Integration Of Interprofessional Education Research Articles

Exploring preceptor perceptions of interprofessional education during pharmacy professional practice internships in Indonesia

Background: Integrating Interprofessional Education (IPE) into Pharmacy Professional Practice Internships (PPPI) in Indonesia is essential for fostering effective collaboration among healthcare professionals. This study investigates preceptors' perceptions about the integration and impact of IPE in PPPI, aiming to uncover the challenges and potential enhancements needed for effective implementation. Methods: A cross-sectional survey was conducted among preceptors from various West Java and Jakarta healthcare settings. A total of 61 institutions were invited, resulting in 60 usable responses. Respondents completed a questionnaire evaluating their perceptions across several domains related to IPE. Data analysis included descriptive statistics and correlation analysis using Spearman’s test. Results: The survey revealed that preceptors generally recognise the urgency of integrating IPE into PPPI, with positive attitudes towards its importance and effectiveness shown in >80% of respondents. However, IPE participation and potential integration into the current PPPI structure were more likely to be perceived negatively (approximately 30% and 15%, respectively). Statistical analysis indicated a moderate correlation between preceptor experience and higher perception scores on participation in IPE (r = 0.325; p < 0.05). Conclusion: While preceptors acknowledge the value of IPE in enhancing interprofessional collaboration, there are evident challenges in its practical implementation during internships. This study highlights the need for increased support from educational institutions to improve IPE integration and effectiveness in Indonesia’s pharmacy education.

Interprofessional education in cardiothoracic surgery: a narrative review.

Interprofessional education, an approach where healthcare professionals from various disciplines learn with, from, and about each other, is widely recognized as an important strategy for improving collaborative practice and patient outcomes. This narrative review explores the current state and future directions of interprofessional education in cardiothoracic surgery. We conducted a literature search using the PubMed, Scopus, and Web of Science databases, focusing on English-language articles published after 2000. Our qualitative synthesis identified key themes related to interprofessional education interventions, outcomes, and challenges. The integration of interprofessional education in cardiothoracic surgery training programs varies across regions, with a common focus on teamwork and interpersonal communication. Simulation-based training has emerged as a leading modality for cultivating these skills in multidisciplinary settings, with studies showing improvements in team performance, crisis management, and patient safety. However, significant hurdles remain, including professional socialization, hierarchies, stereotypes, resistance to role expansion, and logistical constraints. Future efforts in this field should prioritize deeper curricular integration, continuous faculty development, strong leadership support, robust outcome evaluation, and sustained political and financial commitment. The integration of interprofessional education in cardiothoracic surgery offers considerable potential for enhancing patient care quality, but realizing this vision requires a multifaceted approach. This approach must address individual, organizational, and systemic factors to build an evidence-based framework for implementation.

The Role of Interprofessional Education in Optimizing Laparoscopic Skills Training: A Randomized Controlled Trial.

Background: This investigation evaluates the utility and benefits of integrating interprofessional education (IPE) into laparoscopic training, aiming to enrich medical education and skill acquisition methodologies. Methods: The study randomly allocated 36 participants of a 2023 laparoscopic training course into experimental and control groups, each comprising 18 individuals. The control group underwent traditional theory and practical training, whereas the experimental group additionally engaged in interdisciplinary instruction with nursing educators and participated in simulated laparoscopic surgery exercises. The effectiveness of this interdisciplinary approach was assessed by comparing laparoscopic theory and simulation performance, Objective Structured Assessment of Technical Skills (OSATS) scores in animal-based training, and course satisfaction between the groups. Moreover, the impact on interdisciplinary collaborative competencies was measured through pre- and post-training self-evaluations using the Interprofessional Collaborative Competency Attainment Survey (ICCAS) in the experimental group. Results: The experimental group demonstrated superior performance in laparoscopic theory and simulation, as well as higher OSATS scores, compared with the control group. Satisfaction ratings regarding the skills practice mode, effects, and instructional quality were also significantly better in the experimental group (P < .05, P < .01). Furthermore, participants in the experimental group reported significant pre-to-post training enhancements in interprofessional communication, team collaboration, role perception, conflict management, and learning and feedback marked by statistically significant differences (P < .05, P < .01). Conclusion: The introduction of an IPE framework significantly boosts laparoscopic training efficiency and promotes team collaboration awareness. This model effectively bridges gaps between disciplines, illustrating substantial applicative value and expansion potential within medical education and skill training arenas.

Interprofessional collaboration between health professional learners when breaking bad news: a scoping review of teaching approaches.

The objective of this scoping review was to examine teaching approaches used to teach interprofessional health professional learners how to break bad news collaboratively. When breaking bad news, health professionals must be equipped to deliver it skillfully and collaboratively; however, the literature shows that this skill receives little attention in program curricula. Consequently, health professionals can feel inadequately prepared to deliver bad news, which may lead to increased burnout, distress, and compassion fatigue. Studies that describe teaching approaches used to teach learners how to break bad news collaboratively were considered for inclusion. Studies must have included 2 or more undergraduate and/or postgraduate learners working toward a professional health or social care qualification/degree at a university or college. Studies including lay, complementary and alternative, or non-health/social care learners were excluded. Due to the primary language of the research team, only English articles were included. The JBI 3-step process was followed for developing the search. Databases searched included MEDLINE (Ovid), CINAHL (EBSCOhost), Embase, Education Resource Complete (EBSCOhost), and Social Work Abstracts (EBSCOhost). The initial search was conducted on February 11, 2021, and was updated on May 17, 2022. Title and abstract screening and data extraction were completed by 2 independent reviewers. Disagreements were resolved through discussion or with a third reviewer. Results are presented in tabular or diagrammatic format, together with a narrative summary. Thirteen studies were included in the scoping review, with a range of methodologies and designs (pre/post surveys, qualitative, feasibility, mixed methods, cross-sectional, quality improvement, and methodological triangulation). The majority of papers were from the United States (n=8; 61.5%). All but 1 study used simulation-enhanced interprofessional education as the preferred method to teach interprofessional cohorts of learners how to break bad news. The bulk of simulations were face-to-face (n=11; 84.6%). Three studies (23.1%) were reported as high fidelity, while the remainder did not disclose fidelity. All studies that used simulation to teach students how to break bad news utilized simulated participants/patients to portray patients and/or family in the simulations. The academic level of participants varied, with the majority noted as undergraduate (n=7; 53.8%); 3 studies (23.1%) indicated a mix of undergraduate and graduate participants, 2 (15.4%) were graduate only, and 1 (7.7%) was not disclosed. There was a range of health professional programs represented by participants, with medicine and nursing equally in the majority (n=10; 76.9%). Simulation-enhanced interprofessional education was the most reported teaching approach to teach interprofessional cohorts of students how to break bad news collaboratively. Inconsistencies were noted in the language used to describe bad news, use of breaking bad news and interprofessional competency frameworks, and integration of interprofessional education and simulation best practices. Further research should focus on other interprofessional approaches to teaching how to break bad news; how best to incorporate interprofessional competencies into interprofessional breaking bad news education; whether interprofessional education is enhancing collaborative breaking bad news; and whether what is learned about breaking bad news is being retained over the long-term and incorporated into practice. Future simulation-specific research should explore whether and how the Healthcare Simulation Standards of Best Practice are being implemented and whether simulation is resulting in student satisfaction and enhanced learning.

Development of Interprofessional Education and its Implementation in Global and Indian Context: A Literature Review

Integration of Interprofessional Education (IPE) into the health sciences curriculum has been recommended over the past several decades to prepare healthcare professionals for future collaborative practice. However, due to the disparity in the adoption of IPE, this literature review attempted to examine the development of IPE and its implementation in global and Indian contexts. IPE has evolved from being fragmented and isolated initiatives to entering into the mainstream of professional education. In terms of IPE implementation, the global scan revealed that IPE was implemented in several countries to varying degrees; however, developing countries lagged behind developed countries in implementing and sustaining IPE. Scarce evidence was found regarding the implementation of IPE in India. The literature review elaborates on the transformation of health professions education from the traditional system to IPE and discusses the gap in the adoption and implementation of IPE in developing countries, including India.

Defining Physician-Nurse Efforts toward Collaboration as Perceived by Medical Students.

Collaboration between physicians and nurses is essential to healthcare delivery and is associated with high-quality patient care, greater patient satisfaction, and better health outcomes. Hence, it is imperative that doctors and nurses have a particular set of interprofessional collaboration skills. This descriptive cross-sectional study assessed how medical students in the pre-clinical and clinical years perceived attitudes toward collaboration between physicians and nurses in a hospital setting. The Jefferson Scale of Attitude toward Physician-nurse Collaboration (JSAPNC) was reverse-translated into Arabic for the current study. The results showed a total JSAPNC mean score of 46.55, lower than other medical students in other universities. In general, the results of the study showed no significant difference in the total JSAPNC score among medical students when analyzed according to age, clinical exposure, and year level, except in the two factors of JSAPNC: shared education and teamwork (p = 0.038) and caring as opposed to curing (p = 0.043). The findings of this study suggest the necessity of integrating interprofessional education (IPE) across the medical school curriculum because, as future physicians, medical students would be well equipped to treat their patients in partnership with their nursing colleagues.

Preparing next generation of nurses to care for disaster affected population: A call to action in nursing curriculum

Disasters can occur anywhere and without warning, requiring proactive action to reduce errors and save lives. Nurses are often the first responders during times of disasters who play a vital role in preserving life and sustaining all aspects of the health of the disaster-affected community. The inclusion of disaster education in the nursing curriculum is vital to prepare nurses who are competent, skillful and knowledgeable in providing quality care to disaster-affected communities. This paper underscores the role of the nursing curriculum and evidence-based teaching learning strategies in preparing the next generation of nurses in providing quality care to the vulnerable population affected by the disaster. Moreover, the paper presents the role of theory and didactic course/course content on disaster nursing, integration of interprofessional education in disaster nursing curriculum, clinical experience, simulation and mock disaster training, and participation in research specific to disaster nursing.

Demonstrating the importance of interprofessional health education through an interactive case competition at Queen's Faculty of Health Sciences.

On March 4, 2021, OSLER Kingston and KHealth, student-run organizations at Queen's Faculty of Health Sciences, hosted a two-hour-long virtual interprofessional case competition called "OSLER x KHealth IPR Case Competition: Homelessness," focusing on housing insecurity and homelessness. This event demonstrated that integrating interprofessional education (IPE) competencies into educational experiences of health professional students is feasible to organize and implement while also being valuable. Students who participated found IPE to be helpful for their learning. Consequently, we encourage medical school curriculum leaders and student-led groups to prioritize IPE in their preclerkship curricular and extracurricular offerings.

Celebrating the Culture of Interprofessional Collaboration in Athletic Training

Celebrating the Culture of Interprofessional Collaboration in Athletic Training

Medical Student Perceptions of Integration and Effectiveness of Educational Methods Used in Analgesic Pharmacology Curricula

Despite the prevalence of pain, it's management complexity, and concerns about opioid over-prescription, literature does not make clear ideal ways to integrate analgesic pharmacotherapy education across medical education. While most institutions implement analgesic education during preclinical pharmacology, evidence suggests that impactful education must be integrated across the preclinical and clinical years. At our institution, opioid and analgesic pharmacology education is heavily taught in the second year (M2) and integrated across 4 years using interactive didactics, Team-based learning (TBL), Case-based learning (CBL), standardized patients, and simulations. Activities are housed in modules or clerkship, but also implemented through Interprofessional education (IPE) and Longitudinal Curricular Theme events (LCT) not coordinated with a pharmacology educator. Our goals in this poster are to share our analgesic curricula and outcomes evaluated by examining analgesic pharmacology knowledge and evaluating learner perspectives across time by surveying cohorts before they took pharmacology (CO2023, a baseline), in mid-clerkship (CO2022, had completed pharmacology) and nearing graduation (CO2021). Methods A retrospective analysis was performed for cohorts CO2022 and CO2021 on their M2 performance on opioid and analgesic pharmacology summative items. Students from 3 cohorts (N = 50, CO2023; 30, CO2022; 36, CO2021) volunteered to take a survey about analgesic educational themes related to comprehension, confidence in managing pain, educational methods, diversity within cases, and integration (basic and clinical; integration of IPE and LCT). Results Summative assessment showed M2's mastered opioid and pain concepts (Mean 86%) and retained knowledge through M3 & M4. Most agreed that education increased comprehension (25% CO2023, >80% for CO2022/CO2021) and confidence as they approached graduation (15% baseline, 67% CO2022; 80% CO2021) and most (>70%) agreed basic and clinical sciences were integrated effectively. However, less felt IPE or LCT analgesic education was integrated effectively (IPE: 21% CO2023; 36% CO2022; 50% CO2021: LCT: 13% CO2023; 44% CO2022, 50% CO2021), and few perceived that cases grew in complexity in M3 or M4 (60% CO2022; 57% CO2021) or represented diverse patients (16% CO2023; 55% CO2022; 56% CO2021). Conclusion Our analgesic curriculum is integrated across 4 years, and outcomes suggest that M2 and M3 educational activities promote learning and progressively increase perceptions of understanding and confidence in learners. However, our analysis indicates improvements are needed as many learners felt that IPE and LCT opioid events not coordinated with a pharmacology educator were not effectively integrated, cases did not increase in complexity across time, and educational experiences were not sufficiently diverse. Curricular details and suggestions for improvement will be presented in the poster.

Interprofessional health-care ethics education for medical and nursing students in Germany: an interprofessional education and practice guide

ABSTRACT Early interprofessional learning among nursing and medical students provides various benefits for future collaboration among professionals, and high-quality care for patients. Expert committees, thus, urge the integration of interprofessional education (IPE) in undergraduate studies to achieve significant sustainable improvements in health-care practice. In Germany, IPE interventions are already implemented in some health-care disciplines, but Health-care Ethics are scarcely regarded in undergraduate education. There are, however, several reasons why Health-care Ethics is particularly appropriate for teaching in an interprofessional format. Thus, after reviewing the legal framework and the current curricula of both professions, an IPE course on Health-care Ethics for medical and nursing students was developed and implemented, consisting of seven classes of 180 minutes each. Drawing on the evaluation results after two rounds of the course, this interprofessional education and practice guide reports on challenges, obstacles and perspectives for improvement of an IPE course on Health-care Ethics. It aims to provide guidance for teaching pioneers and innovators who implement similar projects and to foster practice-oriented and open discussion about the possibilities and limits of IPE in Health-care Ethics.

Interprofessional education and collaboration between general practitioner trainees and practice nurses in providing chronic care; a qualitative study

BackgroundEffective interprofessional collaboration (IPC) is essential for the delivery of chronic care. Interprofessional education (IPE) can help support IPC skills. This makes IPE interesting for GP practices where chronic care is delivered by GPs together with practice nurses, especially for GP trainees who have to learn to collaborate with practice nurses during their training. The aim of this study is to gain insights in how IPE and IPC occur between GP trainees and practice nurses during the delivery of chronic care in GP training practices.MethodsWe conducted a qualitative research using semi structured focus groups and interviews with GP trainees, practice nurses and GP supervisors. All respondents were primed to the subject of IPE as they had followed an interprofessional training on patient-centred communication. The verbatim transcripts of the focus groups and interviews were analysed using thematic analysis.ResultsDespite the overall positive attitude displayed by respondents towards IPE and IPC, the occurrence of IPE and IPC in GP training practices was limited. Possible explanations for this are impeding factors such as limited knowledge, prejudice, lack of role models and a hierarchical organisational structure. Contributing to IPE and IPC use was the integration of IPE in daily practice, e.g. via recurring scheduled meetings.ConclusionWe found a limited occurrence of IPE and IPC in GP training practices. Our results show a discrepancy between respondents enthusiasm for IPE and IPC and their actual behaviour. IPE activities have to be initiated in GP training practices, otherwise, despite good intentions, IPE and IPC will be ineffective.

Integration of Interprofessional Education Within the Didactic Aspect of Athletic Training Programs

Context Accreditation competencies have been updated to include interprofessional education (IPE) as a required focus for health care students. While the development and implementation of IPE learning activities have been documented in other professions, there is a dearth of information describing didactic integration of IPE within athletic training program curricula. Objective To ascertain how IPE is being integrated within the didactic curriculum of athletic training programs. Design Consensual qualitative approach. Setting Higher education institutions with accredited professional master's athletic training programs. Patients or Other Participants Seventeen program faculty (9 women, 8 men; 1 program director, 14 clinical education coordinators, 2 other program faculty) shared their perspectives on integrating IPE. Data Collection and Analysis Semistructured phone interviews were used. All interviews were digitally recorded and transcribed. Upon achievement of data saturation, a consensual qualitative analysis approach was employed to determine themes. Data trustworthiness was achieved through triangulation, member checking, and use of an external auditor. Results More than half of the programs represented in this study (11 of 17) report that IPE activities are a required component of their didactic curriculum. Themes for integration of IPE include delivery methods, educational content and objectives, assessment, and logistics. Sample IPE activities include case-based discussions, dedicated IPE courses, online modules, and simulation. Conclusions Integration of IPE into the curriculum requires logistical considerations such as determining which health care disciplines to include, resources available (time, space, personnel), as well as overall institutional support. Program faculty in our study described varied methods to deliver IPE learning activities that meet content goals and objectives. Prior to integrating IPE into an athletic training curriculum, program faculty should determine the method of delivery and what content will work to achieve the goals of relevant stakeholders. Consideration of these components for didactic integration should work to create cohesive and meaningful learning experiences.

Key factors affecting the integration of interprofessional education into human resources for health reform: a Lao People’s Democratic Republic case study

ABSTRACTLao People’s Democratic Republic (Lao PDR) with a population of 6.8 million is a low middle-income country in Southeast Asia. Despite economic development, Lao PDR is still characterized by a weak health system. The Ministry of Health has launched health reforms to provide better health services and University of Health Sciences (UHS) plays an essential role in Human Resources for Health (HRH) reform. Especially, the importance of its role in training health professionals from entry-level to continuing education has been increased. In 2016, the UHS embedded an Interprofessional Education (IPE) concept into a pre-qualifying course, in collaboration with the World Health Organization and the Gunma University Centre for Research and Training on IPE. As a pilot study, some students from faculties of Medicine, Pharmacy, Dentistry, Nursing, and Medical Technology participated in a community-based IPE program. Results suggested that students participating in the IPE program showed more positive attitudes toward collaborative practice than students who did not participate in the IPE program. Based on the results, the UHS is planning to develop an IPE program for health workers. In this article, we describe the strategic international collaboration and discuss the keys to successful IPE planning and implementation in line with HRH reform.

Integrating interprofessional education with needs-based health workforce planning to strengthen health systems

ABSTRACTProviding quality health care is the core purpose for health systems, and it is only possible with adequate capacity among the workforce to provide the required services. Addressing the requirements for, and supply of, the health workforce (workforce planning) is essential for strengthening health systems. There is a global recognition that interprofessional education (IPE) is critical to achieving universal health care. In this introductory paper we discuss how IPE is a key factor within needs-based health systems strengthening and Human Resources for Health (HRH) planning. This perspective is illustrated through six case studies from countries around the globe which provide discourse on how the integration of IPE/IPC with needs-based workforce planning can contribute to strengthening the health systems. Three key learnings arise from the case studies – 1) IPE is important to meet health care needs of populations efficiently and effectively; 2) integrated needs-based planning provides a framework within which IPE has an integral role, and 3) stakeholders from both health and education are critical to the process of seamless integration of IPE across the continuum of health systems.

Attitudes toward interprofessional practice among healthcare students in a Nigerian University

ABSTRACTThis study assessed attitudes of undergraduate healthcare students in Nigeria toward interprofessional practice. A cross-sectional survey of a convenience sample of 489 dental, medical, medical laboratory science, nursing, physiotherapy, and radiography students from a public university was conducted. The 14-item Attitudes Toward Healthcare Teamwork Scale was used to assess the students’ attitudes. Data were summarized using descriptive statistics while differences in attitudes based on students’ age, gender, year of study, and course of study were identified using inferential statistics. The findings showed that there were more (n= 281; 57.5%) male respondents and mean age was 25 years. Mean attitude score was 53.75 (±7.41) out of 70 depicting an overall positive attitude. Year and course of study resulted in statistically significant (p< .001) differences in attitudes with students in the sixth year of study, and medical students having more positive attitudes than their colleagues in junior years and other courses respectively. Most students agreed that interprofessional practice facilitates optimal patient care but also agreed with statements that portray interprofessional practice as unnecessarily time consuming. Integration of interprofessional education into existing undergraduate healthcare professions curricula in Nigeria could help address misconceptions and reinforce positive attitudes toward interprofessional practice.

Integration of Interprofessional Education (IPE) Core Competencies Into Health Care Education: IPE Meets Culinary Medicine

Integration of Interprofessional Education (IPE) Core Competencies Into Health Care Education: IPE Meets Culinary Medicine

Interprofessional Education Programs for Nursing Students: A Systematic Review

Purpose: The purpose of this study was to investigate how interprofessional education has been designed, implemented, and evaluated in undergraduate programs in nursing through a systematic review. Methods: The literature was searched using the PubMed, CINAHL, EMBASE, and Cochrane central databases to identify interventional studies including teaching-learning activities among nursing students and other disciplines in English between January 2000 and May 2017. Thirty studies were selected for the analysis. Results: Twenty-four studies out of 30 were designed as a pre-post, no control group, quasi-experimental study design. Interprofessional education learners were primarily engaged in medicine, physical therapy, dentistry, occupational therapy, pharmacy, and respiratory therapy. Patient care related activity was the most frequently selected topic and simulation was the most common teaching-learning method. Evaluation of learning outcomes was mainly based on the aspects of teams and collaboration, professional identity, roles and responsibilities, patient care, and communication skills. Nursing students in 26 out of the 30 reviewed studies were found to benefit from interprofessional education, with outcome effects primarily related to changes in learning outcomes. Conclusion: The development and integration of interprofessional education with collaborative practices may offer opportunities in nursing education for training professional nurses of the future.

Stroke Simulation Activity: A Standardized Patient Case for Interprofessional Student Learning.

Integration of interprofessional education (IPE) activities into health professions curricula aims to promote collaborative practice with a goal of improving patient care. Through intercollegiate collaborations involving four different educational organizations and an academic health center, an interprofessional stroke simulation involving standardized patients was developed and instituted for IPE-naive student learners from medicine, nursing, physician assistant, occupational therapy, and physical therapy programs with additional involvement from pharmacy and social work learners. Herein, we describe the design of the IPE simulation and examine its impact on students' interprofessional development as assessed by students' completion of a validated IPE competency self-assessment tool and written reflective comments after the simulation. Self-assessed interprofessional interaction and values domains were evaluated before and after the activity using the shortened 16-question Interprofessional Education Collaborative Competency Self-Assessment tool; data revealed significant changes in both the values and interaction domains of the tool from pre- to postsimulation experience (p < .0001). The qualitative student reflections revealed new student realizations around the concepts of collaboration, leadership, roles of different professions, and the importance of communication after participating in the simulation. Quantitative data coupled with qualitative reflections from learners support the effectiveness of this activity for facilitating development of interprofessional competencies among health professions students.

Bringing Interprofessional Case-Based Learning into the Classroom for Occupational Therapy and Speech-Language Pathology Students

ABSTRACTInstructors are increasingly integrating interprofessional education (IPE) activities into academic programs to address curricular demands. IPE aims to increase the quality of collaborative services provided to patients. This article describes a case-based IPE activity designed for occupational therapy and speech-language pathology graduate students. This activity was designed as a small-scale integration of IPE to compliment large scale, multi-discipline learning activities. Students from two courses participated in an IPE activity that included one online and one in-class activity. The purpose of the activity was for students to gain knowledge of their respective roles in augmentative and alternative communication services. Students perceived increased knowledge and skills following this activity. Despite the somewhat small scale of this educational intervention, the instructors viewed the activity a valuable addition to their courses.