Interprofessional Workshop Research Articles

Interprofessional Education-Health Care Team Building Workshop: Focus on Healthy Aging

Interprofessional Education-Health Care Team Building Workshop: Focus on Healthy Aging

Patients as educators: Interprofessional learning for patient-centred care

Background: Patients with chronic conditions have unique expertise that enhances interprofessional education. Although their active involvement in education is increasing, patients have minimal roles in key educational tasks. A model that brings patients and students together for patient-centred learning, with faculty playing a supportive role, has been described in theory but not yet implemented.Aims: To identify issues involved in creating an educational intervention designed and delivered by patients and document outcomes.Method: An advisory group of community members, students and faculty guided development of the intervention (interprofessional workshops). Community educators (CEs) were recruited through community organizations with a healthcare mandate. Workshops were planned by teams of key stakeholders, delivered by CEs, and evaluated by post-workshop student questionnaires.Results: Workshops were delivered by CEs with epilepsy, arthritis, HIV/AIDS and two groups with mental health problems. Roles and responsibilities of planning team members that facilitated control by CEs were identified. Ten workshops attended by 142 students from 15 different disciplines were all highly rated. Workshop objectives defined by CEs and student learning both closely matched dimensions of patient-centredness.Conclusions: Our work demonstrates feasibility and impact of an educational intervention led by patient educators facilitated but not controlled by faculty.

A Hybrid Educational Experience Training Future Health Professionals to Work Together to Improve Patient Outcomes

OPEN ACCESSJanuary 9, 2013A Hybrid Educational Experience Training Future Health Professionals to Work Together to Improve Patient Outcomes Iveris Martinez, PhD, Colleen Rose-St.Prix, MHSA Iveris Martinez, PhD Florida International University Herbert Wertheim College of Medicine Google Scholar More articles by this author , Colleen Rose-St.Prix, MHSA Florida International University Herbert Wertheim College of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9304 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: In alignment with recent strategic planning, this interprofessional workshop was conceived as part of the Florida International University Herbert Wertheim College of Medicine (FIU HWCOM) Green Family Foundation Medicine and Society curriculum. The goal of the workshop is to move beyond silos created through socialization within each discipline and highlight the science that links collaboration to improved quality care and safety, positive patient outcomes, and patient and family-centered care. The workshop was created through collaboration with the participation of seven disciplines: medicine, nursing, social work, occupational therapy, physical therapy, communication disorders, and dietetics. Methods: In preparation for the one-half day workshop experience, students completed a series of online modules to increase understanding of the roles and responsibilities of participating disciplines, prior to participating in small-group case-based activities. During the workshop, students observe professionals currently working on teams addressing a case, receive a primer on teamwork, and have the opportunity to work on a case themselves with students from all participating disciplines. Each year we evaluate student perceptions of interprofessional collaboration in health and teamwork before and after the workshop. Results: The workshop has been held annually for three academic years. It has grown from 280 students from seven disciplines in 2009 to 367 students from six disciplines in 2011 resulting in a total of 995 student participants to date. Our data indicates that we have increased positive attitudes, knowledge, and skills on interprofessional collaboration on all areas measured for medical students to date. After completing the modules and participating in the workshop, students had a greater sense of their professional limitations (competency RR2) and a self-reported greater ability of communicating their roles to others (competency RR1). For example, when asked: “Shared Learning will help me understand my own professional limitations,” the percent change in student responses for pre- to postevaluation increased 10.15% for the agree/strongly agree category (from 84.73% to 94.88%); and, “I am not sure what my professional role will be,” the percent change in student responses for pre- to postevaluation increased 18.53% for the agree/strongly agree category (from 72.61% to 91.14%). There was a 15% increase in agreement when asked “Hospital patients who receive team care are better prepared for discharge than other patients” (from 82.2% to 97.47%). Discussion: While data indicates that we are making an impact on attitudes towards teamwork, role recognition, and shared ethics of interprofessional collaboration, ultimately the real impact of interprofessional education on student behavior will have to be evaluated in the practice setting postgraduation. Educational Objectives By the end of this session, learners will be able to: Provide students with the scope of practice and educational requirements of professions they will come into contact with during their health care practice.Introduce students to the professional roles of medicine, nursing, physical therapy, occupational therapy, communication disorders, and dietetics in patient care.Outline the characteristics of an effective team.Practice team dynamics through a case discussion.Provide an opportunity for reflection upon common values and team processes that emerge from group work. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Conference Survey.docx IP Workshop Moderator Manual Template.docx IPE MedEdPORTAL Instructor Guide.docx IPE Workshop Small Group Eval.docx Interprofessional Workshop Logistics.docx Outline for Interprofessiona Learning Modules (TEMPLATE).docx Physical Therapy Online Module.pdf Workshop Evaluation.docx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2013 Martinez and Rose-St.Prix. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives license.KeywordsInterprofessional Education Collaboration (IPEC)TeamworkCooperative Behavior Disclosures None to report. Funding/Support None to report. Loading ...

Interprofessional Workshop to Improve Mutual Understanding Between Pharmacy and Medical Students

To measure changes in pharmacy and medical students' physician-pharmacist collaboration scores resulting from a workshop designed to promote understanding of the others' roles in health care. More than 88% of first-year pharmacy (n = 215) and medical (n = 205) students completed the Scale of Attitudes Toward Physician-Pharmacist Collaboration on 3 occasions in order to establish a baseline of median scores and to determine whether the scores were influenced by an interprofessional workshop. Participation in the interprofessional workshop increased pharmacy students' collaboration scores above baseline (p=0.02) and raised the scores of medical students on the education component of the collaboration survey instrument (p=0.015). The collaboration scores of pharmacy students greatly exceeded those of medical students (p<0.0001). A workshop designed to foster interprofessional understanding between pharmacy and medical students raised the physician-pharmacist collaboration scores of both. Crucial practical goals for the future include raising the collaboration scores of medical students to those of pharmacy students.

An Interprofessional Pediatric Prescribing Workshop

To design, implement, and evaluate an interprofessional learning workshop on pediatric prescribing. An interactive workshop on pediatric prescribing was designed and delivered by pediatricians and pharmacists to fourth-year medical and pharmacy students on 3 university campus settings. Students were assigned to either interprofessional workshop groups (pharmacy and medical students) or non-interprofessional workshop groups (medical students only). Two hundred thirty students completed the workshops and 92% returned both the pre- and post-workshop questionnaires. Attitudes toward interprofessional learning significantly improved among students in the interprofessional workshop groups (p< 0.001) and confidence in prescribing for pediatric patients significantly improved among all students (p< 0.001). The workshop improved medical and pharmacy students' knowledge and confidence in pediatric prescribing and significantly improved their attitudes toward working and learning with other professionals.

Difficult Decisions

1.To improve understanding of professional roles and collaborative behaviors in EOLC.2.To improve the skills of nursing and medical students in helping patients and family members make decisions about EOLC goals.3.To develop an objective assessment of collaboration in EOLC. Quality end-of-life care (EOLC) requires close collaboration between physicians and nurses. Despite the frequency and importance of this task, medical and nursing students have little formal training in how to help patients and families make end-of-life decisions and almost no training in how to collaborate in this sensitive task. Furthermore, the concept of collaboration in this setting is not well defined. Studies measuring the quality of nurse-physician collaboration reveal disagreement between these groups about this issue, and position statements endorsing collaboration rarely identify specific behavioral components of collaboration. To address these unmet needs, we developed an interprofessional workshop, entitled “Difficult Decisions” required for all third year medical and nursing students, jointly led by faculty from the nursing and medical schools. The materials for the Difficult Decisions workshop were developed with the Interprofessional Education Initiative at the University of Virginia through extensive review of the nursing and medical literature, and focus groups with faculty from the nursing and medical schools aimed at identifying collaborative behaviors which facilitate EOLC discussions. The workshop starts with didactics and discussion regarding family meetings, professional roles, and collaboration in EOLC. Students then participate in a family meeting simulation using a standardized family member, and observe an expert case. Preliminary findings from show nursing and medical students’ confidence in communication skills significantly increased after participating in the workshop. Final data regarding changes in communication self-efficacy, and attitudes toward collaboration will be presented. The Collaborative Behaviors Objective Assessment Tool will be will be also be available at time of presentation. The schools of nursing and medicine worked together to identify specific collaborative behaviors and expectations for nurses and physicians. Based on this we developed an interprofessional workshop to train physicians and nurses in EOLC communication, and an assessment tool to measure these behaviors. Interprofessional education based on agreed standards may improve communication skills and the ability of these students to work together effectively to care for patients with life-limiting illnesses.

The impact of an inter-professional education workshop on the perceptions of practice behaviours of midwives in relation to complementary and alternative medicine

The impact of an inter-professional education workshop on the perceptions of practice behaviours of midwives in relation to complementary and alternative medicine

Development, Implementation, and Formative Evaluation of Pre-licensure Workshops Using Participatory Action Research to Facilitate Interprofessional, Client-Centred Mental Healthcare

Background: This study presents a formative evaluation of nine pre-licensure workshops to educate on interprofessional, client-centred mental healthcare. The workshops, informed by the conceptual framework of Orchard, Curran, and Kabene had two key objectives: to stimulate networking and to socialize healthcare providers in working together.Methods and Findings: A participatory action research (PAR) methodology was used for workshop planning and evaluation. Descriptive surveys and feedback forms using closed- and open-ended questions were used to examine whether the intended population was reached, to determine participant satisfaction, and to investigate to what level program objectives had been implemented. Students (625) from different disciplines attended two-hour after-class workshops. The results indicated that students were interested in learning about interprofessionalism and satisfied in the knowledge, attitude, and skills (practice) they received from the workshops. Participants indicated that they had or intended to use some of their learning about interprofessional practice. Key successful approaches, such as the partnership with psychiatric consumers, were incorporated into later workshop series.Conclusions: The workshops demonstrated that interprofessional workshops can be one training component for pre-licensure students and can increase academic interest in interprofessional education.

An Interprofessional Learning Module on Asthma Health Promotion

To develop, implement, and evaluate a new interprofessional learning module that focused on asthma health promotion called Taking Action Together for Asthma. Faculty members in medicine, nursing, and pharmacy courses recruited 10 students each to participate in a 3-day interprofessional learning module. Students received extensive materials including a workbook to document their expectations and experience; completed a 1-day interprofessional workshop; received training in the Triple A (Adolescent Asthma Action) program; and went into high schools and taught the Triple A program to students in interprofessional teams. Before and after participating in the module, students completed a questionnaire consisting of 3 previously validated instruments: the Asthma Knowledge for Health Professionals Scale, Attitudes Toward Health Care Teams Scale, and Readiness for Interprofessional Learning Scale (RIPLS). Seventeen students completed both the pre- and post-module scales and significant changes were seen only in means scores for the Attitude Toward Healthcare Teams (81.0 ± 4.7 to 85.2 ± 5.9) and the Teamwork and Collaboration subscale of the RIPLS (41.4 ± 2.7 to 43.2 ± 2.7). Health promotion activities offer a viable mechanism for fostering interprofessional learning among health professions students.

Evaluation of an Inter-Professional Educational Intervention to Improve the Use of Arthritis Best Practices in Primary Care

To describe the evaluation of a community-based continuing health education program designed to improve the management of rheumatoid arthritis (RA) and osteoarthritis (OA), and to examine the results by discipline. The Getting a Grip on Arthritis(©) program was based on clinical practice guidelines adapted for the primary care environment (best practices). The program consisted of an accredited inter-professional workshop and 6 months of activities to reinforce the learning. Analyses compared best practice scores derived from responses to 3 standardized case scenarios (early and late RA; moderate knee OA) at baseline and 6 months post-workshop using the ACREU Primary Care Survey. In total, 553 primary care providers (nurses/licensed practical nurses 30.9%, rehabilitation professionals 22.5%, physicians 22.5%, nurse practitioners 10.9%, other healthcare providers/non-clinical staff/students 13.1%) attended one of 27 workshops across Canada; 275 (49.7%) completed followup surveys. Best practice scores varied by discipline at baseline (p < 0.05) and improved for all 3 case scenarios, with nurse practitioners and rehabilitation therapists improving the most (p ≤ 0.05). Results suggest that inter-professional education may be an effective method for dissemination of guidelines and has potential to improve the delivery of arthritis care, particularly when nurse practitioners and rehabilitation therapists are involved in the care of patients.

University of Arizona College of Medicine: Tucson and Phoenix

University of Arizona College of Medicine: Tucson and Phoenix

An interprofessional approach to improving paediatric medication safety.

BackgroundSafe drug prescribing and administration are essential elements within undergraduate healthcare curricula, but medication errors, especially in paediatric practice, continue to compromise patient safety. In this area of clinical care, collective responsibility, team working and communication between health professionals have been identified as key elements in safe clinical practice. To date, there is limited research evidence as to how best to deliver teaching and learning of these competencies to practitioners of the future.MethodsAn interprofessional workshop to facilitate learning of knowledge, core competencies, communication and team working skills in paediatric drug prescribing and administration at undergraduate level was developed and evaluated. The practical, ward-based workshop was delivered to 4th year medical and 3rd year nursing students and evaluated using a pre and post workshop questionnaire with open-ended response questions.ResultsFollowing the workshop, students reported an increase in their knowledge and awareness of paediatric medication safety and the causes of medication errors (p < 0.001), with the greatest increase noted among medical students. Highly significant changes in students' attitudes to shared learning were observed, indicating that safe medication practice is learnt more effectively with students from other healthcare disciplines. Qualitative data revealed that students' participation in the workshop improved communication and teamworking skills, and led to greater awareness of the role of other healthcare professionals.ConclusionThis study has helped bridge the knowledge-skills gap, demonstrating how an interprofessional approach to drug prescribing and administration has the potential to improve quality and safety within healthcare.

Development and testing of a scale to assess interprofessional education (IPE) faciliation skills

Interprofessional education (IPE) is interactive and constructivist in nature and requires specific facilitation skills to engage participants in a unique body of content, interpersonal interaction, and learning from each other. This article describes the development and testing of a scale, the Interprofessional Facilitation Scale (IPFS), to assess educators' skills in facilitating IPE. Following participation in an Interprofessional Facilitator Development Program, facilitators provided interprofessional workshops for health professionals caring for patients with cancer. Workshop participants (311 community health professionals) assessed IPE facilitation skills with the use of the IPFS. Psychometric testing of the scale demonstrated high reliability and strong construct and content validity. Factor analysis produced a 2-factor solution that explained 62.1% of the scale variance. The factors "Encouraging IP interaction" and "Contextualizing IPE" were psychometrically rigorous and supported by the literature as being critical to facilitating successful IPE. The IPFS can be used in facilitator development as a concise guide to IPE facilitation skills and for assessment and further enhancement of IP facilitation competencies. Further study is required to assess the scale in diverse settings, with preservice learners, and over the longer term.

Implementing arthritis clinical practice guidelines in primary care

Background: Multi-faceted interventions are among the strongest methods for changing provider behavior.Aims: This paper reports the design, implementation and process evaluation of an educational program to disseminate clinical practice guidelines (CPGs) on the management of rheumatoid arthritis (RA) and osteoarthritis (OA) in primary care.Methods: Organizations were invited to participate in inter-professional workshops on OA and RA followed by six months of activities to support the delivery of care in the community. Confidence in ability to manage arthritis was assessed at baseline using a 10 point numerical rating scale. Qualitative assessments were done immediately and 3–12 months post workshop.Results: 646 multidisciplinary providers from 216 organizations attended one of 30 workshops. Providers (n = 584) reported moderate confidence in managing arthritis: family physicians: mean: SD = 7.46(1.42), n = 145; nurse practitioners: 6.10(1.84), n = 73; other health care professionals: 5.23(2.83), n = 389. Participants identified team learning, the opportunity to network and the involvement of trained patient educators as strong features of the workshops. At follow-up, participants indicated the greatest impact of the program was on collaborative care (83%) and patient self-management (79%).Conclusions: Qualitative results suggest that inter-professional learning may be a successful strategy for improving the delivery of collaborative arthritis care and supporting patient self-management.

Rheumatology education for undergraduate nursing, physiotherapy and occupational therapy students in the UK: standards, challenges and solutions

Objectives. Rheumatological conditions are common, thus nurses (Ns) occupational therapists (OTs) and physiotherapists (PTs) require at least basic rheumatology knowledge upon qualifying. The aim of this study was to develop a core set of teaching topics and potential ways of delivering them.Methods. A modified Delphi technique was used for clinicians to develop preliminary core sets of teaching topics for each profession. Telephone interviews with educationalists explored their views on these, and challenges and solutions for delivering them. Inter-professional workshops enabled clinicians and educationalists to finalize the core set together, and generate methods for delivery.Results. Thirty-nine rheumatology clinicians (12N, 14OT, 13PT) completed the Delphi consensus, proposing three preliminary core sets (N71 items, OT29, PT26). Nineteen educationalists (6N, 7OT, 6PT) participated in telephone interviews, raising concerns about disease-specific vs generic teaching and proposing many methods for delivery. Three inter-professional workshops involved 34 participants (clinicians: N12, OT9, PT5; educationalists: N2, OT3, PT2; Patient 1) who reached consensus on a single core set comprising six teaching units: Anatomy and Physiology; Assessment; Management and Intervention; Psychosocial Issues; Patient Education; and the Multi-disciplinary Team, recommending some topics within the units receive greater depth for some professions. An innovative range of delivery options was generated plus two brief interventions: a Rheumatology Chat Show and a Rheumatology Road Show.Conclusions. Working together, clinicians and educationalists proposed a realistic core set of rheumatology topics for undergraduate health professionals. They proposed innovative delivery methods, with collaboration between educationalists, clinicians and patients strongly recommended. These potential interventions need testing.

Building Primary Care Capacity in Palliative Care: Proceedings of an Interprofessional Workshop

Building Primary Care Capacity in Palliative Care: Proceedings of an Interprofessional Workshop

Evaluation of a model for maximizing interprofessional education in an acute hospital

SummaryA one-year planning phase established a rolling programme of bi-monthly interprofessional clinical teaching workshops derived directly from patient experiences in an acute hospital. Pre-registration healthcare students from 8 professions spent an afternoon in the hospital training centre, randomly allocated to one of 6 – 8 small working groups. Using a problem-based methodology they analysed a ward case with patient consent, chosen to reflect the input of a wide range of health professionals. Students worked through a prepared workbook facilitated by a range of tutors from all disciplines. Each small group reported back on one aspect of team working to the entire cohort entering into debate and discussion with the support of clinical and academic tutors. Post course patient details were found on a website enabling students to progress their uni-professional knowledge, e.g., on anatomy, physiology, pharmacology etc. The questionnaire evaluation on over 126 students and 11 tutors identified that interprofessional competencies were understood and valued. Students related principles of team working and collaborative practice to their placement experiences of team work. Interactive learning enables further appreciation of professions roles and responsibilities and the importance of teamwork to optimize patient care (82.0 – 90.5%). The half-day learning model can be easily supported by busy clinical staff, led by hospital educators and accessed by students on hospital placements, at a mid-point in training, with learning supported by consenting in-patients or recent admissions prepared to share their experiences.

Learning for real life: patient-focused interprofessional workshops offer added value.

This paper reports relevant findings of a pilot interprofessional education (IPE) project in the Schools of Medicine and Healthcare Studies at the University of Leeds. The purpose of the paper is to make a contribution towards answering 2 questions of fundamental importance to the development of IPE. Is there a demonstrable value to learning together? What types of IPE, under what circumstances, produce what type of outcomes? Pre-registration house officers (PRHOs), student nurses and pre-registration pharmacists attended a series of 3 workshops intended to develop participants' understanding about each other's professional roles, to enhance teamworking and to develop communication skills. Evaluation covered the process of development of the workshops, the delivery of the workshops and their effects on both facilitators and participants. The course was well received by the participants. The learning reported by the participants reflected 2 project objectives. Participants emphasised communication skills--both with other professionals and patients--and the development of increased awareness of others' roles. These 2 aspects were interlinked. The project aims and 2 of the learning outcomes were achieved. There was a demonstrable value to learning together, particularly with regard to interprofessional communications. This project was effective and can make a contribution towards answering the question 'What types of IPE, under what circumstances, produce what type of outcomes?'

Using collage art work as a common medium for communication in interprofessional workshops

This paper explores the notion that interprofessional working is often hampered by the lack of a common language set and the variety of language sets used across the caring professions. The use of art as a common ground communication tool is presented with particular reference to the medium of magazine picture collage work. The paper describes how the use of this medium can enhance the understanding of individuals in interprofessional study days and workshops, where particular issues can be presented and explored by the participants, resulting in the increased awareness of the different perceptions of shared issues. In this way the use of magazine picture collage is advocated as a communication tool aimed to build bridges across the range of language sets used by different professionals.

Palliative care: a suitable setting for undergraduate interprofessional education.

Effective delivery of high-quality palliative care requires effective interprofessional teamworking by skilled health and social care professionals. Palliative care is therefore highly suitable for sowing the seeds of interprofessional teamworking in early professional education. This paper describes experiences of running undergraduate interprofessional workshops in palliative care for medical, nursing, social work, physiotherapy and occupational therapy students. These workshops are unusual in three respects: first, the involvement of family carers mean that these learning experiences are rooted in clinical reality; secondly, there is no attempt to 'tidy up' the story for the students; thirdly, unlike many undergraduate interprofessional programmes, these workshops have been sustained over several years. Evaluation of these workshops demonstrate that students value and enjoy the opportunity to work together; they find the experience moving, informative and interesting. Feedback from carers showed that they appreciated the opportunity to present their real-life experiences to students. Our evidence suggests that palliative care is a suitable subject for undergraduate interprofessional education.