Role Of Interprofessional Education Research Articles

The Role of Interprofessional Education in Optimizing Laparoscopic Skills Training: A Randomized Controlled Trial.

Background: This investigation evaluates the utility and benefits of integrating interprofessional education (IPE) into laparoscopic training, aiming to enrich medical education and skill acquisition methodologies. Methods: The study randomly allocated 36 participants of a 2023 laparoscopic training course into experimental and control groups, each comprising 18 individuals. The control group underwent traditional theory and practical training, whereas the experimental group additionally engaged in interdisciplinary instruction with nursing educators and participated in simulated laparoscopic surgery exercises. The effectiveness of this interdisciplinary approach was assessed by comparing laparoscopic theory and simulation performance, Objective Structured Assessment of Technical Skills (OSATS) scores in animal-based training, and course satisfaction between the groups. Moreover, the impact on interdisciplinary collaborative competencies was measured through pre- and post-training self-evaluations using the Interprofessional Collaborative Competency Attainment Survey (ICCAS) in the experimental group. Results: The experimental group demonstrated superior performance in laparoscopic theory and simulation, as well as higher OSATS scores, compared with the control group. Satisfaction ratings regarding the skills practice mode, effects, and instructional quality were also significantly better in the experimental group (P < .05, P < .01). Furthermore, participants in the experimental group reported significant pre-to-post training enhancements in interprofessional communication, team collaboration, role perception, conflict management, and learning and feedback marked by statistically significant differences (P < .05, P < .01). Conclusion: The introduction of an IPE framework significantly boosts laparoscopic training efficiency and promotes team collaboration awareness. This model effectively bridges gaps between disciplines, illustrating substantial applicative value and expansion potential within medical education and skill training arenas.

Embedding patient safety in a scaffold of interprofessional education; a qualitative study with thematic analysis

BackgroundRegardless of a proliferation of interest in reducing unsafe practices in healthcare, threats to patient safety (PS) remain high. Moreover, little attention has been paid towards the role of interprofessional education (IPE) in enhancing PS. This qualitative study was conducted to unfold the insights of the senior medical, dental and health sciences students at the University of Sharjah (UoS) in the United Arab Emirates (UAE) about PS in an online IPE-based workshop.MethodsThis inductive thematic analysis study was conducted on senior medical and health students at the Colleges of Medicine, Dental Medicine, Health Sciences, and Pharmacy of UoS. During an online workshop, students discussed plausible solutions for four real practice-based clinical scenarios with elements of unsafe healthcare practices. During the breakout rooms, the students exhibited high level of articulation and proactively participated in discussions. The data from the online workshop were transcribed and then coding, categorizing, and labelling of recurrent themes were carried out. Multiple individual deliberations, consolidation, incorporation of the identified preliminary themes, and merging and reorganizing sub-themes led to a final thematic framework.ResultsThis work delved into the perspectives of 248 students regarding teamwork, communication, problem-solving, and other aspects concerning PS in interprofessional settings in an online workshop. The iterative process of data transcription, curating and qualitative analysis surfaced 32 codes. Later, the inductive themaric analysis yielded five themes with distinct yet interconnected nested subthemes in the context of PS in IPE settings. These themes of information sharing and grounding (problem-solving, social skills), maintaining communication (clinical reasoning, shared mental model), executing interprofessional activities (collaborative practice, collaboration scripts), professional cognitive abilities (cognitive maturity, metacognition), and negotiating professional identities (systematic change, socio-economic scaffolding) emerged as fundamental pillars for enhancing PS in healthcare.ConclusionOur study demonstrated the outcome of an innovative and team-based workshop which embedded PS within a scaffold of IPE environment. This research calls for incorporation of the emerging areas of clinical reasoning, problem solving, collaborative practice, and shared mental model into medical curricula for structured IPE in improving PS domains in medical education. These findings underscore the need for multifaceted dimensions of IPE imperatives for cultivating collaborative competence.

232 A scoping review of Interprofessional collaboration for people over 65 with dementia living in the community

Abstract Background Inter-Professional Collaboration (IPC) has gained prominence for current and future community-based dementia services, as they transition to integrated care. IPC aims to improve patient outcomes by coordinating care across multiple Healthcare Professionals (HCPs) and facilitating informed decision-making. This scoping review examined the nature and extent of evidence on IPC for People with Dementia (PwD) in community settings. Methods The methodology process was guided by the PRISMA-ScR checklist, which aligned with the research question. This involved reviewing eligibility criteria and information sources, establishing a search strategy using PICO, removing duplicates using EndNote, and screening articles in Rayann. The selected articles were then charted in a PRISMA flow chart, critically appraised using CCAT, and synthesised into a data extraction table to complete the process. After screening and evaluation, 15 articles were selected for the scoping review from an initial pool of 1,584 articles. Results Findings were grouped into two main themes: (1) IPC in Community Dementia Care: significance, team building, challenges and opportunities, the role of interprofessional education (IPE) and (2) Community Care Networks: barriers to implementing IPC and region-specific care models and guidelines. Conclusion The scoping review found that IPC in the community can provide high-quality care for PWD, resulting in earlier detection, disease management, and continuity of care. These benefits, however, are contingent upon effective communication, interprofessional coordination and local and national resources. Furthermore, a universal lack of standardised training for HCPs was identified as a key challenge in this. The review also discussed specific roles of IPC teams in dementia care, such as utilising other members of the team to address the shortage of physicians.

Students in interprofessional clinical placements: How supervision facilitates patient-centeredness in collaborative learning

ABSTRACT The patient’s role in interprofessional education is fundamental; however, it has received insufficient attention. This study explores how supervision facilitates and supports undergraduate students’ learning of patient-centeredness in interprofessional clinical placements. Data were generated in three clinical contexts based on a focused ethnography approach. We found that supervisors are engaged in student teams’ interprofessional learning, but often in their preparations or debriefings and seldom during patient encounters. The patient perspective is also less frequently scrutinized in planned interprofessional supervision sessions. Nevertheless, clinical settings provide numerous opportunities that may be exploited further.

Role of Interprofessional Education in Elevating the Health-care Workforce

Role of Interprofessional Education in Elevating the Health-care Workforce

Translation and psychometric properties of the German version of the “Interprofessional Socialization and Valuing Scale” (ISVS-21-D)

ABSTRACT Understanding of the processes associated with socialization into collaborative work plays an important role in interprofessional education and collaborative practice. In order to evaluate changes in socialization toward interprofessional collaborative practice a measure is needed that captures professional beliefs, attitudes and behaviors of individuals in learning activities and in workplace practice. This article presents the translation and psychometric properties of the German Version of the Interprofessional Socialization and Valuing Scale (ISVS-21). Following translation from English to German, data of the German version of the questionnaire (ISVS-21-D) was collected in six different interprofessional education and practice settings amongst undergraduate students and health professionals. In total, 494 responses were analyzed. Results showed high reliability with Cronbach’s alpha .90. Although not all fit indices are in the desired range, results give preliminary indication of the underlying single factor of the ISVS-21-D and suggest that the German version of the ISVS-21-D is a reliable instrument that can be used to measure interprofessional socialization in German health professionals and health care students as well as within other disciplines.

Patient participation in interprofessional learning and collaboration with undergraduate health professional students in clinical placements: A scoping review

Undergraduate students obtaining interprofessional education (IPE) in clinical placements are expected to develop patient- and family-centered competencies; however, the patients' role in IPE requires attention. We explored how patient participation was articulated in the IPE research and literature from 2010 to 2020. 73 articles were eligible for inclusion and were subjected to a two-folded analysis. Characteristics included publication year, country of origin, study design, and varied contexts. Studies were conducted in hospitals, primary care, or a variety of settings (one-third each) and 25 different education programs were represented; however, students from medicine, nursing, physiotherapy, and occupational therapy were on the healthcare teams most often. In 42% (n = 32) of the studies, patient participation was not articulated. Most studies articulating patient participation showed partial participation; for example, how interprofessional students recognized and informed patients. Few studies described extensive patient participation; however, some noted patients' active participation in care planning and treatment and the student–patient relationship. This review provides novel insight into how patients' participation in interprofessional clinical learning is articulated. We believe that acknowledging patients’ role in IPE is necessary to improve the provision of healthcare services and to promote IPE as a patient- and family-centered practice. Our results may contribute as an input into the academic discourse in IPE and have implications for future publications within the research field.

What is the Role of Interprofessional Education in Training Post-Licensure Healthcare Professionals for Integrated Care: A Scoping Review

The International Journal of Integrated Care (IJIC) is an online, open-access, peer-reviewed scientific journal that publishes original articles in the field of integrated care on a continuous basis.IJIC has an Impact Factor of 5.120 (2020 JCR, received in June 2021)The IJIC 20th Anniversary Issue was published in 2021.

The Role of Interprofessional Education in Training Healthcare Providers for Integrated Healthcare: A Scoping Review

Health, Interprofessional Practice and Education is a peer-reviewed, open access journal dedicated to increasing the availability of high-quality evidence to inform patient care and practitioner education from an interprofessional perspective. HIPE is aimed at academics, practitioners and student-practitioners who seek to become more knowledgeable and skilled at working with providers in other health disciplines for the purpose of providing compassionate, quality, integrated care to diverse patient populations.HIPE is published by Pacific University Libraries | ISSN 2641-1148

The Role of Interprofessional Education in Training Healthcare Providers for Integrated Healthcare: A Scoping Review

The International Journal of Integrated Care (IJIC) is an online, open-access, peer-reviewed scientific journal that publishes original articles in the field of integrated care on a continuous basis.IJIC has an Impact Factor of 5.120 (2020 JCR, received in June 2021)The IJIC 20th Anniversary Issue was published in 2021.

Barriers to the preceptor’s role in interprofessional education: scoping review

Abstract Background With the expansion of interprofessional health education, preceptors are increasingly working with learners from several professions to promote collaborative practice. It is unclear what are the challenges toward interprofessional education in preceptor's learning environment. A scoping review was conducted to map the barriers to preceptorship role in interprofessional health education. The following research question was formulated: What are the barriers to preceptor's role in interprofessional education? Methods The research question was defined with the framework PCC: Population - preceptors; Concept - barriers to preceptorship role; Context - interprofessional health education initiatives. A systematic search in 8 databases was conducted in April 2020 to identify primary research studies published in Portuguese, Spanish or English. Independent screenings of titles/abstracts followed by full texts were performed using pre-defined criteria. This review followed the Institute Joanna Briggs Manual of Evidences (2020) and the PRISMA-ScR guideline. Results A total of 28 studies from the United States, Brazil, Canada, Australia, Sweden and the United Kingdom remained to extract barriers. Barriers were summarized in five main aspects: limited resources, preceptorship regulation, patients participation, teaching-service integration, local culture for interprofessional teamwork and preceptor development. Some of the barriers were: lack of coordination between educational institutions and health services, hierarchical relationship among professionals, unfavorable working environment for interprofessional collaboration, unclear professional roles and need of preceptor development. Conclusions Many barriers have been identified at the macro and microstructural levels of health systems. Discussing and analyzing such barriers is fundamental for advancing the debate on the skills and roles of preceptors, with a view to strengthen the Interprofessional Health Education. Key messages Preceptorship is important to development interprofessional collaboration. The results make it possible to plan strategies that contribute to professional recognition and professional development.

Collaboration in Medicine: The Role of Interprofessional Education

ABSTRACT Introduction: The concepts of collaboration and interprofessional (IP) education were introduced to healthcare professions in the 1970s; however, it was not until the late 1990’s that the care provided by IP teams was recognized as important to the delivery of patient care. When institutions of higher learning include IP education in the curricula, students have the opportunity to immerse in collaborative learning experiences rather than being isolated in the traditional “siloes” of individual healthcare professions. The purpose of this work is to report the ongoing implementation, assessment, and improvement of an annual inter-university, multi-department simulation exercise developed to promote collaboration, collegiality, and communication within a healthcare setting. Methods: Faculty from two universities in west Texas collaborated to provide a clinical simulation experience focusing on IP teamwork and cultural and spiritual diversity. Multiple scenarios were created and developed by faculty from the participating disciplines who were aided by the latest Clinical Practice guidelines. The evidence-based scenarios addressed various chronic medical conditions and gender, ethnic, religious, psychosocial, and cultural competence issues. Results: Several themes emerged through the multiple debrief sessions and analysis of qualitative data: a) increased knowledge of the others’ discipline and role, b) communication skills, c) increased cultural awareness, d) trust, and e) increased knowledge of disease process as it related to their own and others’ disciplines. Conclusions:The findings suggest an unanticipated opportunity arising from the simulation experience for faculty and students to develop the skillset necessary to work within experimental medicine.

The Role of Interprofessional Education in the Development of Healthcare Professionals’ Team Skills

Purpose: Interprofessional education (IPE) across the health professions learning continuum is suggested to prepare health professionals for interprofessional collaborative practice (IPCP) through development of necessary attitudes, knowledge, behaviors, and skills. The purpose of this study was to investigate the flow-on effects of previous IPE experiences across the learning continuum on existing IPCP skills and behaviors in healthcare professionals. Methods: A retrospective observational study design was used to survey a convenience sample of healthcare professionals working in IPCP clinics about their self-reported team and collaboration skills via the pre-existing Team Skills Scale (TSS) and Self-Assessed Collaborative Skills (SACS) tools. Additional survey items were created by the research team based on self-reported prior IPE exposure, timing of initial IPE exposure, and number of IPE exposures. Sixty-three participants completed the survey (28% response rate). Results: No statistically significant differences were found between groups across all categories of IPE exposure. Non-significant trends suggest higher team and collaboration skills are related to earlier and cumulative IPE exposures throughout learning and professional development. Conclusion: IPE as a broad definition is not sufficient to detect significant relationships with healthcare professionals’ IPCP skills. Future studies should investigate the longitudinal effectiveness of specific IPE interventions on distal IPCP skills and account for other contributing factors.

The role of interprofessional education (IPE) for medical students in pharmacology subject

Interprofessional education (IPE) is a learning method that allows the clinical clerkship to study together, exchange knowledge, and develop the skill that is needed in interprofessional collaborative work practice. This article analyzed the elements within IPE including background, operational definition, goals and benefits, implementation, as well as competency in IPE. Furthermore, the role of IPE for medical students especially in pharmacology subject was discussed. In summary, interprofessional collaboration (IPC) is needed to answer the high demand and complexity of patient problems in minimizing medication errors due to low IPC. The IPE is an early step towards realizing IPC where each profession can understand each other’s roles and responsibilities to achieve comprehensive patient health.

The Role of Interprofessional Education in Dentistry: A Student Narrative

Dentistry is treated as a separate entity from the main healthcare systems in America. Specifically, there is a distinct disconnect between dental students and interprofessional education. This detachment is problematic because dentists utilize interprofessional collaboration to accomplish complex patient care. Interprofessional education is an important part of the Doctor of Dental Surgery curriculum because consideration of both oral and systemic health is necessary during dental treatment. Interprofessional education provides opportunities to educate dental students about other disciplines, educate other disciplines about dentistry, and foster collaboration between healthcare students.

Interprofessional collaboration and chronicity management: a systematic review of clinical trials

Abstract The increasing prevalence of chronic disease generates significant financial, social and psychosocial burden for patients, families and healthcare system. Interprofessional collaboration (IPC) is becoming recognized as a discipline among health and social care professionals and medical training institutions worldwide. Literature research suggests that following interventions could be particularly useful in the management of chronic patients. The objective of this systematic review was to assess the impact of IPC on chronic patients compared to standard health-care practice. The PICO model was adopted and three electronic databases (Medline, EMBASE, Web of Science) were searched using appropriate keywords. Selected trials were assessed for quality and risk of bias using the National Institutes of Health Quality Assessment of Controlled Intervention Studies. Data were analyzed using descriptive statistic, and comparison of outcomes among teams with or without pharmacist was performed using t-Student test (p &amp;lt; 0,05). Out of 11.128, 24 studies met the inclusion criteria and 58 indicators were identified: 62% improved significantly, 38% did not show any variation, no indicator worsened after intervention. In particular, systolic blood pressure (SBP) showed a statistically significant improvement in 70.0 % of trials in which was considered while did not show any difference in the rest. The presence of a pharmacist in the team show a statistically significant improvement on SBP (p = 0,002) in patients with hypertension while no statistically significant effect is observed on glycated hemoglobin (p = 0,193) in diabetics. The results support that IPC contributes to positive patient, provider and institutional level outcomes, in particular for chronic conditions. Future research should focus on the inclusion of patient/caregivers in the collaborative team, and on the role of interprofessional education (IPE) on collaborative practice in the management of the patient with chronicity. Key messages IPC is an innovative strategy to address the complex health needs of chronic populations. Further studies are needed to evaluate the role of IPE in achieving better IPC and improving chronic patients’ outcomes.

Purposeful involvement of experts by experience.

There is a growing requirement from professional bodies in the UK that health and social care education must include the voice of experts by experience (EbE). Active steps have been taken at the international level in order to truly embed their involvement. In parallel with this development, there is compounding evidence collated globally that links interprofessional education (IPE) to improved health outcomes. As the involvement of EbE plays a central role in IPE there is an increased expectation for teachers to be able to successfully involve EbE in IPE and other health education. Although there is some guidance available to teachers on how to involve EbE in pre-registration health and social care education, less guidance is available on how to involve EbE in complex educational interventions, such as IPE. Hence the need for faculty member development. The Centre for Interprofessional Practice (CIPP) has involved nearly 350 EbE in a variety of IPE since 2005. This review draws on insights from the CIPP to identify a number of practice points for teachers who wish to involve EbE in IPE, or as part of education for their specific profession. The practice points are endorsed by EbE and discussed in light of initiatives and evidence reported by others in the literature. To help contextualise and make use of these practice points they were grouped according to the presage-process-product (3P) model. This article can inform faculty member development aimed at new or senior educators, and our insights are equally applicable to both uni- and interprofessional contexts.

Impact of an interprofessional medication error workshop on healthcare student perceptions

BackgroundThe integration of interprofessional education (IPE) into health professional curricula is critical to ensuring safe and efficient delivery of patient care. The intent of this manuscript is to describe the results of a pilot study designed to evaluate the impact of a large-scale interprofessional medication error prevention workshop on student perceptions of team-based patient care in the prevention of medication errors. Interprofessional education activityPharmacy, medical, and physician assistant students’ perceptions of the role of multidisciplinary patient care teams in preventing medication errors were evaluated before and after participating in a three-hour interprofessional medication errors prevention workshop utilizing a modified version of the validated Attitudes Towards Health Care Teams Scale. DiscussionWhen comparing student attitudes among the three schools, statistically significant differences in student perceptions across the items and subscales (e.g., quality of care/process and physician centrality) captured in the instrument utilized were identified. Additionally, differences in the responses of pharmacy, medical, and physician-assistant students were found, highlighting the areas where healthcare education can be targeted to bridge the gap in opinion. ImplicationsWe demonstrated an overall positive impact of an interprofessional medication errors prevention-themed workshop on the attitudes of the participating healthcare students. Future directions and research initiatives focusing on the role of IPE and the influence of IPE workshops on team-based performance are indicated to validate the influence of this method of education on the attitudes of post-graduate healthcare trainees and healthcare practitioners.

A scoping review of interprofessional education within Canadian nursing literature

ABSTRACTThe purpose of this scoping review is to examine the nature of the interprofessional education (IPE) discussion that the Canadian nursing profession is having within the Canadian peer-reviewed nursing literature. An electronic database search of CINAHL was conducted using a modified Arksey & O’Malley scoping review framework. Peer-reviewed, English-language articles published in Canadian nursing journals from January 1981 to February 2016 were retrieved. Articles were included if they discussed IPE, or described an educational activity that met our conceptual definition of IPE. A total of 88 articles were screened, and 11 articles were eligible for analysis. Analysis revealed that this body of literature does not seem to be purposefully engaging Canadian nurses in a critical discourse about the role of IPE. The majority of articles located were reflective or commentaries. At the time of this review, there was a paucity of theoretically informed empirical research articles on IPE in the nursing literature. While IPE may be viewed by some critical scholars as a means of shifting the control of healthcare delivery traditionally held by medicine to other professions, our results suggest that this may not be the case in the Canadian nursing profession.

Seeking Greater Relevance for Athletic Training Education Within American Higher Education and the Health Care Professions

This paper addresses several of the challenges facing today's system of higher education, and discusses the implications of these challenges for the athletic training profession. Among the major challenges are cost, accountability, access, and value of a higher education. The paper next focuses on several issues about which athletic training educators should be thinking. They include the importance of a liberal arts education at the undergraduate level, athletic training's role in interprofessional education and practice, and the importance of diversity and inclusive excellence in helping to diversify the health care workforce and reduce health disparities. The paper concludes with a discussion of the evolution of athletic training from physical education to the health care professions and the transition to the professional master's degree as the entry-level degree in athletic training. The contents of this paper are based largely on the keynote address at the 2015 National Athletic Trainers' Association Athletic Training Educators' Conference in Dallas, Texas, February 27–March 1.