Interprofessional Education Practice Research Articles

Is Project ECHO the transformational silver lining for interprofessional and interorganizational collaboration?

ABSTRACT The globally disruptive impact of the COVID-19 pandemic on both healthcare systems and health profession education has created an opportunity for a reassessment of methods for delivering interprofessional practice education (IPE). A good candidate for consideration is Project ECHO (Extension for Community Healthcare Outcomes). Its unique combination of structural design in connecting specialist and community-based clinical sites, foundational education theories, and didactic and case-based learning methods present an innovative and promising new method of promoting both interprofessional and interorganizational collaboration. This paper first provides a description of Project ECHO, its major features, recent expansion during the pandemic, and IPE-related research history. Second, the educational concepts and theories underlying its use and their implications for interprofessional and interorganizational collaboration are reviewed. These include community of practice and single and double-loop learning. Third, the expression of these concepts in how key elements of ECHO are utilized – including the didactic presentation; the case study presentation, discussion, and tele-mentoring; and the power of community and tele-networking – will be explored. Finally, implications and applications for the expansion of ECHO into promoting competency-based education and innovative interprofessional and interorganizational collaboration will be presented.

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

BackgroundInterprofessional collaborative team-based approaches to care in health service delivery has been identified as important to health care reform around the world. Many academic institutions have integrated interprofessional education (IPE) into curricula for pre-licensure students in healthcare disciplines, but few provide formal initiatives for interprofessional practice (IPP). It is recognized that experiential learning (EL) can play a significant role supporting IPP education initiatives; however, little is known of how EL is used within education for IPP in healthcare settings.MethodsWe conducted a scoping review to map peer-reviewed literature describing IPP education initiatives involving EL for pre-licensure students in healthcare disciplines. A literature search was executed in MEDLINE, CINAHL, EMBASE, ERIC, PsycINFO, Scopus, and Social Services s. After deduplication, two independent reviewers screened titles and abstracts of 5664 records and then 252 full-text articles that yielded 100 articles for data extraction. Data was extracted using an Excel template, and results synthesized for presentation in narrative and tabular formats.ResultsThe 100 included articles represented 12 countries and IPP education initiatives were described in three main typologies of literature – primary research, program descriptions, and program evaluations. Forty-three articles used a theory, framework, or model for design of their initiatives with only eight specific to EL. A variety of teaching and learning strategies were employed, such as small interprofessional groups of students, team huddles, direct provision of care, and reflective activities, but few initiatives utilized a full EL cycle. A range of perspectives and outcomes were evaluated such as student learning outcomes, including competencies associated with IPP, impacts and perceptions of the IPP initiatives, and others such as client satisfaction.ConclusionFew educational frameworks specific to EL have been used to inform EL teaching and learning strategies to consolidate IPE learning and prepare students for IPP in healthcare settings. Further development and evaluation of existing EL frameworks and models would be beneficial in supporting robust IPP educational initiatives for students in healthcare disciplines. Intentional, thoughtful, and comprehensive use of EL informed by theory can contribute important advances in IPP educational approaches and the preparation of a future health care workforce.

간호 ․보건계열 전문직 간 교육을 위한 시뮬레이션 모듈 개발 및 적용

Purpose : This study aims to develop an interprofessional education (IPE) simulation module and explore the effect of IPE on nursing and health science students. Method : In this study, simulation on IPE was developed, and IPE practice was adopted for students of nursing and health science (clinical pathology, health administration, occupational therapy, physical therapy, radiology). In December 2019, the satisfaction, self-confidence, and learning flow of 119 students were analyzed as a descriptive study by applying the convergent design of a mixed study. Students’ learning experience was explored through group debriefing and individual self-reflection journals. Results : Flow was positively correlated with satisfaction (r＝.66) and self-confidence (r＝.81), whereas positive correlation was found between satisfaction and self-confidence (r ＝.70). The significant predictors of the flow in learning were the satisfaction (β＝.15) and self-confidence (β ＝.70). The theme was derived from three core themes and eight sub-themes, with “Be a healthcare professional approached as a team, who collaborate and communicate for the patient’s health with mutual respect” proving to be the one that students assimilated. Conclusion : When designing an IPE simulation module, realistic IPE-simulated practice modules promoting inter-professional interaction should be developed, and their effectiveness should be continuously evaluated.

Interprofessional education faculty development survey: Perspectives on IPE and collaborative practice and COVID-19.

The cancellation of in-person classes in March 2020 due to COVID-19 caused a sudden shift in the educational experiences of health profession students enrolled at the University of Michigan (U-M). With the move to remote learning, educators engaging in interprofessional education (IPE) were faced with the challenge of preparing students for interprofessional collaboration from a distance. A survey was designed to investigate the impact of the pandemic on IPE practices and discover educator development needs. Faculty and staff from 10 health sciences schools within the U-M and Michigan Medicine were invited to complete a survey investigating their use of IPE competencies prior to, during, and after the pandemic; their development needs; and their ideas for future implementation of IPE and collaborative practice. Fifty-six percent of respondents reported their ability to teach IPE competencies was impacted by changes related to COVID. There was a significant (p ≤ 0.001) difference between self-report of incorporating IPE competencies prior to and during pandemic and during and into the future across all five competencies. Technology was reported as a challenge when teaching IPE, and a need for future faculty development. Leveraging virtual and case-based learning and increasing collaboration between schools were identified as ideas for future implementation.

Evaluation of Interprofessional Practice Education for Master of Social Work Students

As interprofessional education (IPE) continues to grow as part of social work programs, it is important to evaluate how best to engage students in understanding this material and explore possible barriers. With this in mind, researchers conducted qualitative interviews and focus groups to explore perceptions of three cohorts of social work students (n=29) participating in short-term interprofessional practicum experiences. Perceived benefits included improvements in communication and client care. The study also uncovered various barriers with implementing IPE-focused practicums such as time, scheduling and role uncertainty. Students shared the impact their experience had on knowledge and perceptions of the social work role in interprofessional collaboration. Even so, students were able to observe important elements of interprofessional practice from these relatively short practicums, indicating they may be a viable option for programs looking to expose students to real world interprofessional experience.

Practice of Interprofessional education (IPE) by eight departments in a vocational school of medical

Practice of Interprofessional education (IPE) by eight departments in a vocational school of medical

The Syphilis Testing Result Interprofessional Counseling and Education (STRICE) simulation

Abstract The Syphilis Testing Result Interprofessional Counseling and Education simulation provides a scenario where students of a variety of health professions programs practice Interprofessional Education Collaborative domains while working with each other to communicate syphilis laboratory test results and counsel an anxious pregnant patient. The scenario allows learners to practice their respective roles, such as understanding and explaining laboratory results, gathering additional history from the patient, deliberating further diagnostic testing, and discussing risks and benefits of various treatment options. This simulation includes considerations for the impact of outcomes for the mother and baby, as well as socioeconomic and cultural factors that may affect the patient's decision-making. The activity consists of a pre-scenario briefing and interprofessional team plan development, followed by a standardized patient encounter and subsequent debriefing. The learners completed survey questions to assess changes in perceptions of interprofessional practice and education competencies before and after the session. After participation in the simulation activity, most participants reported an overall increase in competency domains.

Predictors of student agency: the relationship between student agency, learning support and learning experiences in an interprofessional health science faculty

ABSTRACT Interprofessional education allows for collaboration of two or more health professions during their training at university with a view of cultivating collaborative practice and client-centered health care. Although South Africa’s higher education system is the leader in the field of research on the continent, there is little evidence of the role of student agency in the attainment of collaborative interprofessional activities. Therefore, an exploration of the interconnectedness of student agency, learning support, learning experiences and the lecturer-student experiences of health science students is well worth academic scrutiny within a interprofessional academic space. Hence, this study illustrates how student agency is formed based on the lecturer–student relationship, learning support and learning experiences in an interprofessional education environment. This study assessed the association of the lecturer–student relationship, learning support and learning experiences on student agency in an interprofessional health science faculty. A cross-sectional study was conducted with 266 conveniently sampled third-year students in a Faculty of Community and Health Sciences. These include students from physiotherapy, nursing, occupational therapy, sport studies, social work, psychology, dietetics, and natural medicine. A forward stepwise linear regression was conducted with a p-value of 0.05 set as the level of significance. The results of this study showed significant positive associations for student agency with student learning experiences (r= .292, p< 0.001), the lecturer–student relationship (r= .333, p< 0.001) and learning support (r= .209, p< 0.001). Furthermore, the lecturer–student relationship was positively associated with learning support (r= .623, p< 0.001) in an interprofessional health science faculty. This paper concludes that there are positive outcomes to interprofessional education practices through the development of student agency.

Interprofessional Practice Education for Health Professional Students

Interprofessional Practice Education for Health Professional Students

Evolution and Current Practice of Interprofessional Education (IPE): A Review

Review the current literature involving the evolution and practice of interprofessional education (IPE). Research has shown that while there are many positive student experiences from interprofessional education, there is a paucity of data on patient outcomes in healthcare systems utilizing this approach. Implementation of new competencies developed through the Interprofessional Education Collaborative promises enhanced curricular alignment across medical disciplines and improved metrics to assess educational and patient outcomes. IPE has evolved greatly and has become widely accepted as a way to improve patient care through the alignment of educational competencies across collaborating disciplines. However, there remain barriers to implementation in many of the participating professions as well as insufficient research to assess the efficacy. Future research could include examining in which setting IPE has the best efficacy and, in turn, better patient outcomes. Financial outcomes would be another avenue to explore. However, an aligned curriculum for IPE needs to be developed so adequate data can be obtained to assess accurate health outcomes from IPE.

Practice of interprofessional education in the faculty of pharmacy without medical faculties: collaboration with other medical faculties

Practice of interprofessional education in the faculty of pharmacy without medical faculties: collaboration with other medical faculties

Interprofessional Collaboration between Occupational Therapists and Speech Language Pathologists with Children who have Sensory Processing Deficits

Introduction Background: Occupational therapists (OT) and speech-language pathologists (SLP) are unique within their skills. Both professions work closely together in a collaborative manner to improve child and family outcomes. Purpose:The aim of this study is to develop evidence based interprofessional educational modules to improve outcomes between occupational therapists and speech-language pathologists when working with a child who demonstrates sensory processing disorder. Aim of the study: 1.Understand the impact of interprofessional collaboration OTs and SLPs when working with a child with sensory processing deficits 2.Understand the influence of educating SLPs on sensory processing 3.Demonstrate the Methodology Research Design: Mixed Methods Study using Pre-test Post-test and Qualitative Method Initial stage of study: 5 Speech Language Pathologists to determine Face Validity and 5 Occupational Therapists to determine Content Validity. Results Phase 1: Complete Phase 2: Recruitment is to begin September 2018 Phase 3: Recruitment to begin Spring 2019 Conclusions Conclusion to be determined upon Phase 2 CompletionImplications for practice: In this study, we have sought to demonstrate the value of interprofessional collaboration between occupational therapy and speech therapy graduate students treating sensory processing issues in pediatric clients. There is a growing body of research emphasizing sensory processing as an important component of human behavior, affecting health care practices and increasing among children in the United States (Dunn, 2007). Individuals with sensory processing challenges, mostly children, can experience disruptions to their daily routines, decreased participation at home and school, and attention issues that cause challenges during speech therapy sessions and that may hinder treatment outcomes. Our study has aimed to increase the body of knowledge pertaining to sensory processing challenges in relation to speech therapy specifically, such as ways that speech therapists can identify sensory processing challenges among their pediatric clients and make necessary referrals for occupational therapy services to increase therapy outcomes, as well as to demonstrate effective collaboration and interprofessional education practices between occupational therapists and speech therapists to be furthered by future research.

The Process and Implication of Inter-Professional Education: A Systematic Review

Background: The practice of inter-professional education (IPE) is expanding rapidly especially in the developing countries. The goal of IPE is to develop knowledge, skills, and attitudes that result in effective Inter-professional (IP) team behaviors and competency. Therefore, it is essential to understand more about the activity, other professional’s involvement and its implications for nursing students and institutions.Purpose: This paper aimed to review the process and other professional’s involvement in IPE’s nursing education, and describe the implication after implementing IPE for nursing students and institution.Methods: A comprehensive multi-step search of the literature in IPE using ProQuest, EBSCO and Cengage databases was performed. Samples of 19 studies met the inclusion criteria and were used in this study.Results: None of the studies reported findings from developing country, while there were only two studies conducted in Asia. IPE programs utilize a variety of combinations of interactive learning methods, such as group problem solving, focus group interview, social networking (website), and simulated patient or simulated based training (SBT) which is becoming the most common methods employed. IPE gives benefits for the students, such as improving communication skills, recognizing the role and responsibilities, understanding the value and ethics and also increasing teamwork and team-based care.Conclusion: Despite the limitations, this systematic review found a number of activities and other professionals that can be involved with nursing in the IPE implementation. It also found out that IPE applied in a variety of clinical settings is well received by the students and enable them to learn the knowledge and skills for collaborative learning.

Inter-Professional education and collaboration in dentistry-Current issues and concerns, in India: A narrative review

Aim: The aim of this review article is to address the issues and concerns regarding Inter-Professional Education and Collaboration in Dentistry from an Indian perspective. Background: The field of Dentistry, Dental Sciences and Dental Education in the 21st century is evolving at a brisk pace with many professional developments in the Indian Scenario. To cater to this need and change, our methods of teaching and practicing dentistry should evolve. This is where the practice of Inter-Professional Education and Collaboration (IPEC) fits aptly and adds great value.n Clinical Significance: Adopting this practice will not only hone the skills of a dentist but also allows us to learn from other professionals, gaining a deep insight into their methodologies. It enables us to take a look at situations through a bird’s eye view for comprehensive assessments and improved health outcomes.

An exploration of experts’ perceptions on the use of interprofessional education to support collaborative practice in the care of community-living older adults

ABSTRACTGlobally, as older adults are living longer and with more chronic conditions, there is a need to support their ability to age optimally in their homes and communities. Community-based interprofessional teams working closely with these older adults, their families, and informal caregivers will be instrumental in achieving this goal. Interprofessional education (IPE) is the means through which these teams can develop expertise in collaboratively working together with older adults. However, most IPE occurs in academic settings, and acute and long-term care sectors and little is known about IPE in the context of home and community care of older adults. The purpose of this study was to describe perceptions of academic and practice experts related to the current state of IPE in home and community care of older adults and the changes that are necessary to meet the future needs of practitioners and older adults. Using a qualitative descriptive design, interviews were conducted with 32 national and international key informants representing practitioners, educators, researchers, and health system decision-makers in the field of IPE. Thematic analysis of the data identified six themes: (a) client and family-centred care at the core of IPE, (b) the community as a unique learning setting across the learning continuum; (c) an aging-relevant IPE curriculum; (d) faculty commitment and resources for IPE; (e) technological innovation to support IPE; and (f) comprehensive IPE programme evaluation and research. These findings are explored through the lens of an interprofessional learning continuum model. The article concludes with a discussion of the study implications for IPE practice and research specifically in the care of community-living older adults.

Utilization of the interprofessional education, practice, and research model in HBCU social work education

ABSTRACTHistorically Black colleges and universities (HBCUs) are often overlooked as a resource to address the need for a diverse healthcare workforce even though they are an essential component of ensuring diversity. In order to meet the needs of the current patient population, HBCUs’ social work programs must move from silo education, practice, and research pedagogy to inter-professional education (IPE), practice (IPP), and research (IPR) modalities when developing partnerships that promote the elimination of health disparities. This article discusses the contributions of a HBCU’s School of Social Work to the growth of IPE, IPP, and IPR utilizing the Ujima principle of Nguzo Saba. The projects developed were an attempt to provide meaningful and relevant education to social work students while exposing them to a collaborative inter-professional education, practice, and research experience. The three social work projects included intra-university and social community collaborations and exposing students to experiential inter-professional education, practice, and experimental learning. This is an opportunity for social work students to become involved in the evolving best practices pedagogy for inter-professional education, practice, and research which social work must embrace in order to fulfill the National Association of Social Workers imperative of preparing students to work in collaborative health care teams. The expected outcomes of these inter-professional ventures reflect a HBCU’s commitment to increasing the competency in inter-professional modalities aimed at supporting, empowering, and preparing high caliber diverse graduates who will grow the future and lead the world as a diverse healthcare workforce.

Interprofessional education in practice: Evaluation of a work integrated aged care program

Health professional clinical education is commonly conducted in single discipline modes, thus limiting student collaboration skills. Aged care residential facilities, due to the chronic and complex health care needs of residents, provide an ideal placement to provide a collaborative experience. Interprofessional education is widely acknowledged as the pedagogical framework through which to facilitate collaboration. The aim of the evaluation was to assess student attitudes towards collaboration after active involvement in an interprofessional education program. Students studying nursing, occupational therapy, and aged care were invited to complete a version of the Readiness for Interprofessional Learning Scale before and after participating in a three-week pilot interprofessional program. A positive change in student attitudes towards other health professionals and the importance of working in interprofessional teams was reported with significant differences between two statements indicated: Learning with health-care students before qualifications would improve relationships after qualifications; and I learned a lot from the students from the other disciplines. The innovative pilot project was found to enhance student learning in interprofessional teams and the aged care environment. Further development of this and similar interprofessional programs is required to develop sustainable student projects that have health benefits for residents in aged care residential facilities.

Incorporating Interprofessional Practice Education and Motivational Interviewing Techniques in Antimicrobial Stewardship Programs at Two Academic Medical Centers

Background Interprofessional practice education (IPE) is an essential component in educating healthcare residents and students in providing optimal patient centered care in a team environment. Antimicrobial Stewardship Program (ASP) teams with similar approaches were implemented at the two academic medical centers associated with our medical school utilizing an IPE approach in 2012. We describe the implementation/process of the ASPs. Methods A business plan for an ASP was approved at each location. An interprofessional ASP team was identified and includes the ID attending physician, ID fellow physician, ASP pharmacist, medical resident physician (MRP), medical student (MS), pharmacy resident (PR) and pharmacy students (PS). ASP educational seminars were presented for all adult admitting physician groups (Surgery, Ob-Gyn, Internal Medicine, Family Medicine) to discuss the need for the ASP and the prospective audit/feedback process. An ASP patient monitoring form for collecting patient information was developed. ASP rounds occur weekdays during ID rounds. Results The ASP pharmacist, PR and/or PS identify patients receiving intravenous antimicrobials and completes the ASP patient monitoring form. Patients are screened for ASP interventions prior to ASP rounds. Patients requiring interventions are presented during ASP rounds for discussion. The ID fellow or ASP pharmacist intervenes with the primary medical team, frequently utilizing motivational interviewing techniques to convey the ASP team recommendation in a non-coercive and educational manner. Antimicrobial education in relationship to clinical problems in patients enhances the educational learning of healthcare providers. Documentation of the ASP team recommendations is completed in the electronic or paper medical record. ASP acceptance rates were > 88% for antimicrobial recommendations since 2012. In addition, 8 ID fellows (82 rotation months), 26 PR, 82 MRP, 64 PS and approximately 32 MS have gained IPE experience in the ASP team. Conclusions The interprofessional ASP team implementation/process has been successful at our institutions. Antimicrobial stewardship and education are emphasized in all interactions of the ASP team. Motivational interviewing may be a useful technique in conveying ASP recommendations.  Business plan presented and approved at each location  Interprofessional ASP Team  Medicine: ID attending physician, ID fellow physician, MRP, MS  Pharmacy: ASP pharmacist, PR, PS  Education seminars  Adult admitting physician groups  Importance of ASP  Prospective audit and feedback process  Documentation procedures  Combined ASP and ID rounds weekdays  ASP patient monitoring form developed BACKGROUND RESULTS Incorporating Interprofessional Practice Education and Motivational Interviewing Techniques In Antimicrobial Stewardship Programs at Two Academic Medical Centers Pamela Foral, Pharm.D., BCPS1-3; Jennifer Anthone, Pharm.D., BCPS4; John Horne, MD2-4; Leo Dobronski, MD2-4; Javaria Syed, M.D.2-4; Christopher Destache, Pharm.D.1,2,4; Renuga Vivekanandan, MD2-4; Laurel Preheim, MD, FIDSA2-4; Gary Gorby, MD, FIDSA2-4; Marvin Bittner, MD, FIDSA, FSHEA2-4 Creighton University School of Pharmacy & Health Professions1, Creighton University School of Medicine2, VA Nebraska Western Iowa Health Care System3, CHI Creighton University Medical Center4, Omaha, NE

Reflections on delivering interprofessional education in practice

The interprofessional education (IPE) programme in Aberdeen has been in existence since 2003. Commencing with undergraduate students from medicine and pharmacy, it expanded to include: applied biomedical science; diagnostic radiography; dietetics; midwifery; nursing; nutrition; occupational therapy; physiotherapy and social work. To cater for these different courses the programme has been diversified using blended learning strategies and innovative technologies. Models for practice delivery have been tried and tested, and research evidence has underpinned the development. This paper will highlight three of these tested models that can be used to deliver IPE in practice namely: simulation using gaming; face-to-face IPE in practice and the creation of virtual communities for student learning. A critical factor to enhancing the excellence of this curriculum development was the quality of the partnership working between the Universities and the practice settings. Fundamental to this was the staff development in IPE facilitation and training. Students demonstrated transferable skills from university to placement settings, applying their learning to interprofessional and inter-agency working. These formal and informal learning approaches have been crucial to the students’ acceptance of each other as equal partners in delivering health and social care.

A Model for Including the Patient and Family as Team Members: The Geriatric Mentor Interprofessional Education Practice Experience.

A Model for Including the Patient and Family as Team Members: The Geriatric Mentor Interprofessional Education Practice Experience.