Interprofessional Education Course Research Articles

In-person to virtual interprofessional education: Teamwork attitudes and skills among dental and dental hygiene students.

The interruption to clinical professions' instruction due to closures from the coronavirus disease 2019 pandemic posed a significant hurdle to clinical education and presented a necessity to shift how instruction was delivered to resume educational activities. This study sought to answer the research question: did the transition from in-person to virtual instruction for interprofessional education (IPE) have an impact on students' perceptions of team attitudes and skills to learn and work in interprofessional groups? All participating first-year dental and second-year dental hygiene students enrolled in the campus-wide IPE course were invited to complete the Team Skills Scale (TSS) assessment before and after the course for two academic years 2019-2020 and 2020-2021. Paired t-tests were utilized to assess the change in student attitudes and skills from pre- to post-course assessment, and t-tests were used to assess mean differences between student cohorts 2019-2020 and 2020-2021. Within the student cohort 2019-2020 students reported significant improvement in all TSS items. Within the student cohort, 2020-2021 students reported significant improvement in all but three TSS items. There were only significant differences in mean values for student reported improvement in attitudes and skills for two TSS items between the 2019-2020 and 2020-2021 cohorts. Dental and dental hygiene students report significant improvement in team attitudes and skills after participation in a campus-wide IPE course. The mode of administration of the course, in-person or virtual, did not have a significant impact on student-reported improvements.

Development and Validation of the Interprofessional Collaboration Practice Competency Scale (IPCPCS) for Clinical Nurses.

Interprofessional collaborative practice is a core competency and is the key to strengthening health practice systems in order to deliver safe and high-quality nursing practice. However, there is no Interprofessional Collaboration Practice Competency Scale (IPCPCS) for clinical nurses in Taiwan. Therefore, the purposes of this study were to develop an IPCPCS and to verify its reliability and validity. This was a psychometric study with a cross-sectional survey using convenience sampling to recruit nurses from the seven hospitals of a medical foundation. A self-designed structured IPCPCS was rolled out via a Google survey. The data were analyzed using descriptive statistics, principal-axis factoring (PAF) with Promax rotation, Pearson correlation, reliability analysis, and one-way ANOVA. PAF analysis found that three factors could explain 77.76% of cumulative variance. These were collaborative leadership and interprofessional conflict resolution, interprofessional communication and team functioning, and role clarification and client-centered care. The internal consistency of the three factors (Cronbach's α) was between 0.970 to 0.978, and the Pearson correlation coefficients were between 0.814 to 0.883. Significant differences were presented in the IPCPCS score by age, education level, total years of work experience, position on the nursing clinical ladder, and participation in interprofessional education. In conclusion, the three factors used in the IPCPCS have good reliability and construct validity. This scale can be used as an evaluation tool of in-service interprofessional education courses for clinical nurses.

Framework for an interprofessional experience addressing health and disability for health professional students

Background and purposeA Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. Educational activity and setting72 students were assigned to interprofessional teams of 10–11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. FindingsQuantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. SummaryInterprofessional education and experiential learning opportunities are good ways to facilitate “real” patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.

Evaluating the impact of a blended interprofessional education course on students' attitudes towards interprofessional education: a pre-post study.

Since 2011, five educational and healthcare institutions have implemented a short interprofessional education (IPE) course to bring together undergraduates from five disciplines. To meet the logistical challenges of IPE implementation, more specifically, the large number of classrooms needed to gather students together and the need for human resources to guide learning activities, a face-to-face IPE course was redesigned into a blended (online and face-to-face collaborative learning activities) IPE course. In March 2023, 183 medical, 378 nursing, 46 radiologic technology, 69 physiotherapy, and 74 occupational therapy students participated in a one-day IPE blended course to learn interprofessional team functioning and dynamics, role clarification and responsibilities of other professions, and interprofessional communication skills. This study aimed to assess students' changes in attitudes towards IPE after being involved in a large-scale interprofessional blended learning course. A before-after study was conducted using a French translation of the validated questionnaire "University of West of England Interprofessional Questionnaire" (UWE-IP questionnaire). Students' attitudes towards interprofessional (IP) relationships and IP learning were measured before and after the course. In March 2023, two hundred fifty-six students from five professions answered two subscales of the UWE-IP questionnaire before and after the course (response rate 34%). Students' attitudes towards IP relationships improved significantly after the course. The score on this subscale (min 8; max 24) changed from 11.18 (SD 2,67) before the course to 10,38 (SD 2,55) after the course, indicating a significant improvement in attitudes towards IP relationships (p < 0,001). More specifically, students had more positive attitudes on the item "I have a good understanding of the roles of different health and social care professionals." and the item "I feel that I am respected by people from other health and social care disciplines." after the course. A positive change in students' attitudes towards IP learning was observed, but the results were not significative. A face-to-face IPE course redesigned as a blended course helped overcome existing challenges to implementing an IPE course. The results suggest a blended IPE course improves students' attitudes towards interprofessionality.

Interprofessional Education for Delirium Management: a Quality Improvement Project

Background Implementation of delirium management in hospitals is a complex process, often challenging and requiring interprofessional and interdisciplinary communication and collaboration. This project aimed to assess whether a delirium-specific interprofessional education (IPE) course would empower clinicians to conduct quality improvement projects in their hospital. Method Quality-improvement project in a university-affiliated hospital. Clinicians (physicians, nurses, and therapists) attended a 2-day IPE course for delirium management certified by the German Society of Intensive Care Medicine. Participants developed projects for quality improvement and presented results in a meeting eight weeks later. Results In total, 16 clinicians (eight nurses, six therapists, two physicians) from six wards participated. Participants organised themselves into five project groups. Eight weeks after attending the training, four out of five groups presented projects with successful and ongoing implementation, such as establishing a hospital delirium expert panel, delirium flyers for relatives, an informational one-pager for clinicians across the hospital, and a teaching concept for training of therapists. Implementing the 4AT delirium assessment in electronic patient charts took longer, extending beyond the 8-week timeframe. Overall, clinicians were satisfied with the IPE course and reported they felt more competent to care for delirious patients. Conclusions The delirium IPE course motivated and enabled participating clinicians to develop and perform delirium-specific quality-improvement projects in their hospital. Further research is needed to evaluate the sustainability of these projects and to estimate the effect of influencing factors within the context of the culture and setting.

The impact of online interprofessional learning on family health education to prepare collaborative-ready health professionals: A mixed-method study.

Interprofessional education (IPE) is an experience that occurs when students from two or more professions learn about, from, and with each other to improve the quality of health services. One of the IPE teaching strategies is to use an online approach. Due to the COVID-19 pandemic, the community needs effective health education to prevent disease transmission. This study aims to assess the attitudinal changes toward IPE among health students in Indonesia after attending an online course during the COVID-19 pandemic. This study used a mixed-method study design with a concurrent approach. It was conducted in 2021 at a health profession education school of a University in Indonesia. An online project-based interprofessional learning in family health education was conducted. The quantitative analysis was carried out using pre- and post-tests with The Readiness for Interprofessional Learning Scale (RIPLS) survey. Meanwhile, the qualitative methods used the phenomenological approach to Focus Group Discussion (FGD) and student reflective essays. The qualitative data were coded using thematic content analysis. The paired samples t-test was used if the data were normally distributed, or the Wilcoxon test if the data had abnormal distribution. The students' attitudes regarding team and collaboration; professional identity; roles and responsibility improved significantly from pre- to post-test (<0.001). The participants perceived that all four interprofessional core competencies were achieved in their learning. They also mentioned their experiences regarding factors contributing to the success of the online course. The family health education project gave the participants more insight into professionalism and patient-centered care. Online IPE courses can increase student readiness in collaborative practice and support students' learning to achieve interprofessional core competencies. The students feel the benefit of family health education for their profession.

TEACHING IN THE TUNDRA: LESSONS LEARNED AT THE UNIVERSITY OF ALASKA ANCHORAGE

Abstract UAA is an open-enrollment, public university of about 12,000 students. The gerontology minor was formed in 2005 as a result of the Geriatric Education Center (GEC). However, the loss of the GEC and most gerontology faculty, coupled with low student enrollment in the minor, led to its deactivation in 2014. Since then, several new faculty have been hired with an interest in gerontology. The Gerontology Faculty Workgroup, instituted by the GEC, remains active and the university now has 4 new courses on aging, including a geriatric Interprofessional Education (IPE) course. This forward momentum in recent years has led to the development of a new Occupational Endorsement Certificate program in gerontology. Training the future workforce and working professionals, the new program is poised to be more sustainable than a minor. In this presentation, we share details of past challenges and current successes within the College of Health.

Interprofessional Education: Collaborative Team Work Among Undergraduate Medical Students.

Madam, The last decade has been a global shift towards collaborative learning and practice. A Joint Commission Report noticed that 80% of all medical errors were due to miscommunications during patient handoffs, with 44% occurring in inpatient settings1. Learning Together to Work Together for Health is the essential guide for the working of Interprofessional Education (IPE), the idea presented by WHO and is defined as an experience that “occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve outcomes”2. The core competencies for IPE include collaborative teamwork, communication skills, ethical practice, roles and responsibilities, and conflict resolution2. IPE expects to improve the knowledge, skills, and attitudes towards collaboration to enhance their future clinical practice. Pakistan is a developing country that is strengthening IPE. The Karachi Medical and Dental College launched a training program on research methodology focusing on the principles of IPE to improve primary care delivery2. The Dental Hygiene Program at Aga Khan University is also an example of IPE improving patient healthcare3. These deficiencies can be overcome by vertically and horizontally integrating IPE in the curriculum. The absence of a formal team-based care programme deprives most students from learning about professional roles. This warrants a need to focus on learning approaches that can be used in undergraduate curricula and thereby create and foster a collaborative learning environment. Case-based learning and team-based learning are valuable approaches resulting in experiential learning and reflection. Simulations allow students to practice and improve their communication and collaboration among medical students. E-learning is worthwhile for enlightening their understanding and cognizance of further profession’s duties and authorities, which is unique to the leading competencies of IPE4. The logistics of setting up IPE activities may be more challenging. The leadership confrontation such as lack of management between the faculties and lack of support by organization, curriculum challenges like IPE courses designing, teaching challenges, such as shortage of faculty members training, skills and competence in interprofessional and resistance to transformation i.e. dearth of resources are the main challenges for the institutions5. The institutions should engage in policies in the best strategies to implement interprofessional education. Hierarchical heads and policymakers need to put forth an effort to advance IPE so that different professions can benefit from each other more easily.

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.

Development of an Interprofessional Competency Course Across Multiple Health Professions

Context Although interprofessional education (IPE) is not a new concept in health profession programs, the integration of this collaborative approach into athletic training education is still relatively new. Interprofessional education learning experiences can be embedded in a current course, presented in a stand-alone course, or integrated into service learning, simulation, or clinical education. Regardless of implementation strategy, IPE learning experiences should be adapted to each institution in response to program needs and resources available. Objective To describe the development of an IP course that includes 10 health profession programs. Background Although athletic training programs are required to implement IP collaborative practices, some institutions may experience challenges in developing strategies to meet this goal. Opportunities to engage in IPE initiatives may be present within your own college, institution, and community. Description We will describe the implementation of an IP course that included 10 health profession programs. The paper will outline the course design, course delivery, outcomes/data, and lessons learned along the way to support the continued advancement of IPE in athletic training programs. This course, through revisions, also included foundational understanding for concepts of cultural humility and the competence continuum along with strategies for respectful and effective team building in a diverse and IP environment. Clinical Advantage(s) Through this course, athletic training students are able to interact and collaborate with students from varied health profession programs, which leads to an increased level of rapport among students as well as discussions and integration of diversity, equity, and inclusion. The course also provides athletic training students with opportunities to educate future health professionals about athletic training. Conclusion(s) When contemplating implementing an IPE course, administrators should consider other health programming and students in their respective colleges, campuses, and communities. Other considerations for successful course development include administrative support and buy-in.

Facilitating an Interprofessional Course on Climate Change and Public Health Preparedness.

In this paper, we share the theories that guided the design of an interprofessional education course on Climate Change and Public Health Preparedness and how the course supported students' professional interest and action competence as they move through their education and into their professional work in the context of our unfolding climate crisis. The course was guided by the public health emergency preparedness domains and was built to allow for students to explore applications of the content for themselves and their own profession. We designed the learning activities to support personal and professional interest development and help students move into perceived and demonstrated action competence. For the evaluation of our course, we asked the following research questions: What kinds of personal and professional commitments to action did students propose by the end of the course? Did these vary in depth and specificity and by the number of credits they enrolled in? In what ways did students develop personal and professional action competence over the course? Finally, how did they show personal, professional, and collective agency related to the course content on adaptation, preparedness, and mitigation of the health impacts from climate change? Using qualitative analysis guided by action competence and interest development theories, we coded student writing from course assignments. We also conducted comparative statistical analysis to assess differential impacts for students who enrolled for one versus three credits. The results show that this course design supported students' progression of knowledge and perceived ability in specific individual and professional collective actions to reduce the health impacts of climate change.

An exploration of perceptions of online asynchronous and synchronous interprofessional education facilitation strategies

ABSTRACT Interprofessional education (IPE) has increasingly been delivered online using synchronous and asynchronous mediums; however, little research focuses on facilitation strategies in the synchronous environment. We explored whether the perceived strategies used by facilitators in online synchronous IPE facilitation are similar to those used in face-to-face and online asynchronous IPE facilitation, and if the strategies are used to a similar degree online in both synchronous and asynchronous environments. Following completion of an online IPE course, students and facilitators were invited to complete an anonymous questionnaire exploring their perceptions of the facilitation strategies used in their synchronous and asynchronous IPE experiences. Responses were received from 118 students and 21 facilitators. Descriptive statistics indicate that students and facilitators perceived facilitation strategies are being used in online synchronous settings that have previously been recognized in asynchronous and face-to-face IPE settings. This included strategies linked to communicating about the design/organization of the experience, providing direct instruction, facilitating and encouraging interprofessional interaction, and contextualizing IPE. Wilcoxon Signed-Rank tests demonstrated a perception that these strategies were being used to a greater extent in the synchronous than asynchronous environment. This knowledge is useful to further refine the training of online IPE facilitators in both synchronous and asynchronous settings.

Interprofessional education tracks: One schools response to common IPE barriers

BackgroundImplementing meaningful interprofessional education (IPE) experiences into the curriculum often requires overcoming barriers and challenges. To overcome these challenges on a non-medical center campus, school of pharmacy IPE faculty implemented a longitudinal, three-semester, multi-track series. The goals of forming a multi-track series were: (1) to overcome the pharmacy class size compared to the other available disciplines, (2) to utilize disciplines available on a liberal arts campus, and (3) to address varying academic calendars between disciplines. Interprofessional activityIn 2018, the IPE course series was developed and imbedded within the first- and second-year, required, one-credit hour IPE courses. Tracks included community wellness involving accelerated bachelor of science in nursing students on the liberal arts campus, health law involving juris doctorate candidates on the liberal arts campus, and quality management involving masters of science in nursing administration and doctor of medicine students on the medical campus. Each pharmacy student was assigned a track spring semester of the first year based on preference. DiscussionCreation of the track series successfully overcame barriers for IPE implementation. The use of multiple partners, smaller cohorts, and virtual technology allowed faculty greater flexibility, smaller student cohorts, and group autonomy to determine best time and method for meetings, assignment completion, and events. ImplicationsUtilization of a non-traditional course structure allowed for creative solutions to common barriers related to implementation of IPE on a liberal arts campus. This concept can be applied to a wide variety of curriculums to implement meaningful interprofessional experiences.

Interprofessional identity and motivation towards interprofessional collaboration.

It is unknown whether interprofessional identity is able to explain interprofessional behaviours. Extended professional identity theory provides clues by combining two psychological identity approaches. The aim of this study is to investigate whether interprofessional identity is a source for intrinsic motivation towards interprofessional collaboration related to wider group membership. Participants of this double-blinded study were 47 dentistry and 41 dental hygiene students (86.3% response) without interprofessional education (IPE) experience. Group productivity was used as indicator of group effort and equal communication as indication for interprofessional direction. The extended professional identity scale (EPIS) was used to measure interprofessional identity eight weeks prior to a mandatory IPE course. Based on EPIS levels, students were assigned to a low or high interprofessional identity group condition. Subsequently, 12 interprofessional teams (four to five members) were randomly composed per condition. Each group received eight problems (regarding roles, responsibilities and collaborative practice) for which they were expected to provide up to 10 solutions. Six trained psychologists rated the validity of solutions after which the percentage of solutions per group was calculated. Additionally, the psychologists rated interprofessional direction by observing team communication (asking questions, topic control, prosocial formulations, and speech frequency) during the second group meeting. No interprofessional identity differences were found with regard to gender and profession. The mean difference between groups with low versus high interprofessional identity was 0.5 (M = 3.4; SD = 0.5 and M = 3.9, SD = 0.4, respectively), t = -5.880, p < 0.001. Groups with high identity generated more solutions compared to low identity groups (91.5% vs. 86.4%), t = -2938, p = 0.004. The correlation between individual interprofessional identity and group effort was significant, r = 0.22, p = 0.036. Groups with high identity showed more interprofessional direction, t = -2.160, p = 0.034. Interprofessional identity has a positive effect on congruent interprofessional behaviours after 10 weeks. More research is required to understand interprofessional identity in relation to performance in education and work.

How Vietnamese healthcare students think of nurses: Students stereotypes about Nursing at University of Medicine and Pharmacy at Ho Chi Minh City

Vietnam’s health system increasingly recognizes the importance of interprofessional collaboration and education. Understanding stereotypes and interprofessional attitude could foster successful collaboration. This study aimed to assess stereotypes about nursing amongst healthcare students at University of Medicine and Pharmacy at Ho Chi Minh City. We invited nursing, medical, pharmacy and rehabilitation therapy students to complete an online survey before an interprofessional education course in September 2020. Student Stereotypes Rating Questionnaire was used to assess student stereotypes about nursing. Univariate regression was used to analyze the association between stereotypes score and other factors including interprofessional attitude as measured by Readiness for Interprofessional Learning Scale. With 102 students invited, 90 students completed the survey. Students were 20-21 years old, 57% were female, and 9% from minor ethnicity. The total attitude score was 80.2 ± 7.2, which meant favorable interprofessional learning. The total stereotype score was 37.1 ± 4.0, considered as high. Stereotype rated in descending order were: Practical skills (4.4), Interpersonal skills (4.3), Ability to be a team player (4.3), Professional competence (4.2), and Confidence (4.2), Ability to make decisions (3.9), Ability to work independently (3.8) and Leadership skills (3.5). There was an association between stereotype and interprofessional attitude total score (Coefficient 0.25, 95%CI: 0.15; 0.36, p-value &lt; 0.01). Vietnamese students highly regarded nursing profession, yet stereotypes about nursing existed and students viewed nurses as a capable team player, almost a follower. We need to study how interprofessional education courses could improve students’ attitude and stereotypes in future research.

How video games saved me during the pandemic: A gamer's guide to psychological safety

How video games saved me during the pandemic: A gamer's guide to psychological safety

The interprofessional education of medical students and physician associate students during the COVID-19 pandemic.

Due to the potential for improved team working and patient care, interprofessional education (IPE) is increasingly recognized as a core competency within the education of health-care professionals. In response to cancellation of the physician associate (PA) acute medicine clinical placement at our institution following COVID-19, a technology-focused, case-based IPE course between medical and PA students was implemented. The course consisted of 6 weekly seminars involving an average of 16 PA students, two medical students, and two supervising general practitioners. Course evaluation was mixed methods, comprising pre/postcourse questionnaires, weekly feedback forms, and postcourse e-mail interviews. The course improved the confidence and perceived knowledge base of all participating students across every clinical topic covered, while promoting interprofessional collaboration and understanding. To our knowledge, this represents one of the first IPE courses implemented between medical and PA students alone and has highlighted the need for further IPE courses between both professions. We show that successful IPE is feasible during a global pandemic, and that initiatives relying on technology alone are successful. Weekly written feedback was overwhelmingly positive, and based on the success of this course, faculty have planned further IPE opportunities between both professions.

Perspective of Filipino Rehabilitation Students on Interprofessional Education (IPE) Course

Perspective of Filipino Rehabilitation Students on Interprofessional Education (IPE) Course

Evaluating an Interprofessional Trauma-Based Education Course to Advance the Care and Health of Refugees.

Refugee patients benefit from interdisciplinary approaches that address trauma-related migration in culturally responsive ways. This qualitative evaluation assessed the interdisciplinary trauma-based course for refugee populations. The qualitative data comes from focus groups and surveys to evaluate medical, social work, and public health students' perceptions of the interprofessional education course of refugee patient care. The evaluators analyzed qualitative data through a thematic content analysis method. Following key themes emerged from students' reflections: (1) collaboration in interdisciplinary learning, (2) role of clinical learning, (3) skills and knowledge related to refugee population care, (4) improvements for interprofessional education, and (5) strengths of the interprofessional education course. The Interprofessional Refugee Health Elective course enhanced their knowledge and competence in refugee health care. Educators, students, and the patient population will benefit from investing in interprofessional education courses that focus on specific needs and complex care management for refugee patients.

Interprofessional Education And Student Understanding of Their Future Roles and Responsibilities as Health Professionals

<h3>Research Objectives</h3> To investigate student perceptions regarding their own roles/responsibilities on healthcare teams, as well as those of other professions, and explore ways to improve interprofessional education (IPE) courses for health professions students. <h3>Design</h3> Volunteer health professions students participated in online focus group sessions and were asked a series of structured, open-ended questions regarding their profession's roles/responsibilities on a healthcare team, as well as those of other professionals. Responses were transcribed for qualitative analysis by two independent coders who extracted major themes and subthemes. <h3>Setting</h3> Four online Microsoft Teams focus group sessions. <h3>Participants</h3> Undergraduate and graduate health professions students who previously participated in an IPE workshop. <h3>Interventions</h3> Not applicable. <h3>Main Outcome Measures</h3> Themes and subthemes obtained from student answers to focus group questions. <h3>Results</h3> Five major themes were constant among focus group sessions: (1) Learning and Roles, (2) Team-based care, (3) Personal voice, (4) Logistics, and (5) Resolutions. Numerous sub-themes emerged, including integration of roles, sharing responsibility, and respect for individual roles, among others. <h3>Conclusions</h3> Rehabilitation medicine is a diverse and integrated field. Integrated care can improve patient outcomes. IPE enables students to understand their professional roles and limits on healthcare teams, as well as respect and appreciate the roles and responsibilities of others on the team. Students enjoy collaborating as a team to provide patient care. Feedback centered on ensuring equal opportunity among professions to share and contribute, standardizing roles of group facilitators, and providing preparatory materials prior to IPE workshops can allow students to maximize their contributions to the group. <h3>Author(s) Disclosures</h3> No disclosures to report.