Interprofessional Education Learning Research Articles

Readiness of Lecturers As A Facilitator In Interprofessional Education Learning In Antenatal Care

Background: Many educational institutions in Indonesia are familiar with the concept of interprofessional learning or interprofessional education but not many have applied. Facilitator readiness, one of the causes of this method has not been implemented optimally.
 Purpose: This study aims to determine the readiness of the lecturer as a facilitator in interprofessional learning.
 Methods: The pre-experimental design, pre and posttest design was used to examine a sample of 20 respondents which included the lecturers of nursing, midwifery and nutrition obtained by purposive sampling. Instrument to measure the readiness of lecturers using the RIPLS questionnaire.
 Result: The results of statistical tests using the T-Test found that the readiness of lecturers in the positive category where there was a change in readiness before and after being given an intervention in the form of interprofessional learning training with a Pvalue of 0.021.
 Conclusion: Educational institutions are recommended to start developing interprofessional education models that are mutually agreed upon and supported by clear facilities, policies and regulations. Subsequent research is expected to explore more appropriate interprofessional learning models through both qualitative and quantitative approaches

Interprofessional education in dentistry.

A collaborative health workforce is required to respond to the increasing demands on healthcare resources. Various national and international bodies are promoting interprofessional education (IPE) as a method to provide this collaborative health workforce. IPE is therefore becoming increasingly prominent within healthcare training and will be an essential aspect of dental education. A literature search was completed to provide this narrative review which will introduce IPE, discuss the rationale for IPE within dentistry and the challenges faced. Based on current literature, it will provide practical advice on how to implement an effective IPE learning activity within dentistry.

The potential of interprofessional education to translate physiology curricula effectively into future team-based healthcare.

Incorporating active interprofessional education (IPE) opportunities into the classroom setting is a potentially effective mechanism to enhance student learning both in the basic sciences and for future interprofessional collaboration. We integrated an IPE exercise into a graduate-level human physiology course at our health sciences center that enrolled physician assistant (PA), physical therapy (PT), and graduate studies students. Our activity adopted and targeted the four Interprofessional Education Collaborative (IPEC) competency domains of values/ethics (VE), roles/responsibilities, interprofessional communication, and teams and teamwork (TT). Effectiveness of the training exercise was determined via pre- and postsurveys, which assessed student self-perceptions of IPEC competency domains, as well as student reflections and evaluations of the exercise itself. We noted a significant improvement in each of the targeted IPEC subcompetencies among all of the students, and within both PT and PA groups when analyzed separately. Moreover, a positive correlation was found between the number of previous IPE experiences and presurvey IPEC VE and TT subcompetency ratings. Our discoveries provide an example of broad acquisition of IPE learning within the context of a physiology curriculum. Perhaps more importantly, our findings indicate that a history of IPE training sets the stage for future IPE learning, reflecting a potential for IPE to transform basic physiological principles into team-based practice and improvement in patient outcomes.

A pilot study on interprofessional education: how prepared are faculty to teach?

ABSTRACTFaculty development for interprofessional (IP) teaching and learning is a complex and evolving part of educators’ preparation for IP teaching and learning. A review of the literature highlighted a gap of rigorous research in the area of faculty development for interprofessional education (IPE). This pilot study used a mixed-methods approach to explore how faculty development affected educators’ preparedness for IP teaching and looked at the possible effects of IP and teaching experiences. Pre- and post-faculty development evaluations were captured using validated instruments and helped to explore the impact faculty development had on educators’ preparedness for IPE. The qualitative data offered insights using participants’ perspectives about IPE where the quantitative method could not. This pilot study offers findings that explored important characteristics that may have a role in faculty preparation for IPE teach and learning and could possibly be used in future research.

Using a Common Reading as an IPE strategy

Abstract A Common Reading was used as an Interprofessional Education (IPE) strategy to engage students from varied pre-professional undergraduate and graduate professional programs. This IPE activity, combined with an interprofessional panel presentation, provided students and faculty with shared ground on which to model selected Core Competencies of Interprofessional Collaborative Practice. Successful achievement of student learning outcomes was demonstrated via a post program evaluation by rating achievement of four IPEC Core Competencies using a 5-point Likert Scale. Responses to open-ended questions provided qualitative data to further support the effectiveness of this IPE strategy. The Common Reading was a feasible and effective strategy to meet IPE learning outcomes while overcoming commonly cited logistical barriers.

Difficult to Doable: Interprofessional Collaborative Practice in Distance Education.

This study investigated the effect of interprofessional educational (IPE) in a distance education setting on students' self-efficacy around the Interprofessional Collaborative Practice (IPEC) constructs. Senior RN-to-Bachelor of Science nursing students, students from health sciences, and dietetic intern students participated in the IPE learning experience. A pre- postsurvey design measured the change in student self-efficacy in relation to the IPEC constructs of values and ethics, roles and responsibilities, interprofessional communication, and teams and teamwork. In total, 92 students participated and 46 completed the pre-postsurvey. There were statistically significant changes in student self-efficacy across all constructs. Qualitative comments revealed themes of collaboration strengthening care, the value of exposure to different perspectives, and desire for commonly shared goals among the team. Research on IPE in distance education lags behind IPE in traditional settings. This study revealed that IPE is attainable in distance education, with significant changes in student's self-efficacy. Self-efficacy is a key indicator of future behavior. [J Nurs Educ. 2018;57(4):225-228.].

Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study

BackgroundInterprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants’ reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours.MethodsWe developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to ‘learning from errors’. The course consisted of three sequential modules: ‘Recognizing Errors’, ‘Analysing Errors’, and ‘Reporting Errors’. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga’s TBL Student Assessment Instrument and the University of the West of England’s Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods.ResultsThirty-nine students from five different bachelor’s programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in ‘communication and teamwork’ and ‘interprofessional learning’ but not in ‘interprofessional interaction’ and ‘interprofessional relationships.’ Findings on safety attitudes and behaviours were mixed.ConclusionTBL was well received by the students. Our first findings indicate that interprofessional TBL seems to be a promising pedagogical method to achieve patient safety learning objectives. It is crucial to develop relevant clinical cases that involve all professions. Further research with larger sample sizes (e.g. including medical students) and more rigorous study designs (e.g. pre-test post-test with a control group) is needed to confirm our preliminary findings.

The development of an instrument to evaluate interprofessional student team competency

ABSTRACTHealthcare institutions, accreditation agencies for higher learning, and organizations such as the National Academy of Medicine in the United States, support interprofessional education (IPE) opportunities. However, incorporating IPE opportunities into academic settings remains difficult. One challenge is assessing IPE learning and practice outcomes, especially at the level of student performance to ensure graduates are “collaboration-ready”. The Creighton-Interprofessional Collaborative Evaluation (C-ICE) instrument was developed to address the need for a measurement tool for interprofessional student team performance. Four interprofessional competency domains provide the framework for the C-ICE instrument. Twenty-six items were identified as essential to include in the C-ICE instrument. This instrument was found to be both a reliable and a valid instrument to measure interprofessional interactions of student teams. Inter-rater reliability as measured by Krippendorff’s nominal alpha (nKALPHA) ranged from .558 to .887; with four of the five independent assessments achieving nKALPHA greater than or equal to 0.796. The findings indicated that the instrument is understandable (Gwet’s alpha coefficient (gAC) 0.63), comprehensive (gAC = 0.62), useful and applicable (gAC = 0.54) in a variety of educational settings. The C-ICE instrument provides educators a comprehensive evaluation tool for assessing student team behaviors, skills, and performance.

The sustainability of a 4-year intercollegiate simulation for occupational therapy and physical therapy students

Abstract This paper describes yearly interprofessional education (IPE) simulations, completed with cohorts of occupational therapy (OT) and physical therapy (PT) students, from two universities located 43 miles apart. Case based simulations were developed with the objective to have the OT and PT students provide rehabilitation services to improve a patient's overall function and mobility. Since 2014, groups of 5–9 OT/PT student teams have rotated through 3 different simulations, and were assigned different roles (OT, PT, patient, family member, observer) for each rotation. Following the final simulation, OT/PT students collaborated on a documentation assignment. Both OT and PT faculty were present at the simulation to provide initial instructions, manage time, and facilitate debriefing. Post-simulation, students were required to write a reflection of their individual experience. Using student reflections and faculty feedback over the four years, the IPE experience has been modified to better meet the student needs. The IPE experience has been sustained due to the commitment of four key faculty from the two institutions. Implementing IPE learning opportunities for OT/PT students who attend different universities may demonstrate improvement in perceptions of IPE. Health care professional programs that are housed in an institution without other professions may consider collaborating with other universities to provide IPE experiences for their students.

A pilot IPE workshop integrating OT, pharmacy, PT, and PA programs

Background and purposeThis article describes the development, implementation, and evaluation of an interprofessional education (IPE) experience. Educational activity and settingThe IPE experience included 53 student learners from occupational therapy, pharmacy, physical therapy, and physician assistant programs at the University of the Sciences (USciences). This experience used an icebreaker activity and a stroke case-based activity as the activities within the workshop. The core faculty utilized the jigsaw technique to increase student confidence with uni-profession and interprofessional discussions of the patient case. Learners were asked to evaluate their perceptions of the IPE learning experience. FindingsResults from a summative quality improvement evaluation indicated that learners had positive perceptions of this curricular innovation. DiscussionThis pilot IPE workshop illustrates the possibilities for collaboration among health professional programs at USciences, a private health sciences university without an affiliated medical center. SummaryDiscussion of the process to create, implement, and evaluate this pilot IPE activity is imperative due to increased expectations within professional accrediting guidelines in regards to IPE.

Promoting Hearing Health Collaboration Through an Interprofessional Education Experience.

To enhance audiology and physician assistant (PA) student appreciation for collaboration/team-based care through an interprofessional educational activity focused on hearing assessments. A total of 18 students from Louisiana State University Health-New Orleans's audiology and PA programs participated in an optional interprofessional education learning opportunity, which included a demonstration of hearing assessments. To assess student perspectives regarding interprofessional learning, the students completed pre- and post-surveys. Eighteen students completed a survey, including 5 questions using a Likert scale and 1 open-ended question. Both audiology and PA students demonstrated significant statistical improvement in 2 interprofessional competencies: roles/responsibilities and interprofessional communication. Students also reported increased awareness and knowledge in the skills of the opposite professions as related to hearing assessments. Integrating interprofessional education experiences within an audiology program promotes collaborative practice patterns and supports new educational accreditation standards. https://doi.org/10.23641/asha.5491669.

No Place Like Home: The Impact on Medical Students of an Interprofessional Home Visit Experience with Pharmacy Students

This article was migrated. The article was not marked as recommended. Medical and pharmacy schools are required to train learners using interprofessional education (IPE) to meet accrediting requirements and to enhance the learning experience. Standards for optimal IPE learning have not yet been clearly identified. During a year-long course, 135 third-year medical students participated in a clinical home visit experience with third-year pharmacy students and a geriatrician or geriatric nurse practitioner. Six weeks after the home visits, medical students completed a survey about the value of the experience. In addition, at both the beginning and end of the third-year course, medical students completed a survey of attitudes about physicians and other health care providers, including pharmacists. Interdisciplinary work was significantly less valuable than the other aspects of the home visit (p < 0.001). The top three learning elements were: (1) close contact with the patient, (2) experience of the practitioner, and (3) debriefing after the visit. IPE is an important avenue to enhance education at all levels and in multiple areas of medical education. However, consideration of the learning environment is imperative to success of any IPE experience. This study is one of the first to demonstrate that the setting of the experience is at least as important and may be more important than length of interaction, types of faculty involved, level of learners, and preparation for all parties in the design of an IPE experience.

Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students\u2019 evaluation of their readiness for interprofessional learning

BackgroundInterprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning principles, team-based learning was adopted as the pedagogy for the program, which was therefore called the interprofessional team-based learning program (IPTBL). The authors describe the development and implementation of the IPTBL program and evaluate the effectiveness of the program implementation.MethodsEight hundred and one students, who are predominantly Chinese, participated in the IPTBL. The quantitative design (a pretest-posttest experimental design) was utilized to examine the students’ gains on their readiness to engage in interprofessional education (IPE).ResultsThree instructional units (IUs) were implemented, each around a clinical area which could engage students from complementary health and social care disciplines. Each IU followed a team-based learning (TBL) process: pre-class study, individual readiness assurance test, team readiness assurance test, appeal, feedback, and application exercise. An electronic platform was developed and was progressively introduced in the three IUs. The students’ self-perceived attainment of the IPE learning outcomes was high. Across all four subscales of RIPLS, there was significant improvement in student’s readiness to engage in interprofessional learning after the IPTBL. A number of challenges were identified: significant time involvement of the teachers, difficulty in matching students from different programs, difficulty in making IPTBL count towards a summative assessment score, difficulty in developing the LAMS platform, logistics difficulty in managing paper TBL, and inappropriateness of the venue.ConclusionsDespite some challenges in developing and implementing the IPTBL program, our experience showed that TBL is a viable pedagogy to be used in interprofessional education involving hundreds of students. The significant improvement in all four subscales of RIPLS showed the effects of the IPTBL program in preparing students for collaborative practice. Factors that contributed to the success of the use of TBL for IPE are discussed.

PERSEPSI MAHASISWA DAN DOSEN PADA PEMBELAJARAN INTERPROFESSIONAL EDUCATION (IPE) DI PRODI D-III AKUPUNKTUR JURUSAN AKUPUNKTUR POLITEKNIK KESEHATAN KEMENKES SURAKARTA

Background : IPE is an implementation of learning that is followed by two or moredifferent professions to improve collaboration and quality of service which can be done inall learning, whether it is for undergraduate students or students of educataion clinic tocreate a professional health care personnel. The lack of IPE developer in Indonesia givesanew breakthrough for Health Polytechnic of Minister of Healt Surakarta to begin theinitial steps introducing the IPE learning process to all students.Methods : cross section with spreading the perception questionnaire aboutInterprofessional Education (modification of the IEPS) to students and faculty at D-IIIAcupuncture Study Program Acupuncture Health Polytechnic Department of Minister ofHealths of Surakarta. Total sampling taken with the number of 53 respondents. Data wereanalyzed using Regressoni Logistik Biner.Results show, it can be concluded that the student perceptions of instructional IPE in D-IIIstatus of Acupuncture, Acupuncture Health Polytechnic Department of Minister of Healthof Surakarta who are 36 people (92.31%) gave a good perception, and 3 people (7,69%)gave a average perception.Perceptin lecture of D-III Acupuncture study program,Acupuncture Health Polytechnic Department of Minister of Health of Surakarta who are12 people (85.7%) gave a good perception and 2 people (14,3%) gave averageperception.Keywords: Interprofessional Education (IPE), perception, students and lecturer

An Approach for the Development and Implementation of an Assessment Tool for Interprofessional Education Learning Activities

The Accreditation Council for Pharmacy Education Standards 2016 state that colleges of pharmacy must assess student achievement and readiness to contribute as a member of an interprofessional collaborative patient care team. There are a limited number of assessment tools available to achieve this part of the Standards. The purpose of this Case Study Report is to describe the process that one college of pharmacy took to develop an interprofessional education (IPE) assessment tool to be used for their longitudinal assessment approach for IPE in the didactic portion of the curriculum. Strategies for the development of an assessment tool are provided through three themes: continuous refinement, collaboration and streamlining. Next steps for the implementation of the assessment tool, as well as evaluating its validity and reliability, are discussed.
 
 Type: Case Study

Educating Social Workers for Practice in Integrated Health Care: A Model Implemented in a Graduate Social Work Program

ABSTRACTThis article introduces a curricular innovation, the Integrated Health Scholars Program (IHSP), developed to prepare master's-level social work students for practice in integrated health care settings, and presents preliminary findings related to students’ self-reported program competencies and perceptions. IHSP, implemented in a research-intensive school of social work in a large midwestern public university, includes specialized course work, interprofessional education across health science disciplines, and field practicum in integrated health care settings. Curricular components support stepwise learning and follows the British Columbia model of interprofessional education learning tiers: exposure, immersion, and skill mastery. Despite IHSPs successful development in a well-resourced, supportive environment, challenges facing our profession's ability to develop and sustain training of MSW students in integrated health care are discussed.

Effect of team-based learning in interprofessional education at a health university

Effect of team-based learning in interprofessional education at a health university

Does Including Public Health Students on Interprofessional Teams Increase Attainment of Interprofessional Practice Competencies?

Interprofessional education (IPE) creates dynamic experiential learning that can address social determinants of health that influence health outcomes. To examine the effects of including public health students on IPE teams on the interprofessional practice domain constructs (values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork). This single-case, mixed-methods study was performed using a grounded theory approach. Students from 8 graduate health sciences programs participated in an asynchronous, 6-week, online IPE learning activity. Three of the 4 interprofessional practice domain constructs were examined as outcome variables: participants' biomedical vs biopsychosocial patient approach (values/ethics); reported change in attitudes, beliefs, or values about other health professions (roles/responsibilities); and anticipated changes in future professional behaviors/interactions/approaches (teams and teamwork). Predictor variables were having an MPH participant on the IPE team, participants' enrollment in a clinical or nonclinical program, and student perception of the online format (interprofessional communication). Three hundred nineteen students were included, 261 from clinical and 58 from nonclinical programs. A significant association was found between having an MPH participant on the IPE teams and participants' awareness of the influence of social determinants of health (OR, 2.04; 95% CI, 1.13-3.66; P<.05). Program type was also significantly associated with awareness of the influence of social determinants of health, such that participants in nonclinical programs were significantly more likely to report the importance of social determinants of health in the care plan (OR, 3.68; 95% CI, 1.38-9.84; P<.01). Participants were significantly less likely to report future behavior change if they were in clinical programs (OR, 0.44; 95% CI, 0.23-0.86; P<.05) or if they disliked the online format (OR, 0.25; 95% CI, 0.14-0.42; P<.01). The model fit the data well (χ23=30.80; P<.001). Inclusion of MPH students on IPE teams has the potential to increase clinical participants' awareness of the influence of social determinants of health and interest in incorporating a biopsychosocial approach to health care.

Competent for collaborative practice: What does a collaborative practitioner look like and how does the practice context influence interprofessional education?

Abstract Improved health care through interprofessional collaboration is the overarching goal of interprofessional education (IPE) and collaborative practice (IPC). Greater uptake of IPE and IPC requires us to have a clear understanding of the characteristics of an ideal collaborative practitioner. Knowing when IPC exists across health systems and agencies is critical for governments when considering ongoing funding for collaborative care models of service delivery. To achieve such models of care, practitioners need to understand and enact the competencies required for collaborative practice. A competency can be described as “an observable ability of a health professional, integrating multiple components, such as knowledge, skills, values and attitudes. Since competencies are observable, they can be measured and assessed to ensure their acquisition.” A consistent framework for competencies is seen as one way of developing this knowledge and guiding IPE curriculum development, learning activities and assessment processes in both educational and practice settings. One example of a competency framework focused on interprofessional practice and guided by an integrative pedagogy was developed by the Canadian Interprofessional Health Collaboration (CIHC). This framework provides a structure for assessing an individual's ability to collaborate based on the integration of knowledge, skills, attitudes and values leading to judgements in varying contexts. The framework posits that interprofessional competencies are consistent and stand the ‘test of time’, while associated descriptors are reflective of learners' or practitioners' experiential base and context. The competency framework is composed of six integrated competency domains that together result in interprofessional collaboration, with each possessing a set of corresponding indicators.

Introducing interprofessional education, practice and research in a higher education setting

Engaging across professions in teaching and practice facilitates improved abilities by students to address the health needs of society. Universities worldwide have therefore integrated learning outcomes and teaching activities related to interprofessional education (IPE) into their curricula. To this end, the Faculty of Community and Health Sciences (FCHS) at the University of the Western Cape has introduced a scaffolded approach, where IPE and collaborative practice (CP) learning activities are presented in the curriculum, as well as co-curricular activities, from first to final year. In addition to the curricular considerations, the Faculty has presented a number of development activities to ensure that academics are equipped with the knowledge and skills to act as facilitators in IPE and CP student activities. A successful grant from the National Research Foundation facilitated the implementation of an interdisciplinary community-engaged research project, which explored the needs of a rural community. In this AJHPE supplement on IPE and interprofessional practice and research, we share the experiences of both academics and students, with IPE and CP interventions implemented in the FCHS. The experiences of applying a community-based participatory research approach are also presented in this supplement. Thus, a holistic approach to scholarship is presented that integrates teaching, research and community engagement.