Interprofessional Education Opportunities Research Articles

The Community Primary Care Champions Fellowship: a mixed methods evaluation of an interprofessional fellowship for physician assistants and physicians

BackgroundPrimary care in the US faces challenges with clinician recruitment, retention, and burnout, with further workforce shortages predicted in the next decade. Team-based care can be protective against clinician burnout, and opportunities for interprofessional education (IPE) on professional development and leadership could encourage primary care transformation. Despite an increasingly important role in the primary care workforce, IPE initiatives training physician assistants (PAs) alongside physicians are rare. We describe the design, curriculum, and outcomes from an interprofessional primary care transformation fellowship for community-based primary care physicians and PAs.MethodsThe Community Primary Care Champions (CPCC) Fellowship was a one-year, part-time fellowship which trained nine PAs, fourteen physicians, and a behavioralist with at least two years of post-graduate clinical experience in six content pillars: quality improvement (QI), wellness and burnout, mental health, social determinants of health, medical education, and substance use disorders. The fellowship included a recurring schedule of monthly activities in self-study, lectures, mentoring, and community expert evening discussions. Evaluation of the fellowship included pre, post, and one-year follow-up self-assessments of knowledge, attitudes, and confidence in the six content areas, pre- and post- wellness surveys, lecture and discussion evaluations, and midpoint and exit focus groups.ResultsFellows showed significant improvement in 24 of 28 self-assessment items across all content areas post-fellowship, and in 16 of 18 items one-year post-fellowship. They demonstrated reductions in emotional exhaustion and depersonalization post-fellowship and increased confidence in working in interprofessional teams post-fellowship which persisted on one-year follow-up assessments. All fellows completed QI projects and four presented their work at national conferences. Focus group data showed that fellows experienced collaborative, meaningful professional development that was relevant to their clinical work. They appreciated the flexible format and inclusion of interprofessional community experts in evening discussions.ConclusionsThe CPCC fellowship fostered an interprofessional community of practice that provided an effective IPE experience for physicians and PAs. The learning activities, and particularly the community expert discussions, allowed for a flexible, relevant experience, resulting in personal and professional growth along with increased confidence working within interprofessional teams.

National Health Insurance interprofessional practice implementation in hand rehabilitation service delivery in South Africa.

Interprofessional rehabilitation framed in the ICF Core Set, accompanied by inclusive interprofessional education opportunities according to the Health Professions Council of South Africa (HPCSAs) scope of practice, will benefit South Africans who sustained hand injuries to fully recover and maximise their functional performance considering the type of injuries sustained.

Teaching Note—Designing and Implementing Interprofessional Simulation: A Social Work, Nursing, and Pharmacy Collaboration

ABSTRACT Simulation is well-documented as an effective pedagogy in teaching social work practice. However, the financial and human resources needed to provide simulation-based teaching in large social work programs are prohibitive. Partnering with other disciplines with established simulation programs is one way to bring simulation to social work students through interprofessional education. This teaching note presents a pedagogical initiative designed to enhance social work, nursing, and pharmacy students’ collaboration on acute care teams. Leveraging social work’s perspectives, the simulation scenario used in this initiative was modified to incorporate a biopsychosocial perspective for assessing and engaging with issues of race, ethnicity, and economic hardship often seen in acute care settings. Implications for curriculum development, pedagogical strategies, and interprofessional education opportunities are discussed.

IJCM_102A: Perception of Medical, Dental and Allied Health Science (AHS) Students towards Inter-professional Learning and Inter-professionalism in Mangalore

Background: Interprofessional Education (IPE) has gained recognition in health professions education due to evolving healthcare roles and systems, emphasizing collaboration for quality care. Attitudinal barriers hinder its implementation, necessitating a deeper understanding of student perspectives. This study explores the attitudes of medical (MBBS), dental (BDS), and allied health science (AHS) students towards interprofessional learning (IPL) in a cross-sectional study at Kasturba Medical College (KMC) and Manipal College of Dental Sciences (MCODS), Manipal University, Mangalore. Methodology: A total of 205 students participated, comprising 150 MBBS, 40 BDS, and 15 AHS students. Data was collected through a modified semi-structured questionnaire, assessing attitudes towards IPL using Likert scales. Statistical analysis was conducted using SPSS ver. 20.0, with results expressed in medians and significance determined by the Mann-Whitney test. Results: Overall, students demonstrated positive attitudes towards IPL, with significant agreement that it enhances communication skills, facilitates professional relationships, and improves clinical problem-solving. Both MBBS and non-medical students expressed willingness to learn with peers from diverse healthcare disciplines, indicating a shared understanding of the importance of collaborative practice. Conclusion: The study highlights favourable attitudes among medical, dental, and allied health science students towards interprofessional learning, suggesting a readiness for collaboration in healthcare practice. These findings underscore the importance of incorporating interprofessional education opportunities within healthcare curricula to foster teamwork and enhance patient care outcomes.

A single institution, cross-sectional study on medical student preferences for collaborators in interprofessional education

BackgroundWhile the importance of interprofessional education in medical training has been well-established, no specific framework has been used uniformly or shown to be most effective in the creation of interprofessional education (IPE) sessions. Further, prior studies have demonstrated that students have preferences for the design of these experiences. In this study, we sought to understand medical student preference for interprofessional teammates and motivations for this choice.MethodsIn this single-institution, cross-sectional analysis of the Duke IPE Clinic, participating students from September 2019–March 2020 completed a voluntary electronic survey that queried preferences for which health professions students (Doctor of Physical Therapy (DPT), Accelerated Bachelor of Science in Nursing (ABSN), Nurse Practitioner (NP), Pharmacy, and Physician’s Associate (PA)) they would want to work with, and the motivating reason. Preferences and reasons were compared between first-year medical students (MS1s) and third- and fourth-year medical students (MS3s/MS4s).ResultsIn total, 132 students participated. We found that MS1s most preferred interprofessional teammates with a more similar area of study (PA, NP), whereas MS3s/MS4s most preferred classmates with a less similar area of study (pharmacy, DPT, ABSN). MS1 students frequently selected their first-choice preference because the profession seemed most similar, while MS3/MS4 students often selected their first-choice preference because the profession seemed most different.ConclusionsMedical students earlier in training have more interest in working with professions they view as similar whereas senior students prefer to work with professions they view as more different. This information is important for designing educational IPE opportunities.

Situating Interprofessional Education Curriculum within a Theoretical Framework for Productive Engaged Learning: Integrating Epistemology, Theory, and Competencies

Interprofessional education (IPE) has a longstanding presence in the health and social care (HASC) professions, by which its sustainable implementation in HASC professional education has the potential to effectively prepare HASC professional students for interprofessional collaborative practice (IPCP). Implementation of IPE has increased over the last two decades with the emergence of a curriculum guided by constructivist epistemology and learning theories that emphasize demonstrating competence in practice. Nonetheless, since IPE first emerged in the early 1960s, most IPE initiatives have been sporadic and lacked guidance through theoretical underpinnings. This conceptual article first discusses why it is important to have theory drive HASC professional education. Next, it explores what is meant by curriculum, followed by a discussion on the importance of curriculum theory to HASC professional education processes. This article then illustrates the learning theories arising from behaviourist and constructivist epistemologies that inform curriculum theory in the HASC professions, with particular emphasis on how constructivist learning theories inform IPE. Lastly, the article proposes a theoretical framework for productive engaged learning through which IPE opportunities may be grounded, leading to student proficiency in interprofessional professional competencies (knowledge, skills, and dispositions), establishment of professional communities of practice, and eventual improvement of patient/client-oriented outcomes.

Interprofessional Education for Domestic Violence Safety Planning in Nursing and Social Work: A Scoping Review

ABSTRACT Nurses and social workers play pivotal roles in identifying and addressing domestic violence (DV) within healthcare settings, emphasizing the importance of their collaborative efforts. This scoping review investigates the current state of simulation education aimed at equipping nursing and social work students to screen, assess, and intervene in DV cases. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews, our automated database search identifies pertinent evidence. Results categorize articles based on 1) instructional methods and student assessment, 2) challenges faced in DV-focused Interprofessional Education (IPE), and 3) benefits derived from such education. Conclusions underscore the imperative for enhanced IPE opportunities, emphasizing the interdisciplinary collaboration required for effective DV screening, assessment, and management in healthcare settings.

University Staff Insights on Interprofessional Education andStudent-Led Clinic Opportunities at an Australian University.

Organizational and university staff buy-in and advocacy are critical considerations in planning successful interprofessional education (IPE) initiatives in healthcare, such as interprofessional student-led clinics (SLCs). This study was designed with the purpose of gaining deeper insight into current views and perspectives of academic and professional staff at an Australian university, as a precursor to planning IPE and SLC activities. All academic and professional staff from within the School of Health Sciences were invited to participate in the study. In-depth-qualitative interviews were conducted with 16 staff to explore academic and professional staff perspectives on IPE and SLCs. Reflexive thematic analysis was used to analyse the data. Findings are grouped within five themes that incorporate broad perspectives on the tensions and possibilities of IPE and establishment of SLCs: Academic and professional staff commitment; Better/smarter IPE; Student-led clinic potential; Vision and innovation; and Strategy and resourcing. The themes reflect the high value placed on IPE by academic and professional staff and incorporate innovative ideas on how to prepare students for a rapidly changing and evolving healthcare environment. A reticence towards standard models of university based SLCs was expressed. Academic and professional staff insights suggest university leaders need to develop a greater strategic focus on improving IPE. Effective engagement with staff is required to support IPE planning and implementation. If considering implementation of SLCs, contemporary fit-for-purpose models should be explored such as partnerships with primary healthcare providers, community wellness facilities, and hospital clinics rather than traditional university-based clinics.

A cross-sectional study examining the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom

BackgroundInterprofessional education can prepare the workforce for collaborative practice in complex health and social care systems.AimTo examine the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom.MethodAn online questionnaire was developed using systems theory, published literature and input from an interprofessional expert panel; it included closed and open-ended questions and a demographic section. Following piloting, it was distributed to 31 schools of pharmacy. Descriptive statistics were used for quantitative data, and a content analysis approach for qualitative data.ResultsTen schools of pharmacy responded. All reported delivering compulsory interprofessional education. Most (80%) reported an interprofessional steering group overseeing development. Formative and/or summative assessment varied depending on year of study. Mechanism and purpose of evaluation varied with respondents reporting Kirkpatrick Evaluation Model Levels 1–3 (100%; 80%; 70%). Two themes were identified: “Variation in Interprofessional Education Approaches and Opportunities” and “Factors Influencing Development and Implementation of Interprofessional Education”. Formal teaching was mainly integrated into other modules; various pedagogic approaches and topics were used for campus-based activities. Respondents referred to planned interprofessional education during practice-based placements; some still at pilot stage. Overall, respondents agreed that practice-based placements offered opportunistic interprofessional education, but a more focused approach is needed to maximise student pharmacists’ learning potential.ConclusionMost interprofessional education offered in undergraduate pharmacy curricula in the United Kingdom is campus-based; the nature and extent of which varies between programmes. Very few examples of practice-based activities were reported. Results may inform future interprofessional education curricular development.

Promoting interprofessional education in surgery: development and evaluation of a clinical curriculum

PurposeInterprofessional collaboration is essential in surgery, but health professions students have limited opportunities for interprofessional education (IPE) during training in authentic patient-care settings. This report describes the development and evaluation of a clinical interprofessional elective in otolaryngology for medical (MD) and nurse practitioner (NP) students.MethodsMD and NP students were paired together on an inpatient otolaryngology consult service for one- or two-week rotations designed to promote interprofessional learning objectives. Students worked with different professions essential to the care of patients with voice, airway, and swallowing conditions, including surgeons, advanced practice providers, speech-language pathologists, nurses, and respiratory therapists. Students completed written daily reflections about their experiences and pre- and post-rotation surveys to assess comfort with course learning objectives. Paired t-tests and Cohen’s d effect sizes were used to compare pre/post responses, and thematic analysis was used to analyze all narrative data.ResultsFourteen students (8 MD, 6 NP) students completed the rotation. All participants reported significant improvements on all learning objectives (p < 0.05) with large effect sizes (Cohen’s d range: 1.2–2.9), including their understanding of the responsibilities of each interprofessional team member. Participants described three overarching themes that characterized their learning experiences and supported the learning objectives: appreciation for interprofessional patient care, benefits of learning with an interprofessional peer, and clinician role modeling of effective interprofessional communication.ConclusionsIPE can be successfully integrated into a clinical surgical rotation and enhance students’ understanding of the benefits of and strategies for effective interprofessional collaboration. The elective can serve as a model for IPE rotations in other surgical subspecialties and be extended to include students across the continuum of health professions education.

A longitudinal, narrative case-study of interprofessional socialization among pharmacy students

IntroductionDespite growing evidence that interprofessional education (IPE) develops students' attitudes and competencies towards collaboration, there is a lack of theoretical, longitudinal research to inform the development of IPE initiatives. The purpose of this study was to examine pharmacy student interprofessional identity development during early professional and interprofessional socialization experiences in the pharmacy curriculum and at early entry into pharmacy practice. MethodsThis longitudinal, narrative case study used one-on-one, semi-structured interviews conducted at four time points; pre-entry, end of first term, end of first year, and two years post-graduation. Data were analyzed by narrative analysis. ResultsThree participants completed interviews at all four time points. Narratives revealed that participants focused on understanding the roles of pharmacists and other health professionals during early pharmacy curriculum and IPE experiences. Expansion of profession-specific role understanding and confronting pre-existing views or stereotypes were an emphasis early in the curriculum. Participants most valued IPE opportunities that allowed them to enact their own role while working with others in authentic case-based, simulated, or experiential experiences that enabled the development of professional relationships. Interprofessional identity development early upon entry into pharmacy practice varied based on the practice setting context and the ability to form relationships with other health care providers. ConclusionsThis study provides a preliminary exploration into the process of early interprofessional socialization for pharmacy students. Understanding the process of interprofessional identity development may affirm or enhance understanding of IPE curricula; further exploration in pharmacy curricula and practice is warranted.

Interprofessional Education Opportunities and Challenges for Public Health Students

Interprofessional education (IPE) in communities is often underrepresented in IPE initiatives, while, in practice, the need for collaboration is high enough. Interprofessional collaborative practice is challenging, especially for public health workers because some health professional education is unprofessional. Therefore, this brief review aims to comprehensively discuss the opportunities and challenges of public health students to perform interprofessional education. Study Review and data collection had been carried out within 2015-2020. Based on our review, IPE has a positive impact on students. Many students showed positive attitudes after participating in the Interprofessional Education session. Additionally, IPE is applicable for identifying benefits, challenges, and areas for modification when implementing and developing competencies. Managing interprofessional work team training is a major challenge. The approach to overcome these challenges can be realized by public health students by applying the basic skills and soft skills of public health workers, including a graphical model of public health. The model has four main tools, and particularly in the behavioral and social sciences, and health administration and policy will be a force to overcome the barriers to implementing IPE in the community. The results of the evaluation provide insight into the experiences of students, staff, facilitators, and their self-perception of competency development. Public health students perceive positively and believe that IPE can improve communication skills, collaboration, self-efficacy, readiness for interprofessional learning, and appreciation of professional roles. However, there is still a need for training modifications and expanding student roles that can improve understanding of primary health concepts and appreciation of interprofessional collaboration. This will increase students' potential to become effective healthcare providers.

Use of an Artificial Intelligence-Driven Digital Platform for Reflective Learning to Support Continuing Medical and Professional Education and Opportunities for Interprofessional Education and Equitable Access

Continuing medical education (CME) and continuing education (CE) provide frameworks for assimilating and disseminating new advancements and are mainstays of clinicians’ professional development and accreditation. However, traditional CME/CE approaches may be challenged in providing opportunities for integrated and interprofessional learning and helping clinicians effectively translate innovations into individual practice. This Commentary describes the reflective learning approach, including its integration into CME/CE and how it can support interprofessional education. Also identified are barriers to reflective and interprofessional learning implementation and CME/CE access. The Commentary provides insights based on point-of-care reflection data and outlines considerations in trialing the use of an artificial intelligence (AI)-driven digital platform for reflective learning. Further, the Commentary describes how the AI-driven digital platform may help overcome barriers to reflective learning and interprofessional education and support equitable CME/CE program access.

MoveMore: A model for interprofessional collaboration with nursing and physical therapy students in a community based walking class for people with stroke

Interprofessional education (IPE) opportunities that engage students with members of the community who have a chronic condition, like stroke, provide collaborative learning experiences. The purpose of this paper is to describe an IPE activity called MoveMore and its preliminary student learning outcomes. MoveMore is a community, evidence-based walking class, which engages physical therapy and nursing students together with participants with chronic stroke. Each session lasts 12 weeks with outcome measurements taken at weeks 1 and 12 and High Intensity Gait Training (HIGT) implemented during weeks 2–11. MoveMore occurred three times during 2022 and is scheduled to occur three times in 2023. Implementation of a community walking class for people with chronic stroke can be successfully implemented and sustained over time providing benefits to student learning as well as participants. Models of IPE provide the opportunity for other educational institutions to implement similar projects.

Improving Nurse Practitioner Practice Readiness in an Interprofessional Student-Run Free Clinic

Interprofessional collaboration is an integral part of modern health care. Students in health science programs, including nurse practitioner students, should have interprofessional education opportunities as part of their clinical experience. University-affiliated free clinics can offer students the opportunity to provide patient care as part of an interprofessional team. Developing strategies and best practices for robust interprofessional learning experiences for primary care nurse practitioner students can be achieved in a student-run free clinic. This report will describe the process and benefits of shared learning experiences between students in various health programs.

Nursing students' interprofessional socialisation and readiness for interprofessional learning: A cross-sectional research study

BackgroundInterprofessional education programs in university settings have facilitated the development of student attributes needed to become a team-player, understand roles and responsibilities of other health disciplines, and acquire knowledge to deliver patient-centred care. Although the benefits of interprofessional education are widely acknowledged, there is limited research on interprofessional socialisation within university contexts. ObjectivesTo examine readiness of undergraduate nursing students for interprofessional learning and interprofessional socialisation. DesignA cross-sectional design was used to examine the correlation between interprofessional learning and socialisation, and group differences between mode of study, year level, and prior healthcare experience. SettingA large Australian regional university, across two campuses. ParticipantsA total of 103 undergraduate nursing students across year levels, including 58 enrolled on-campus, and 45 studying externally. MethodStudents completed an online survey using the Readiness for Interprofessional Learning Scale and the Interprofessional Socialisation and Valuing Scale. Data analyses included independent t-tests, and a one-way between subjects ANOVA. ResultsNo significant differences in student readiness for interprofessional learning or interprofessional socialisation were found between on-campus and external modes of study and between healthcare experience and no prior healthcare experience. Participants with previous healthcare experience had significantly higher scores for interprofessional socialisation than those with no previous healthcare experience. ConclusionsReadiness for interprofessional learning and interprofessional socialisation and were not impacted by the students' mode of study; however, previous experience in the healthcare industry and duration of study significantly improved interprofessional socialisation skills. As nursing students advance through their study, they may experience interprofessional education opportunities that influence their perceived socialisation skills.

Understanding of healthcare professionals towards the roles and competencies of clinical pharmacists in South Africa

BackgroundIncorporating clinical pharmacists in collaborative medical teams results in better patient treatment and health outcomes. In addition, the understanding of other healthcare professionals (HCPs) towards the role of clinical pharmacists can either facilitate or hinder the implementation and expansion of these services. The main distinction between pharmacists and clinical pharmacists lie in their different scope of duties. This study set out to explore other HCPs’ understanding towards the role of the clinical pharmacists in South Africa, and to identify associated factors.MethodsAn exploratory, survey-based, quantitative study was conducted. A survey assessing HCPs’ understanding based on the competencies and role of a clinical pharmacist was distributed to 300 doctors, nurses, pharmacists and clinical pharmacists. An exploratory factor analysis was carried out to determine the construct validity of the measurement. Items were analysed for grouping into subscales through principal components analysis. Differences in the variable scores for gender, age, work experience and previous experience working with a clinical pharmacist were analyzed using independent t-tests. Analysis of variance was used to analyze differences in the variable scores for the different HCPs and the different departments of work in the hospital.ResultsThe factor analysis yielded two separate subscales, measuring HCPs’ (n = 188) understanding towards the role of a clinical pharmacist, as well as the competencies of a clinical pharmacist. Doctors (85, n = 188) (p = 0.004) and nurses (76, n = 188) (p = 0.022), working in both surgical and non-surgical units, had significantly poorer understanding of the role of clinical pharmacists than clinical pharmacists (8, n = 188) and pharmacists (19, n = 188) (p = 0.028). Where specific clinical pharmacist activities were described, 5–16% of pharmacists were unsure whether an activity forms part of a clinical pharmacist’s role. Over 50% of the clinical pharmacists disagreed that their role also includes pharmacist’s activities, like stock procurement and control, pharmacy and administrative work, and hospital pharmacy-medication dispensing activities.ConclusionThe findings highlighted the possible impact of role expectations and lack of understanding among HCPs. A standard job description with recognition from statutory bodies could promote other HCPs, as well as clinical pharmacists’ understanding of their roles. Findings further suggested the need for interventions like interprofessional education opportunities, staff induction programmes and regular interprofessional meetings to foster acknowledgement of clinical pharmacy services, promoting the acceptance and growth of the profession.

The interprofessional education of medical students and physician associate students during the COVID-19 pandemic.

Due to the potential for improved team working and patient care, interprofessional education (IPE) is increasingly recognized as a core competency within the education of health-care professionals. In response to cancellation of the physician associate (PA) acute medicine clinical placement at our institution following COVID-19, a technology-focused, case-based IPE course between medical and PA students was implemented. The course consisted of 6 weekly seminars involving an average of 16 PA students, two medical students, and two supervising general practitioners. Course evaluation was mixed methods, comprising pre/postcourse questionnaires, weekly feedback forms, and postcourse e-mail interviews. The course improved the confidence and perceived knowledge base of all participating students across every clinical topic covered, while promoting interprofessional collaboration and understanding. To our knowledge, this represents one of the first IPE courses implemented between medical and PA students alone and has highlighted the need for further IPE courses between both professions. We show that successful IPE is feasible during a global pandemic, and that initiatives relying on technology alone are successful. Weekly written feedback was overwhelmingly positive, and based on the success of this course, faculty have planned further IPE opportunities between both professions.

Preventive Care and Outcomes of Interprofessional Medicare Annual Wellness Visits for Older Adults.

As we anticipate a growing population of older adults, we will see an increase in chronic conditions such as dementia and falls. To meet these public health needs, we must systematically provide screening, education, preventive care, and supportive care for older patients and their caregivers in a primary care setting. This will require a workforce trained in providing for the complex medical and psychosocial needs of an older adult population in an interprofessional and collaborative fashion. By integrating geriatric screening tools into an interdisciplinary Annual Wellness Visit teaching clinic, we were able to successfully improve rates of geriatric screening for dementia, depression, falls, medication reconciliation and advance care planning. We also saw improvements in patient care and satisfaction and provided the opportunity for interprofessional collaboration and education for students in medicine, nursing, pharmacy and social work.

Integrated primary care psychology training programs: Challenges and strategies.

Integrating behavioral health in primary care improves quality of care and outcomes for patients with comorbid conditions. Shortage of a trained behavioral health workforce limits adoption. Professional psychology training programs contribute to recruitment, retention, and development of skilled providers, who value and deliver behavioral health services in primary care. This study interviewed a cohort of established psychology training programs in real-world, state-wide clinical primary care settings and identified their strategies and challenges with teaching practices and program resources that impact the robust quality of training. Between December 2020 and March 2021, we conducted semistructured interviews with 12 licensed psychologists who oversaw nine integrated primary care psychology training programs at the internship and postdoctoral levels across Washington State. Data were analyzed using a thematic approach. Programs taught psychology trainees about integrated primary care via extensive onboarding, modeling and shadowing, structured learning environment, interprofessional education opportunities, flexible and cross-disciplinary supervision, and a psychologically safe space. Teaching challenges included balancing scheduled and curbside supervision, pivoting to telehealth, and aligning trainee expectations and program requirements. Training programs were funded through different and multiple sources, but most lacked a stable funding mechanism, compounded by barriers for psychology trainees to bill for services, a lack of control over organization's budgeting decisions, and instability in funding renewal. Synergistic support from program, organization, and system/policy levels are needed to align teaching activities with clinical practice environments and invest in the growth and sustainability of psychology training programs on integrated primary care. (PsycInfo Database Record (c) 2022 APA, all rights reserved).