Interprofessional Education Collaborative Research Articles

Celebrating the Culture of Interprofessional Collaboration in Athletic Training

Celebrating the Culture of Interprofessional Collaboration in Athletic Training

Interteam PERINAT - interprofessional team collaboration in undergraduate midwifery and medical education in the context of obstetric emergencies: Presentation of simulation scenarios and empirical evaluation results.

To promote the expansion of interprofessional training objectives in the curriculum of health professions curriculum at the Medical Faculty, University of Leipzig, the interprofessional teaching project between the Department of Obstetrics, the Skills and Simulation Centre and the School of Midwifery was selected to promote innovative teaching projects, supported by the University of Leipzig [https://www.stil.uni-leipzig.de/] grant "StiL - Studying in Leipzig". Using scenarios with simulated patients, students were to recall and apply theoretically learned procedures and immediate measures in an obstetric emergency under supervision and to communicate these clearly in the team. Final-year medical students from the Medical Faculty (n=15) and midwifery students (n=17) from the vocational school went through teaching situations together, in which two simulation scenarios (shoulder dystocia and postpartum haemorrhage) were implemented. The aim of the project was to integrate interprofessional collaboration into training and to learn together under simulated conditions in the Skills and Simulation Center protected environment. The following questions was intended to be clarified in the project in addition to the establishment of a sub-professional teaching unit What do students benefit most from in interprofessional teaching units? Are there differences between midwifery and medical students? Is the learning success the same for team-communicative and professional learning goals? To clarify the questions, an evaluation was carried out using an exploratory questionnaire with a Likert scale. All students particularly liked the exchange and contact with other professional groups, the communicative aspect and situational action in unforeseen emergency situations. The participants stated that they had benefited from both interprofessional teaching units, in terms of team communication as well as in professional terms. However, medical students experienced significantly higher cognitive overload regarding prior acquired knowledge compared to vocational midwifery students. Overall, the team communication learning objectives were more difficult to fulfill.

Avaliação da educação interprofissional para a tomada de decisão compartilhada em farmacoterapia: uma revisão de escopo sobre métodos e instrumentos

Abstract This study aimed to describe the research methods and instruments used in the evaluation of interprofessional education strategies for shared decision making in drug therapy. The types of evaluation employed were categorized according to Kirkpatrick’s adapted model. A scoping review was conducted, following the PRISMA-ScR recommendations. Among the 21 selected studies, there was a predominance of quantitative methods in the evaluation of educational experiences (n=18). Of these, the most common aspect evaluated was “students’ attitudes and perceptions towards interprofessional education and practice” by means of validated instruments (n=13). Ten different instruments were identified and found to be in line with the Interprofessional Education Collaborative competencies. The variety of instruments signals the growing production of knowledge about this topic, but points to the challenge of conducting comparative analyses between educational experiences around the world.

Addressing health inequities through co-curricular interprofessional education: A secondary analysis scoping review

This secondary analysis scoping review sought to examine co-curricular IPE activities with a focus on health inequity content. A search was conducted in MEDLINE/PubMed, Academic Search Complete, CINAHL, ERIC, and Scopus databases. A total of 49 articles were included. We found that 19 of the 49 articles implemented orientation and/or trainings in health inequity issues as a component of the co-curricular IPE activity, and nine articles included patient and community outcomes. Given the importance of the social determinants of health and health inequity, the inclusion of patient and student outcomes is promising in moving forward the goals and objectives of the Interprofessional Education Collaborative (IPEC) to show the positive impact of interprofessional collaboration on patient health. While IPE has been suggested as a mechanism to improve interprofessional collaboration, more evidence is required linking interprofessional collaboration to improved health outcomes and health inequity in vulnerable populations. As IPEC reviews and updates the IPEC core competency framework, we recommend considering the inclusion of health inequity content as a vital component.

Virtual interprofessional team care planning and communication for chronic pain management: An educational model

Ideal patient care involves interprofessional collaboration and therefore emphasizes the importance of communicating how roles and responsibilities differ to create a team environment critical for providing optimal patient care. In light of the ongoing opioid epidemic associated with chronic pain, this interprofessional simulation focused on utilizing an interprofessional team approach to recognize the biopsychosocial and pharmacologic aspects of chronic pain management through creation of a patient-centered care plan using a virtual platform. Virtual IPE events can be performed by institutions with limited access to other healthcare disciplines for remote learning opportunities and can be adapted to develop comprehensive strategies to evaluate effectiveness of learning interventions among varied disciplines. Participants from the Schools of Medicine, Nursing, Pharmacy, and Health Related Professions, including occupational and physical therapy, participated in the virtual simulation event. The format was chosen to adhere to current COVID-19 safety guidelines and facilitate easier scheduling between disciplines. The event included individual pre-work through an online learning management system leading to a 2-h virtual simulation event. Interprofessional Education Collaborative, or IPEC developed competencies focused on communication and teamwork to establish activity objectives. International Association for the Study of Pain, or IASP, pain curriculum outlines provided additional objectives and guided presented information on best practice approaches for interprofessional pain management. Objectives were evaluated through peer team feedback, peer discipline feedback, and assessment of the comprehensive team care plan that consisted of pharmacologic and nonpharmacologic pain management strategies. Programmatic review demonstrated students were able to have effective communication that led to a holistic patient care plan at the end of this activity.

An interprofessional education approach to pain management through a standardized patient encounter

Interprofessional education and collaborative practice requirements of professional health programs have resulted in collaborative learning programming in nearly all health professions. Due to recent initiatives for contemporary education of health professionals on pain science education, an academic health science center at a large public southeastern university created a focused interprofessional learning activity on pain science education within its curriculum. The learning objectives for this session aligned with both the core competencies from the Interprofessional Education Collaborative and the International Association for the Study of Pain. In a two-year period, nearly 750 students participated in this interprofessional pain science education session from medicine, nursing, pharmacy, physical therapy, and behavioral health. The session involved a standardized patient encounter for a patient presenting with chronic pain. Both faculty observers and the standardized patients assessed student teams on their interprofessional competencies during the activity, who then discussed findings prior to faculty-student debriefings. Faculty and standardized patient raters agreed that student groups demonstrated very strong skills in communication, information sharing, and solicitation of patient/client input during the event. Other skills were met with some level of disagreement. This session identifies the potential impact of interprofessional learning that can transpire through a standardized patient experience with modeling of activities in association with contemporary pain science education competencies. Future models of this program should include further assessment of interprofessional learning from students of all health care disciplines as well as continued solicitation of input from the patient or standardized patients.

Development and validation of the IPEC Institutional Assessment Instrument

Variability in the widespread utilization and implementation of the Interprofessional Education Collaborative's (IPEC) competency framework has highlighted the importance of institutional characteristics that serve as barriers and/or facilitators to progress, as well as the absence of evidence-based assessment instruments designed to measure related constructs. Develop and validate an assessment instrument that leverages the IPEC competency framework to identify institutional characteristics associated with successful implementation of high-quality programmatic interprofessional education (IPE). A 16-member expert panel used a modified Delphi technique to generate consensus statements regarding institutional characteristics associated with high-quality programmatic IPE, which were converted into a pool of items for potential inclusion in the instrument. A convenience sample of individuals who serve as the designated IPE leader at their academic institutions voluntarily submitted responses to these items on behalf of their institutions, and exploratory factor analysis (EFA) was utilized to identify a preliminary model structure for the instrument. 105 consensus statements across eight categories – culture, leadership, financing, infrastructure, partnerships, faculty affairs, curricular affairs, and IPEC competency framework – were developed by the expert panel, then transformed into 48 potential instrument items. 158 designated IPE leaders submitted responses as institutional representatives, and EFA yielded a 20-item model structure comprised of three factors: Institutional Infrastructure, Institutional Commitment, and IPEC Competency Framework. Leaders of academic institutions are encouraged to utilize the 20-item IPEC Institutional Assessment Instrument alongside the 105 expert-generated consensus statements it is based upon to assess their institutional capacity for high-quality programmatic IPE and to plan for quality improvement.

Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health.

Interprofessional education (IPE) activities provide students insight into healthcare teams, shared decision-making, and social determinants of health (SDOH). Virtual IPE activities with large student populations or across multicampus have not been evaluated. The study aimed to explore the interprofessional competency growth in students, across several disciplines, following participation in a large-scale, virtual IPE activity. Students from pharmacy, medicine, social work, and physician assistant programs across Tennessee participated in an IPE patient case and SDOH in fall 2020 and fall 2021. Pre- and postsurveys included Likert ranking of 16 statements based on the 2011 Interprofessional Education Collaborative (IPEC) framework. A total of 607 students completed surveys (overall response rate, 76%). Wilcoxon signed-rank tests were performed on the pre-/postsurvey data, in aggregate and by discipline. Significant increases in all IPEC competency statements were seen, both in aggregate (100% of statements with p < 0.001) and in pharmacy (100% of statements with p < 0.001) and medicine subgroups (94% of statements with p < 0.001). Implementing large virtual IPE activities involving a complex patient case and SDOH significantly increased student IPEC competency outcomes for participating students, whether in aggregate or on a discipline-specific basis.

Collaborative Learning for Professional Development: A Review of Research Methods and Instruments

This paper analyzes teacher collaboration research studies based on the research methods and tools used in these studies. As a researchmethodology, 36 studies were systematically collected from research databases such as EBSCO, ERIC, and search engines such as GoogleScholar, based on the selection criteria and themes. Across the studies, they were analyzed using thematic data analysis. According to thefindings, collaborative dimensions and activities, teachers’ beliefs and perceptions on their collaboration, teachers’ room to communicate,teacher-to-teacher dialogue, the way teachers work together, and collaborative attitudes are factors in developing research methods andtools used in previous studies of teacher collaboration in schools. Furthermore, previous studies have included various participants such asadministrators, teachers, staff members in schools, parents, families, community members and school board members. Informal collaboration,professional learning experience and peer collaboration, school culture, social networks, leadership and school management teams,sustainability in financial and physical conditions of schools and well-planned in-service teacher education programs based on collaborativeknowledge creation are factors that influence teacher collaboration. Different conceptual frameworks and instruments have been usedto describe teacher collaboration, such as the Teacher Collaboration Improvement Framework (TCIF), the Community of Practice (CoP), theTeacher Collaboration Assessment Survey (TCAS) and the Professional Learning Community-Revised (PLCR) instrument. According to thefindings, more research on the term “interprofessional collaboration” in the field of teacher education is required because collaborationbetween representatives of different professions is now essential for school improvement. The findings of this study have the potential tocontribute to future research in teacher collaboration and interprofessional collaboration in education.

283 AN EXPLORATION OF THE IRISH NATIONAL FRAILTY EDUCATION PROGRAMME ON PRACTICE: A FRAILTY FACILITATOR'S PERSPECTIVE

Abstract Background Frailty is associated with a range of adverse outcomes in older adults requiring prevention, early detection and management. Interprofessional collaboration in education and practice can facilitate integrated care for older people in the management of frailty. In Ireland, an interprofessional National Frailty Education Programme (NFEP) is delivered in partnership between the National Clinical Programme for Older People (NCPOP) and The Irish Longitudinal Study on Ageing (TILDA). On completion of the NFEP, Frailty Facilitators return to their regional/local frailty networks to deliver the programme to healthcare professionals across disciplines and settings. The aim of this study is to explore the impact of the National Frailty Education Programme on practice. Methods A qualitative exploratory approach was adopted to elicit the perspectives of Frailty Facilitators on the impact of the NFEP on practice. Purposive sampling was employed across frailty networks nationwide. Focus groups were conducted, and data were analysed using thematic analysis. Results Twenty-four participants from five frailty networks took part in five focus groups across Ulster, Leinster and Connaught. Frailty Facilitators collaborated to deliver education on frailty in their local networks following the NFEP. Management support particularly that provided by the Centres for Midwifery and Nurse Education was deemed a significant enabler of frailty education. Strong interprofessional alliances were developed that enhanced communication between primary and secondary care settings in the care of older people. The medical profession were noted to have low participation in the frailty networks. The results revealed widespread use of frailty instruments for assessment and a shared understanding and language on frailty. Conclusion The NFEP had a clear impact on Frailty Facilitator’s practice. Conceptualisation and reflection on frailty related practice was in evidence across the frailty networks thus enabling multidisciplinary teams to manage the care of an older person with frailty in an integrated way.

Get Out of Your Silo: A Qualitative Examination of an Interprofessional Undergraduate Course

Purpose: Interprofessional collaboration in schools is fundamental to the success of all students. The purpose of this exploratory study is to examine the impact of an innovative one-credit-hour undergraduate course on students' knowledge of the Interprofessional Education Collaborative's (IPEC) core competencies for interprofessional practice. Method: Nine undergraduate students from communication sciences and disorders, inclusive early childhood education, and elementary education majors participated in two focus groups (one at the beginning and one at the end of the course). The researchers used a directed content analysis approach to analyze the data in terms of frequency and depth of the students' descriptions of the IPEC core competencies. Results: Two main findings emerged: (a) participants discussed the roles and responsibilities for collaborative practice (RR) and interprofessional teamwork and team-based practice (TT) competencies more frequently at the end of the course, and (b) participants discussed the RR, TT, and interprofessional communication practices competencies in a greater level of depth at the end of the course. Conclusions: These results suggest that a one-credit-hour course has the potential to enhance undergraduate students' knowledge of the IPEC core competencies in relation to school-based collaboration. Additional learning experiences for undergraduate students could include observations of co-teaching in schools, practicum experiences in which students have the opportunity to engage in co-teaching, and additional coursework on collaboration and teamwork. Supplemental Material: https://doi.org/10.23641/asha.21313722

Approaches to collaboration and support in early childhood education and care in Finland: professionals’ narratives

ABSTRACT Children with intellectual disability and autism often receive support which is organised with interprofessional collaboration in early childhood education and care (ECEC). In Finland, a new ECEC curriculum was launched in 2022. The core curriculum and renewed legislation on ECEC emphasise collaboration between professionals and parents. In this study, we examined approaches and practices regarding collaboration and support in the context of Finnish ECEC. The data were collected from ECEC professionals (N = 104) using the method of empathy-based stories (MEBS). The MEBS used frame stories through which professionals responded to a variety of descriptions about a child’s situation, whether positive or negative. The analysis resulted in four narratives, which were about: 1) a culture of self-survival and individual responsibility, 2) interprofessional collaboration as a core method 3) one’s own and the team’s competence supporting the child, and 4) pedagogical practices in constructing inclusion. Findings suggest that, teamwork and interprofessional collaboration should be enhanced in pre- and in-service training and practices in ECEC.

PENTINGNYA KUALITAS KOMUNIKASI PERAWAT DAN DOKTER SEBAGAI UPAYA PENINGKATAN KEPUASAN PASIEN DI RUMAH SAKIT

The collaboration practice in health services most often in hospitals is hospital team between nurses and doctors. Barriers that make collaboration not maximized due to lack of communication between them. The purpose of this study was to determine the relationship between the communication quality of nurses and doctors with patient satisfaction. The research method used a quantitative analytic design with a Cross Sectional approach. The number of research samples is 77 patients in the inpatient ward. The sampling technique used Accidental Sampling. Data analysis used Spearman Rank statistical test. The results showed that the communication quality of nurses and doctors in the very good category was 98.7%, patient satisfaction was in the very satisfied category 94.8% and there was a relationship between the communication quality of nurses and doctors with patient satisfaction, the value (p = 0.000 &lt; 0.05) with correlation coefficient 0.490 moderate relationship. The results show that collaborative practice between nurses and doctors must be maintained and interprofessional collaboration education is an effective strategy to build collaboration since health education between nurses and doctors.&#x0D; Keywords: doctors, communication, nurses, patient satisfaction

An interprofessional discharge planning curriculum in the clinical learning environment

Evidence suggests that medical errors are most likely to occur during care transitions, i.e., handoffs from unit to unit or discharge home. Lapses in coordination and communication, poorly delineated professional roles and responsibilities, and lack of patient/family engagement are often associated with resulting patient harm. This manuscript describes a small sample interprofessional learning experience executed within the acute care setting, with the goal of positively affecting Interprofessional Education Collaborative (IPEC) competencies, attitudes toward teamwork, and professional role development among nursing and medical students. Nursing and medical students engaged in a 4-week learning activity centered on discharge planning of patients on an inpatient medical-surgical unit. Our project demonstrated not only positive shifts in understanding and attitudes toward teamwork, but also the feasibility of implementing an interprofessional learning activity in the clinical environment.

A student centered interprofessional awareness program to increase knowledge and improve attitudes about substance use disorder

Substance Use Disorders (SUDs) constitute a national public health crisis resulting in nearly 91,000 overdose related deaths annually. Negative attitudes and stigma within the general population, as well as healthcare professionals, towards individuals with SUDs present a barrier to identification and treatment. SUD related training programs exert a positive influence on the attitudes of health care professionals. To evaluate the impact of a SUDs training seminar on the attitudes and perceptions of occupational therapy, pharmacy, and physician assistant students towards individuals with SUDs, as well as the perceived value of interprofessional education and collaboration. Two standardized assessments were utilized to determine the course impact on knowledge and attitudes regarding interprofessional teams and stigma related to SUDs after completion of a 2-day interprofessional seminar. Analysis of the survey responses revealed statistically significant changes in all factors related to participants’ values and understanding of Interprofessional Education Collaborative (IPEC) compentencies as well as many of the factors regarding attitudes towards SUDs and their treatment. The activities incorporated in the two-day seminar were effective in exerting statistically significant changes in student knowledge of interprofessional teams and attitudes towards SUDs.

Does Interprofessional Problem-Based Learning (iPBL) Develop Health Professional Students’ Interprofessional Competences? A Systematic Review of Contexts, Mechanisms and Outcomes

This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic databases, identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic data-bases identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL promotes competences as categorised using the Interprofessional Education Collaborative (IPEC) framework, in Ethics/Values (n = 7); Roles/Responsibilities (n = 27); Interprofessional Communication (n = 19) and Teams/Teamwork (n = 21). Qualitative research dominated the literature. Limited, high-level quantitative data observed effects on students’ attitudes and perceptions of interprofessional compe-tences. Reporting of iPBL context and implementation mechanisms (e.g., trigger design) were largely absent in identified studies. Most iPBL (n = 26), was conducted in university rather than clinical settings.

Faculty Perspective on Interprofessional Education Competencies: Respiratory Therapy Compared to Other Allied Health Professions.

Interprofessional Education (IPE) provides a framework for collaborative education between health care specialties to improve patient care. In 2010, the Interprofessional Education Collaborative Expert Panel established the competencies of communication, ethics, roles and responsibilities, and teams and teamwork. Studies have assessed knowledge and attitudes about IPE in several allied health educational programs including respiratory therapy (RT). We compared RT faculty to athletic training (AT), nutrition (NT), occupational therapy (OT), physical therapy (PT), and dental hygiene (DH) faculty. Faculty were asked to rank the IPE competencies according to importance. RT faculty ranked communication first, then teams and teamwork, roles and responsibilities, and last ethics. A Kruskal-Wallis Dwass-Steel-Chritchlow-Fligner pairwise analysis showed statically significant differences among allied health faculty rankings of IPE competencies. In communication, RT faculty responded statistically higher than AT (P < .001), DH P < .001), NT P < .001), and OT (P = .003). In ethics, RT faculty responded statistically lower than DH (P < .001), NT (P = .01), and PT (P < .001). In roles and responsibilities, RT faculty responded statistically higher than AT (P = .007) and OT (P < .001). In teamwork, RT faculty responded statistically higher than AT (P = .02), DH (P < .001), OT (P = .002), and PT (P < .001). RT faculty who teach at different degree levels (associate's degree programs vs bachelor's and master's degree programs) had the same ranking of competencies, but they had a statistically significant difference for teamwork, with associate's degree faculty ranking teamwork lower than bachelor's and master's degree faculty.

Healing trauma with interprofessional collaboration and trauma-informed perinatal care: A qualitative case study.

The interprofessional education collaborative (IPEC) core competencies (CCs) describe standards for effective interprofessional health care practice and education; these standards are updated periodically based on stakeholder feedback. The purpose of this project was to use a qualitative case study approach to describe one multiparous birth trauma survivor's fifth birth experience with an interprofessional birth care team (IBCT) and to juxtapose her experiences and perspectives with the IPEC core competencies (IPEC CCs). This approach enabled us to identify strengths and gaps in the standards for interprofessional health care education and practice specific to perinatal care. One in-depth, open-ended, semi-structured interview was conducted to elicit the participant's fifth birth experience. Information from her previous births and the IPEC CCs was used to design the interview guide, and we used independent, deductive, consensus coding to identify themes from verbatim transcripts. Three themes were identified: (a) Establishing a therapeutic patient-provider relationship; (b) Prioritizing communication, respect, and knowledge in person-centered care; and (c) Shared decision-making as the crux of collaborative care. The participant's narrative elevated person-centered, trauma-informed care (TIC) principles as critical to effective interprofessional birth care and as essential threads for the IPEC CCs. One survivor's positive experience after prior birth trauma illustrates the critical role IPEC CCs may play in collaborative perinatal care provided by IBCTs. In our analysis, we also identify the need to explicitly incorporate TIC principles and person-centered language in health care competencies that support the standards for perinatal health care education and practice.

An online escape room used to support the growth of teamwork in health professions students.

Effective teamwork in the online environment is essential to patient care and safety. The need for training health professionals to work together on a virtual interprofessional team has become even more important since the start of the COVID-19 pandemic as telehealth, or the provision of virtual healthcare to patients, has become more common. This resource describes the development of an online escape room activity using free online resources. The activity aimed to enhance health profession students’ abilities to communicate effectively, work together to complete a task, and develop knowledge of the unique roles of healthcare team members in a course dedicated to interprofessional education. Teams of five to seven students met online and completed seven puzzles to escape a virtual room. Results obtained from the pre-post surveys of 176 students across six disciplines showed the activity aided in increasing participants perceptions of their ability to communicate respectfully and work together to complete a task, while developing knowledge of the unique roles of members of the healthcare team, all components of the Interprofessional Education Collaborative (IPEC) Core Competencies. This activity lays the groundwork for collaborative, interprofessional activities, such as telehealth, which students will be exposed to in their futures, and the results infer that the activity can help to build collaboration among team members, even team members that are not in the same physical space.

Collaboration in interprofessional teams: A needs assessment of factors that impact new resident physicians

ABSTRACT Many resident physicians struggle with effective interprofessional collaboration (IPC), but characterization of their challenges is not well known. This study examines gaps in IPC skills for graduating medical students entering residency. A needs assessment was completed to evaluate factors that impact resident physicians’ ability to effectively collaborate with other healthcare professionals. This study included online surveys of 123 recent medical school graduates, 21 semi-structured interviews of residency program directors, and 3 focus groups of healthcare professionals who interacted with residents. Survey results were analyzed for means and narratives from surveys, interviews, and focus groups were analyzed for themes. We found that graduates felt they did not have a strong understanding of other providers’ roles and did not feel well prepared to handle conflict with other providers or navigate interprofessional team dynamics. Themes emerging from narrative data generally aligned with the Interprofessional Education Collaborative core competencies including understanding team roles, communicating effectively, and working effectively in a team, but these interviews also elucidated an additional theme, overcoming system barriers. Data from this work can inform curricula in preparation for the transition to residency. The authors also offer an educational framework for learning effective IPC as a new team member.