahl Amorøe
- 2Simulation Centre West, Sahlgrenska University Hospital and University of Gothenburg, Gothenburg, Sweden
| | - Liisa Carlzon
- 2Simulation Centre West, Sahlgrenska University Hospital and University of Gothenburg, Gothenburg, Sweden
| | - Hans Rystedt
- 3Department of Education, Communication & Learning, University of Gothenburg, Gothenburg, Sweden
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27
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Grover AB, Lim A, Hadley DE. Interprofessional education and the new educator: Getting started with planning and implementation. Am J Health Syst Pharm 2017; 73:950-5. [PMID: 27325877 DOI: 10.2146/ajhp150322] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Affiliation(s)
- Anisha B Grover
- Philadelphia College of PharmacyUniversity of the SciencesPhiladelphia,
| | - Alice Lim
- Philadelphia College of PharmacyUniversity of the SciencesPhiladelphia, PA
| | - Diane E Hadley
- Philadelphia College of PharmacyUniversity of the SciencesPhiladelphia, PA
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El-Awaisi A, Wilby KJ, Wilbur K, El Hajj MS, Awaisu A, Paravattil B. A Middle Eastern journey of integrating Interprofessional Education into the healthcare curriculum: a SWOC analysis. BMC MEDICAL EDUCATION 2017; 17:15. [PMID: 28095829 PMCID: PMC5240233 DOI: 10.1186/s12909-016-0852-5] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2016] [Accepted: 12/21/2016] [Indexed: 05/20/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is an emerging concept in the Middle East with a number of health professional degree programs continually striving to meet international accreditation requirements to enhance the quality of education and ensure high standards are maintained. Using the College of Pharmacy at Qatar University (CPH QU) as a model, this article describes the IPE initiatives coordinated through the College's IPE Committee, with representation from fourteen programs at four Healthcare institutions: Qatar University; Weill Cornell Medical College in Qatar; the University of Calgary in Qatar; and the College of North Atlantic in Qatar. These activities are based on the model proposed by the University of British Columbia across the different pharmacy professional years. Learning objectives for these initiatives were selected from the IPE shared competency domains and competency statements developed for Qatar context. METHOD A meeting with six faculty members, who have been instrumental to designing and executing the IPE activities in the previous 2 years, was convened. Faculty members reflected on IPE activities and collaborations with other participating programs. A structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework was used to guide discussion. The discussion was recorded and notes were taken during the meeting. Raised points were categorized into each SWOC category for the final analysis. RESULTS Implementation of IPE program is a major undertaking with a number of challenges that require invested time to overcome. This article highlights the importance of incorporating IPE into healthcare curricula to graduate students ready for collaborative practice in the workforce. Learning objectives for IPE initiatives need to be based on shared competency domains. When developing and implementing an IPE program it is necessary to align activities under a strong theoretical framework. This should be done under the leadership of an IPE steering group or committee to oversee the integration of IPE into the healthcare curriculum. CONCLUSION The article presents many lessons learned through IPE implementation that are relevant to other academic institutions keen to incorporate IPE into their programs and also provides a successful model for integrating IPE into healthcare curricula.
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Affiliation(s)
| | | | - Kerry Wilbur
- College of Pharmacy, Qatar University, Doha, Qatar
| | | | - Ahmed Awaisu
- College of Pharmacy, Qatar University, Doha, Qatar
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Fallatah HI. Introducing inter-professional education in curricula of Saudi health science schools: An educational projection of Saudi Vision 2030. J Taibah Univ Med Sci 2016. [DOI: 10.1016/j.jtumed.2016.10.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
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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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Difference in student pharmacist attitudes and readiness for interprofessional learning after an activity with student nurses. ACTA ACUST UNITED AC 2016. [DOI: 10.1016/j.xjep.2016.04.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Kashner TM, Hettler DL, Zeiss RA, Aron DC, Bernett DS, Brannen JL, Byrne JM, Cannon GW, Chang BK, Dougherty MB, Gilman SC, Holland GJ, Kaminetzky CP, Wicker AB, Keitz SA. Has Interprofessional Education Changed Learning Preferences? A National Perspective. Health Serv Res 2016; 52:268-290. [PMID: 26990439 DOI: 10.1111/1475-6773.12485] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVE To assess how changes in curriculum, accreditation standards, and certification and licensure competencies impacted how medical students and physician residents value interprofessional team and patient-centered care. PRIMARY DATA SOURCE The Department of Veterans Affairs Learners' Perceptions Survey (2003-2013). The nationally administered survey asked a representative sample of 56,569 U.S. medical students and physician residents, with a comparison group of 78,038 nonphysician trainees, to rate satisfaction with 28 elements, in two overall domains, describing their clinical learning experiences at VA medical centers. STUDY DESIGN Value preferences were scored as independent adjusted associations between an element (interprofessional team, patient-centered preceptor) and the respective overall domain (clinical learning environment, faculty, and preceptors) relative to a referent element (quality of clinical care, quality of preceptor). PRINCIPAL FINDINGS Physician trainees valued interprofessional (14 percent vs. 37 percent, p < .001) and patient-centered learning (21 percent vs. 36 percent, p < .001) less than their nonphysician counterparts. Physician preferences for interprofessional learning showed modest increases over time (2.5 percent/year, p < .001), driven mostly by internal medicine and surgery residents. Preferences did not increase with trainees' academic progress. CONCLUSIONS Despite changes in medical education, physician trainees continue to lag behind their nonphysician counterparts in valuing experience with interprofessional team and patient-centered care.
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Affiliation(s)
- T Michael Kashner
- Department of Veterans Affairs, Office of Academic Affiliations, Washington, DC.,Loma Linda University Medical School, Loma Linda, CA
| | - Debbie L Hettler
- Department of Veterans Affairs, Office of Academic Affiliations, Washington, DC.,Pennsylvania College of Optometry and College of Health Sciences, Salus University, Elkins Park, PA
| | - Robert A Zeiss
- Department of Veterans Affairs, Office of Academic Affiliations, Washington, DC
| | - David C Aron
- Louis Stokes Cleveland DVA Medical Center, Cleveland, OH.,School of Medicine, Weatherhead School of Management, Case Western Reserve University, Cleveland, OH
| | - David S Bernett
- VA Medical Center, Office of Academic Affiliations, St. Louis, MO
| | - Judy L Brannen
- Department of Veterans Affairs, Office of Academic Affiliations, Washington, DC.,Virginia Commonwealth University, Richmond, VA
| | - John M Byrne
- Loma Linda University Medical School, Loma Linda, CA.,Jerry L. Pettis Memorial VA Medical Center, Loma Linda, CA
| | - Grant W Cannon
- George E. Wahlen VA Medical Center, Salt Lake City, UT.,School of Medicine, University of Utah, Salt Lake City, UT
| | - Barbara K Chang
- Department of Veterans Affairs, Office of Academic Affiliations, Washington, DC.,University of New Mexico School of Medicine, Albuquerque, NM
| | - Mary B Dougherty
- Department of Veterans Affairs, Office of Academic Affiliations, Washington, DC
| | - Stuart C Gilman
- Department of Veterans Affairs, Office of Academic Affiliations, Washington, DC.,University of California Irvine School of Medicine, Irvine, CA
| | - Gloria J Holland
- Department of Veterans Affairs, Office of Academic Affiliations, Washington, DC
| | - Catherine P Kaminetzky
- Center for Education and Development, VA Puget Sound Health Care System, Seattle, WA.,University of Washington School of Medicine, Seattle, WA
| | - Annie B Wicker
- Department of Veterans Affairs, Office of Academic Affiliations, Washington, DC
| | - Sheri A Keitz
- Department of Medicine, UMass-Memorial Medical Center at the University of Massachusetts, Worcester, MA
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Hodges HF, Massey AT. Interprofessional problem-based learning project outcomes between prelicensure baccalaureate of science in nursing and doctor of pharmacy programs. J Nurs Educ 2016; 54:201-6. [PMID: 25826760 DOI: 10.3928/01484834-20150318-03] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2014] [Accepted: 12/22/2014] [Indexed: 11/20/2022]
Abstract
BACKGROUND Persistently high medical error rates, caregiver dissatisfaction, and compromised patient safety often result from poorly coordinated, increasingly complex health care. Barriers to interprofessional health professions education persist despite the urgent calls for improved quality and safety. Investigators explored the effects of a problem-based learning (PBL) strategy between prelicensure doctorate of pharmacy (PharmD) and baccalaureate nursing (BSN) students. METHOD A descriptive design was used to compare the learning gains and satisfaction with a PBL hybrid approach for BSN and PharmD prelicensure student groups over three academic terms. RESULTS Consistent with earlier works, content-based learning gains and student satisfaction were not significantly different between groups. Narrative data provide insight into perceived benefits, barriers, and perspectives of participating students and facilitators. CONCLUSION Attributes of this pedagogical approach provide opportunity for prelicensure students to explore professional interdependence while adequately mastering fact-based content.
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Paterson D, Shivananda S, Helou SE, Fusch C, Mukerji A. Impact of interprofessional education on noninvasive ventilation in a tertiary neonatal intensive care unit. CANADIAN JOURNAL OF RESPIRATORY THERAPY : CJRT = REVUE CANADIENNE DE LA THERAPIE RESPIRATOIRE : RCTR 2016; 52:81-84. [PMID: 30123022 PMCID: PMC6073516] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Abstract
OBJECTIVE To evaluate the impact and effectiveness of an experiential interprofessional education workshop on noninvasive ventilation (NIV) in the setting of a neonatal intensive care unit. METHODS In the present cross-sectional study, a full-day workshop, consisting of didactic and hands-on components, was developed to assess knowledge and perceptions, and to disseminate the latest evidence and practical aspects of NIV use. All health care professionals (HCPs) were asked to participate. Pre- and post-participation questionnaires and knowledge tests were used to assess the effectiveness of knowledge transfer, and to seek participants' reflections on the utility of the workshop. RESULTS Among 214 participants, 206 (96%) and 195 (91%) completed the pre- and post-participation questionnaires, respectively. The majority agreed (14%) or strongly agreed (75%) that NIV education was important for their role. Participants scored their perceived comfort with NIV following the workshop highly (median 5 [interquartile range (IQR) 1]) on a five-point Likert scale and 96% would recommend it to a colleague. Median knowledge scores on NIV, assessed as percent correct responses, increased from 74% (IQR 16) to 86% (IQR 11) (P<0.05). CONCLUSIONS A focused, context-specific workshop helped improve understanding and comfort among HCPs while reducing misconceptions about NIV. Further research to assess optimal delivery of NIV education and impact on patient outcomes is required.
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El-Awaisi A, Diack L, Joseph S, El Hajj M. Perspectives of pharmacy students, pharmacy academics and practicing pharmacists on interprofessional education and collaborative practice: a comprehensive systematic review protocol. ACTA ACUST UNITED AC 2015; 13:70-92. [DOI: 10.11124/jbisrir-2015-2115] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2015] [Revised: 05/26/2015] [Accepted: 05/27/2015] [Indexed: 10/31/2022]
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Starr SR, Kautz JM, Sorita A, Thompson KM, Reed DA, Porter BL, Mapes DL, Roberts CC, Kuo D, Bora PR, Elraiyah TA, Murad MH, Ting HH. Quality Improvement Education for Health Professionals. Am J Med Qual 2015; 31:209-16. [DOI: 10.1177/1062860614566445] [Citation(s) in RCA: 49] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
| | | | | | | | | | | | | | | | - Daniel Kuo
- University of Washington Internal Medicine Residency Program, Seattle, WA
| | | | | | | | - Henry H. Ting
- New York Presbyterian Hospital and Healthcare System, The University Hospital for Columbia and Cornell, New York, NY
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Fallatah HI, Jabbad R, Fallatah HK. Interprofessional Education as a Need: The Perception of Medical, Nursing Students and Graduates of Medical College at King Abdulaziz University. ACTA ACUST UNITED AC 2015. [DOI: 10.4236/ce.2015.62023] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Herge EA, Hsieh C, Waddell-Terry T, Keats P. A Simulated Clinical Skills Scenario to Teach Interprofessional Teamwork to Health Profession Students. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2015; 2:10.4137_JMECD.S18928. [PMID: 35187250 PMCID: PMC8855409 DOI: 10.4137/jmecd.s18928] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2014] [Revised: 10/29/2014] [Accepted: 10/31/2014] [Indexed: 06/07/2023]
Abstract
The Eastern Pennsylvania Delaware Geriatric Education Center developed an Interprofessional Clinical Skills Scenario (CSS) to facilitate development of teamwork skills, specifically decision making, communication and collaboration, in health professions students in medicine, nursing, pharmacy, occupational and physical therapy programs. The case scenario provides students with the opportunity to practice communication and collaboration with a team and standardized patient and caregiver in a simulated clinical setting. The CSS was integrated into an existing occupational therapy course in 2011. Students were recruited by faculty from various schools (health professions, pharmacy, nursing, medicine) throughout the university to participate in the CSS. The program evaluation included demographic assessment, process, and outcome measures. 166 students have participated in the CSS. Pre- and post-tests measured students' attitude toward healthcare teams. A Team Observation Tool was used by faculty and standardized patients/caregivers to evaluate student teams on communication, information sharing, and team interaction. A satisfaction survey was completed by the learners at the end of the CSS. This simulated Clinical Skills Scenario is a practical, interactive exercise that allows teams of interprofessional students to practice teamwork skills and patient-centered care with standardized patients and caregivers. Following a review of the learning activity and evaluation tools, the authors reflect on the effectiveness of the evaluation process for this CSS.
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Affiliation(s)
- Eileen Adel Herge
- Department of Occupational Therapy, Combined BSMS OT Program, Jefferson School of Health Professions, Thomas Jefferson University, Philadelphia, PA, USA
| | - Christine Hsieh
- Eastern Pennsylvania Delaware Geriatric Education Center, Department of Family and Community Medicine, Jefferson Medical College, Thomas Jefferson University, Philadelphia, PA, USA
| | - Tarae Waddell-Terry
- Delaware County Community College, Allied Health, Emergency Services and Nursing Department, Media, PA, USA
| | - Pamela Keats
- Department of Occupational Therapy, Jefferson School of Health Professions, Thomas Jefferson University, Philadelphia, PA, USA
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Lash DB, Barnett MJ, Parekh N, Shieh A, Louie MC, Tang TTL. Perceived benefits and challenges of interprofessional education based on a multidisciplinary faculty member survey. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2014; 78:180. [PMID: 25657367 PMCID: PMC4315202 DOI: 10.5688/ajpe7810180] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2014] [Accepted: 04/03/2014] [Indexed: 05/19/2023]
Abstract
OBJECTIVE To identify differences among faculty members in various health professional training programs in perceived benefits and challenges of implementing interprofessional education (IPE). METHODS A 19-item survey using a 5-point Likert scale was administered to faculty members across different health disciplines at a west coast, multicollege university with osteopathic medicine, pharmacy, and physician assistant programs. RESULTS Sixty-two of 103 surveys (60.2%) were included in the study. Faculty members generally agreed that there were benefits of IPE on patient outcomes and that implementing IPE was feasible. However, group differences existed in belief that IPE improves care efficiency (p=0.001) and promotes team-based learning (p=0.001). Program divergence was also seen in frequency of stressing importance of IPE (p=0.009), preference for more IPE opportunities (p=0.041), and support (p=0.002) within respective college for IPE. CONCLUSIONS Despite consensus among faculty members from 3 disciplines that IPE is invaluable to their curricula and training of health care students, important program level differences existed that would likely need to be addressed in advance IPE initiatives.
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Affiliation(s)
- David Benjamin Lash
- Touro University California College of Pharmacy, Vallejo, CA
- Co-primary author
| | - Mitchell J. Barnett
- Touro University California College of Pharmacy, Vallejo, CA
- Co-primary author
| | - Nirali Parekh
- Touro University California College of Pharmacy, Vallejo, CA
| | - Anita Shieh
- Touro University California College of Pharmacy, Vallejo, CA
| | - Maggie C. Louie
- Touro University California College of Pharmacy, Vallejo, CA
- Dominican University of California, San Rafael, CA
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Fostering Intentional Interdisciplinary Leadership in Developmental Disabilities: The North Carolina LEND Experience. Matern Child Health J 2014; 19:290-9. [DOI: 10.1007/s10995-014-1618-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Sullivan K, Charrette A, Massey C, Bartlett D, Walker C, Bond I, Bylaska-Davies P, Scheidt NA, Fong JJ. Interprofessional education with a community fall prevention event. J Interprof Care 2014; 29:374-6. [PMID: 25317499 DOI: 10.3109/13561820.2014.969834] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Implementation of interprofessional education (IPE) among multiple professional degree programs has many challenges. Students from four health science programs: pharmacy; nursing; physician assistant studies and physical therapy participated in an interprofessional community fall prevention event. This paper briefly describes the development of this IPE opportunity and the assessment of changes on students' attitudes about IPE after participation in the event. Differing views on teamwork and professional roles are reported by professions. Positive attitudes towards interprofessional teamwork were observed after participation in the event. Based on these data, it appears that an interprofessional community service event offers a useful approach forward for incorporating IPE into the curricula of different health care programs.
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Maheux B, Côté L, Sobanjo O, Authier L, Lajeunesse J, Leclerc M, Lefort L. Collaboration between family physicians and nurse clinicians: opinions of graduates in family medicine. CANADIAN FAMILY PHYSICIAN MEDECIN DE FAMILLE CANADIEN 2014; 60:e416-e422. [PMID: 25122832 PMCID: PMC4131978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
OBJECTIVE To determine whether graduating family physicians are exposed to collaboration between family physicians and nurse clinicians during their training, as well as their opinions about shared care between doctors and nurse clinicians in the delivery of patient care. DESIGN Anonymous online survey. SETTING Two French-Canadian university family medicine residency programs. PARTICIPANTS The 2010 and 2011 graduating family physicians (N = 343) from the University of Montreal and Laval University in Quebec. MAIN OUTCOME MEASURES The extent to which nurse clinicians in graduating family physicians' training milieu were involved in preventive and curative patient care activities, and graduates' opinions about nurse clinicians sharing care with physicians. RESULTS Of 343 graduates, 186 (54.2%) participated in the survey. Although as residents in family medicine their exposure to shared care with nurse clinicians was somewhat limited, respondents indicated that they were generally quite open to the idea of sharing care with nurse clinicians. More than 70% of respondents agreed or strongly agreed that nurse clinicians could adjust, according to protocols of clinical guidelines, the treatment of patients with diabetes, hypertension, and asthma, as well as regulate medication for pain control in terminally ill patients. By contrast, respondents were less favourable to nurse clinicians adjusting the treatment of patients with depression. More than 80% of respondents agreed or strongly agreed that nurse clinicians could initiate treatment via a medical directive for routine hormonal contraception, acne, uncomplicated cystitis, and sexually transmitted infections. Respondents' opinions on nurse clinicians initiating treatment for pharyngitis and otitis were more divided. CONCLUSION Graduating family physicians are quite open to collaborating with nurse clinicians. Although they have observed some collaboration between physicians and nurses, there are areas of shared clinical activities in which they would benefit from further exposure and training.
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Affiliation(s)
- Brigitte Maheux
- Professor in the Department of Social and Preventive Medicine at the University of Montreal in Quebec.
| | - Luc Côté
- Professor in the Department of Family and Emergency Medicine at Laval University in Quebec city, Que
| | - Omobola Sobanjo
- Clinical consultant and Teaching Chair in Prevention at the University of Montreal
| | - Louise Authier
- Associate Clinical Professor in the Department of Family and Emergency Medicine at the University of Montreal
| | - Julie Lajeunesse
- Family physician clinical instructor at the Clinique de médecine familiale Notre-Dame in Montreal
| | - Mylène Leclerc
- Nurse clinician and clinical instructor at the Clinique de médecine familiale Notre-Dame in Montreal
| | - Louise Lefort
- Research assistant and Teaching Chair in Prevention at the University of Montreal at the time of the study
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Yamani N, Asgarimoqadam M, Haghani F, Alavijeh AQ. The effect of interprofessional education on interprofessional performance and diabetes care knowledge of health care teams at the level one of health service providing. Adv Biomed Res 2014; 3:153. [PMID: 25221756 PMCID: PMC4162037 DOI: 10.4103/2277-9175.137861] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2012] [Accepted: 08/07/2012] [Indexed: 11/19/2022] Open
Abstract
Background: The increase in life expectancy and changes in lifestyle have led to prevalence of non-communicable diseases including diabetes whose treatment and care requires effective teamwork. This study was conducted to examine the effect of inter-professional education on performance and diabetes care knowledge of health care teams. Materials and Methods: This quasi-experimental study was performed as an inter-professional education on 6 healthcare teams (34 people) based on Kolb's Learning Cycle and consisted of a set of training activities to improve individual, group, and inter-professional capabilities of members of the health care team. The pre- and post-tests included Team Climate Inventory (TCI) and a knowledge assessment tool performed before the workshop and 3 months later. Results: Mean scores for knowledge of health care team before intervention and 3 months later were 7.06 ± 1.04 and 7.97 ± 0.97 out of 10, respectively, that showed a significant difference (P < 0.0001). Mean score of the pre-test and post-test for inter-professional performance comprised 47.03 ± 6.7 and 49.44 ± 5.54 out of 70, respectively, which did not show any significant difference. However, these mean scores had a significant difference for the domains of knowledge and exercising objectives of the teamwork (10.62 ± 1.37 and 11.41 ± 1.76 out of 15, respectively) (P = 0.013). Conclusion: It seems that inter-professional education can improve the quality of health care to some extent through influencing knowledge and collaborative performance of health care teams. It also can make the health-related messages provided to the covered population more consistent in addition to enhancing self-confidence of the personnel.
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Affiliation(s)
- Nikoo Yamani
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Marzieh Asgarimoqadam
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Fariba Haghani
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Abbas Qari Alavijeh
- Department of Medical Education, Shahrekord University of Medical Sciences, Shahrekord, Iran
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Havyer RDA, Wingo MT, Comfere NI, Nelson DR, Halvorsen AJ, McDonald FS, Reed DA. Teamwork assessment in internal medicine: a systematic review of validity evidence and outcomes. J Gen Intern Med 2014; 29:894-910. [PMID: 24327309 PMCID: PMC4026505 DOI: 10.1007/s11606-013-2686-8] [Citation(s) in RCA: 57] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/13/2013] [Revised: 09/17/2013] [Accepted: 10/02/2013] [Indexed: 01/19/2023]
Abstract
OBJECTIVE Valid teamwork assessment is imperative to determine physician competency and optimize patient outcomes. We systematically reviewed published instruments assessing teamwork in undergraduate, graduate, and continuing medical education in general internal medicine and all medical subspecialties. DATA SOURCES We searched MEDLINE, MEDLINE In-process, CINAHL and PsycINFO from January 1979 through October 2012, references of included articles, and abstracts from four professional meetings. Two content experts were queried for additional studies. STUDY ELIGIBILITY Included studies described quantitative tools measuring teamwork among medical students, residents, fellows, and practicing physicians on single or multi-professional (interprofessional) teams. STUDY APPRAISAL AND SYNTHESIS METHODS Instrument validity and study quality were extracted using established frameworks with existing validity evidence. Two authors independently abstracted 30 % of articles and agreement was calculated. RESULTS Of 12,922 citations, 178 articles describing 73 unique teamwork assessment tools met inclusion criteria. Interrater agreement was intraclass correlation coefficient 0.73 (95 % CI 0.63-0.81). Studies involved practicing physicians (142, 80 %), residents/fellows (70, 39 %), and medical students (11, 6 %). The majority (152, 85 %) assessed interprofessional teams. Studies were conducted in inpatient (77, 43 %), outpatient (42, 24 %), simulation (37, 21 %), and classroom (13, 7 %) settings. Validity evidence for the 73 tools included content (54, 74 %), internal structure (51, 70 %), relationships to other variables (25, 34 %), and response process (12, 16 %). Attitudes and opinions were the most frequently assessed outcomes. Relationships between teamwork scores and patient outcomes were directly examined for 13 (18 %) of tools. Scores from the Safety Attitudes Questionnaire and Team Climate Inventory have substantial validity evidence and have been associated with improved patient outcomes. LIMITATIONS Review is limited to quantitative assessments of teamwork in internal medicine. CONCLUSIONS There is strong validity evidence for several published tools assessing teamwork in internal medicine. However, few teamwork assessments have been directly linked to patient outcomes.
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Seif G, Coker-Bolt P, Kraft S, Gonsalves W, Simpson K, Johnson E. The development of clinical reasoning and interprofessional behaviors: service-learning at a student-run free clinic. J Interprof Care 2014; 28:559-64. [DOI: 10.3109/13561820.2014.921899] [Citation(s) in RCA: 59] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Heflin MT, Pinheiro SO, Konrad TR, Egerton EO, Thornlow DK, White HK, McConnell EJ. Design and evaluation of a prelicensure interprofessional course on improving care transitions. GERONTOLOGY & GERIATRICS EDUCATION 2013; 35:41-63. [PMID: 24279889 DOI: 10.1080/02701960.2013.831349] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Effective management of care transitions for older adults require the coordinated expertise of an interprofessional team. Unfortunately, different health care professions are rarely educated together or trained in teamwork skills. To address this issue, a team of professionally diverse faculty from the Duke University Geriatric Education Center designed an interprofessional course focused on improving transitions of care for older adults. This innovative prelicensure course provided interactive teaching sessions designed to promote critical thinking and foster effective communication among health care professionals, caregivers, and patients. Students were assessed by in-class and online participation, performance on individual assignments, and team-based proposals to improve care transitions for older patients with congestive heart failure. Twenty students representing six professions completed the course; 18 completed all self-efficacy and course evaluation surveys. Students rated their self-efficacy in several domains before and after the course and reported gains in teamwork skills (p < .001), transitions of care (p < .001), quality improvement (p < .001) and cultural competence (p < .001). Learner feedback emphasized the importance of enthusiastic and well-prepared faculty, interactive learning experiences, and engagement in relevant work. This course offers a promising approach to shifting the paradigm of health professions education to empower graduates to promote quality improvement through team-based care.
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Affiliation(s)
- Mitchell T Heflin
- a Division of Geriatrics, Department of Medicine , Duke University School of Medicine; Duke University Center for the Study of Aging and Human Development; and Durham Veterans Affairs Medical Center, Geriatrics Research, Education, and Clinical Center (GRECC) , Durham , North Carolina , USA
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Johnson P, Fogarty L, Fullerton J, Bluestone J, Drake M. An integrative review and evidence-based conceptual model of the essential components of pre-service education. HUMAN RESOURCES FOR HEALTH 2013; 11:42. [PMID: 23984867 PMCID: PMC3847625 DOI: 10.1186/1478-4491-11-42] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2013] [Accepted: 08/08/2013] [Indexed: 05/04/2023]
Abstract
BACKGROUND With decreasing global resources, a pervasive critical shortage of skilled health workers, and a growing disease burden in many countries, the need to maximize the effectiveness and efficiency of pre-service education in low-and middle-income countries has never been greater. METHODS We performed an integrative review of the literature to analyse factors contributing to quality pre-service education and created a conceptual model that shows the links between essential elements of quality pre-service education and desired outcomes. RESULTS The literature contains a rich discussion of factors that contribute to quality pre-service education, including the following: (1) targeted recruitment of qualified students from rural and low-resource settings appears to be a particularly effective strategy for retaining students in vulnerable communities after graduation; (2) evidence supports a competency-based curriculum, but there is no clear evidence supporting specific curricular models such as problem-based learning; (3) the health workforce must be well prepared to address national health priorities; (4) the role of the preceptor and preceptors' skills in clinical teaching, identifying student learning needs, assessing student learning, and prioritizing and time management are particularly important; (5) modern, Internet-enabled medical libraries, skills and simulation laboratories, and computer laboratories to support computer-aided instruction are elements of infrastructure meriting strong consideration; and (6) all students must receive sufficient clinical practice opportunities in high-quality clinical learning environments in order to graduate with the competencies required for effective practice. Few studies make a link between PSE and impact on the health system. Nevertheless, it is logical that the production of a trained and competent staff through high-quality pre-service education and continuing professional development activities is the foundation required to achieve the desired health outcomes. Professional regulation, deployment practices, workplace environment upon graduation and other service delivery contextual factors were analysed as influencing factors that affect educational outcomes and health impact. CONCLUSIONS Our model for pre-service education reflects the investments that must be made by countries into programmes capable of leading to graduates who are competent for the health occupations and professions at the time of their entry into the workforce.
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Affiliation(s)
- Peter Johnson
- Jhpiego, 1615 Thames Street, Baltimore, MD 21231-3492, USA
| | - Linda Fogarty
- Jhpiego, 1615 Thames Street, Baltimore, MD 21231-3492, USA
| | - Judith Fullerton
- Independent consultant- 7717 Canyon Point Lane, San Diego, CA 92126-2049, USA
| | | | - Mary Drake
- Jhpiego, 1615 Thames Street, Baltimore, MD 21231-3492, USA
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Ahmadi K, Anwar M, Hassali MA. Malaysian pharmacy educators' view of the role of non-pharmacy trained educators in teaching pharmacy students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:138. [PMID: 23049110 PMCID: PMC3448476 DOI: 10.5688/ajpe767138] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
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Abu-Rish E, Kim S, Choe L, Varpio L, Malik E, White AA, Craddick K, Blondon K, Robins L, Nagasawa P, Thigpen A, Chen LL, Rich J, Zierler B. Current trends in interprofessional education of health sciences students: a literature review. J Interprof Care 2012; 26:444-51. [PMID: 22924872 DOI: 10.3109/13561820.2012.715604] [Citation(s) in RCA: 223] [Impact Index Per Article: 18.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
There is a pressing need to redesign health professions education and integrate an interprofessional and systems approach into training. At the core of interprofessional education (IPE) are creating training synergies across healthcare professions and equipping learners with the collaborative skills required for today's complex healthcare environment. Educators are increasingly experimenting with new IPE models, but best practices for translating IPE into interprofessional practice and team-based care are not well defined. Our study explores current IPE models to identify emerging trends in strategies reported in published studies. We report key characteristics of 83 studies that report IPE activities between 2005 and 2010, including those utilizing qualitative, quantitative and mixed method research approaches. We found a wide array of IPE models and educational components. Although most studies reported outcomes in student learning about professional roles, team communication and general satisfaction with IPE activities, our review identified inconsistencies and shortcomings in how IPE activities are conceptualized, implemented, assessed and reported. Clearer specifications of minimal reporting requirements are useful for developing and testing IPE models that can inform and facilitate successful translation of IPE best practices into academic and clinical practice arenas.
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Affiliation(s)
- Erin Abu-Rish
- School of Nursing, University of Washington, 1959 NE Pacific Street, Seattle, Washington 98195, USA.
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Margolis LH, Rosenberg A, Umble K, Chewning L. Effects of Interdisciplinary Training on MCH Professionals, Organizations and Systems. Matern Child Health J 2012; 17:949-58. [DOI: 10.1007/s10995-012-1078-8] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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