Interprofessional Roles Research Articles

Health and social care professionals’ perspective on the interprofessional competencies required in palliative care

ABSTRACT Competent professionals are essential when delivering patient-centered and individual palliative care to patients and their families. However, interprofessional competencies for health and social care professionals in specialized palliative care have not been defined. The purpose of this study was to describe the competencies required for good interprofessional teamwork in specialized palliative care from the perspective of health and social care professionals. A qualitative descriptive study design was chosen to undertake the face-to-face individual and focus-group interviews. Fifty participants working in specialized palliative care units were recruited through a purposive sampling technique. The data were analyzed using abductive content analysis. The required interprofessional competencies in specialized palliative care were identified as values and ethics for interprofessional practice, roles and responsibilities, interprofessional communication, and teams and teamwork. Professionals should be interprofessionally competent to meet patients’ care needs holistically and individually. Meeting patients and relatives with respect is vital, but respectful behavior and communication among professionals are also highlighted in palliative care. Certain professional qualities, such as patience, humility, and flexibility, were emphasized in interprofessional palliative care. It is important to note that the nature of palliative care affects even experienced professionals, who should be able to face death as a team in everyday work.

An educational approach using interprofessional (IP) role plays and patient narratives to inculcate empathy and communication among undergraduates in breast cancer management

BackgroundInteractive teaching methods such as patient narratives and role plays are effective tools in medical education. Incorporating the patient's perspective of the disease and standardized treatment in the teaching process helps the students become more empathetic and have better doctor-patient communication.MethodsAn interactive module was conducted using role plays and patient narratives to teach communication skills and doctor-patient relationships to randomly chosen Seventy-seven final-year(4th year) medical students to address the various psychosocial problems faced by the patients with breast cancer. Participants' perspectives regarding the intervention were collected using pre and post-tests, session feedback, and interviews. The data were analyzed quantitatively and qualitatively, as appropriate. Observed Structured Clinical Examination (OSCE)stations with case scenarios to break bad news to simulated patients were used for the assessment.ResultsMost participants felt that such interactive sessions were needed where they played the role of a doctor before facing an actual patient. While reading the narratives, they felt that the narrators’ emotions were genuine and that they felt involved. Most of them could relate to the social and emotional aspects of the patient and understood the Interprofessional (IP) teamwork in the treatment of a breast cancer patient. 93.4% of the participants felt they gained competence in managing difficult communication situations with patients.ConclusionInteractive teaching methods like narratives and role play may help enhance students' communication and empathy, which is vital for future doctors. They seamlessly integrate into existing curricula, offering practical experiences that deepen understanding and empathy without disrupting learning.

Perceptions regarding attitude towards simulation-based learning among nursing students in Saudi Arabia: A cross-sectional study.

Simulation-based education is essential for preparing nursing students for their professional roles and enhancing their learning experiences and patient care skills. However, there is a gap in understanding how nursing students perceive and engage with simulation-based learning, particularly in the context of Saudi Arabia. This lack of insight limits the ability to develop effective educational strategies. This study aimed to evaluate nursing students' perceptions regarding attitudes toward simulation-based learning in Saudi Arabia. A cross-sectional study was conducted from December 2023 to February 2024, involving 173 nursing students from a single university. Participants completed a structured questionnaire assessing their attitudes toward simulation-based learning, focusing on its relevance, interprofessional education opportunities, communication, situation awareness, and roles and responsibilities. Descriptive statistics were used to analyze the data. Mann-Whitney and Kruskal-Wallis tests were used to examine correlations between variables, with a significance level of p <0.05. The study found that 91.3% of participants had a favorable attitude toward simulation-based learning (Median = 4.43, IQR = 4 - 5). Age and grade level significantly influenced attitudes; younger students (under 20 years) had lower scores (Z = -2.490, p = 0.013), while fourth-year students had higher scores than third-year students, showing a statistically significant difference (H = 8.573, p = 0.014). Additionally, grade point average (GPA) was a significant factor, as students with GPAs between 5.00 and 4.50 scored higher than those in the 3.74-2.75 range (H = 25.893, p <0.001). The study concluded that nursing students in Saudi Arabia have a generally positive attitude toward simulation-based learning, recognizing its importance in enhancing their educational journey and clinical preparedness. These findings highlight the need to integrate simulation-based pedagogical approaches in nursing education to foster critical thinking and improve communication skills, thereby enhancing patient care outcomes.

Perceptions and influencing factors of interprofessional collaboration in final-year health science students

ABSTRACT Interprofessional education (IPE) is vital for preparing a competent health workforce. Despite the proven benefits of interprofessional collaborative practice (IPCP), barriers to its implementation persist. Given the importance of health professionals’ perspectives for IPCP success, we investigated the perceptions of IPCP among final-year health science students at Khon Kaen University, Thailand, while they transition into practice. A cross-sectional online survey conducted from February to April 2023 included 989 students across six health science disciplines, with a response rate of 57.8%. Using the SPICE-R2 questionnaire on a five-point Likert-type scale, we assessed perceptions related to interprofessional teamwork, roles and responsibilities, and patient outcomes. Results showed significant diversity in IPCP perceptions and experiences with IPE. Nursing students consistently demonstrated the highest IPCP perceptions, while medical and public health students scored the lowest. Positive perceptions about IPCP were notably associated with nursing students and those satisfied with the learning process. Dentistry students and those with IPE experience also exhibited more favorable views on teamwork. This study suggests the need to address disparities in IPCP perceptions among student groups, which is essential for enhancing interprofessional collaboration in future health professionals.

Exploring the Impact of School-Based Interprofessional Parent Education

ABSTRACT This study evaluated an educational program designed to enhance parents’ understanding of related services provided within a school-based setting. The program sought to empower parents of children receiving special education services by fostering an understanding of interprofessional team roles of school-based related service providers. This one-time, two-hour program was developed using the comprehensive and client-centered Person-Environment-Occupation-Performance model to ensure that relevant topics were covered. A pretest-posttest design, utilizing Parent Knowledge and Parent Confidence Assessments, was employed to evaluate the program. Additionally, three open-ended questions collected qualitative information on the program’s impact. Quantitative analysis showed a statistically significant improvement in parent knowledge (p < .001). Additionally, after the program, parents reported an average confidence rating of 4.62 out of 5 on a 5-point Likert scale. Analysis of the qualitative data supported an increase in caregiver’s advocacy capacity. Based on preliminary results, the educational program significantly improved caregiver understanding and confidence. This enhancement is expected to positively impact future interactions with the interprofessional team during Individualized Education Program meetings.

Using games to clarify interprofessional roles and build a repository of curricula activities

Background. Game-based learning has emerged as an exciting innovation for teaching and learning outcomes. Educators have built engaging and immersive experiences which help students learn about the health professions and roles, by integrating game theory and gamification. Learning about these roles will help students collaborate more effectively in the future. Educators can create a dynamic learning experience for their students by introducing gaming aspects into instructional activities. Artificial intelligence (AI) could be leveraged to accelerate the broader use of these technologies in teaching and learning. Methods. An interactive computer-based game was designed for interprofessional education and teaching, to identify the roles of nine healthcare professions. Results. In the development of the game, six of the learning principles namely identity, interaction, production, customisation, challenge and consolidation and pleasantly frustrating, are applied from conceptualisation of the game and throughout the game, to ensure that gameplay and learning is achieved. Conclusion. The use of games can be a powerful tool to clarify interprofessional roles, and this contribution supports the building of a repository of curricula activities that incorporate games and can be valuable for educators looking to enhance their teaching methods. Overall, incorporating games into interprofessional education has the potential to improve learning outcomes and prepare future healthcare professionals for collaborative practice. Educators and institutions alike need to consider the benefits of using games as part of their educational strategies.

Obstetrics clinical learning needs: Priorities of undergraduate medical students

Background. The obstetrics clinical learning environment is complex and often not conducive to learning. Understanding the priority clinical learning needs of students with experience in this setting is essential for designing effective educational interventions to optimise clinical learning. Objective. To describe the priority obstetrics-related clinical learning needs of undergraduate medical students informed by their experience of the clinical learning environment. Methods. A multigroup nominal group technique (NGT) was applied to a purposively sampled group of medical students who had experienced obstetrics-related clinical placements in facilities at various levels of care, from primary to tertiary. Individual group priorities were further integrated into themes. Results. Seven priorities emerged: (i) perinatal procedural skills, (ii) teaching approaches to obstetrics, (iii) pregnancy-related screening and complications, (iv) postnatal support for women, (v) interprofessional and gender roles, (vi) orientation to patient care and the clinical environment, and (vii) psychological preparation of students. Conclusion. Educational interventions to optimise the obstetrics clinical learning environment must consider students’ priorities. These priorities extend beyond procedural skills and include collaborative practice and psychological preparation.

The Role of Interprofessional Education in Optimizing Laparoscopic Skills Training: A Randomized Controlled Trial.

Background: This investigation evaluates the utility and benefits of integrating interprofessional education (IPE) into laparoscopic training, aiming to enrich medical education and skill acquisition methodologies. Methods: The study randomly allocated 36 participants of a 2023 laparoscopic training course into experimental and control groups, each comprising 18 individuals. The control group underwent traditional theory and practical training, whereas the experimental group additionally engaged in interdisciplinary instruction with nursing educators and participated in simulated laparoscopic surgery exercises. The effectiveness of this interdisciplinary approach was assessed by comparing laparoscopic theory and simulation performance, Objective Structured Assessment of Technical Skills (OSATS) scores in animal-based training, and course satisfaction between the groups. Moreover, the impact on interdisciplinary collaborative competencies was measured through pre- and post-training self-evaluations using the Interprofessional Collaborative Competency Attainment Survey (ICCAS) in the experimental group. Results: The experimental group demonstrated superior performance in laparoscopic theory and simulation, as well as higher OSATS scores, compared with the control group. Satisfaction ratings regarding the skills practice mode, effects, and instructional quality were also significantly better in the experimental group (P < .05, P < .01). Furthermore, participants in the experimental group reported significant pre-to-post training enhancements in interprofessional communication, team collaboration, role perception, conflict management, and learning and feedback marked by statistically significant differences (P < .05, P < .01). Conclusion: The introduction of an IPE framework significantly boosts laparoscopic training efficiency and promotes team collaboration awareness. This model effectively bridges gaps between disciplines, illustrating substantial applicative value and expansion potential within medical education and skill training arenas.

Impact of interprofessional student led health clinics for patients, students and educators: a scoping review.

Although interprofessional student led health clinics have been implemented worldwide, the impact of this model await confirmation. To conduct a critical analysis of the literature on interprofessional student led clinics, and the views of stakeholders on feasibility and the barriers and facilitators to implementation. A scoping review, evidence synthesis and quality appraisal were conducted using PRISMA Scr. Eight databases were searched from 2003 to 2023: Medline (Ovid), Embase (Ovid), CINAHL (EBSCO), Cochrane, Scopus, ERIC, Web of Science and Informit Health Collection. A qualitative descriptive approach was used to analyse data from patients, students and educators and inductive thematic analysis identified emergent themes. Forty-six studies were included from a yield of 3140 publications. A key theme to emerge was that patients perceived improvements in their health and wellbeing and valued gaining health information from student led clinics. Student experiences were mostly positive although some found it challenging to work in interprofessional teams and roles were not always clear. The clinics enabled students to improve communication skills and autonomy. Clinical educators reported that students benefited from experiential learning within an interprofessional context. The clinics were feasible, provided that sufficient funding, infrastructure, staff and resources were available. Barriers to implementation included lack of funding, excessive waiting times and non-aligned student timetables. Pre-clinic orientation and support from on-site clinical educators facilitated implementation. Despite some challenges with implementing interprofessional student led clinics, they can have a positive impact on student learning and patient experiences.

Implementation of nurse practioner role in an emergency department

The major challenges facing our healthcare system foster the emergence of new inter-professional roles such as the Specialized Nurse Practitioner. These professionals, recognized by a legal framework, hold advanced practice medical and nursing skills obtained after a 120-credit Master's-level university training. In 2018, the Emergency Department (ED) of the Centre Hospitalier Universitaire Vaudois was one of the first departments in Switzerland to implement such a role. Three years on, their clinical expertise and the developments in research, training and clinical projects make these professionals major assets in meeting the complex needs of patients and ED teams.

Outcomes of an interprofessional peer facilitators program: Building a confident, competent, and collaboration ready healthcare workforce

Peer facilitation during interprofessional simulation-based learning enables students from diverse professions and backgrounds to enrich each other's learning in small groups. Peer facilitators are interprofessional role models and serve to maintain neutrality, listen actively, and respond to group dynamics supporting interprofessional education (IPE). This paper will report the outcomes of an interprofessional peer facilitation program as part of a larger IPE curriculum in a graduate program in the health professions. The authors conducted a mixed methods evaluation of peer facilitators' development measured through a peer facilitator knowledge and self-efficacy tool. Results of qualitative and quantitative data from four years of the program are discussed, documenting the outcomes serving as a peer facilitator has on entry-level health professions learners.

Promoting Competence in Nursing and Pharmacy Interprofessional Collaboration Through Telehealth Simulation.

Competence in interprofessional collaboration is essential for safe patient outcomes. This study examined the impact of an interprofessional telehealth pharmacology simulation on prelicensure nursing and pharmacy students' perceptions of interprofessional roles. A pretest-posttest design was used to compare participants' perceptions of interprofessional roles prior to and following the simulation. Data were collected using the Interdisciplinary Education Perception Scale (IEPS). Paired-samples t -tests showed statistically significant increases in scores for both the full IEPS ( n = 99) and two subscales, Competency and Autonomy ( n = 99) and Perception of Actual Cooperation ( n = 99). Nurse educators should provide regular interprofessional experiences to foster learners' competence in interprofessional collaboration and communication.

A35Simulated Undergraduate Interprofessional Training Ward – improving self-confidence and attitudes to interprofessional working prior to transition to clinical practice

Research suggests that interprofessional training wards (ITW) enhance student learning and patient satisfaction [1] but are resource intensive from governance and faculty training points of view. Given NHS pressures, we developed a simulated ITW to meet training needs of healthcare undergraduates and improve attitudes and confidence regarding interprofessional working prior to qualification. The session simulated a typical ward day, with nursing handover, ward-round, board-round, communication scenarios, and an acutely deteriorating patient. Final year medical, nursing and physiotherapy students attended, and formed interprofessional teams. After each scenario an interprofessional debrief took place. Students completed the readiness for interprofessional learning scale (RIPLS) [2] pre and post, also providing feedback using Likert scales and qualitative comments. 35 students participated, all completing RIPLS, and 32 completing Likert and qualitative feedback. Despite the small dataset, we demonstrated significant change (p&lt;0.05) in 9 of the RIPLS statements, indicating a positive change in attitudes toward interprofessional learning. All students felt the session met their learning requirements. Likert feedback across professions demonstrated increased understanding and valuing of multi-disciplinary teams (MDT) (97%); appreciation of the relevance of multi-disciplinary working to their training (91%); belief that it would change their approach to MDT work (84%); and increased confidence prior to transitioning to a working role (81%). Profession-specific breakdown demonstrated highest confidence and increased understanding for physiotherapists, however they (alongside nurses) found the content more challenging. Summary of infographic for SUIT ward Thematic analysis highlighted several key themes: Interprofessional teamworking, patient-centred care, communication, professional readiness, technical skills, and satisfaction with session format and delivery. Interprofessional teamworking, patient-centred care, and communication bridged the categories of ‘valued aspects’ and ‘take-home messages’, demonstrating uptake of key learning points, and reinforcing the changes in the RIPLS data. While the feedback regarding the ‘suggested improvements’ category reiterated the challenges of catering to all learners, this category’s comments were overwhelmingly positive, with appreciation and importance of this learning event appearing frequently. One wrote, ‘I feel incredibly lucky to have had the opportunity to take part… and strongly believe every single healthcare student should have the chance to attend a similar session’. Our pilot program suggests that using simulated ITWs offers multiple benefits to students. The simulated ITW environment improved confidence and understanding of interprofessional roles in clinical practice; and was valuable and relevant to learners with early signs of improving attitudes towards interprofessional learning. A full study is needed to fully assess the learning benefits and cost-effectiveness of simulated ITW environments. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Implementing a Pediatric Resident Physician/Bedside Nurse Shadow Program to Improve Interprofessional Collaboration and Understanding, and to Transform Practice

INTRODUCTION Resident physician/nurse collaboration is essential for patient safety and optimal clinical outcomes. Interprofessional shadowing experiences can facilitate understanding of team roles; however, enhanced understanding may not transform individual practices leading to workplace improvement. This educational innovation utilized a resident/nurse shadow program to raise awareness of interprofessional roles and as a needs assessment to identify and educate about specific system-wide standards that can lead residents to transform their practices to improve nurse workflow. METHODS From 2018-2020, 44 first-year pediatric residents at a free-standing children’s hospital shadowed nine nurse preceptors. Each nurse received an orientation and checklist of topics to cover. Residents observed nursing responsibilities including admissions, line placement and medication administration. All participants completed pre-post surveys. RESULTS Post-surveys demonstrated a statistically significant improvement (p&lt;.00001) in Likert scores of residents’ self-rated understanding of nursing cares and workflow. The experience uncovered three system-wide scheduling standards where resident modification of ordering practices could optimize nursing workflow: timing of morning lab draws, new medication administration, and delivery of dietary formula. The shadow program was modified to include education in these three areas and participants had statistically significant (p&lt;.01) increased knowledge of timing of morning labs and new medication administration (35% and 39% improvement, respectively). Nurse understanding of resident workflow was not measured due to limited data.DISCUSSION A resident/nurse shadow program successfully improved resident awareness of nursing roles and was an innovative way to identify specific areas of workflow improvement. Program modifications are required to create a true, bidirectional, resident/nurse interprofessional shadow experience.

Shared understanding and task-interdependence in nursing interns’ collaborative relations: A social network study of vocational health care internships in the Netherlands

ABSTRACT Shared understanding among collaborators is a key element of delivering successful interprofessional care and a main challenge for professional education concerns nurturing such understanding among students. We assessed how nursing students perceived different levels of shared understanding in their collaborations with others in clinical internships. We analyse the collaborative networks of interns to examine whether individual factors (attitudes, perceptions of collaborative cultures, and motivation) or relational factors among collaborators (task-interdependence, cooperation frequency, and interprofessional and hierarchical roles) affect shared understanding among 150 Dutch nursing interns and their collaborators (n = 865). Theoretically, we stress the importance of focusing on collaborative relations in interprofessional care settings. Multilevel models distinguish two levels in explaining the variation in shared understanding, nesting collaborative relationships within individuals. Results indicate merely 37.4% of found variation of shared understanding could be attributed to individual-level factors (variation between interns), while 62.6% of variation is found within interns, showing that shared understanding differs substantially between the collaborations one intern engages in. Multilevel models reveal that task-interdependence strongly predicts shared understanding in inter- and intraprofessional collaborations. We conclude that focusing on collaborative relations is essential to foster shared understanding in vocational internship programmes, and that health care organisations should pay explicit attention to task-interdependence in interns’ collaborations.

The effect of interprofessional simulations on pharmacy and physician assistant students' learning of advanced cardiac life support concepts

BackgroundThe Interprofessional Education Collaborative (IPEC) defined core competencies for IPE in 2011, and use of simulation in interprofessional education (IPE) continues to be developed in prelicensure health education programs. Interprofessional education activityIn this prospective, observational study, interprofessional student teams addressed reversible causes of cardiac arrest in weekly simulations during an Emergency Medicine course. Each simulation was followed by sequential team debriefs, first regarding the IPEC core competencies of interprofessional communication, teamwork, and roles and responsibilities, and second regarding the patient-related content of the case. DiscussionTwenty-eight pharmacy students and 60 physician assistant students completed the course. A didactic knowledge exam was administered before, immediately after, and 150 days after the course. Both disciplines' exam scores significantly increased from baseline to the end of the course and from baseline to the 150-day follow-up. Students also completed the validated Interprofessional Perceptions Survey before and after the course. Both disciplines demonstrated significant increases in Team Value, Efficiency and Interprofessional Accommodation components. ImplicationsParticipation in this simulation-based course resulted in 150-day retention of advanced cardiovascular life support knowledge and improved interprofessional perceptions in both pharmacy and physician assistant students.

Exploring interprofessional roles and responsibilities of physical therapists and radiation therapists during the care of patients with breast cancer using IPE

In the United States the most common female malignancy is breast cancer.1-2 Standard of care for women with breast cancer will lead them to radiation therapists and physical therapists for treatment.3 The need for these professions to understand each other's roles and responsibilities (RR) is important to provide collaborative quality care to the patient.4-11 Using interprofessional education (IPE) involving case studies that treat patients with breast cancer can create a direct discussion on each other's RR.4-5 A face to face classroom setting was implemented to conduct this IPE. Physical therapy (n = 59) and radiation therapy (n = 10) students completed a pre-IPE survey before meeting for the 1 h IPE session. After the IPE session, a post-IPE survey was completed. The objective for this IPE was to allow for greater understanding of each other's RR. Comparing the pre-IPE and post-IPE survey using Wilcoxon Signed Rank Test demonstrated that both physical therapy students and radiation therapy students achieved a better understanding of each other's RR.

Exploring barriers and opportunities to improve osteoporosis care across the acute-to-primary care interface: a qualitative study

SummaryThis qualitative study interviewed general practitioners, patients, and FLS clinicians and identified key challenges facing stakeholders seeking to improve post-fracture osteoporosis care. Local policies and care pathways as an initial strategy may address information and service delivery issues across the acute-primary care divide.IntroductionFracture liaison services (FLS) can be effective for secondary fracture prevention, but long-term adherence to therapies remains suboptimal. Few studies have explored how services manage the transition between tertiary and primary post-fracture care. This study mapped service processes and factors influencing integration of post-clinic care, identifying barriers, supports, and opportunities for seamless healthcare.MethodsQualitative descriptive study using semi-structured interviews with FLS stakeholders at two metropolitan hospitals in New South Wales (NSW) and surrounding general practices.ResultsSeven FLS clinicians, 11 general practitioners (GPs), and seven patients were interviewed. Six key themes emerged on the transition of patient care from tertiary to primary care (PC). Interprofessional communication issues and role ambiguity posed threats to seamless care. Delayed, absent, inaccessible, or poor-quality communication frustrated GPs, while FLS clinicians lacked confidence in existing communication systems and desired bidirectional communication with PC. GPs were confident managing osteoporosis, but FLS clinicians had limited confidence that patients would discuss osteoporosis with their GP and that GPs would action recommendations. Effective PC follow-up required a positive GP–patient relationship and that patients perceived a need to engage with PC. Patient understanding of osteoporosis (influenced by patient education, knowledge, beliefs, and health behaviours) affected PC attendance. Limited public awareness of osteoporosis and healthcare policy deficits contributed to care gaps.ConclusionKey challenges were identified facing stakeholders seeking to improving post-clinic osteoporosis care. Development and implementation of local, integrated acute-community policies and care pathways as an initial intervention may address information and service delivery issues across the acute-PC divide.

Student Pharmacists’ Attitude Changes Toward Interprofessional Education Following an Introductory Interprofessional Course

Objective. Interprofessional education (IPE) has the potential to enhance collaboration among health care professionals in providing best patient care. Several IPE studies reported findings about multiple disciplines, but there is scant information focusing on IPE in student pharmacists. The objectives of this study were to, first, measure changes in student pharmacists' attitudes toward introductory interprofessional education using the survey Students Perceptions of Interprofessional Clinical Education Revised 2 (SPICE-R2) and, second, obtain a comprehensive understanding of attitude changes by integrating quantitative and qualitative results.Methods. A convergent mixed-methods design was used and involved quantitative data about the attitudes measured by the SPICE-R2 survey and qualitative open-ended questions about students' opinions. Participants completed the survey three times, namely before and after completing an online course and after participating in an in-person event.Results. Of 89 student pharmacists that participated in this study, 55 and 27 students provided complete responses for the online course and the event, respectively. Paired t tests showed significant improvements in students' attitudes after completing the online course for the three SPICE-R2 subdomains, and the qualitative data was confirmatory. After participating in the event, students' attitudes were not significantly changed. The meta-inferences were expansive in four areas, including team building, professional communication, learning from the group case study, and health care challenges.Conclusion. The online course was an effective learning activity for improving student pharmacists' attitudes toward IPE. The event was a viable learning activity to maintain or increase the students' attitudes toward interprofessional roles and teamwork. The mixed-methods findings provided "value added" with a more comprehensive understanding of attitude change.

Interprofessional Ambulatory Staff Perceptions of Pandemic Preparedness.

The COVID-19 pandemic forced us to face the growing realization that our expectations of staff redeployed to areas other than their usual role did not fully align with their perceptions of safety, competence, and teamwork. This mixed-methods study assessed perceptions of role, preparedness, and management among staff who were deployed from March through June 2020. Our findings support that the rapid reassignment of interprofessional role groups to respiratory illness clinics in the first wave, albeit necessary at the time, may not be the best response in future infectious disease outbreaks.