Collaborative Competencies Research Articles

The Effects of Perceptions Toward Interpersonal Relationships on Collaborative Problem-Solving Competence: Comparing Four Ethnic Chinese Communities Assessed in PISA 2015

The Effects of Perceptions Toward Interpersonal Relationships on Collaborative Problem-Solving Competence: Comparing Four Ethnic Chinese Communities Assessed in PISA 2015

A comparison of medical and pharmacy student perspectives of a clinical interprofessional home-visit versus a virtual interprofessional workshop.

Background: No Place Like Home is a clinical interprofessional education (IPE) activity whereby pharmacy and medical students conduct home visits under the guidance and supervision of a clinical preceptor to homebound patients. Purpose: We examined pharmacy and medical student perceptions of mastery of interprofessional competencies during an in-person clinical home visit pre-COVID-19 pandemic versus a virtual IPE learning activity consisting of didactic and case discussions in response to the global COVID-19 pandemic. Methods: We administered the same modified Interprofessional Collaborative Competency Attainment Survey (ICCAS) instrument, which uses a five-point Likert scale, to both the in-person and the virtual IPE students following their learning activity. Results: We received a total of 459 completed survey responses with an overall response rate of 84%. For both groups of students, the in-person format was preferred, however, to our surprise, the results indicated that students in the virtual group reported greater perceived gain in interprofessional skills than students in the in-person group. In addition, pharmacy students perceived greater gain from the interprofessional activity and offered more thoughtful reflections about their experience. Conclusions: Even though both groups of students preferred the in-person visit, the IPE objectives were equally (for medical students) or better (for pharmacy students) absorbed in the virtual environment than the in-person clinical home visit.

Development of a pilot interprofessional education workshop for healthcare students and assessment of interprofessional collaborative competency attainment

ABSTRACT We describe the development and student evaluation of a collaborative health service provider and higher education institution initiative designed to deliver an Interprofessional Education (IPE) pilot workshop program for healthcare students. The aim was to investigate whether an IPE workshop would result in improved student confidence in self-reported interprofessional competencies using the Interprofessional Collaborative Competency Attainment Scale (ICCAS) tool. The workshops involved interprofessional student groups working on a patient case followed by a facilitator-led discussion and patient representative interaction. There were three different voluntary, extra-curricular workshops. A total of 99 students registered, from 3rd to 5th year undergraduate and 2nd year graduate entry healthcare programs at a single Irish university in February 2022. Ninety-three post-workshop survey responses showed statistically significant improvements in the ICCAS subscales of Communication, Collaboration, Roles and Responsibilities, Collaborative Patient/Family-Centered Approach, and Team Functioning; Conflict Management showed less change. Students reported positively on the benefit of the patient representative, the workshop format, and the opportunity to collaborate with students from other professions. Our findings indicate that this was a beneficial and effective way to deliver IPE across a range of healthcare professions that led to improvements in self-reported interprofessional competencies.

Psychological Safety as an Educational Value in Interprofessional Health Education.

The Interprofessional Education Collaborative competency on values and ethics is defined as "work[ing] with individuals of other professions to maintain a climate of mutual respect and shared values." Essential to mastery of this competency is acknowledging biases, many of which are rooted in historically entrenched assumptions about the value of medical supremacy in health care, popular cultural representations of health professionals, and students' lived experiences. This article describes an interprofessional education activity in which students from several health professions discuss stereotypes and misconceptions about their own professions and other health professions and professionals. Psychological safety in the learning environment is key, so this article also canvasses how authors revised the activity to promote and facilitate open communication.

Professional partners: Longitudinal interprofessional education events with pharmacy and nursing programs

Background and purposeFaculty from a school of pharmacy and a school of nursing developed a series of interprofessional education (IPE) events to create a two-year, longitudinal experience to maximize the time student groups would be able to work together. This paper outlines the activities created and the assessment tool utilized to evaluate the experiences. Educational activity and settingFour activities were planned for 43 pharmacy and 19 nursing students to cover topics encountered by both professions. These included Vitals Techniques, Medication Reconciliation, End of Life Care, and Enteral/Parenteral Nutrition. Each activity was evaluated by students using a modified Interprofessional Collaborative Competency Attainment Survey (ICCAS). FindingsThe most challenging part of creating this longitudinal experience was finding dates and keeping the groups the same from activity to activity. Despite this, the activities were well executed and for each event, over 95% of students completing the ICCAS survey agreed that the activities were appropriate and beneficial for IPE. Anecdotally, students enjoyed the experience and appreciated the group consistency over time. SummaryThe creation of a series of longitudinal IPE activities was successfully implemented between a school of pharmacy and a school of nursing.

Social Innovation: A Mediator between Collaborative Competence and Sustainable Business Practices

Social Innovation: A Mediator between Collaborative Competence and Sustainable Business Practices

Antecedents of innovative work behavior among leading physicians: Empirical evidence from German hospitals.

Healthcare professionals' innovative work behavior (IWB) plays a key role in the development and implementation of innovative solutions in hospitals. However, relevant antecedents of IWB have not been fully captured to date. This study empirically examines the relationships between proactive personality, collaborative competence, innovation climate, and IWB. Hypotheses were tested using a sample of 442 chief physicians from 380 German hospitals. The results indicate a positive and significant influence of proactive personality, collaborative competence, and innovation climate on IWB, with collaborative competence having a stronger influence on IWB than innovation climate. Managers should note that important resources for IWB are accessible through a variety of actors and relationships. To leverage these resources and thus promote IWB, more emphasis should be placed on an employee's network.

Interprofessional students’ insights into the experiential learning environment: Values, impacts, and alignment with interprofessional collaborative practice competencies and the triple aim

The experiential learning environment offers an ideal opportunity for students to observe and develop their interprofessional competencies. However, it is unclear whether interprofessional concepts are integrated into experiential learning in ways that are tangible and identifiable to the students. This study aimed to gain understanding of which elements of interprofessional collaboration in experiential learning environments are observed by students from various professions during experiential rotations; which of those are most valuable to student learning and which could be improved; in what ways students see interprofessional collaboration in practice impacting learners, provider teams, communities, and health systems; and whether student perceptions of the impacts of interprofessional collaboration align with one or more Interprofessional Education Collaborative (IPEC) competency areas and/or components of the Triple/Quadruple Aim. Results demonstrate that students perceive impacts related most often to their individual lens and to patient care and are less frequently focused on system-level observations. Intentional and innovative efforts must be made by academic programs, interprofessional education programs, experiential placement sites, and health professions accreditors to make the impacts on care systems, cost of care, communities, and populations more explicit in the experiential learning environment in pursuit of the Triple Aim.

Teaching Collaborative Practices: A Scoping Review of Preservice Interprofessional Education With a Focus on Preservice Speech-Language Pathologists and Preservice Teachers of Deaf and Hard of Hearing Students

Purpose: Speech-language pathologists (SLPs) and teachers of students who are deaf and hard of hearing (TODs) often work with the same students in a school setting to support their linguistic and educational needs. Previous research has extensively documented the importance of interprofessional practice and how educator and professional preparation programs have modified the curriculum to become more focused on collaboration. What is currently missing from the literature, however, is a discussion of the evidence-based methods used to teach preservice SLPs and TODs how to effectively collaborate together in support of Deaf and hard of hearing students. Method: We reviewed the literature related to interprofessional education (IPE) for preservice SLPs and preservice TODs across eight databases with a focus on the methods used to teach and develop interprofessional collaboration skills. Results: We located six relevant articles focused on IPE for preservice SLPs and TODs. Due to the limited number of studies, we expanded our search criteria to also include relevant studies that focused on IPE strategies from related fields. Conclusions: This review integrates research about best practices for educating preservice professionals in effective collaboration strategies to make evidence-based recommendations on implementing effective collaboration-focused IPE for preservice SLPs and TODs. Recommendations include joint classroom experiences, explicit instruction in critical skills and competencies for successful collaboration, modeling collaboration through co-teaching, and explicit instruction and practice in conflict management and perspective-taking.

Post-Pandemic Blues: Collaborative Learning (CL) and Communicative Competence in The English As A Second Language (ESL) Classroom

Due to the pandemic, many students are experiencing problems in face-to-face classes. In this post-pandemic phase, it is observed that students are unable to deal with communicating with their lecturers and peers, feeling awkward in their social interactions. Many were found to be shy, passive, inarticulate, mispronouncing words, and unable to present during class presentations. They also found it difficult to write in formal English and instead write using Internet jargon. Due to this, it is imperative that a solution be found. It is crucial that this serious issue be addressed to ensure that the next generation grows to be more self-confident and have excellent communication skills as these are the foundations of success in life. Therefore, it is proposed that Collaborative Learning (CL) be incorporated in the classroom to resolve the problem of a lack of communicative competence particularly in the post-pandemic era. This study utilizes the qualitative method which encompasses library research to compile the necessary data. To produce the research findings, the compiled data will then be analyzed according to content. The findings show that CL has numerous advantages in helping students overcome their lack of communicative competence. With CL, students will be able to reach their potential while learning in a conducive environment.

Organizational Culture and Leadership Competence of State Universities and Colleges

Generally, organizational culture varies in different schools. Its role in the development of the school had a greater impact as far as administrators, school heads, and instructors were concerned. This paper intended to identify the culture of the school and determine the leadership competence being practiced and effectively evaluate and assess the educational programs and its implementation in order to achieve the best performance particularly in State Universities and Colleges. Three cultures were involved in the study such as Individualized, Balkanized, and Collaborative. Results show that collaborative culture was the most evident school organizational culture which posted evident and highly evident respectively. There was significant difference in the Collaborative Culture. Leadership competence however, was intended to identify the level being practiced according to the following components as perceived by the respondents to wit, Developing and Communicating VMGO, Data-Based Strategic Planning, Problem Solving, Building High Performance Teams, Coordinating with Others, Leading and Managing Change and Resource Mobilization. It determines the significant differences in the collaborative culture and levels of leadership competence being practiced when respondents were grouped according to three groups and profile variables. The researcher used the descriptive approach involving 161 respondents from three State Universities and Colleges represented, 46 administrators, 24 school heads and 121 instructors. The tools used were frequency count, percentage, mean, T-test, Kruskal Wallis, Mann Whitney U and Spearman Rho. There were significant differences that exist in the level of leadership competence being practiced by school administrators and school heads when grouped according to educational attainment and school address and the null hypothesis was rejected. Significant relationship exists in the collaborative culture and leadership competence of State Universities and Colleges.

Working together for patient health: Assessing interprofessional competencies among healthcare professionals in Lebanon

IntroductionInterprofessional collaboration (IPC) is the gold standard for safe, high-quality, and accessible patient-centered care. This study aims to assess IPC core competencies among Lebanese healthcare providers from different professions and explore the influence of several factors, including leadership, work ethics, and specialty, on healthcare IPC in Lebanon. MethodsThis cross-sectional online survey enrolled 245 healthcare workers in Lebanon between July and December 2021. The Interprofessional Education Collaborative (IPEC) Competency Self-Assessment Tool Version 3 was used to assess IPC. Bivariate and multivariate analyses were carried out to compare the total competency scale and subscales between the leadership group, work ethic, specialty, and education level, taking into account potential confounding variables, namely, age and gender. ResultsThe mean competency total scale was 4.22 ± 0.68. The bivariate analysis showed a significantly higher mean competency among participants who have a full-time job, higher administrative leadership (4.30 vs. 3.08, p = 0.001), interpersonal leadership (4.29 vs. 2.94, p = 0.006), conceptual leadership (4.28 vs. 3.15, p = 0.010) and higher work ethics (4.51 vs. 4.12, p < 0.001). Older age (r = 0.15, p = 0.017) was also significantly associated with higher competency. The multivariate analysis showed that having only high work ethics, as compared to low, remains significantly associated with higher total interprofessional competency, including the Interaction and Interprofessional Values subscales. No differences in IPEC scales between pharmacists and other healthcare providers were noted. ConclusionThe IPEC total competency score was higher among full-time healthcare providers and those who scored higher on leadership skills and work ethics. The study outcome shows the importance of education in interprofessional practice.

Simulation-based Interprofessional Education (IPE) for Enhanced Attitude and Teamwork of Anesthesiology Residents and Nurse Anesthesia Students in Iran.

Simulation-based interprofessional education (IPE) provides the basis for the necessary competencies for interprofessional collaboration. This study aimed to examine the effects of this educational approach on anesthesia students' attitude and teamwork. This quasi-experimental study was performed on 72 anesthesiology residents and nurse anesthesia students consisting of 36 participants in the intervention and 36 in the control group. The intervention group participated in a simulation-based interprofessional season, including three scenarios in the induction phase of anesthesia. The control group received routine education. We used the Readiness for Interprofessional Learning Scale (RIPLS) to measure attitude and the KidSIM Team Performance Scale to assess teamwork. The data were analyzed by Analysis of Covariance, paired T-test, Chi-square, and Fischer's exact test in SPSS software, version 22. Comparing post-test scores by ANCOVA showed a significant difference between groups (p=0.001) because there was a significant positive change in the overall attitude score in the intervention group after receiving simulation-based IPE. Regarding the quality of teamwork, the intervention group's scores in all three sub-scales changed significantly after intervention (p<0.05). The simulation-based IPE is recommended to promote a teamwork culture and train empowered anesthesia professionals.

Pharmacy student self-assessment of interprofessional behaviors in inpatient general medicine advanced pharmacy practice experiences

IntroductionThe World Health Organization defines interprofessional education (IPE) “as an experience where students from two or more professions learn about, from, and with each other to…improve health outcomes.”1 Recent studies have demonstrated that IPE experiences can produce positive outcomes, and the Accreditation Council for Pharmacy Education Accreditation Standards require IPE experiences to be incorporated in both didactic and experiential components of pharmacy curricula. The purpose of this study was to measure the impact of required rotation interprofessional activities on fourth-year pharmacy students' self-assessment of interprofessional collaboration behaviors. MethodsThis was an ambidirectional cohort study conducted among students enrolled in their inpatient general medicine advanced pharmacy practice experience (APPE) at the University of Texas at El Paso School of Pharmacy during academic year 2020–2021. Students completed the Interprofessional Education Collaborative (IPEC) competency self-assessment instrument at the beginning and end of their six-week APPE. The survey instrument assessed IPEC competencies in the four IPE domains. ResultsDuring the 2020–2021 academic year, 29 APPE pharmacy students completed the pre- and post-assessment during their inpatient general medicine APPE. There was a significant increase (P < .001) in IPEC scores from baseline to post-assessment in each domain. ConclusionsStudents had a positive change in interprofessional collaboration behaviors after completing the required IPE on their inpatient general medicine APPE, which is consistent with prior studies.While students' perceived IPE behaviors improved, further research is needed to elucidate the value of IPE learning activities and impact on learning outcomes.

Student Perceptions of Integrating Interprofessional Education and Overcoming Barriers: A Case Report

Context Health care education programs require interprofessional education (IPE) as a curricular requirement to prepare students for collaborative practice upon entrance to the field of health care. However, there are still barriers to integrating IPE, and there is a need for more research regarding athletic training student perceptions and learning from IPE education and how program faculty can overcome barriers to IPE. Objective The purpose of this case report is to examine how program faculty have overcome barriers to IPE within a professional-level, master’s degree–granting athletic training program (ATP) at a small liberal arts institution in the Midwestern United States. In addition, we investigated the students’ perceptions of IPE. Design We examined one ATP and how specific barriers to IPE were overcome, and student perceptions of IPE. Intervention(s) The ATP program faculty developed relationships with 3 different disciplines to develop and host 3 separate workshops. Collaborative workshops were designed with physician assistant, graduate mental health counseling, and undergraduate social work programs. We used the Interprofessional Collaborative Competencies Attainment Survey as a pre- and post-workshop assessment for student perceptions and learning. Results All participants reported higher scores after each workshop with no significant differences between the disciplines. Initial results from each workshop revealed no student benefited more than any of the other students. In addition, program faculty were able to overcome common barriers to achieve planned IPE within the ATP curriculum. Conclusions Health care is a collaborative field, and to ensure patients receive the best care possible, health care students must be educated in collaborative practice. While barriers exist to integrating IPE into health care education programs, faculty who collaborate with one another can overcome these barriers to develop meaningful IPE.

Scoping Review: Interprofessional Simulation as an Effective Modality to Teaching Interprofessional Collaborative Competencies in the Emergency Department

Background: A scoping review was conducted to map the current body of research pertaining to simulation-enhanced interprofessional education (Sim-IPE) as a modality for teaching interprofessional collaboration (IPC) in the emergencydepartment (ED). Methods and Findings: The research team followed the PRISMA Extension for Scoping Reviews framework. Studies were included if they involved two or more healthcare professions, utilized simulation as the learning method for interprofessional education (IPE), involved simulation pertaining to the ED, and identified at least one Canadian Interprofessional Health Collaborative or Interprofessional Education Collaborative IPC competency as a learning outcome. In total, 896 studies were included for title and abstract screening and 806 were deemed irrelevant. Ninety full-text studies were assessed for eligibility and 34 were included in the review. Conclusions: Eighteen studies found Sim-IPE to be an effective method for teaching interprofessional competencies in the ED. Simulation-enhanced interprofessional education appears to be a promising methodology for teaching IPC competencies to ED healthcare professionals. Interprofessional collaboration competency frameworks should be utilized to guide Sim-IPE, and assessment tools specific to interprofessional competencies should be used in the assessment phase of Sim-IPE. Faculty development is a crucial component of Sim-IPE. Further longitudinal and outcome-based research is required.

교사협력활동과 교수역량의 관계에서 교사효능감의 매개효과분석

Purpose: The purpose of this study is to analyze the mediating effect of teacher efficacy in therelationship of collaborative activities and teaching competencies of elementary school teachers. Methods: We analyzed the data of 3,165 Korean elementary school teachers of TALIS (TeachingAnd Learning International Study) 2018. Two mediating models (full mediation and partial mediationmodels) were compared,using Mplus 5.2.In particular, sampling weights of teachers were incorporatedin the structural equation modeling to account for possible selection bias. Results: Results are as follows. First,the mediating effect of teacher efficacy in the relationship ofcollaborative activities and teaching competencies was statistically significant. Second,the partial mediationmodel outperformed the full mediation model in terms of statistical significance and explanation. Conclusion: Teachers who actively participates in teacher collaboration were found to have higherefficacy, and higher efficacy in turn lead to higher teaching competencies.And teacher efficacy showsa significant mediating effect on teacher collaboration and teaching competencies. This study can beutilized as an evidence in designing and implementing effective teacher collaboration activities topromote teaching competencies. The fact that this study analyzed a large-scale dataset (TALIS) whichtargets the whole population of Korean elementary school teachers also contributes to the generalizationof the results.

인간-AI 협력 역량 향상을 위한 활동중심수업 설계원리 개발

인간-AI 협력 역량 향상을 위한 활동중심수업 설계원리 개발

A Prediction Model for Remote Lab Courses Designed upon the Principles of Education for Sustainable Development

The COVID-19 pandemic brought about a cease to the physical-presence operation of many laboratory-based university courses. As a response, higher education courses turned into distance learning. Distance education can foster sustainability through resource savings offered by the benefits of technology use. Therefore, there is a necessity to establish a pathway for sustainability practices concerning the increasing distance education enrollment and technological progress. Under the previous concept, this research paper presents a remote lab for the “Data Acquisition Systems” course, delivered during the pandemic as the digital twin of its respective conventional lab. This remote lab was designed on the Education for Sustainable Development (ESD) principles to help students develop critical thinking, problem-solving, and collaboration competencies. This paper aims to develop a concrete framework for identifying factors that critically affect students’ performance during remote lab courses. The analysis is based on students’ engagement data collected by the NI-ELVIS remote lab measurement system during the spring academic semester of 2020 at the University of West Attica, Greece. Furthermore, the paper develops a competent prediction model for students at risk of failing the lab. The findings indicate that content comprehension and theory-exercise familiarization were the main risk factors in the case of the specific remote lab. In detail, a unit increase in content comprehension led to a 2.7 unit decrease in the probability of the risk occurrence. In parallel, a unit increase in theory familiarization through exercises led to a 3.2 unit decrease in the probability of the risk occurrence. The findings also underlined that risk factors such as critical thinking were associated with ESD competencies. Besides this, the benefits of delivering distance-learning labs according to the proposed methodology include environmental benefits by contributing to resource and energy savings since students who are about to fail can be located early and assisted.

In-Person or Online? Exploring Student Pharmacists’ Perceived Change in Interprofessional Skills between Two Delivery Formats

The COVID-19 pandemic drastically changed how education is delivered. Many academic programs quickly transformed their curriculum to online distance learning. This rapid transition may have compromised the rigor and fidelity of these activities. The Interprofessional Standardized Patient Experience (ISPE) is an interprofessional education activity (IPE) involving a team of students from six different healthcare professions that switched to an online delivery format. This manuscript compares pharmacy students' perceived change in interprofessional skills between the two formats. Following the ISPE, second-year pharmacy students completed the revised Interprofessional Collaborative Competencies Attainment Survey (ICCAS-R). The ICCAS-R assesses the change in interprofessional collaboration-related competencies in healthcare students before and after IPE training using a retrospective pre-post approach. For each ICCAS-R item and each delivery format (44 in-person and 51 online), paired Student's t-test on pre- and post-ISPE scores, and Cohen's d were calculated. Every item of the ICCAS-R was significant (p < 0.001), regardless of delivery format. Nearly all ICCAS-R items had a large effect size, and the remaining items had a medium effect size. The amount of change pre- and post-ISPE for each ICCAS-R item was calculated. Student's t-test was used to compare the magnitude of change in interprofessional skills between the two delivery formats. Only one difference was noted between the two delivery formats-ICCAS-R item 16, which measured actively listening to interprofessional team members (p = 0.0321). When switching to an online format, the high-fidelity dimension of the ISPE was retained. The ISPE is an effective IPE activity at increasing pharmacy students' self-perceived interprofessional collaboration skills regardless of delivery format. Even though students reported the ISPE increased their ability to actively listen to the perspectives of interprofessional team members in both formats, the magnitude of the benefit was more profound in the in-person group.