Interprofessional Collaborative Competency Attainment Survey Research Articles

Research on the application effect of inter-professional training program for newly enrolled medical staff in operating room based on digital information technology.

The operating room environment demands high levels of teamwork and interprofessional collaboration, yet current training programs often lack sufficient opportunities to develop these essential skills. Few studies have explored the impact of Interprofessional Education (IPE) based on digital information technology in improving the collaboration and learning among newly enrolled medical staff in the operating room. This study aimed to design, implement, and evaluate a digital information technology-based IPE training program for newly enrolled medical staff in the operating room. The evaluation focused on the effects of the program on the participants' expertise, operational knowledge, team communication skills, and application of these skills in clinical practice. Sixty-eight newly enrolled medical staff from surgical departments in a tertiary hospital in Shanxi province were included in this study from January 2021 to December 2022. The participants engaged in an IPE training curriculum that utilized digital information technology, featuring courses and case studies specifically tailored to the operating room environment. Post-training assessments included evaluation of test scores of expertise course, evaluation of surgical simulation operations (operational knowledge and communication), and the International Interprofessional Collaboration Competency Attainment Survey (ICCAS). The effectiveness of the training was assessed by evaluating improvements in communication skills, application of practical knowledge, and teamwork in surgical contexts. Expertise course evaluation and reflection revealed that the new enrolled medical staff in the operating room had a deep understanding of the knowledge. At the same time, they are better able to understand and master the nursing mode in the process of different professional surgery, and said that they would like to cooperate with surgeon and anesthesiologist during the surgical operation. The score of the Interprofessional Collaborative Competency Attainment Survey (ICCAS) increased significantly (P < 0.05), indicating that the communication and collaboration skills of the new enrolled medical staff in operating room were further improved, and that they were more familiar with the patient-centered teamwork mode. This study provides a valuable reference for the design and implementation of IPE programs based on digital information technology in the operating room. It highlights the importance of such programs in enhancing the understanding and cross-disciplinary communication skills for newly enrolled medical staff, ultimately improving patient care through better teamwork.

Nursing students’ perceived ability to practice interprofessional collaboration after the inclusion of virtual and immersion interprofessional education activities: A quantitative exploration

BackgroundLittle is known about the influence of interprofessional education (IPE) on interprofessional collaboration (IPC), particularly following the COVID 19 pandemic. AimTo examine nursing students’ perceived ability to practice IPC after exposure to virtual lectures and immersive clinical IPE activities founded on the competencies from the National Interprofessional Competency Framework. DesignA cross-sectional design was used. MethodsThird year nursing students (n=105) enrolled in a pediatric theory and clinical completed surveys including: Demographic items, the revised Interprofessional Collaborative Competency Attainment Survey (ICCAS) and the Interprofessional Education Collaborative Competency Self-Assessment (IPEC) (Version 3). Students completed reflective questions about their IPE experiences. Descriptive statistics, paired t-tests, confidence intervals, and point estimates were used to measure the differences from pre- to post-participation for all items of the ICCAS and IPEC. ResultsParticipants reported improved IPC competence on every item and overall, after the IPE activities. Participants from urban campuses had lower ICCAS scores (PE 0.38, 95 % CI, 0.12–0.65) than those from rural campuses (PE 0.45 95 % CI, 0.18–0.72). Students who identified as men had higher team functioning scores before participating in the IPE activities than women (PE 0.50; 95 % CI,: 0.05–0.95). The IPEC Interaction items mean score was 4.03 ±.50 and IPE values items were higher with a mean of 4.62 ± 0.46. ConclusionsThe findings can guide development and implementation of IPE experiences for nursing and allied healthcare students.

Description of a Longitudinal Interprofessional Education Plan and Outcomes From an Inaugural Student Cohort

ObjectiveTo describe a longitudinal interprofessional education (IPE) plan at 1 school of pharmacy including inaugural student cohort outcomes. MethodsStandards 2016 prompted the creation of an IPE task force at the University of Wisconsin–Madison School of Pharmacy to develop and implement an IPE plan consisting of outcome-based goals, a deliberate design, and a formalized assessment strategy (an approach that inspired national consensus guidance from the Health Professions Accreditors Collaborative). Beginning with the 2022 graduating class, required interprofessional learning activities were embedded longitudinally across a 4-year Doctor of Pharmacy program and included classroom-, simulation-, and clinical-based IPE activities. Student learning outcomes, focused on attitudes, skills, and behaviors, were assessed longitudinally using 3 self-reported, validated measures allowing before and after comparisons: Student Perceptions of Interprofessional Clinical Education–Revised, Version 2, Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3, and Interprofessional Collaborative Competencies Attainment Survey–Revised, coupled with the Individual Teamwork Observation and Feedback Tool. ResultsEnd point Student Perceptions of Interprofessional Clinical Education–Revised, Version 2 and Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3 average scores were in the agree to strongly agree range with statistically significant before and after change in 80% (4 of 5) of subscales. Students’ attainment and demonstration of positive teamwork behaviors were evidenced by statistically significant before and after changes in advanced pharmacy practice experience student Interprofessional Collaborative Competencies Attainment Survey–Revised scores and universal satisfactory ratings of advanced pharmacy practice experience students on the Individual Teamwork Observation and Feedback Tool. ConclusionA developmentally progressive, longitudinal IPE plan was implemented into a 4-year Doctor of Pharmacy program. Inaugural student cohort assessment results documented students were prepared for interprofessional practice upon graduation.

Interprofessional Collaboration and Self-Compassion Intervention for School-Based Practitioners: A Mixed-Methods Analysis

Aims To evaluate a five-month, hybrid, districtwide interprofessional collaboration and self-compassion training-and-coaching intervention. Methods Following a full-day interprofessional training in a large urban, K-through-12, Southern U.S. public-school, 34 participants (27 speech language pathologists, 5 occupational therapists, 2 physical therapists) self-selected to complete an ongoing interprofessional project. Intervention included the one full-day in-person training, monthly group coaching sessions, and post-study focus group. Interprofessional Collaborative Competencies Attainment Survey and Self-Compassion Scale, Short-Form were completed pre-training and post-coaching sessions. Recordings of coaching sessions and post-study focus group were analyzed via reflexive thematic analysis. Results Quantitative analysis via paired sample t test revealed an increase in the total score on both measures (p < .001). Qualitative analysis revealed thematic underpinnings of successful team “lift”: Generous Give, Shared Logistical Purpose, and Social-Emotional Benefits. These contrast in teams that struggled to “lift”, where barriers were Lack of Buy-In and Systemic Dysfunction. Conclusions The study demonstrated the positive impact of a districtwide intervention on interprofessionalism and self-compassion competencies of therapists, informing creation of a novel model, the “Lift of Collaborative Teams” model for future interprofessional initiatives.

Virtual interprofessional education for the African continent: AFRI-VIPE

This article details how multiple universities came together in 2019 during the Africa Interprofessional Education Network (AfrIPEN) conference in Nairobi, Kenya, to create an interprofessional, multi-continent, multi-university opportunity to give their students an asynchronous and synchronous virtual interprofessional experience through a programme known as VIPE (virtual interprofessional education). The programme, which was created after the conference, was entitled AFRI-VIPE (Africa virtual interprofessional education). From that conference, four AFRI-VIPE events have been implemented to date. Asynchronous material was created, and synchronous sessions were held that utilised problem-based learning to reinforce the Interprofessional Education Collaborative (IPEC) core competencies. Students’ competency attainment was assessed using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), and analysis of those data showed significant improvements across all six interprofessional subscales for students at both North American- and African-based institutions, as well as across professional groups. All data were kept anonymous. Challenges experienced during AFRI-VIPE included the difference in time zones, student attrition, connectivity and survey response rates. Through their participation in the VIPE model, students and facilitators from a variety of countries and professions appreciated the opportunity to learn with, from and about other students through exposure to authentic case studies.

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.

Building Interprofessional Competencies Through a Collaborative Prescribing Activity With Osteopathic, Pharmacy, and Physician Assistant Students.

Medication errors can lead to significant adverse events. Nearly 50% of medication errors occur during the prescription-writing stage of the medication use process, and effective interprofessional collaboration and communication are key to reducing error in this process. We developed a three-part, 60-minute, interprofessional education activity providing medical, physician assistant, and pharmacy students the opportunity to practice collegial interprofessional communication surrounding prescribing practices. Learners met virtually initially as a large group and divided into small groups facilitated by a health professional. Part 1 involved reviewing two prescriptions prepared by learners; part 2 was a discussion about the education, roles, and responsibilities of each profession; and part 3 focused on identifying prescription errors in examples provided by faculty. Students completed a post-pre survey measuring their perception of learning the Interprofessional Collaborative Competency Attainment Survey (ICCAS) areas. Of 317 participants (151 doctor of osteopathy, 68 master of physician assistant studies, and 98 doctor of pharmacy students), 286 completed the post-pre survey, for a 90% response rate. Students reported statistically significant (p < .001) increases in all 20 questions spanning the six ICCAS areas. The virtual format allowed multiple institutions to participate from various locations. It broadened the learners' experience by fostering interaction among those with varied perspectives and allowed collaboration between locations and programs that otherwise could not have participated. The activity introduced students to virtual collaboration and key telehealth skills, enhancing their confidence and familiarity with virtual interactions in a professional setting.

Interprofessional collaboration skills and motivation one year after an interprofessional educational intervention for undergraduate medical and nursing students

BackgroundThe increasingly complex patient care in the twenty-first century is delivered by interprofessional health care teams. Interprofessional collaboration can be taught during interprofessional education. However, whether a long-term change in collaborative competencies can be achieved by interprofessional education has not been studied sufficiently. Our research questions were: How does motivation for interprofessional collaboration and interprofessional collaborative skills change up to one year after an interprofessional educational intervention? How are they related to each other?MethodsDuring a one-year period, undergraduate medical and nursing students attended four interprofessional (intervention) or uniprofessional (control group) education sessions. Self-determination Theory was used as the theoretical framework. Autonomous and controlled motivation scores for interprofessional collaboration were calculated using the Academic Self-Regulation Questionnaire, before (T1), directly after (T2) and one year post-intervention (T3). At T3, the students also filled out the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), which measured the perceived attainment of collaborative competencies by a retrospective pre-test/post-test design. We used linear mixed effects models to analyse the motivation scores and linear regression for the relation between motivation and competence.ResultsIn the interprofessional group, autonomous motivation scores of the participants were significantly lower at T2 vs. T1. Controlled motivation scores were significantly higher at T3 vs. T1. Controlled motivation scores for T2 were significantly higher in the uniprofessional group than in the interprofessional group. Perceived competence was related to higher autonomous motivation scores. At T3 the interprofessional collaborative competencies seemed to have grown more among students in the interprofessional group.ConclusionsThe perceived growth in interprofessional collaboration competence lasted at least up to one year after the intervention, and was measurable with the ICCAS. The growth was significantly more in the IPE students than in the UPE students. The few differences found in motivation scores for interprofessional collaboration were probably caused by an imbalance of nursing versus medical students over the different time points. This finding indicates that classroom based IPE can contribute to interprofessional collaboration skills of nursing and medical students at least up to one year after an intervention.

The Virtual Geriatric Assessment Interdisciplinary Team Project: Interprofessional Geriatric Training Against the Backdrop of COVID-19.

Interprofessional geriatric education programs enhance trainees' knowledge of older adults, and the valuable contributions health and social care practitioners make to their well-being when specialists work collaboratively. In response to the 2020 COVID-19 pandemic restrictions, in-person geriatric interprofessional education (IPE) programs were redesigned for virtual delivery. Nineteen virtual programs were held between September 2020 and December 2022. Of the 369 health and social care trainees who participated, 67.2% completed both pre- and post-program surveys. Survey instruments included the Interprofessional Collaborative Competency Attainment Survey (ICASS), which measures perceptions associated with patient-centered, team-based, collaborative care. Significant differences were obtained across ICASS domains, including communication, conflict management/resolution, and team functioning, suggesting that virtual programs may enhance attitudes and perceived abilities for interprofessional collaborative practice. Furthermore, participants' perceived understanding of older adult needs improved, as did their interest in geriatrics. Results illustrate that virtual geriatric interprofessional (IP) programs may be viable alternatives to in-person opportunities.

Fostering collaborative practice through interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students

ABSTRACT Literature regarding simulation for learning interprofessional collaborative practice (IPCP) indicates a need to include a range of health professions and to focus on students’ development of team communication and conflict resolution skills in day-to-day healthcare delivery. This study evaluated the impact of interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students on interprofessional collaboration competencies, specifically collaborative communication and conflict resolution during day-to-day interactions, and their intention for IPCP during placement. A series of simulations featuring the potential for interprofessional conflict and involving explicit coaching on communication and conflict resolution were conducted. A single cohort pre-test post-test design included the Students’ Perceptions of Interprofessional Clinical Education Revised (SPICE-R), the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), and an open response survey question on future intended practice. A total of 237 students participated in the simulation experience. Overall scores and scores on all IPCP competencies in the ICASS (n = 193) and SPICE-R (n = 226) improved for all professions post-simulation. The mean score of the ICCAS increased for 98% of the respondents and similarly the mean score of the SPICE-R increased for 71% of the respondents. Open-ended responses indicated students’ intentions to pursue self-leadership in IPCP. Students who participated in an interprofessional simulation reported perceived improvements in IPCP competencies and were encouraged to initiate IPCP when on placement in the practice setting.

The effectiveness of community-based interprofessional education for undergraduate medical and health promotion students

BackgroundCommunity-based interprofessional education (CBIPE) has been proven effective in enhancing the interprofessional competencies of medical and health professional students. However, there is a lack of evaluation on the impact of experiential CBIPE among undergraduate medical and health promotion students in Thailand. Therefore, the objective of this study is to assess the influence of CBIPE learning on the collaborative competencies of these students.MethodsA one-group pre-posttest design in 193 (152 medical students and 41 health promotion) students were involved in the CBIPE program, later divided into 12 groups. Data was collected by direct observations of mentors using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). The Wilcoxon matched-pairs signed-rank test was conducted to evaluate the effectiveness of the CBIPE program.ResultsA total of 175 (90.67%) completed ICCAS and satisfaction questions before and after the CBIPE program. The mean age of respondents was 20.29 ± 1.63 years; 60.57% were women and 39.43% were men. The results showed a significant increase in collaborative competencies before and after the 2-week course. Gender-stratified analysis showed an improvement after CBIPE training for all subscales in women, while the communication, collaboration, conflict management, and functioning team skills segment score was significantly higher in the post-assessment among men.ConclusionThe implementation of CBIPE learning was successful in enhancing collaborative competencies among both medical and health promotion students. These findings will provide valuable insights for the design and improvement of CBIPE learning programs in other universities.

Improved Soft-Skill Competencies of ABA Professionals Following Training and Coaching: A Feasibility Study

The field of applied behavior analysis currently faces critique regarding the need for increased compassion and interprofessional collaboration training toward culturally and emotionally responsive practice. Mindful self-compassion is evidenced to improve self-compassion and compassion. The purpose of the current study was to improve soft-skill competencies in collaboration and compassion of behavior analytic professionals. In this feasibility study, two cohorts of American behavior analytic professionals (N = 24) received a 4-month training-and-coaching sequence, with a pre-program focus group serving as the program’s needs assessment. The Interprofessional Collaborative Competency Attainment Survey and Self-Compassion Scale, Short Form were administered pre- and post-intervention to ascertain program effectiveness, alongside open-ended survey questions. Training included experiential learning opportunities in small groups, with participants practicing self-compassion and collaboration skills. Coaching included additional individual practice opportunities. Pre- and post-whole test scores were significantly different on both instruments, with p set at .05, demonstrating preliminary effectiveness. Significance on paired-sample t-test for the Interprofessional Collaborative Competency Attainment Survey whole score fell at <.001, while for the Self-Compassion Scale, Short Form, it fell at .004. While prior studies have demonstrated the need for collaboration and compassion training within the ABA workforce, the current study reports on an implementation procedure to improve upon these skill sets, addressing a noted gap. Furthermore, the current study operationalizes collaboration alongside self-compassion, demonstrating the importance of centering collaborative practice within soft-skill awareness and competency. Future research can incorporate direct measures of these skill sets.

Working together or apart? Impact of interprofessional education on collaborative competencies of applied behavior analysis and occupational therapy practitioners

ABSTRACT Applied behavior analysis and occupational therapy practitioners uniquely serve neurodivergent individuals, despite interprofessional contention. While some qualitative research exists, there is a need for quantitative and mixed-methods evaluation of evidence-based strategies to improve the collaboration between occupational therapy practitioners and applied behavioral analysis professionals. This study aimed to improve collaboration for enhanced outcomes between individuals from these two professions. This program assessed change in collaborative competencies of occupational therapy and applied behavior analysis professionals, following virtual interprofessional education initiative provided by a licensed certificant from each profession. Interprofessional Collaborative Competencies Attainment Survey, open-ended survey questions and recorded focus group were used to evaluate program impacts. Quantitative results were analyzed using paired-sample t-tests and revealed statistically significant increases in participants’ whole scores (p<.05). Qualitative analysis revealed the value of practical, problem-based learning. This study demonstrated the potentiality of virtual interprofessional education, question-answer dialogue, and actionable strategies. Future studies can increase sample size and implement longer-term models.

Transforming interprofessional pedagogies: Pivoting from the flipped classroom to an online approach

The COVID-19 pandemic prompted increased use of online education, including for interprofessional education (IPE). This study evaluates the comparative efficacy of two pedagogical approaches (i.e., flipped classroom, and 100 % online education) used to deliver a two semester long, IPE course offered at a large academic medical center. Through this quasi-experimental investigation of retrospective outcomes, this study compares the impact of these two pedological approaches on student learning outcomes. Pre- and post-course Interprofessional Collaborative Competencies Attainment Survey (ICCAS) student scores were collected across two academic years where either the flipped-classroom approach or online approach was utilized, 2019–2020 (n = 442) and 2020–2021 (n = 515) respectively. Using a general linear model, changes in total mean ICCAS scores were determined; then t-tests assessed for item level changes. Findings from this study reinforce the idea that 100 % online learning is not only possible for IPE but is a powerful way to engage learners from differing professions.

Implementing a primary care simulation to improve interprofessional competencies

Learners from six health professions programs (athletic training, nursing, optometry, osteopathic medicine, pharmacy, and physical therapy) participated in a telehealth primary care simulation. The learners’ purpose of the simulated visit was to evaluate and manage a patient experiencing complications of type 2 diabetes, including vision changes, frequent falls, and a foot wound. ObjectivesThe objectives of the activity were to: 1) assess changes in perceived interprofessional abilities in the areas of communication, collaboration, roles and responsibilities, patient/family-centered care, conflict management and resolution, and team functioning, and 2) assess learner perceptions regarding the value of the interprofessional primary care simulation. ActivityLearners were divided into teams with 1–2 learners from each program (8–9 total learners per team) and each team interacted face-to-face in small individual classrooms. Trained faculty served as simulation facilitators in each classroom. Each team conducted a two-phase videoconference encounter with a trained standardized patient and family member. Between the two phases, each team conducted an interprofessional care planning session. Learner evaluation of the exercise used two validated tools, the revised Interprofessional Collaborative Competency Attainment Survey (ICCAS-R), and the modified Simulation Effectiveness Tool (SET-M) to inform the faculty. FindingsPaired t-test values on all 20 items of the ICCAS-R indicated statistically significant results (p < .001), and SET-M results indicated that over 88 % of learners strongly agreed or somewhat agreed with questions pertaining to their satisfaction with the activity. Findings from this activity can be used by other educational institutions to develop a primary care simulation based on the health professions available, thus enhancing interprofessional learning opportunities and overcoming a common barrier of limited clinical sites for interprofessional practice.

Visual thinking strategies for interprofessional education and promoting collaborative competencies.

Interprofessional education (IPE) curricula require approaches that address the needs of learners from multiple professions and levels of clinical experience. Frameworks based in the arts and humanities, which can improve learners' skills in collaborative competencies such as communication and team building, remain limited in IPE. We describe the development, implementation and evaluation of a visual arts-based IPE session for over 400 interprofessional learners. During the 90-min session held in 2021, an art museum educator first guided learners through observations of art works using the Visual Thinking Strategies (VTS) approach. Subsequently, small groups of six to eight interprofessional learners and two trained facilitators explored how their observations were influenced by personal and professional identities and made connections to interprofessional collaborative practice. Two hundred eleven of the 407 student attendees responded to the post-session survey (52%). Eighty percent of the respondents agreed or strongly agreed that 'the art of observation activity is an effective means of starting discussions with interprofessional teams.' On the Interprofessional Collaborative Competency Attainment Survey, a validated tool assessing changes in interprofessional collaboration-related competencies, there was a significant increase between pre- (M = 45.73, SD = 8.05, p < 0.001) and post-session scores (M = 51.46, SD = 7.97, p < 0.001), using a paired t-test analysis. Qualitative analysis of learners' takeaways identified themes of open-mindedness, hearing other opinions and perspectives, collaboration/teamwork, patient-centeredness and awareness of biases. Our curricular approach shows how integrating visual arts-based pedagogies into IPE activities with learners from diverse disciplines and clinical experiences is both feasible and helpful for developing collaborative competencies.

Impact of the Interprofessional Leadership in Healthcare Certificate on health professionals’ collaboration and leadership abilities

IntroductionLeadership training is critical in preparing leaders of interprofessional teams to effectively coordinate teams and services to deliver high-quality, collaborative health care. This study aimed to determine the impact of the Interprofessional Leadership in Healthcare Certificate program on participants’ knowledge, skills, and workplace practices. MethodsThirty practicing health professionals participated in the five-month, online certificate program. At the end of the program, participants completed the Interprofessional Collaborative Competency Attainment Survey (ICCAS) and a leadership competency self-evaluation, both retrospective pre-/post-tests. At six months following the certificate, participants completed the same instruments together with a set of three open-response questions. ResultsNineteen participants completed both the survey at the end of the certificate and the 6-month follow-up survey. There was a significant increase in mean ICCAS and Leadership Competency Self-Evaluation scores from before to after and six-months following the certificate. Five themes were found in the qualitative data: (1) enhanced listening and communication skills; (2) a better understanding of team members’ roles; (3) increased collaboration; and (4) improved leadership skills. ConclusionThe certificate program had a positive impact on participants’ knowledge, skills, and workplace practices relating to interprofessional collaboration and leadership. This may be attributable to intentional interprofessional collaboration in both program development and learning experiences, and the use of the Project ECHO® model.

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

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

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

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

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

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