Interprofessional Education Research Articles

Click and learn: a longitudinal interprofessional case-based sepsis education curriculum.

Sepsis is a global healthcare challenge and a leading cause of morbidity and mortality. In the USA, the Centers for Medicare & Medicaid Services has integrated the Severe Sepsis and Septic Shock Management Bundle (SEP-1) into their Core Quality Measures, which has been linked to lower mortality rates. However, SEP-1's multiple bundle elements present compliance challenges without comprehensive education and a collaborative approach involving nurses and providers (attending physicians, resident physicians, nurse practitioners and physician assistants). We developed a virtual longitudinal, case-based curriculum using Kern's six-step approach to curriculum development and evaluated its effectiveness using the Kirkpatrick model. The curriculum was distributed hospital-wide over a 32-month period. A total of 3616 responses were received for the Sepsis Case-Based Curriculum modules, with 47% from nurses and 53% from providers. Responses were distributed similarly among medical and surgical specialties, as well as intensive care units. Nurses' responses were 56% correct, and providers' responses were 51% correct. Most respondents expressed a likelihood of applying the learning to their practice and reported increased knowledge of sepsis. Themes from participant feedback indicated that they found the activity informative and applicable to real-world cases. Additionally, the hospital's SEP-1 bundle compliance improved from 71% (Q1 2021) to 80% (Q3 2023) during the study period. Meeting SEP-1 bundle elements requires a team-based approach involving providers and nurses. Given the busy hospital environment and diverse care providers, a longitudinal, engaging and concise educational curriculum related to real-life scenarios can enhance sepsis and SEP-1 education.

Destination Collaboration: Building an Interprofessional Preceptor Education Program.

Destination Collaboration: Building an Interprofessional Preceptor Education Program.

Implementing and Evaluating a Pilot Interprofessional Training Program to Engage Health Care Teams in Cost of Care Conversations.

This study evaluated the impact of Financial and Insurance Navigation Assistance-Training - a pilot interprofessional training program to facilitate cost of care (CoC) conversations and address health-harming social determinants of health in a pediatric hematology-oncology clinic. A pre-post study design was used to evaluate the impact of Financial and Insurance Navigation Assistance-Training on an interprofessional health care team's (clinicians, social workers, financial navigator, and legal advocates) knowledge, attitudes, and behaviors related to CoC conversations and screening, referring, and collaborating with interprofessional team members. Data were collected via surveys administered at baseline/pretraining, immediate post-training, and 12-month post-training. Most health care team members (n= 21) reported improvement in their knowledge of available financial (66.7%) and legal resources (86.7%) and ability to address social needs (93.3%), financial needs (93.3%), and facilitate CoC conversations with patients and caregivers (66.7%). Improvements in attitudes and behaviors toward engaging in CoC conversations, screenings, and referrals were relatively improved as a result of the training. However, there was a lower positive rate for actual behaviors around routine screening and initiating discussions on out-of-pocket costs, suggesting a need to address barriers. Study findings highlight the importance of interprofessional education in helping health care teams address social determinants of health through effective CoC conversations.

What about us?: a call to include oral health professions within interprofessional education for collaborative practice

ABSTRACT Interprofessional collaboration (IPC) among the health professions is recognised as a vital component of efficient health systems and comprehensive healthcare teams. Interprofessional education for collaborative practice (IPECP) is foundational for health professional students to gain an understanding of professional roles, responsibilities, and the value of other professions to patient care. Oral health professionals are highly skilled and knowledgeable experts who recognise the oral-systemic health link. However, they have been largely excluded from, and underutilised within primary healthcare settings and interprofessional teams. Given that oral health is a key indicator of overall health and wellbeing, there is a need mobilise oral health professionals within primary healthcare practice. Yet, advancements for IPECP in oral health education face significant barriers which impede the integration of the oral health professions within interprofessional teams. Collaborative approaches across health programmes to devise intentional, authentic, and transformative strategies for IPECP are needed to bridge gaps in patient care and to dismantle problematic perceptions of ‘oral health’ as distinct from overall health and wellbeing in contemporary healthcare practice.

Oral health knowledge, attitudes, and practices among female public health and nutrition university students in Qatar

ObjectivesThe present study aimed to determine oral health (OH) related knowledge, attitudes, and practices among Public Health (PH) and Nutrition (NU) students at Qatar University.MethodA cross-sectional study was conducted using a pre-validated questionnaire comprising 36 items covering demographics, knowledge, attitudes and perception of oral health practices. Data were analyzed descriptively (means, standard deviations, proportions) and inferentially using statistical tests including t-tests for comparing means, and chi-square tests for examining associations between categorical variables.ResultsA total of 112 female undergraduate students participated, including 41 from PH and 71 from NU programs (response rate for both courses = 59.5%). The mean age was 21.8, while 23% were Qataris and 77% non-Qataris. Overall, students demonstrated good knowledge of OH (67.65%), with the PH group scoring higher (70.7%) than NU (65.35%). Knowledge regarding dental plaque was low for both groups (31.0%). Attitudes toward OH varied among participants. Most students reported practicing brushing with fluoridated toothpaste and demonstrated high knowledge regarding the association between poor OH and general health (95%).ConclusionOverall, PH and NU undergraduate students exhibited relatively good knowledge of OH, however, demonstrated a range of attitudes and practices, including suboptimal ones. Integration of OH education into the PH and NU curriculum is warranted, along with enhanced interprofessional education to promote self-awareness and improve patient oral health outcomes.

Patient perspectives on health care models in cardiac surgery: a qualitative evaluation

BackgroundThe implementation of ERAS represents a promising solution to improve treatment efficiency and facilitate patient involvement. This innovative care model aims to optimize recovery processes following surgeries by adopting a holistic, interprofessional approach. At our hospital, ERAS was implemented in minimally invasive heart valve surgery, offering two distinct ERAS models. Additionally, there is also the standard of care without ERAS. The objective of the study is to gain insight into patient satisfaction and perceived differences across these various care models.MethodsPatients were interviewed using semi-structured interviews approximately two to three months after undergoing surgery. The data were analysed using qualitative content analysis in accordance with the methodology proposed by Kuckartz. Four main categories were established: Preoperative care, postoperative care and communication, patient participation and involvement, and rehabilitation and post-clinical course.ResultsComprehensive preoperative education and seamless communication throughout the perioperative care journey were identified as fundamental to patient satisfaction and optimal care processes. Patients in the ERAS + model reported higher overall satisfaction with their care compared to patients in the standard of care and ERAS groups.ConclusionPreoperative education establishes the foundation for patients’ subsequent behaviours and expectations regarding their treatment. Physical activity, nutrition, and mental health are significant aspects. The active involvement and participation of patients and their families in the treatment process facilitated superior postoperative care, intensive physiotherapy, mental support, and faster recovery. A functional flow of information throughout the entire care process is vital. Moreover, having a dedicated point of contact had a beneficial impact on patients´ well-being. The integration of innovative ERAS concepts, which encompass interprofessional preoperative patient education and psychosomatic support, represents a promising approach from a patient perspective, offering benefits to a broad spectrum of cardiac surgical patients.

Certificate in Advanced Behavioral Interventions Among Multiple Populations

This manuscript describes the curricular and instructional approaches utilized in the composition and delivery of the Certificate in Advanced Behavioral Interventions Among Multiple Populations (CABISAM) created by the School of Social Work at Loyola University Chicago. CABISAM is a social work led interprofessional education (IPE) model where students from social work, nursing, and medicine engage in didactic and experiential activities to advance clinical and leadership knowledge of interprofessional approaches to screening, brief intervention, and referral for treatment (SBIRT) with diverse populations. An interprofessional team of faculty from each discipline was involved throughout the development and planning process to consider accreditation, cultural, and logistical issues unique to each profession. CABISAM engages students in an evidenced-based interprofessional education (IPE) experience with exposure to cutting-edge topics relevant to health professionals: training in interprofessional practice, substance use in unique settings with diverse populations, and clinical implementation skills. This manuscript presents an adaptable and generalizable interprofessional education approach to other undergraduate and graduate programs across disciplines.

A global investigation into antimicrobial knowledge in medicine, pharmacy, nursing, dentistry and veterinary undergraduate students: A scoping review to inform future planetary health multidisciplinary education

BackgroundInappropriate use of antimicrobials can push the environment out of balance, and cause unnecessary waste that can contaminate our soil, animals and waterways. Health professional education is committed to preparing students for antimicrobial stewardship (AMS) and supporting planetary health, but a more multidisciplinary action is needed to curb the expansion of antimicrobial resistance (AMR). The aim of this scoping review is to showcase the current antimicrobial knowledge of undergraduate students across the disciplines of medicine, pharmacy, nursing, dentistry and veterinary. This will consequently showcase the gaps and trends across the different disciplines and countries to help inform planetary health multidisciplinary undergraduate curriculums.MethodsA search of the existing literature published prior to December 2023 was conducted using CINAHL, EMBASE, MEDLINE, SCOPUS, and ERIC databases. Studies were excluded if they included postgraduate students or discussed the knowledge, attitude and practice (KAP) of students towards antimicrobial prescribing, AMR and AMS related to a specific learning activity.ResultsA total of 144 articles were included. The most represented countries were India and Pakistan accounting for 17% and 8% of the studies, respectively. Single-disciplinary research accounted for approximately 80% of the studies. Medicine was the most represented discipline in both single-disciplinary and multidisciplinary research, appearing in approximately 62% of the studies, followed by pharmacy appearing in approximately 30% of the studies and dentistry appearing in approximately 18% of the studies. Three major priority themes were identified: students are more familiar with the term AMR compared to AMS; inappropriate use of antimicrobials is seen as the main driver of AMR; and the need for more training and education in the field of appropriate antimicrobial prescribing, AMR and AMS.ConclusionThis review has highlighted that there is a need for more AMS interprofessional education (IPE) activities in all five disciplines, and especially within the disciplines of nursing, veterinary and dentistry, as shown by a lack of multidisciplinary research in this area. Most of the knowledge assessments have just touched the surface of AMS and focused on inappropriate antimicrobial use alone. Interdisciplinary planetary health education needs to go beyond these skills and broaden the understanding of other factors that can contribute to AMR such as inappropriate disposal, environmental contamination, monitoring and surveillance, one health, false allergies, and more importantly, how each health professional can contribute to a team.

Health Professions Students' Reflections About Principles of Interprofessional Collaboration after Shadowing Interprofessional Palliative Care Rounds.

Future healthcare professionals are educated on collaborative practice methods through interventions that may include shadowing. While shadowing allows students to learn from and about other health professions, it often fails to offer an opportunity for the student to work and collaborate with other health professionals. This study sought to investigate themes regarding interprofessional students' experiences during a palliative care shadowing activity and their understanding of collaborative patient-centered care, social determinants of health, and health disparities. Twenty-eight students representing 13 health professions from the Interprofessional Palliative Care program at Jefferson Center for Interprofessional Practice and Education at Thomas Jefferson University submitted reflection essays at the conclusion of their shadowing experience. Four hundred ninety-eight sentences from 28 essays were analyzed via qualitative directed content analysis. Coding categories were determined a priori using definitions of collaborative practice from the 2023 Interprofessional Education Collaborative (IPEC) competencies and definitions of social determinants of health from Healthy People 2030. Thirty-two percent of sentences described IPEC competencies, 18% described social determinants of health/ health disparities, 4% included student emotional reactions, and 2% included student descriptions of the development of their professional role. These results suggest that shadowing offers an opportunity to identify and learn interprofessional competencies in interprofessional palliative care curricula, as made evident through student reflection assignments.

Getting time and building trust: unveiling the systemic, relational, and personal factors influencing clinical pharmacy service implementation in South Africa, a qualitative study

BackgroundWhile multidisciplinary teams with clinical pharmacists improve medication use and outcomes, their integration in South Africa faces limitations. A lack of dedicated positions and healthcare professionals’ misunderstanding restrict ward activities and hinder full collaboration, limiting their potential to optimize patient care. This study addresses a gap by exploring how perceived healthcare professionals’ understanding of clinical pharmacists’ roles impacts their motivation and service implementation. Understanding these dynamics, particularly in resource-constrained settings, is crucial for optimizing integration and healthcare delivery.MethodsAdopting a constructivist approach, this qualitative study was conducted using focus group discussions. Through purposive sampling clinical pharmacists were recruited across South Africa’s public healthcare sector. A semi-structured guide based on previous findings explored how the perceived understanding around clinical pharmacy impacts service delivery and work motivation. Transcripts were analyzed using thematic analysis, guided by the Self-Determination Theory framework. Thematic analysis employed an inductive approach, following an initial preliminary analysis of open and selective coding to develop a coding framework.ResultsClinical pharmacists (n = 16) reported various challenges impacting service implementation and motivation. Two main themes were identified: (1) Time: Dedicated ward time is crucial for both the proper implementation of clinical services, as well as the clinical pharmacists’ motivation; and (2) Trust: Clinical pharmacists experience a lack of trust amongst healthcare professionals in the value of clinical pharmacy services. The themes illustrated mechanisms at work at three levels: systemic (lack of dedicated positions), inter-relational (healthcare professional’s misconceptions), and personal (thwarted autonomy).ConclusionsSystemic challenges, like the absence of official positions present the biggest obstacle, affecting support, scope of practice, and healthcare professional interactions. While systemic changes are crucial for full integration of clinical pharmacists, in resource-constrained settings fostering autonomous motivation is equally important. This study emphasizes the need for a multi-faceted approach, including policy changes, international collaboration, interprofessional education, and interventions to empower clinical pharmacists for proactive service delivery. By addressing these interconnected challenges, healthcare systems can leverage the full potential of clinical pharmacists, ultimately improving healthcare delivery and patient outcomes.

Impact of an Educational Workshop on Dietitians’ and Dietetics Students’ Self-Efficacy, Knowledge, and Assessment Skills in Fluid and Electrolyte Management

Hydration plays a crucial role in maintaining health and physiological functions, yet dehydration contributes to morbidity in chronic diseases. Despite the importance of hydration management, research indicates that healthcare professionals, including dietitians, lack sufficient training and confidence in this area. This study aimed to assess the impact of an educational workshop on dietitians' and dietetic students' self-efficacy, knowledge, and assessment skills related to hydration and electrolyte management. A non-randomized, pre-post observational study was conducted among 191 dietitians and dietetic students attending a half-day continuing education program in Ghana. Participants completed pre- and post-surveys assessing self-efficacy, knowledge, and assessment skills. The Wilcoxon signed-rank test was used to evaluate changes in scores. Data were analyzed using IBM SPSS Statistics Version 29, with significance set at p < 0.05. Out of 191 participants, 141 completed both pre- and post-surveys. Significant improvements were observed in self-efficacy (hydration: Z = 8.64, p < 0.001; electrolytes: Z = 8.66, p < 0.001), assessment skills (Z = 7.57, p < 0.001), and knowledge (Z = 7.45, p < 0.001). Both dietitians and students showed similar improvements across all variables. The workshop significantly enhanced participants' confidence, knowledge, and assessment skills in hydration and electrolyte management, addressing critical gaps in their professional training. The findings underscore the need for ongoing, interprofessional education in hydration care. Targeted educational interventions can effectively improve healthcare professionals’ abilities to manage hydration, with implications for better patient care outcomes. Further research is needed to expand these findings across diverse settings.

The effect of interprofessional education on the surgical team members' self-efficacy perception of interprofessional communication in the healthcare system.

The current study aimed to assess the effect of interprofessional education on participants' self-efficacy perception of interprofessional communication at different levels of a healthcare system (relationships in the interpersonal, interprofessional, and administration levels). This is a sequential explanatory mixed-method study. Learners include surgical residents, surgical technology nurses, and anesthesia nurses (n = 130) who participated in the intervention and control groups. The quasi-experimental study was conducted in the first step. The educational strategy was interprofessional education and the main teaching method was case-based learning. The self-efficacy perception of the participants was assessed by a 26-item questionnaire before and 1 month after the intervention. The descriptive tests (mean, SD, percentage), student t-tests, and ANOVA were analyzed. The participants' experiences were explored through semi-structured interviews. Qualitative content was analyzed by Lundman and Graneheim's approach. The results showed that the scores of the learners in the intervention group (4.05 ± 0.31) improved significantly compared to the control group (3.35 ± 0.37) (p = 0.0001). In the present study, the experiences of the participants were categorized into a theme "explicit and implicit confrontations with perceived distrust in the system" which includes two categories "failure to internalize professionalism among team members" and "dominance of a paternalistic culture within the health care system". The results showed the positive impact of interprofessional education interventions on participants' self-efficacy perception of interprofessional communication. The results showed that interprofessional education, with the participation of different professionals and managers at different levels of a healthcare system, improved the participants' perception of self-efficacy regarding interprofessional communication. The results showed the improvement in the participants' communication with team members and managers required to solve the perceived explicit and implicit confrontations in the surgical departments. The implementation of an interprofessional education strategy focused on interprofessional professionalism and collaboration principles in clinical activities, formal and informal education in the surgical department is recommended.

Traversing the boundaries in landscapes of practice: A mixed methods study of interprofessional education centered on inpatients in an acute hospital setting

Healthcare requires practitioners to successfully negotiate boundaries between communities of practice (CoP) in a clinical landscape of practice (LoP), with development of interprofessional identity important in promoting successful interprofessional collaboration. Interprofessional education (IPE) centered around acute hospital inpatients offers a potential pathway to encourage boundary negotiation and interprofessional identity development. This study aimed to explore interprofessional student teams and their interactions with patients in an acute hospital setting, while investigating if such interactions encouraged interprofessional collaboration and the development of an interprofessional identity. Pivoting around acute hospital inpatients, four interprofessional workshops occurred involving senior medicine, nursing and physiotherapy students. We utilized a concurrent mixed methods design, with qualitative predominating. Qualitative reflexive thematic analysis of post-workshop semi-structured focus groups was supported by quantitative investigation using a validated pre-test post-test international socialisation and valuing scale. Using the landscapes of practice theory lens, we noted that the central role of acute hospital inpatients in the IPE workshops enabled healthcare students to develop knowledgeability of the clinical LoP, in line with the three modes of identification of LoP, namely Engagement, Imagination and Alignment. Following the IPE workshops, where acute inpatients played the pivotal role, students demonstrated a statistically significant increase in interprofessional collaborative practice in terms of the overall interprofessional socialisation and valuing scale and its subscales of value, ability, and comfort in working with each other. Our findings indicate that IPE centered around acute hospital inpatients is a beneficial and effective way to successfully implement IPE in the undergraduate curriculum.

Speech Pathology and Occupational Therapy Students’ Perceptions and Experiences of an Interprofessional Simulation

Clinical placements and interprofessional practice for healthcare students are often met with anxiety, unpreparedness and a lack of confidence. Whilst interprofessional simulations may address these concerns, there are gaps in the literature. This study aimed to: (i) investigate the impact of interprofessional simulations on students’ perceived confidence, anxiety and preparedness for placements and their attitudes toward interprofessional practice and education, and, (ii) understand students’ experiences and satisfaction with the simulation. Pre-simulation and post-simulation survey results were collected from 25 speech pathology and 25 occupational therapy graduate-entry Masters degree students from one Australian university. Quantitative data was analysed using descriptive statistics and the Wilcoxon signed-rank test while qualitative data was reviewed through content analysis. Statistically significant (p<0.05) improvements across students’ confidence, anxiety and preparedness ratings were observed. Students’ attitudes towards interprofessional practice and education revealed statistically significant positive changes on 8/10 questions and they described the simulation to be a meaningful learning experience. Results indicate that following participation in an interprofessional simulation, students’ perceptions of their confidence, anxiety and preparedness for an adult inpatient hospital placement improved. Moreover, students’ attitudes towards interprofessional practice and education were more positive and the experience was reported to be beneficial. Future studies could explore timing-related considerations and simulation anxiety itself.

Perceptions regarding attitude towards simulation-based learning among nursing students in Saudi Arabia: A cross-sectional study.

Simulation-based education is essential for preparing nursing students for their professional roles and enhancing their learning experiences and patient care skills. However, there is a gap in understanding how nursing students perceive and engage with simulation-based learning, particularly in the context of Saudi Arabia. This lack of insight limits the ability to develop effective educational strategies. This study aimed to evaluate nursing students' perceptions regarding attitudes toward simulation-based learning in Saudi Arabia. A cross-sectional study was conducted from December 2023 to February 2024, involving 173 nursing students from a single university. Participants completed a structured questionnaire assessing their attitudes toward simulation-based learning, focusing on its relevance, interprofessional education opportunities, communication, situation awareness, and roles and responsibilities. Descriptive statistics were used to analyze the data. Mann-Whitney and Kruskal-Wallis tests were used to examine correlations between variables, with a significance level of p <0.05. The study found that 91.3% of participants had a favorable attitude toward simulation-based learning (Median = 4.43, IQR = 4 - 5). Age and grade level significantly influenced attitudes; younger students (under 20 years) had lower scores (Z = -2.490, p = 0.013), while fourth-year students had higher scores than third-year students, showing a statistically significant difference (H = 8.573, p = 0.014). Additionally, grade point average (GPA) was a significant factor, as students with GPAs between 5.00 and 4.50 scored higher than those in the 3.74-2.75 range (H = 25.893, p <0.001). The study concluded that nursing students in Saudi Arabia have a generally positive attitude toward simulation-based learning, recognizing its importance in enhancing their educational journey and clinical preparedness. These findings highlight the need to integrate simulation-based pedagogical approaches in nursing education to foster critical thinking and improve communication skills, thereby enhancing patient care outcomes.

Impact of an interprofessional training on students’ attitudes toward interprofessional education

ABSTRACT In Lausanne, Switzerland, Interprofessional Education (IPE) is embedded in the curriculum of every undergraduate healthcare student. Since 2011, five educational and healthcare institutions have implemented a short interprofessional education course to bring together 2307 undergraduates from six different disciplines (medicine, midwifery, nursing, occupational therapy, physiotherapy, medical radiology technician) between 2017 and 2020. This pre-post study aimed to explore how this course influenced students’ attitudes toward IPE using a French translation of the validated questionnaire called the “University West of England Interprofessional Questionnaire.” Students were asked to complete an online survey prior to and at the end of the IPE course to measure students’ attitudes toward interprofessional (IP) relationships and collaborative learning. A total of 942 students answered the survey between 2017 and 2020, before and after the course. Each year, students’ attitudes toward IP relationships improved after the course whereas a positive change in students’ attitudes toward IP learning was observed only in 2020. A short exposure to an IPE course could improve students’ attitudes toward IPE and, more specifically, toward IP relationships. Our findings could inform IP leaders to design repetitive, various, and longitudinal IPE experiences to balance the development of uniprofessional and interprofessional identity.

From classroom to collaboration: how pre-graduation interprofessional learning shapes health professional graduates’ interactions in practice

ABSTRACT Interprofessional education (IPE) aims to prepare health professional students with the knowledge, attitudes and skills required for collaborative healthcare practice. Although positive outcomes have been documented at the completion of university-based IPE experiences, or longitudinally across health care degrees, the literature is unclear on how university-based IPE influences graduate practice. This study therefore explores how health professional graduates experience interprofessional interactions in practice and how these may be connected to their university-based IPE experiences. Interviews with seven health professional graduates who had participated in an 11-week IPE course as part of their pre-licensure degrees were analyzed using interpretative phenomenological analysis. The participants were able to articulate instances of effective and less effective collaboration from their professional experiences, making sense of these experiences with explicit reference to the themes of role understanding, collaborative working relationships, interprofessional communication, patient-centered care and contextual influences; all ideas introduced in their university-based IPE. They connected their understanding of roles, collaborative working relationships and interprofessional communication explicitly to their prior university-based IPE, identifying these learnings as foundational knowledge. This connection was not as explicit for patient-centered care and contextual issues. These findings highlight the critical importance of IPE in preparing health professionals for high-quality contemporary practice.

The impact of a microaggressions-themed interprofessional education curriculum on attitudes, confidence, and collaboration competencies: A curricular resource for health professions learners

While attention has been paid to microaggressions (MAs) and interprofessional (IP) education independently, little attention has been paid to how training IP learners in MA can impact confidence and willingness to respond to MAs. We developed an online IPE activity, for six health professions, with asynchronous and synchronous components utilizing standardized patients (SPs) aiming to educate on MAs, their impacts, and how to appropriately respond as recipient, bystander, and source. Students from senior undergraduate nursing (BSN), second-year medical (MD), third-year pharmacy (PharmD), physician assistant/associate (PA) students, athletic training (BS), and graduate nursing (DNP) health professions programs participated.Objectives included: define MA; respond to a MA as the source, bystander, and recipient using Ackerman-Barger's Microaggressions Triangle model; respond to a MA when the source is lateral, in a position of authority, and a patient; and identify the ability of the activity to allow interprofessional collaboration across the six Interprofessional Collaborative Competencies Attainment Scale (ICCAS) domains. The synchronous virtual session began with a large group didactic mini lecture and transitioned to IP small group activities. Within groups, students completed SP simulations where students role played responding to MAs as the recipient, bystander, and source. The session concluded with a faculty-led large group debrief. Students were pleased with the learning experience and demonstrated improvements in attitudes/confidence responding to MAs and ICCAS domains. The curriculum can be customized to meet the needs of a variety of health profession learners and is available for use from the authors.

Dental and dental hygiene students' perceptions on intraprofessional education.

Interprofessional education and intraprofessional learning experiences are fundamental to becoming an efficient member of the healthcare team for dental and dental hygiene students. The purpose of this study is to determine the attitudes and perceptions of The Ohio State University's dental and dental hygiene students on intraprofessional education and collaboration. Dental and dental hygiene students at The Ohio State College of Dentistry were surveyed in this cross-sectional study about their readiness for intraprofessional learning. The questionnaire was modeled after a study conducted by Brame etal. which focused on assessing students' readiness for intraprofessional education and determining their perceptions towards the use of intraprofessional education. Two hundred and seventy students completed the questionnaire for a 61.3% response rate. Dental hygiene students agreed more to how incorporating shared learning would help to think more positively about other oral health care professionals (p=0.025) and would help students to become better oral health care team members (p=0.002). Dental students agreed more than dental hygiene students that the function of a dental hygienist is to provide support for dentists (p ≤ 0.001) and that they must acquire more knowledge than other oral health care students (p ≤ 0.001). Most students (93%) agreed that intraprofessional learning would help in becoming a more effective oral health care team member. Dental hygiene students feel more strongly than dental students about including intraprofessional education in their learning. However, all students were receptive to the idea of incorporating intraprofessional practices.

Co-designing an interprofessional digital education resource on delirium: a student-led approach

BackgroundInterprofessional education is crucial for healthcare students to develop collaborative skills and provide effective patient care. However, opportunities for interprofessional learning are often limited in healthcare curricula. The present study aimed to engage students from different health professions in co-designing an educational resource on delirium recognition and management through an interprofessional lens and explore their experiences of this process.MethodsTwo co-design workshops were conducted with students from medicine, nursing, pharmacy, and occupational therapy programmes at two universities across the island of Ireland. Focus groups were held following these workshops to explore students’ experiences of the co-design process. The workshops involved a range of activities, including theme generation, scenario development, resource creation (podcasts, simulations), and focus group discussions. Data from focus groups were analysed thematically.ResultsA total of 19 students participated across the two workshops. Three themes were identified: (1) Relationship development, where students identified the benefits of co-creating the resource and valued the flexibility, collaboration, and social aspects of the co-design approach; (2) Interprofessional collaboration, which challenged students’ assumptions about other disciplines, fostered teamwork and communication, and highlighted the need for early and continuous interprofessional learning; (3) Professional growth, with students reporting increased confidence in managing delirium, working with other professions, and engaging in novel experiences like podcasting and simulation.ConclusionsThe co-design process facilitated interprofessional collaboration, peer learning, and personal growth among healthcare students. Students appreciated the opportunity to co-create an educational resource while developing interprofessional skills. The study demonstrates the potential of co-design as a methodology for enhancing interprofessional education and promoting effective teamwork in healthcare.