Interprofessional Education Experience Research Articles

Enhancing Early Identification of Speech-Language-Hearing Delays Through Interprofessional Peer Teaching in a Communication Sciences and Disorders Graduate Training Program.

In the current health care landscape, a paradigm shift toward team-based care is underway. Integrating interprofessional education experiences into graduate communication sciences and disorders (CSD) programs is essential to cultivate collaborative skills and prepare future professionals for the interprofessional demands of the field. Within this context, peer teaching has emerged as a noteworthy strategy to promote learning. This study aims to contribute to this evolving field by reporting the impact of an interprofessional (speech-language pathology and audiology) peer teaching educational intervention on physician assistant (PA) students' knowledge of speech-language-hearing developmental milestones and developmental screening. A quantitative, descriptive methodology with a pretest, posttest interventional design was utilized to assess the impact of a CSD peer-led educational intervention on the knowledge of 35 PA students. The perceived satisfaction of the PA students with the peer-led educational experience was also evaluated. Data analysis revealed a significant increase on knowledge posttest scores compared to pretest scores. PA students also reported an overall positive peer learning experience. The collaboration between speech-language pathology, audiology, and PA students through peer teaching holds significant importance in the context of pediatric primary care, and for CSD graduate trainings programs interested in improving educational experiences that tailor to interprofessional learning and practice.

An innovative clinical interprofessional education experience to advance knowledge and skill in communication with aphasic patients: A randomized controlled pilot study

BackgroundBecause of its impact on communication, aphasia increases patients’ risk for poor healthcare outcomes. Healthcare teams should be equipped to effectively serve this population. PurposeThe primary aim was to pilot the effectiveness of an aphasia communication.partner training program for healthcare students by examining changes in knowledge and behavior. A secondary aim assessed learners' understanding of other healthcare professionals’ roles and responsibilities. MethodStudents in pharmacy, physician assistant, and occupational therapy were randomly assigned to experimental or control groups. The former participated in didactic training with speech-language pathology students and mentored interactions with aphasic patients. Both groups completed pre-/post-training knowledge assessments and participated in semi-structured patient interactions. DiscussionThe clinical IPE experience resulted in statistically significant differences in aphasia knowledge and associated behaviors. Additionally, learners’ understanding of healthcare professions improved. ConclusionsClinical IPE experiences are effective at improving clinical communication skills and increasing knowledge of language-impaired populations.

EPIS-RI: Indonesian translation, cultural adaptation and construct validation of an interprofessional identity measure

ABSTRACT Interprofessional Education (IPE) as a preparatory stage for Interprofessional collaboration (IPC) is overlooked in some low-and middle-income countries, including Indonesia. One of the driving forces behind IPC is the development of Interprofessional Identity (IPI), which has yet to be assessed in the Indonesian context. Our study aims were translating and culturally adapting the Extended Professional Identity Scale (EPIS) and confirming its construct validity. We invited third-year students from three programs (medicine, nursing, and dietetics) without previous IPE experience to participate in the study. Using Confirmatory Factor Analysis (CFA), we examined the construct validity, analyzed internal consistency, and conducted a Kruskal–Wallis test to identify variations across professions. Of 513 students approached, 335 participated (response rate 65.3%). The CFA showed factor loadings ranging between .59 and .86, while correlations among subscales varied from .55 to .86. All five goodness-of-fit indices were sufficient. The internal consistency of subscales interprofessional belonging, commitment, and beliefs was .82, .84 and .87, respectively, and .90 for the overall scale. Interprofessional belonging and commitment were different among various students (p-value = .009 and .004) and the dietetics students had lower scores than other students. The Indonesian EPIS (EPIS-RI) demonstrated reliability and construct validity.

Implementing a Community Engagement Model to Develop a Community-Driven Oral Health Intervention

Abstract: Background: Using community-engaged research may result in interventions that reduce infant oral health disparities in underserved populations. Objective: Develop community partnerships to create a sustainable infant oral health program that meets specific community-identified needs and provides an interprofessional education experience. Methods: Partnering with the Homewood Community Engagement Center, researchers engaged and surveyed key community partners to assess the need for an infant oral health invention. Lessons Learned: Community-identified organizing principles and barriers became the framework for, "Healthy Teeth, Healthy Me," a community-driven infant oral health program. Barriers, like access to care, were addressed with community-specific solutions like agreements with local dental clinical for referrals. Conclusions: Community partnerships can be leveraged to develop oral health programs that fit specific community needs and provide resources to families at greatest risk for child dental caries. Community engagement can be used to modify the intervention to meet oral health needs of other vulnerable communities.

Designing Interprofessional Online Learning Experiences for Future Healthcare Professionals

The design case details the collaborative work of a design team—three faculty members, one instructional designer, and one educational resource specialist—to create a simulation-based interprofessional education (IPE) experience for future healthcare professionals. Before the COVID-19 pandemic that caused the shutdown of campuses across the country/world, this simulation-based learning experience was always offered in a face-to-face format. Thus, this case highlights the challenges and opportunities of designing this online learning experience within a limited period of time. Further, this case documents what theories or evidence-based practices were instrumental in designing this learning experience, along with the design team’s narrative regarding key design decisions and moves. It also includes a design narrative focusing on the description of the design process, such as key design judgments, decisions, and concrete examples of the design process outcome. Lastly, the design case highlights unique design features: Scalability of instruction through accessibility and usability, authenticity, interprofessional collaboration, and reflection. The design was guided by the TEACH (Team Education Advancing Collaboration in Health) core curriculum in the state of Indiana that foregrounds interprofessional practice competencies and teamwork in preparing future healthcare professionals.

Impact of Just-in-Time TeamSTEPPS Training on Team Performance in a Pediatric Escape Room Interprofessional Experience

ObjectiveTo compare differences in observed and self-reported team dynamics between those who received versus those who did not receive TeamSTEPPS training prior to an interprofessional escape room scenario. MethodsFinal-year pharmacy (N = 27) and physician assistant (N = 88) students participated in an escape room featuring pediatric dosing, asthma, otitis media, type 1 diabetes, and vaccine fundamentals. In total, 29 teams were randomized to control (14) or intervention arm (15). The control group went to the escape room and then returned to the classroom for a team-building module including TeamSTEPPS training. The intervention group started with the team-building module then went to the escape room. One faculty observer was assigned to each team and utilized the Performance Assessment Communication and Teamwork (PACT) expert-observer form to assess team performance. Post-event, students completed an abbreviated PACT post-assessment and a self-reflection on the prompt “What were the most important takeaways from today's interprofessional education experience?” ResultsOn the PACT expert-observer form, significantly higher global scores were noted for the intervention arm on all items except situation monitoring. On the aggregate observer data from all stations, leadership emerged as statistically different between the 2 groups. On the PACT post-assessment, the intervention arm reported significantly more leadership during the simulation. On the self-reflections, 70.9% versus 64% in the control arm recognized the importance of teamwork in managing patients. ConclusionsJust-in-time TeamSTEPPS training improved observed and to a lesser extent, self-reported teamwork and communication skills. Incorporating TeamSTEPPS training immediately prior to an interprofessional education experience may enhance team performance.

Nurse practitioner faculty attitudes about interprofessional education.

Nurse practitioner (NP) faculty attitudes toward interprofessional education (IPE) can be barriers to the shift in culture and successful implementation of IPE into nursing curricula. A paucity of studies exist comparing faculty attitudes of IPE with different educational modalities. The purpose of this research is to compare NP faculty attitudes toward IPE between IPE experiences and educational modalities in NP academic programs. A quantitative cross-sectional comparative design was used. An electronic survey was advertised to approximately 3,000 members of the National Organization of NP Faculties by email blasts to assess their attitudes toward IPE in the academic setting. Participating NP faculty (n = 208) completed the survey, with a response rate of 6.9%. The results showed that NP faculty reported positive attitudes toward IPE (M = 4.33). Nurse practitioner faculty attitudes toward IPE and participation in IPE experiences were not statistically significant (p = .126). Nurse practitioner faculty attitudes toward IPE did not differ with the educational modality. The main effect of the NP degree program educational modality was not statistically significant, F(2, 172) = 0.74, p = .479. Nurse practitioner faculty are optimistic about IPE in multiple educational modalities but still have some reservations about how to implement IPE activities successfully. The NP faculty attitudes and barriers to IPE curricular development in all educational modalities must be addressed to prepare NP students to be competent collaborative practice-ready providers on graduation.

Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals

PurposeInterprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service professionals from elementary education, special education and communication science and disorders.Design/methodology/approachThis reflective article explores the lived experiences of researchers and partners who completed an IPE experience within one professional development school’s site. Researcher anecdotes are included to support the viewpoints shared.FindingsIt was discovered that IPE experiences are essential to facilitate meaningful collaborations for pre-service professionals to learn with and from one another; however, this requires time, preparation and is most effective when teacher mentors and university professors lead with vulnerability and model flexibility. Investment in IPE is challenging but worth the effort when learning outcomes are realized.Originality/valueSpecific details regarding the structure of this experience are shared as well as future directional goals for programs hoping to implement IPE in their professional practice programs.

An interprofessional healthcare education simulation applying TeamSTEPPS® concepts as an escape room design

This article discusses the design and implementation of an interactive interprofessional education experience utilizing an escape room simulation focused on the concepts and strategies of TeamSTEPPS®. This escape room simulation provides an innovative experiential approach to integrate and reinforce teamwork and communication in learners with varying experience levels from different health professions. Learning objectives for this activity include: 1.) Identify an interactive teaching modality of incorporating TeamSTEPPS® strategies into an interprofessional education experience, 2.) Discuss how to incorporate two TeamSTEPPS® strategies into an escape room puzzle, 3.) Summarize one method to incorporate TeamSTEPPS® strategies into an interactive simulation experience. Participant responses strongly supported instituting escape rooms into their practices. This escape room was structured to function as a cost-effective method of a differentiated instruction scenario to ensure a broader impact of the content.

Remote collaboration for interprofessional dysphagia care plan establishment with allied health students

The current educational resource was developed to provide an interprofessional education (IPE) experience consisting of undergraduate and graduate students enrolled in nursing, nutrition, and communication sciences and disorders coursework. As a part of each course, students were required to participate in a remote, synchronous IPE experience to collaborate regarding a case-based patient scenario. As a part of this scenario, students were required to establish a treatment plan and problem-solve collaboratively with regard to each discipline's specific knowledge and role. Objectives of the curricular resource included increasing student self-efficacy ratings in each of the IPEC competencies (values/ethics, roles/responsibilities, interprofessional communication, and teams/teamwork). Instructors assessed the effectiveness of the resource by administering a pre-post survey to students as well as through voluntary interviews to obtain student perspectives of the IPE experience. Student self-efficacy ratings increased significantly for all four IPEC core competencies following the IPE experience. Qualitative data indicate participants perceived an improvement in all four IPEC competencies and reported benefits aligned to the core competencies. Authors present an IPE curricular resource to guide other educators in the development of similar IPE experiences.

Workforce Capacity Building: Strategies for Interprofessional Education in Integrated Care

Introduction: Integrated health services are recommended as an approach to manage and deliver person-centred care across different sectors throughout a person's lifespan (WHO, 2015). Training future and current health care professionals to work in integrated care systems requires additional knowledge, skills, and competencies. Interprofessional education (IPE) is recommended as a critical strategy in preparing the healthcare workforce for more integrated service delivery models (Bookey-Bassett et al., 2022). However, it is unclear what strategies are being used to implement IPE to support the development of the current workforce for integrated care, in Ontario hospital to home programs. 
 Methods: This study explored the perceptions and experiences of key informants regarding how IPE is utilized in training current healthcare professionals to work in hospital to home integrated care programs in Ontario, Canada. A qualitative descriptive design was utilized. Key informants included 15 leaders from 13 integrated care programs representing varied healthcare settings across the province. Individual interviews were conducted, audio-recorded, and transcribed. Data analysis followed a thematic analysis approach (Braun & Clarke, 2006). Findings were elucidated through the lens of the interprofessional learning continuum model (Institute of Medicine, 2015) and current competencies for integrated care (Langins and Borgermans, 2015).
 Key Findings: Thematic analysis revealed key themes reflecting participants’ understanding and experiences of IPE within their specific hospital to home integrated care programs; participants’ perceptions of informal and formal strategies to implement IPE within integrated care programs; current barriers and facilitators to implementing IPE in hospital to home integrated care programs; and recommendations for interprofessional and intersectoral collaboration to support workforce capacity and capability related to clinical and professional integration.
 Conclusions: As new models of hospital to home integrated care are rolled out, IPE should be incorporated as part of the implementation process. Further, IPE should be context specific and adapted to meet the changing needs of patient populations, changing roles of health care providers, and integrated care frameworks.
 Implications and next steps: Study findings provide important implications for health professions’ education including formal and informal continuing education. Findings are also relevant for leaders implementing integrated care programs across various practice settings. Next steps include consultation with practice partners and patient partners to co-design and pilot test an IPE intervention within a hospital to home integrated care program for surgical patients.

Better together: utilizing an interprofessional course and escape room to educate healthcare students about opioid use disorder

BackgroundThe aim of the present study was to determine the impact of an innovative interprofessional educational activity on healthcare professional students’ learning. The educational activity targeted student knowledge of opioid use disorder (OUD) and perceptions of working with an interprofessional team while caring for patients with OUD.MethodsStudents from nursing, pharmacy, physician assistant, dentistry, social work, and medicine programs were recruited to participate in the interprofessional educational activity. The educational experience included seven asynchronous modules and a virtual synchronous escape room. Prior to the educational programming, participants completed a pre-survey that assessed their knowledge and attitudes towards working on an interprofessional team and perceptions of patients with OUD. The asynchronous modules were required in order to participate in the escape room and each module contained its own pre/post quiz to assess student knowledge.ResultsA total of 402 students participated in the course. Prior to participating in the course, students disagreed that they had extensive educational experience with SUD (2.45 ± 0.79). The students displayed significant improvement in the knowledge based areas after completing the seven asynchronous modules. The largest significant area of knowledge-based improvement was seen in treatment of OUD where on the pre-quiz 65.54 ± 20.21% were answered correctly compared to 95.97 ± 9.61% on the post-quiz. Participation in the escape room significantly changed the students’ perceptions of working in interprofessional teams while managing patients with OUD. Of the eleven perception variables assessed, seven showed a significant increase in the post-survey. Following the escape room, participants also strongly agreed that they now would refer patients to colleagues in other disciplines.ConclusionsAn interprofessional educational experience including both an asynchronous course and virtual synchronous escape room can increase participant knowledge around OUD and may improve student perceptions of working with an interprofessional team and caring for patients with OUD.

Developing the Civically Engaged Student Through Interprofessional Education and Community-Placed Service Learning: Three Years at Cardinal Wellness

While studies have examined the outcomes of interprofessional service-learning activities, the use of interprofessional, community-based health programming as an opportunity for fostering civic engagement in today’s public health students is less studied. This article examines the benefits of a student-run exercise and nutrition program as an interprofessional education and service experience for undergraduate students participating in a service-learning course, degree-required practicum, capstone project, volunteer experience, or internship. An online survey with items from the Volunteer Functions Inventory, Civic Attitudes Scale, and Social Responsibility subscale of the Prosocial Behavior Battery was administered to 233 students from a diverse variety of majors. A significant increase in positive civic attitudes, volunteerism, and social responsibility scores was observed for students participating as part of one of two course-based service-learning projects, and scores on all three measures persisted at moderate-to-high levels for all students across six-semester cohorts and 3 years of program implementation. These results suggest that interprofessional service experiences are essential to the development of civic engagement competencies in today’s students, largely through the focus on collective action for social change.

Attitudes of Health Profession Faculty Involved in a Simulation-Based Interprofessional Education Experience

BackgroundSimulation-based events provide experiential learning to students as they navigate Interprofessional education. Despite research revealing positive perceptions of students, faculty are still reluctant due to various barriers to IPE. The purpose of the study was to determine if there was a change in perception of Sim-IPE by faculty following a large-scale acute-care based event. MethodFaculty were surveyed before and after the event utilizing tools adapted previously for faculty including the Attitudes toward Interprofessional Education and the Attitudes Toward Health Care Teams. ResultsThis study revealed elevated faculty attitudes without significant differences. ConclusionsThe results describe an overall successful acceptance of IPE value related to involvement in a large-scale Sim-IPE.

A longitudinal, narrative case-study of interprofessional socialization among pharmacy students

IntroductionDespite growing evidence that interprofessional education (IPE) develops students' attitudes and competencies towards collaboration, there is a lack of theoretical, longitudinal research to inform the development of IPE initiatives. The purpose of this study was to examine pharmacy student interprofessional identity development during early professional and interprofessional socialization experiences in the pharmacy curriculum and at early entry into pharmacy practice. MethodsThis longitudinal, narrative case study used one-on-one, semi-structured interviews conducted at four time points; pre-entry, end of first term, end of first year, and two years post-graduation. Data were analyzed by narrative analysis. ResultsThree participants completed interviews at all four time points. Narratives revealed that participants focused on understanding the roles of pharmacists and other health professionals during early pharmacy curriculum and IPE experiences. Expansion of profession-specific role understanding and confronting pre-existing views or stereotypes were an emphasis early in the curriculum. Participants most valued IPE opportunities that allowed them to enact their own role while working with others in authentic case-based, simulated, or experiential experiences that enabled the development of professional relationships. Interprofessional identity development early upon entry into pharmacy practice varied based on the practice setting context and the ability to form relationships with other health care providers. ConclusionsThis study provides a preliminary exploration into the process of early interprofessional socialization for pharmacy students. Understanding the process of interprofessional identity development may affirm or enhance understanding of IPE curricula; further exploration in pharmacy curricula and practice is warranted.

Learning by Doing: Students’ Experiences of Interprofessional Education and Community Partnership in a Pilot Student-Run Clinic

This report presents an evaluation of students’ experiences in a student-run clinic project in Aotearoa New Zealand, aiming to provide interprofessional learning opportunities and accessible health services to the community. Qualitative focus group interviews were conducted with students post-clinical placement. A six-step thematic data analytic approach guided identification of three key themes: placement preparation and understanding expectations, interprofessional relationships and collaboration, and learning experience and value. Students reported positive experiences in this student-run clinic placement, including in respect to collaborative experiences, the development of interprofessional relationships, and value of the learning experience. This report highlights the need for enhanced pre-placement preparation and clarification of expectations regarding a community-based interprofessional placement experience, particularly for first year students. The student-run clinic model has potential to address healthcare disparities and enhance learning through community-engaged experiences. Results provide insights for educational institutions and healthcare providers looking to implement similar initiatives, emphasising collaborative partnerships and student-centred interprofessional education.

Evidence-Based Guidance for Alphabet Knowledge Across Service Delivery Models

Purpose: The purposes of this alphabet knowledge (AK) tutorial are to provide (a) a description of its developmental sequence, (b) evidence-based assessment considerations, (c) evidence-based intervention guidance, and (d) a discussion of three service delivery models that speech-language pathologists (SLPs) can use when providing intervention that supports AK skills. Method: The tutorial begins with a description of AK's developmental progression, followed by evidence-based assessment considerations, guidance for evidence-based intervention, and a discussion of three service delivery models. Finally, an example is provided of a preschool student with developmental language disorder (DLD) to demonstrate how an SLP could collaborate with a general education teacher to provide intervention addressing AK skills. The application of three different service delivery models is discussed: pull-out, collaborative-consultation, and classroom-based. Conclusions: SLPs should consider a variety of service delivery models, which may include both direct and indirect services, when planning intervention targeting emergent literacy skills for children with DLD. Although these models can be challenging to implement due to barriers such as time and resistance from other professionals, they have the potential to positively impact children's outcomes and educators' knowledge and skills. SLP training programs should incorporate interprofessional education experiences to provide student SLPs with the interprofessional knowledge and skills required to collaborate effectively with other educators in schools.

Can a simulated hospital interprofessional experience between allied health and nursing students change self-efficacy beliefs?

While literature supports the use of interprofessional education (IPE) and the use of simulated patient experiences for individual disciplines, there is limited literature on the use of (IPE) in a simulated patient experience to enhance self-efficacy. The purpose of this study was to determine if participation in a hospital simulation experience could change the students' self-efficacy to engage in interprofessional communication and collaboration. This single-group pre-test, post-test design study utilized student participants from the following health science programs: Occupational Therapy (38), Physical Therapy (37), and Nursing (18). The student participants assumed their designated roles as health-care practitioners collaboratively in a simulated hospital IPE session (SHIPES) while they managed patients admitted to the hospital played by live actors. The student participants completed the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) questionnaire that consists of a total score and two subscales scores (Interprofessional interaction and Interprofessional team evaluation and feedback) before and after this IPE experience. Results: significant (p<0.001) increase in the total and two subscales scores of the SEIEL indicating an increased student self-efficacy to engage in interprofessional learning after participation in the SHIPES. Increased self-efficacy is a positive indicator of future behavior and could facilitate more interprofessional collaboration in clinical settings.

Perceptions towards Inter-Professional Education (IPE) among Pre-Registration Health Professional Students in Sri Lanka

Introduction of Inter-Professional Education (IPE) into healthcare professions’ curricula has become an important aim globally. Health professional students experience informal interprofessional learning opportunities during their clinical training years. Investigating the attitudes toward IPE and the factors that affect these attitudes among pre-registration students in the different health professions will illuminate the needs and challenges of IPE in Sri Lanka. A cross sectional study was conducted with the students from 8 health professional groups (Medicine, Physiotherapy, Nursing Diploma/ Degree, Medical Laboratory Science (MLS), Pharmacy, Audiology, Speech and Language Therapy) at different health educational institutions. A total of 686 students were invited to complete the self-administered questionnaire. The questionnaire mainly consists of the Readiness for Inter-Professional Learning Scale (RIPLS). The RIPLS data was analyzed using factor analysis, descriptive statistics, t-test and ANOVA. The response rate for the survey was 83%. Only 18.9% of the students reported previous IPE experiences. We sought a three-factor solution but the analysis highlighted that a single factor predominates. According to the 14 items which loaded to this factor, it was named as ‘value of teamwork’. The findings suggest that students’ attitudes towards IPE are generally positive. The variable factor loading than the original validation suggests that students may need more clarity on the aim of IPE. This study suggests some focused approaches for IPE in Sri Lanka. Promoting the importance of interprofessional learning through educational methods might assist to improve the attitudes toward IPE.

A Novel Interprofessional Education Experience for Pharmacy and Dental Students in an Oral Surgical Setting

A Novel Interprofessional Education Experience for Pharmacy and Dental Students in an Oral Surgical Setting