Interprofessional Education Research Articles

Response-shift effect for self-assessment: Magnitude and accuracy within an interprofessional education course

ObjectiveResponse-shift has described a shift in respondents' self-assessment following an impactful experience—where a respondent may initially score themselves higher than their true ability on Pre-assessment, though shifted/lowered their initial ability-score (on Post-assessment) after they learned further. While the psychological literature had described this ‘response-shift’ effect decades ago, our objective at this time was to evaluate the magnitude that response-shift was occurring in our interprofessional education (IPE) context and using our own self-assessment instrument. MethodsUsing a standard response-shift study design, first-year health-professions students within a foundational IPE course completed beginning-of-course (Pre) and end-of-course (Post) self-assessments based on that IPE course's student-learning-objectives; additionally at course-end, students completed a retrospective-beginning-of-course (RetroPre) self-assessment (to reflect and score themselves retrospectively for course's beginning). Paired t-tests compared each student's Post minus Pre (Conventional) versus Post minus RetroPre (Adjusted-effect); effect-sizes used Cohen's-d. ResultsAmong 267 students, conventional change had a 0.5 effect-size (medium), while adjusted-effect change was 1.5 (very-large). Notably, some students’ conventional change was negative, though none of those same students reported negative-change in their adjusted-effect. ConclusionWe found a substantial response-shift in our educational context, and evidence for improved accuracy. Moreover, RetroPre/Post appeared more efficient for students (as they could complete both in one sitting at course-end, instead of twice with conventional Pre/Post), and staff (no one needed to match each student's Pre and Post assessments).

Breaking silos, building collaboration: A case study of interprofessional education.

Breaking silos, building collaboration: A case study of interprofessional education.

Developing an interprofessional identity complementary to a professional identity - findings related to Extended Professional Identity Theory (EPIT).

Collaboration among various professions often faces barriers owing to divergent perspectives, priorities, and expertise shaped by distinct socialization processes. These differences can hinder effectiveness, efficiency, and workforce well-being. The Extended Professional Identity Theory (EPIT) addresses this issue by fostering an interprofessional identity without weakening professional identities. Drawing from psychological theories, EPIT explains the coexistence of interprofessional and professional identities, and predicts associated behaviors. It also emphasizes the importance of combining interprofessional identity formation with developing interprofessional competencies and adapting to environmental factors to achieve synergy in (temporary or permanent) mixed profession groups. Introduced in 2018, EPIT research initially relied on the measurement of congruent interprofessional behaviors as indirect indicators of interprofessional identity that could not yet be measured. An experiment demonstrated that enhancing social identification in mixed profession groups with interprofessional assignments reduced the social hierarchy within 6 h across three meetings. The 2020 development of the Extended Professional Identity Scale (EPIS) confirmed interprofessional identity as a three-dimensional social construct. So far, several scientific studies have supported many propositions of EPIT. These propositions are related to dimensionality and various psychometric properties, cross-cultural similarities, evidence and clues for interprofessional identity formation, and its predictive validity in interprofessional education and collaborative practice. Türkiye is among several countries (e.g., the Netherlands, Belgium, Germany, Lithuania, Finland, and Indonesia) where EPIT-based interprofessional identity is being investigated. To illustrate contextual differences and their potential cross-cultural implications, it is valuable to explore how interprofessional identity adds value in the Turkish context. This approach facilitates understanding the regional implications of interprofessional identity, including interprofessional education initiatives, increased university engagement, the development of measurement instruments, challenges and future directions, and national and international collaborations. This paper aims to explain and clarify EPIT propositions compared to other theories, describe current evidence, and outline future research directions, with a focus on developments within the Turkish context as a showcase.

Leading Across Health Professions: Reflections on Opportunities and Challenges

Pharmacy leaders are well equipped to serve as academic leaders overseeing additional health profession programs and/or faculty. Organizing multiple health professions programs under one umbrella offers a number of opportunities, such as efficiencies in financial and human resources, expanded and more diverse leadership talent which offers advantages in succession planning, organizational effectiveness in its operations, expanded opportunities for interprofessional education and collaborations in research and scholarship, greater visibility as a partner for establishing pipeline agreements and clinical partners affiliations, and personal professional development and growth for those in senior leadership positions. However, pharmacy academic leaders with oversight over multiple health professions programs and faculty also face challenges in understanding the professional identities and culture of their faculty, complexities of equity of workload across numerous departments, mistrust from departments other than pharmacy, and their own increased workload and possible burnout. The American Association of Colleges of Pharmacy has recently established a new Multi-Professional Health Care Administrative Leaders Connect Community, which should be further promoted to increase membership. Programming to allow additional networking, sharing of best practices, mentorship and professional development of leaders who oversee, or aspire to oversee, multiple health professions programs can be beneficial. Further research can describe different models of organizing multiple health professions programs and identify best practices for successful organizational and operational structures.

Assessing the effects of interprofessional education by hospital pharmacists on pharmaceutical students using a self-evaluation scale

BackgroundUnderstanding the roles and competencies of professions outside of one’s specialty is essential for providing efficient healthcare. However, it is difficult for medical professionals to understand the roles and competencies of other related professions while performing their duties. This study examined the impact of clinical practice-based interprofessional education (IPE) on pharmacy students, who are future medical professionals.MethodsSixty-eight pharmaceutical students undergoing clinical practice were divided into non-IPE or IPE groups, with the IPE group attending an educational program with medical students conducted by doctors, pharmacists, and teachers during the clinical practice period. The effect was evaluated through a group survey using self-administered questionnaires focusing on contributing to multidisciplinary team medicine based on the Readiness for Interprofessional Learning Scale. The survey included specific behavioral objectives (SBOs), the Readiness for Interpersonal Learning Scale (RIPLS), and Kikuchi’s Scale of Social Skills (KiSS-18).ResultsRegardless of group, SBOs [non-IPE: 3.2, 95% CI (2.6–3.8), p < 0.001; IPE: 3.7, 95% CI (2.5–4.9), p < 0.001] and social skills [non-IPE: 4.0, 95% CI (2.5–6.1), p < 0.001; IPE: 6.7 95% CI (3.0–10.4), p < 0.001] showed improvement after the clinical practice. In RIPLS Factor 3, pharmacy students with IPE awareness scored significantly higher by 1.5 points [95% CI (0.2–2.8), p = 0.025] post-practice than those without IPE awareness.ConclusionsThis study suggests that IPE for students during clinical practice could enhance their expertise in multidisciplinary medicine and facilitate the development of seamless team care in the future.Trial registrationThis study was retrospectively registered and conducted in compliance with the “Ethical Guidelines for Medical Research Involving Human Subjects” and was approved by The Ethics Committee of Tokushima University Hospital (approval number: 3544).

Building patient safety culture by using interprofessional simulation with nursing, paramedic and emergency telecommunication students: A mixed-methods research study

AimThe aim of this study was to investigate student attitudes toward interprofessional education and collaborative practice and their perceptions of simulation design elements after participating in an interprofessional simulation educational activity. BackgroundPatient safety continues to be an international healthcare priority. However, critical incidents to patients continue to persist due to poor communication between professionals and poor teamwork. DesignA mixed methods design. MethodThe study sample consisted of Bachelor of Nursing (n=81), Paramedic (n=38) and Emergency Telecommunication (n=11) students randomized into interprofessional groups. Following the interprofessional learning experience, students completed two standardized self-reporting instruments, Students Perceptions of Interprofessional Clinical Education, National League for Nursing Simulation Design Scale and open-ended questions of their perceptions on teamwork and collaboration, communication skills, transfer of care and patient safety. ResultsStudents in each program reported high scores for attitudes toward the importance of teamwork and collaborative practice. There were significant differences in scores between programs for the ranking factors ‘Teamwork and Team-Based Practice’ (BN=4.74SD 0.72, PM=4.66SD 0.81, ET=4.95SD 0.15 *; p = 0.00005) and ‘Roles & Responsibilities’ (BN=3.78SD 1.12, PM=3.55SD 0.92, ET=4.67SD 0.85*; p= 0.012). Themes included: communication and collaboration in teamwork; roles, responsibilities and leadership; patient-centred care and safety; and emotional dynamics and professional growth. ConclusionAn interprofessional simulation is an effective strategy to practice teamwork and collaboration and communication skills during transfer of care. Ensuring earlier education of roles and responsibilities during transfer of care needs review as do strategies for structured handover communication tools.

Development of interprofessional educational module for understanding the musculoskeletal basis of sports injury

ABSTRACT Context: Interprofessional education (IPE) is crucial in promoting a better understanding of collaborative practices within the healthcare system. Unfortunately, healthcare professionals are still working in isolation. To address this issue, a study was conducted to develop a module-based teaching and learning activity focusing on sports injuries and to promote IPE. Aims: The aim of the study was to develop, implement, and evaluate an IPE module. Settings and Design: An educational mixed-method study was conducted on 25 facilitators and 108 students. Methods, Materials and Statistical Analysis: The facilitators were interviewed for an assessment of the need for the IPE module. Qualitative analysis was done on the interview data. An interprofessional team was created to develop the sports injury prevention module (SIPM). The SIPM consisting of 11 objectives was developed and validated by experts. After the implementation of SIPM students’ performance was analysed with the help of pre and post-tests. The perception of students and facilitators about IP SIPM were recorded with the help of questionnaires. Results: Need assessment data showed that the facilitators were not very familiar with the concept of IPE. There was a significant increase in students’ performance with a P value ≤ 0.05 after learning with SIPM. Both facilitators and students agreed that module-based IPE increases students’ attentiveness and learning. Conclusions: For effective interprofessional educational collaboration for training students of the healthcare profession, there is a need for an interprofessional educational module. SIPM can enhance the learning of musculoskeletal anatomy and create awareness about sports injuries among 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.

Research Trends of Specialty Nurse Training from 2003 to 2023: A Bibliometric Analysis via CiteSpace.

To analyze research trends, frontiers, and hot topics in specialty nurse training over the past 20 years, and provide a reference for researchers to understand the current research landscape in this field. Studies from the core collection of Web of Science were used. Furthermore, CiteSpace 6.3 R3 was utilized to analyze information on country, institution, authors, keywords and burst words. A total of 296 articles were included in the analysis. The United States had the highest number of articles, and there was limited cooperation between authors and institutions. The research hotspots in this field included "clinical education models for specialist nurses", "APN role training", and "interprofessional education". The future research trend is to explore the effective integration of training models suitable for different regions and cultural backgrounds and cross-professional education models. It is suggested that researchers pay attention to the innovation and development of specialized nursing clinical practice under different cultural backgrounds, and strengthen international exchanges and cooperation.

The Interconnectedness of Interprofessional Education and Professional Identity Formation

Professional identity formation (PIF) is the transformative process by which an individual, “thinks, feels and acts” in accordance with professional norms. In the pharmacy academy, institutions are required to support students on this transformative journey, however the most efficient and effective way to do so has yet to be determined. Interprofessional Education (IPE) in pharmacy programs typically consist of activities and assessments across most of the professional years. These IPE activities designed in accordance with the Interprofessional Education Collaborative (IPEC) Core Competencies include key elements of PIF such as, individual growth opportunities, socialization and “pivotal” moments that can propel an individual’s professional identity development. In light of curricular overload and attempt for curricular efficiency, pharmacy programs might consider using already existing IPE programming to help augment student PIF.

Rewarding interprofessional education: Designing and implementing an IPEP Distinguished Scholars Program

The Interprofessional Education and Practice Distinguished Scholar (IPEP DS) program was developed to reward students who go ‘above and beyond’ required interprofessional education and practice events. IPEP Distinguished Scholars (IPEP DS) must participate in at least two semesters of activities outside of their required IPEP coursework, serve on an interprofessional committee, and complete an interprofessional immersion experience. Following completion of these activities, students compose a reflection essay about their learning and experiences and ultimately receive transcript distinction, cords to wear at graduation, and a Credly™ badge (digital credentialing). This article provides an overview of the design of this program and outcomes for replication at other institutions.

Patient safety education in Umm Al-Qura dental school: A comprehensive analysis of curriculum content and student confidence

BackgroundPatient safety (PS) is a critical component in dental education, yet it is not clear how dental schools include PS education in their curricula. AimTo assess how PS topics are presented in the current Umm Al-Qura undergraduate dental (UQUDENT) curriculum and to investigate the self-perceptions of dental students regarding the PS confidence they have attained from their dental program. MethodThe UQUDENT curriculum was mapped using keywords developed from the WHO PS manual. Courses contained intended learning outcomes (ILOs), and lecture topics were identified and ranked based on the level of PS content. In addition, dental students and interns were asked to fill in a modified version of the Health Professional Education in Patient Safety Survey. ResultsA total of 73.2% of the courses included ILOs or topics related to PS. Keywords related to the teamwork topic were the most common (60.9%), followed by patient engagement (24.3%), medication safety (12.2%), and infection control (9.8%). None of the courses included items on overall PS concepts, understanding systems, or quality improvement in relation to PS.Dental students were most confident in their learning regarding clinical safety and effective communication. They were least confident in what they learned about teamwork with other health professionals. There were no statistically significant differences in PS domain scores between classroom and clinical learning. ConclusionThe UQUDENT curriculum covers many aspects of PS. However, the PS content should be explicitly taught and assessed. Areas such as interprofessional education, clinical risk management, learning from errors, and teamwork should be augmented.

Exploring worldwide training pathways that enable clinical pharmacy career development

BackgroundPharmaceutical education is crucial for preparing pharmacists for evolving professional practice. The clinical component of pharmaceutical education and practice has grown and improved globally, though its implementation varies. Training pathways for clinical pharmacy careers vary worldwide. ObjectiveThis study aimed to explore training pathways enabling career development in clinical pharmacy. MethodsIn-depth interviews on clinical pharmacy career development were conducted with a purposive sample of academic and practice experts from thirteen countries, selected based on a prior literature review. Interviews were recorded following participants’ consent, transcribed verbatim, thematically analyzed by one researcher, and verified by a second. Disagreements were resolved through discussion with a third researcher. ResultsIn ten of the analyzed countries, the competencies required to perform clinical activities were considered the foundation of the pharmacy profession, suggesting that undergraduate education is sufficient to perform clinical pharmacy activities.Reported training-related success factors associated with the development of a career in clinical pharmacy included: interprofessional education, focus on the health context of each country, ensuring students’ readiness, practice site partnerships, patient-centricity and patient contact, good mentorship and preceptorship, time and work flexibility of the candidates, effective training evaluation and, financial support for training. Conversely, shortage of mentors and teachers with clinical practice experience, slow responsiveness of the regulatory environment, insufficient funding, resistance to change, and education-practice mismatch were identified as training-related constraints. ConclusionClinical activities form the foundation of the pharmacy profession in most countries, and undergraduate education directly provides the skills to undertake these, even though optional postgraduate education may be pursued. Understanding existing training pathways, including success factors and implementation challenges, can inform the creation, development, and optimization of education for clinical pharmacy careers.

Improving Health Informatics Competencies: A Scoping Review of the Components of Health Informatics Academic Programs

Various terms describe Information and Communications Technology (ICT) use in healthcare, including Health Informatics (HI). HI use in healthcare is expected to positively impact healthcare through healthcare cost reduction and improve healthcare accessibility and decision-making. However, the effective application and use of technology in healthcare requires appropriate HI competencies. This research explored what constitutes health informatics education programs to improve health professionals’ competencies. This review was conducted according to the PRISMA-ScR guidelines. Twenty articles made the final inclusion from a total of 577. The articles were extracted from seven databases, namely, Academic Search Complete, Elsevier (SCOPUS), Science Direct, SAGE, MEDLINE, ERIC, and Springer. The research found HI education-related content in various healthcare education programs, including medicine, dentistry, pharmacy, nursing, physiotherapy, occupational therapy, and dietetics. There were instances where HI was applied in interprofessional education, with other allied health professions such as psychology, radiology, and HI programs. Furthermore, profession-specific content such as nursing and medical informatics was identified. The content in computer literacy and Electronic Health Records seems applicable across multiple disciplines. However, HI curricula found for healthcare professions were insufficient for a distinguishable benchmark for HI education in academic disciplines of the healthcare professions.

Interprofessional Care: An Approach to Enhance Care for Children With Autism Spectrum Disorders by Enhancing Interprofessional Competencies

BackgroundInterprofessional practice is an essential component of healthcare delivery, addressing health conditions requiring multidisciplinary approach. An interprofessional team working together, utilizing the skills and interprofessional competencies is needed to perform the function seamlessly. Interprofessional education is therefore essential to develop a “practice-ready workforce”. AimThis study is aimed at designing and validating an interprofessional education module to integrate interprofessional competencies among students to care for children with autism. MethodsQuasi-experimental study done among 49 students. Module was prepared using scientific methods and implemented. Data collection was conducted using questionnaires and observation checklist. Using the mean, frequency and percentage, and t-test, data were analyzed. ResultsThere was increase in the knowledge (pretest mean 9.43±2.92; post-test mean 12.27±2.98) and competency (pretest mean 76.98±7.55; post-test mean 91.88±5.31) scores with moderately positive correlation between knowledge and competencies (p≥0.05). The study aligned with promotion of Sustainable Developmental Goals 3 “good health and well-being”, 4 “quality education” and 17 “partnerships for the goals”. ConclusionStudy showed that the prepared module was successful in improving the interprofessional competencies of students.

Congestive Heart Failure and Interprofessional Education: A sample plan to meet challenging CRDNs and promote interprofessional education

Congestive Heart Failure and Interprofessional Education: A sample plan to meet challenging CRDNs and promote interprofessional education

RECOMMENDATIONS TO DEVELOP TEACHING METHODS IN MEDICAL SCIENCES

The rapid advancements in medical sciences necessitate continuous updates in teaching methods to ensure that healthcare professionals are adequately prepared to meet the demands of modern medicine. Traditional lecture-based teaching, though foundational, is increasingly supplemented by innovative pedagogical strategies designed to enhance student engagement, critical thinking, and practical skills. This paper outlines key recommendations for developing effective teaching methods in medical sciences, emphasizing the integration of technology, active learning, and interprofessional education. First, the incorporation of simulation-based learning and virtual reality can provide immersive, hands-on experiences, allowing students to practice clinical skills in a safe, controlled environment. Second, the use of problem-based learning (PBL) and case-based discussions promotes critical thinking and clinical reasoning, shifting the focus from rote memorization to the application of knowledge in real-world scenarios. Third, flipped classrooms—where students engage with theoretical content before class and use classroom time for discussion and problem-solving—foster active learning and student-centered education. Additionally, incorporating interprofessional education encourages collaboration among medical, nursing, and allied health students, reflecting the team-based approach required in modern healthcare settings. Finally, continuous assessment and feedback, facilitated by digital tools, allow for personalized learning pathways and early identification of knowledge gaps, enabling targeted interventions. In conclusion, adopting a multi-faceted approach to teaching in medical sciences—one that embraces technology, active learning, and collaborative education—can improve both the learning experience and the competency of future healthcare professionals. These recommendations aim to produce graduates who are not only knowledgeable but also skilled in critical thinking, decision-making, and teamwork, ultimately improving patient care outcomes.

An Interprofessional Education Activity for Dietetic, Pharmacy, and Speech-language Pathology Students

An Interprofessional Education Activity for Dietetic, Pharmacy, and Speech-language Pathology Students

Longitudinal Interprofessional Education in Undergraduate Health Profession Education: A Scoping Review Protocol

Interprofessional education (IPE) is essentially applied in the medical professions curriculum to produce graduates ready for collaborative practice. Globally, competency frameworks and guidelines have been developed to guide the integration and implementation of IPE into formal curriculum. Developing student competencies to become collaborative-ready health professionals takes a long time. This is also influenced by the formation and development of an interprofessional team’s maturity, which is a time-consuming process. Therefore, repetitive exposure to interprofessional learning throughout the curriculum (longitudinal education) should be implemented, since undergraduate level. This scoping review aims to explore the breadth of the longitudinal literature related to IPE. This article explores the global literature to identify, characterise, and summarise evidence from the published literature on longitudinal IPE. This scoping review considers the longitudinal activities of IPE in various contexts. The papers included report on the learning experiences of two or more types of students in a healthcare profession programme. This scoping review was conducted in accordance with the scoping review guidelines of the Joanna Briggs Institute (JBI). The PubMed, Scopus, ProQuest, EBSCOhost, and ScienceDirect databases were searched. The results were limited to papers published in the English language from 2016 to the present. Two independent reviewers screened the titles and abstracts, and extracted data from the full-text articles. The results are presented descriptively in diagrams, tables, or other relevant formats, followed by narrative summaries.

Health professional students’ emotional responses to effective and ineffective teamwork

Introduction: Pre-registration students learn interprofessional competencies for effective teamwork through interprofessional education (IPE), yet they do not always see effective teamwork in the clinical workplace or experience it in IPE learning activities. In this study, we explored: (1) what students recall of experiences of interprofessional teamwork interactions in workplace settings or in IPE learning activities and (2) what and how they describe the emotion attached to these experiences. Methods: A pre- and post-test survey design was used, which included qualitative questions administered before and after a clinical workplace-based cancer and life-limiting illness IPE activity for two cohorts of students. We surveyed students about teamwork experiences in both workplace and IPE learning activities and how they felt about them emotionally. A content and thematic analysis was undertaken, the latter using a process adapted from Attride-Stirling (2001). Results: For the before-IPE responses, 31 out of 50 students in the two cohorts responded (62%), and for the after-IPE responses, 29 out of 50 in the two cohorts responded (58%). There were two global themes: (1) students readily recognise both effective and ineffective teamwork and (2) ineffective teamwork experiences can evoke strong emotional responses. Conclusion: Students’ emotional responses from being involved in or observing effective and ineffective teamwork may influence their future engagement in interprofessional teamwork and IPE activities.