Interprofessional Team-based Learning Research Articles

Development and implementation of a virtual "collaboratory" to foster interprofessional team-based learning using a novel faculty-student partnership.

Safe and efficient healthcare demands interprofessional collaboration. To prepare a practice-ready workforce, students of health professions require opportunities to develop interprofessional competencies. Designing and delivering effective interprofessional learning experiences across multiple professions is often hampered by demanding course loads, scheduling conflicts, and geographical distance. To overcome traditional barriers, a case-based online interprofessional collaboratory course was designed for professions of dentistry, nursing, occupational therapy, social work and public health using a faculty-student partnership model. To build a flexible, web-based, collaborative learning environment for students to actively engage in interprofessional teamwork. Learning objectives addressed Interprofessional Education Collaborative (IPEC) core competency domains of Teamwork, Communications, Roles/Responsibilities, and Values/Ethics. Four learning modules were aligned with developmental stages across the case patient's lifespan. Learners were tasked with producing a comprehensive care plan for each developmental life stage using interprofessional teamwork. Learning resources included patient and clinician interviews, discussion board forums, elevator pitch videos, and interprofessional role modelling. A mixed methods quality improvement approach integrated the pre and post IPEC Competency Self-Assessment Tool with qualitative student feedback. In total, 37 learners participated in the pilot. IPEC Competency Assessment Interaction domain mean scores increased from 4.17/5 to 4.33 (p=0.19). The Values domain remained high (4.57/5 versus 4.56). Thematic analysis highlighted five core themes for success: active team engagement, case reality, clear expectations, shared team commitment, and enjoyment. A faculty-student partnership model was feasible and acceptable for designing and implementing a virtual, interprofessional team-based course. Using a quality improvement cycle fast-tracked improvements to course workflow, and highlighted strategies for engaging students in online team-learning.

Dysphagia interprofessional collaborative practice and team-based learning in graduate curriculum for students in healthcare disciplines: A pilot study

Dysphagia interprofessional collaborative practice and team-based learning in graduate curriculum for students in healthcare disciplines: A pilot study

REDEFINING MEDICAL EDUCATION IN INDIA: A PERSPECTIVE

India has largest number of Medical Teaching institutions in the world. However, there has been a wide, qualitative and quantitative disparity in the teaching standards, infrastructures as well as competency of medical teachers and students in our country. Medical Education is a highly dynamic & evolving science that needs to be transformed to meet with the pace of the progress in the eld of medicine. It should be capable of adapting newer teaching modules as well as the socio-economic expectations and changing pattern of the diseases with ultimate aim to provide highly responsive and reliable health care delivery system in the country. The teaching should be able to generate enough interest and enthusiasm among medical students to inculcate ethos and practice of problem solving approach towards curative, preventive aspects of clinical medicine as well as commitments towards genuine research and innovations. Restructuring of curriculum & mode of medical education should directly focus on the need of better understanding of various aspects of managing Indian subcontinent based tropical, communicable, epidemiological & other diseases. The review article is aimed to highlight the role and reframing of Articial Intelligence as augmented intelligence in medical education, application of Competency-based medical education (CBME) that is to be effectively clubbed with the concept of lateral, vertical and horizontal integration of mode of education. The proposed module is comprised of Intra & Inter-professional team-based learning (TBL) of particular disease and its management strategies among various sub disciplines of medicine & clinical transformation of basic sciences. Stress will be on integration of medical education, basic and clinical research with biomedical research and innovations betting with the need of the country.

Antimicrobial Resistance and One Health in the Post COVID-19 Era: What should Health Students Learn?

PurposeAntimicrobial resistance (AMR) is a critical worldwide health issue that jeopardizes our ability to fight illnesses. The COVID-19 pandemic exacerbated the problem, which was largely caused by irrational off-label use of antivirals, anthelmintics, antimalarials, and, most notably, macrolide antibiotics. The One Health Approach is progressively becoming the most widely utilized in the fight against AMR. Our aim is to address the lack of teachings in AMR and the One Health Approach in health student curricula, as well as to provide recommendations that can be implemented as we progress beyond the COVID-19 era.Methods & MaterialsWe conducted a literature review to identify the status of AMR and One Health education in health curriculum over the world while analysing the relevance and urgency of the topic within the COVID-19 era.ResultsWe identified multiple gaps and discrepancies in AMR and One Health education that could be attributed to multiple reasons including the absence of a formal curriculum on the topics, and lack of interprofessional educational practices.The development and implementation of AMR and One Health topics in the school curriculum is important in equipping future health professionals to fully combat AMR in their respective fields. It can also therefore be encouraged that institutions synergize to share knowledge on useful ways of training healthcare students in addition to meaningful ways to communicate AMR concerns with patients and the public.Various teaching modalities could influence the outcome of antimicrobial prescribing practices. These could be improved by a re-evaluation of problem-based learning strategies, enhancing content and conduction of virtual learning platforms and development of a standardized curriculum on antimicrobial resistance. Interprofessional education and team-based learning can also be a facilitator to familiarize students with the One Health concept.ConclusionToday's health professionals need to provide mentorship and teaching for students on AMR and One Health. This will aid to develop today's young professionals and future health professionals with the necessary skills to prevent and tackle the spread of AMR with appreciation and knowledge of the One Health Approach.

Interprofessional Team-Based Learning: A Qualitative Study on the Experiences of Nursing and Physiotherapy Students.

Traditional discipline-specific training has limitations in facilitating inter-professional communication and collaboration. To address this issue, two local universities in Hong Kong launched an interprofessional team-based learning program to allow the undergraduate healthcare students to form teams and experience collaborative problem-solving. This study aimed to evaluate the experiences of nursing and physiotherapy undergraduates following interprofessional learning activities. Twenty-seven 3rd-year nursing and physiotherapy undergraduates were recruited through purposive sampling. Semi-structured interviews were conducted, and written feedback was solicited until data saturation was achieved. An inductive thematic analysis was used for the data, and each theme was mutually exclusive. The findings revealed the positive experiences of the students with this interprofessional learning activity. Three main themes emerged: (1) the process of interprofessional learning; (2) profession-related outcomes of interprofessional learning; and (3) patient-related outcomes of interprofessional learning. The study indicated that interprofessional team-based learning activities enhanced learning experiences of the students through interactive learning with other healthcare students. Experiences of relationships that are trustful and complementary allow students to develop confidence in knowledge transfer and in interprofessional collaboration, as well as in providing a holistic patient-centered care. These findings substantiate the importance and value of interprofessional learning in healthcare education.

Use of Established Guidelines When Reporting on Interprofessional Team-Based Learning in Health Professions Student Education: A Systematic Review.

Team-based learning (TBL) has gained popularity across the health professions, including in interprofessional contexts. The authors conducted this systematic review to summarize the published evidence regarding the extent, design, and practice of interprofessional TBL within health professions (including medical) degree programs to inform interprofessional education (IPE) educators and curricula designers. In June 2020, the authors searched PubMed Central, CINAHL, Web of Science, and ERIC for original research articles describing TBL programs with student representation from multiple health professions degree programs that were published between January 2010 and June 2020. Included articles underwent data extraction for study characteristics (e.g., country of origin, topics covered, class descriptors) and the 7 core design elements of TBL: team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the 4 Ss (significant problem, same problem, specific choice, and simultaneous reporting), incentive structure, and peer review. Twelve articles were included. Significant variability was noted in the application and reporting of the 7 core design elements of TBL, which highlighted challenges to the implementation of interprofessional TBL. Although the structured format of TBL provides a suitable pedagogy for IPE, this review identified challenges associated with the effective integration of IPE into TBL, including: the unequal distribution of students to teams as a result of there being multiple disciplines from different programs; varied levels of student experience with the pedagogy of TBL; a lack of resources required for large groups of students; timetabling requirements for multiple disciplines from different programs; inability to provide more than 1 TBL session; design of patient cases that suit multiple disciplines; alignment of topics within the curricula of multiple disciplines, programs, and universities; inequities in grading for different students within the same TBL program; and limited opportunity for peer review.

An Interprofessional Team-Based Experiential Learning Experience in Public Libraries

The Stony Brook Medicine Healthy Libraries Program (HeLP) is an interprofessional team-based experiential learning opportunity for health professional students. University faculty members in the fields of nursing, public health, social work, and library science collaborated with four suburban public library directors to design, implement, and evaluate a team-based interprofessional service-learning experience, in which supervised students engaged in health monitoring and promotion in the library setting. Participating students were enrolled in either a semester-long population health course ( n = 16), a Master of Social Work fieldwork internship ( n = 2), a Master of Library Science internship ( n = 1), or a Master of Public Health practicum ( n = 2). HeLP faculty educated students on content, library culture, communication, professional roles/responsibilities, and documentation using standardized data collection tools. Concurrently, the interprofessional student teams delivered resources to patrons 1 day a week, with alternating locations, for a minimum of 2 hours per visit over the course of 6 weeks. HeLP provided students with an opportunity to apply core competencies based on the Interprofessional Education Collaborative. The team-based approach fostered interprofessional learning, as students worked together to assist library patrons on health and social needs. Throughout the program’s duration, students documented the type of resources provided, the types of encounters between team members, and the number of referrals. Student learning was assessed after program completion using three open-ended reflection questions.

Interprofessional team-based learning in basic sciences: students' attitude and perception of communication and teamwork.

ObjectivesTo explore whether a team-based learning strategy applied to an interprofessional course on basic science changes students' perception of communication and teamwork skills and attitudes as related to interprofessional learning. MethodsA mixed-methods approach was utilized. The participants were selected through an opportunity sample of 33 first-semester anatomy students from occupational therapy and orthoptics programs. Students completed an interprofessional questionnaire before and after the course. The data were analyzed descriptively. Fourteen students were selected randomly for group interviews. Qualitative data was interpreted using thematic analyses. ResultsThe pre-test scores for 'communication and teamwork skills' and 'interprofessional learning' were high with mean values of 26.58 and 34.24, respectively. The post-test scores were 27.30 and 34.27, respectively, indicating no relevant changes in students' perception and attitudes. Qualitative data suggested that team-based learning represents a valid strategy to encourage communication and teamwork skills but revealed a lack of interprofessional exchange during the course. Students reported that classroom activities must require the professional knowledge of all participating groups in order to prevent a negative attitudinal shift towards interprofessional education in the later years of their studies. ConclusionsImplementing team-based learning in basic sciences can encourage communication and teamwork among students. Mixed classes can help socialize students of different professional groups, although they carry a risk of a negative attitudinal shift towards interprofessional education. Whether, and in what ways, effective interprofessional exchange during the teaching of basic sciences can be achieved needs further investigation.

Learning environments for interprofessional education: A micro-ethnography of sociomaterial assemblages in team-based learning

BackgroundTeamwork and collaboration are central to interprofessional education but fostering these attributes in large undergraduate cohorts is challenging. ObjectivesThis study aimed to examine the complexities of IPE group learning processes by examining how the material and intersubjective intertwine when newly formed interprofessional groups (Chinese medicine, medicine, nursing, pharmacy, and social work) synchronously engaged with face-to-face and online learning in a blended, team-based learning environment. MethodsIt was a micro-ethnography study using a sociomaterial theoretical lens. We selected two undergraduate interprofessional healthcare student groups within a large scale programme for contrastive video analysis of synchronous spatial and physical configurations, associated talk, and online activity. ResultsVideo analysis of evolving physical configurations indicated that Group B was spatially more evenly grouped, and physically orientated to an identifiable leader, despite their blinded peer evaluations indicating distributed leadership. Group A faced a critical event at a public forum leading to spatial disruption breaking into subgroups and isolates; however, this group identified one member as a defined leader in the peer evaluations. ConclusionsBased on online scores, we found that peer identification of leaders may influence learning processes but not learning outcomes in the first IPE team meeting. The design of the physical and virtual learning environments contributed to the developing, sociomaterial processes of group cohesion in interprofessional team-based learning.

Learning outcomes of interprofessional collaboration among medical and nursing students in Japan

Collaborative interprofessional practices have a positive impact on patient care, and interprofessional education (IPE) provides a basis for this collaboration. This study aims to evaluate changes in medical and nursing students’ readiness to engage in interprofessional education (IPE) and the effectiveness of interprofessional team-based learning (TBL) for lower grade students at a Japanese medical university. This study aims to assess changes in participant attitudes to achieve the improved learning outcomes discussed. Students’ readiness to engage in IPE after TBL was examined through a quantitative pretest/post-test comparison. Students' scores on the Readiness for Interprofessional Learning Scale (RIPLS) were compared before and after the IPE exercise; an increase was observed. Of the RIPLS's three subscales, “Teamwork and collaboration” clearly increased after IPE. This study revealed that TBL can be effective for strengthening IPE readiness in Japanese universities and established that TBL can influence professional identity formation. Because of medical and nursing students showed different aspects.

Experiences of Patient-Centered Medical Home Staff Team Members Working in Interprofessional Training Environments.

Evidence is growing that interprofessional team-based models benefit providers, trainees, and patients, but less is understood about the experiences of staff who work beside trainees learning these models. To understand the experiences of staff in five VA training clinics participating in an interprofessional team-based learning initiative. Individual semi-structured interviews with staff were conducted during site visits, qualitatively coded, and analyzed for themes across sites and participant groups. Patient-centered medical home (PCMH) staff members (n = 32; RNs, Clinical and Clerical Associates) in non-primary care provider (PCP) roles working on teams with trainees from medicine, nursing, pharmacy, and psychology. Benefits and challenges of working in an interprofessional, academic clinic were coded by the primary author using a hybrid inductive/directed thematic analytic approach, with review and iterative theme development by the interprofessional author team. Efforts to improve interprofessional collaboration among trainees and providers, such as increased shared leadership, have positive spillover effects for PCMH staff members. These staff members perceive themselves playing an educational role for trainees that is not always acknowledged. Playing this role, learning from the "fresh" knowledge imparted by trainees, and contributing to the future of health care all bring satisfaction to staff members. Some constraints exist for full participation in the educational efforts of the clinic. Increased recognition of and expanded support for PCMH staff members to participate in educational endeavors is essential as interprofessional training clinics grow.

Interprofessional team-based learning (TBL): how do students engage?

BackgroundAlthough challenging to integrate within university curricula, evidence suggests that interprofessional education (IPE) positively impacts communication and teamwork skills in the workplace. The nature of Team-based learning (TBL) lends itself to interprofessional education, with the capacity to foster a culture of collaboration among health professional students. Our study was designed to pilot an interprofessional ‘back pain’ TBL module for physiotherapy and medical students, and to explore their experience of the TBL process, using the conceptual framework of ‘knowledge reconsolidation’ to discuss our finding.MethodsThree hundred and eleven students participated in the TBL session: 222/277 (80%) of Year 1 medical students and 89/89 (100%) of Year 2 physiotherapy students. Students completed one interprofessional Musculoskeletal Sciences TBL session on the topic of ‘back pain’. A questionnaire including closed and open-ended items, was distributed to students immediately following completion of the TBL session. Descriptive statistics were used to analyse the quantitative data. Thematic analysis was used to code and categorise qualitative data into themes. Pre-class quiz scores were compared between the groups using a one-way between groups Analysis of Variance (ANOVA) test with Tukeys Post Hoc test.ResultsIn total, 117/311 (38%) of participants completed the questionnaire. Both medicine and physiotherapy students appreciated the opportunity to learn about the curriculum of another healthcare discipline, and their scope of practice; gain multiple perspectives on a patient case from different disciplines; and recognised the importance of multidisciplinary teams in patient care. Students felt having an interprofessional team of facilitators who provided immediate feedback helped to consolidate student learning and promoted clinical reasoning. An analysis of variance revealed no difference between Physiotherapy and Medical students’ pre-class quiz scores.ConclusionOur study demonstrated that the small group and task-focused characteristics of TBL provided a student-centred teaching strategy to support the achievement of interprofessional learning goals. Students valued their interactions with other students from a different professional degree, the opportunity to problem solve together, and learn different perspectives on a patient case. The pre-class quiz results demonstrate that both groups of students had a comparative level of prior knowledge to be able to work together on the in-class activities.

Interprofessional Team-based Learning: Building Social Capital.

Often the first-time health professionals work together is as new graduates, with a paucity of shared learning among the various health disciplines within university curricula. This is largely due to the complexities of delivering interprofessional education (IPE) and the preference of individuals to work within their established silos. With its ability to nurture collaboration among students, there is a developing trend to use team-based learning (TBL) as a teaching method to engage health care students in IPE. Using the conceptual lens of social capital theory, the purpose of this article is to provide readers with an overview and evidence for the use of TBL within the interprofessional health care education setting, highlighting the benefits and challenges.

Promoting Interprofessional Team Development in Team-Based Learning (TBL) Through Coaching and the Team Development Measure (TDM).

Achieving effective team development for interprofessional Team-Based Learning (TBL) teams requires expansion of the traditional TBL faculty role of 'Guide on the Side' to include the roles of Interprofessional Education (IPE) Promoter and Team Coach as well as longitudinal teaming assessments. We describe 1) a novel conceptual framework of TBL faculty roles, 2) the faculty development approach supporting these expanded roles within IPE, and 3) use of the Team Development Measure (TDM). The expanded faculty roles were well received conceptually, faculty development supported role implementation, and TDM assessments demonstrated team improvements. An expansion of the traditional TBLfaculty role to include IPE Promotor and Team Coach and the use of longitudinal team assessments successfully supports pre-licensure interprofessional healthcare student teams' development over time.

Geriatric Mental Healthcare Training: A Mini-Fellowship Approach to Interprofessional Assessment and Management of Geriatric Mental Health Issues

IntroductionThe population in United States aged 65 and older has rapidly grown and is projected to grow faster than any other segment of the population. Despite this demographic shift, the nation's geriatric workforce is shrinking. AimThe primary goal of the fellowship was to form a learning collaborative that would help trainees in medicine, nursing, social work, pharmacy and occupational/physical therapy understand the roles of each discipline involved in the provision of geriatric mental healthcare and to enhance basic knowledge of common geriatric syndromes. MethodsFaculty from the University of Pittsburgh developed a format for the mini-fellowship. Trainees from five disciplines were recruited for participation in the mini-fellowship. This was offered annually over four-year period, hosted by the John A. Hartford Foundation Centers of Excellence in Geriatric Psychiatry at the University of Pittsburgh and University of California at San Diego. ResultsEighty-one participants across five schools of the health sciences completed the mini-fellowship. Feedback was positive: most participants appreciated learning from other team members, endorsed appreciation of the contributions of other disciplines to patient care, and reported improved understanding of three major geriatric syndromes. ConclusionConducting an interdisciplinary mini-fellowship in geriatric mental health was feasible and well received by trainees. The fellowship enabled better appreciation for the provision of geriatric mental health care within the context of an interprofessional team. However, decanal and faculty leadership across the schools needs to place greater emphasis on the importance of interprofessional team-based learning and to free up time for such activity.

Interprofessional Team-Based Learning: A Revealing Process for Cultivating Professional Identity among Nursing Students

Background: Nurses are significant healthcare team members. It is vital to examine their gains in an interprofessional education (IPE). Purpose: We aimed to examine the perceived benefits of interprofessional team-based learning (IPTBL) on the entry level nursing students. Methods: Content analysis was adopted to identify categories in the reflections of the entry-level undergraduate nursing student IPTBL experiences. Results: There were 205 (male = 34) undergraduate nursing students (response rate 82.2%) participating in the present study. In line with the Interprofessional Education Collaborative Report (IPEC) core competencies, four categories were identified: 1) Values/Ethics for Interprofessional Practice, 2) Roles/Responsibilities, 3) Interprofessional Communication, and 4) Teams and Teamwork. A new category emerged—individual learning outcomes. Conclusion: Through IP interactions and the expectation of the IP team, the nursing students had built confidence and defined the nurses’ roles.

Interprofessional Education and Team-Based Learning in a Research Methods Course.

This article describes team-based pedagogical strategies for a hybrid, four-credit research methods course with students from nursing, exercise, and nutrition science. The research problem of concussion in football, a socially relevant and controversial topic, was used to explore interprofessional perspectives and develop shared problem solving. The course was designed using permanent teams, readiness assurance, application exercises, and peer evaluation to facilitate student achievement of competencies related to interprofessional collaboration and research application. Feedback from students, faculty, and the Readiness for Interprofessional Learning Scale was used to evaluate the learning innovation.

How can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs' 3P model

Adopting Biggs' (2003) 3P (presage, process, product) model, this study examined the role of individual preparedness, member's contribution, motivation, enjoyment in students' learning, readiness for interprofessional learning, and attainment of desired outcomes in the context of computer-supported interprofessional team-based learning (CS-IPTBL). A sample of 531 health and social care students (Chinese medicine, medicine, nursing, pharmacy, occupational therapy, and social work) from two universities in Hong Kong participated in the study. Mediational analysis showed that task value (motivation and enjoyment) and utility (perceived usefulness) played a significant mediating role between perceived preparedness and perceived individual contribution and outcomes. The study enriched the extant research by showing possible pathways that determined students' achievement in CS-IPTBL. Findings suggest that students' achievement (product) in CS-IPTBL is influenced by their motivation, enjoyment, and perceived usefulness (process) which were derived from two sources: individual preparedness and members' valuable contribution (presage). Key findings and their implications for program enhancement and teaching are provided.

Common Cause: Using Interprofessional Team-Based Learning to Teach About Intimate Partner Violence, Child Maltreatment, and Toxic Stress

Common Cause: Using Interprofessional Team-Based Learning to Teach About Intimate Partner Violence, Child Maltreatment, and Toxic Stress

Common Cause: Using Interprofessional Team-Based Learning to Teach About Intimate Partner Violence, Child Maltreatment, and Toxic Stress

BACKGROUND: Medical schools have an “ad hoc” approach to family violence education, and physicians under-identify and under-report child maltreatment (CM). Studies suggest that social workers may also have limited knowledge regarding interventions for family violence. An effective educational intervention is therefore necessary. The growing use and effectiveness of Team-based learning (TBL) in both medical and social work education has been demonstrated in the literature. TBLs can assess the student’s ability to “know,” (knowledge acquisition) and to “know how,” (application) in a setting that is neither costly nor faculty-intensive. PROGRAM GOALS: …