Role Of Other Healthcare Professionals Research Articles

A Cytomegalovirus (CMV) Case Study to Promote Interprofessional Learning (IPL) Between Audiology and Biomedical Science Students in Higher Education

Modern and effective patient care requires specialist healthcare professionals working together. Interprofessional learning (IPL) seeks to provide opportunities for different healthcare disciplines to learn with, from and about each other. This study focused on the delivery and evaluation of a cytomegalovirus (CMV) case study workshop to facilitate IPL between two Health and Care Professions Council (HCPC) regulated courses: Biomedical Science and Audiology. The 2 h online workshop consisted of 1) defining the roles, responsibilities and skills of the two healthcare professions, 2) the structure of the Biomedical Science and Audiology departments, 3) routes to HCPC registration, 4) core curriculum of both degree programmes and 5) interpreting interdisciplinary data related to a CMV patient case. The workshop was interactive, with the virtual learning environment promoting peer discussions and the use of online polling. Student responses were collected through an online questionnaire. A total of 108 respondents completed a post-event survey and Mann-Whitney U tests revealed there were no significant differences in the responses between the two student cohorts in response to each of the survey statements (p > 0.05). A total of 82.4% of students agreed that they need to know the role of other healthcare professionals for their future practice, whilst 84.2% agreed that the CMV case study was a good format to facilitate effective IPL. A total of 93.5% of respondents recognised the importance of both professions in diagnosing a patient with CMV. Thematic analysis identified four common themes, including appreciation of shared roles, recognition of similarities in registration pathways, working together to provide holistic patient care and the role of clinicians in the patient journey. This novel collaboration between Biomedical Science and Audiology facilitated effective IPL whilst meeting the interprofessional education HCPC requirements. Collaborative working is an essential component of delivering effective patient care and allied healthcare degrees need to provide opportunities within their curriculum to foster this. We hope this study encourages other higher education institutes to expand and develop their current IPL activities to include a broader spectrum of healthcare courses.

Interdisciplinary interprofessional education using an online learning environment called values exchange: A qualitative investigation.

IntroductionInterprofessional education (IPE) is implemented throughout the curricula of student healthcare professions as it is understood to provide positive impact on patient outcomes in the clinical environment. There are different methods to provide IPE such as through online learning or traditional face‐to‐face methods. However, there is a lack of research surrounding the use of Online Learning Environments (OLEs) to teach IPE.MethodsIn a pilot study, seventy‐one undergraduate radiography students and twenty Master of Pharmacy students engaged in an ethical scenario using the OLE, Values Exchange (Vx). Following the activity, students were invited to complete an open‐ended response question. Fourteen students responded and these data were used for qualitative analysis.ResultsA thematic analysis of the students' open‐ended responses found the emergence of three major themes, namely; understanding the roles of other healthcare professionals, developing self‐reflection skills and, preparing for the clinical environment. Students suggested that additional time allocated for undertaking the study would benefit their engagement in the activity. Students would benefit from added engagement in the Vx task in both the short and long term for IPE.ConclusionStudents are receptive in utilising contemporary approaches such as OLEs in furthering their IPE. Positive interpretations and suggestions by both radiography and pharmacy students in this study demonstrate how Vx as an OLE teaching tool can be used effectively. OLEs can overcome barriers that exist in face‐to‐face education experiences. OLEs should be considered for greater use within academic curricula of healthcare professions, but only if they have been evaluated for effectiveness.

A Virtual Approach to Promote Inter-Professional Learning (IPL) Between Biomedical Science and Medicine in Higher Education for the Benefit of Patient Care.

In the clinical setting, collaboration between multidisciplinary teams is core to providing effective patient care. The delivery of traditional interprofessional education is associated with a number of logistical challenges, which were heightened by the Covid-19 pandemic. This workshop was developed to bring together Biomedical Science and Medical students using an online platform. The workshop consisted of (1) defining interprofessional education, (2) introducing the role of the Pathology laboratory, (3) Professional registration with regulatory bodies and (4) an insight into Covid-19 laboratory diagnosis. The session was supported by mixed group breakout rooms and interactive polling. Thirty four percent of students completed a post-workshop online survey which included open and closed questions. Thematic analysis revealed a better understanding the role of the pathology laboratory in diagnosing disease, an increased awareness of the similarities and differences in the roles of a Biomedical Scientist and a Medic and the importance of a multi-disciplinary team in achieving effective patient care. Quantitative analysis of survey data revealed that the majority of students reported positive experiences of interprofessional education online. Approximately 90% of students agreed that the workshop enabled them to increase their understanding of their own roles within healthcare, in addition to increasing their understanding of the roles of other healthcare professionals. 74.3% of participants reported that working with students from a different programme provided an alternative perspective. Seventy nine percent of students agreed that the online format enabled interactivity and discussion of the tasks. Of the 204 students, 85% engaged with the four polls during the workshop. This online workshop enabled discussion between degree programmes, enabled interactivity and allowed the learning outcomes to be met. Universities should embrace online platforms to provide a novel, engaging and effective interprofessional educational experience.

Evaluation of team communication in an interprofessional inpatient transition of care simulation

BackgroundInterprofessional education (IPE) provides unique opportunities for students to better understand their roles, roles of other healthcare professionals, and prepare for teamwork for patient benefit. Interprofessional team education is recognized as a key element in the 2016 ACPE standards. ObjectiveAssess student self-perceived competence in four IPEC domains after an inpatient simulation activity. MethodsPre/post-test design used the Interprofessional Education Collaborative Competency Survey. The activity included medical, nursing, social work, and pharmacy students working in healthcare teams to develop collaborative treatment plans for simulated patients with altered mental status. ResultsNinety-seven health profession students completed the activity, while 49 second-year (P2) student pharmacists participated in the study. All completed a pre-test and 47/49 (96%) completed a post-test. At pre-test, students ranked themselves highest in abilities to respect patient privacy (100% strongly agree) and acting with honesty and integrity in relationships (100% strongly agree). They reported lower ability in describing team development process. At post-test, significant increases were seen in managing ethical dilemmas (p < .002) and respect (p = .49), though decreases were seen in using appropriate or respectful language (p < .02). ConclusionSignificant differences in student perceptions of ethics and communication were observed after participation in a transition of care inpatient IPE simulation.

P631 Food triggers in inflammatory bowel disease from the patients’ and doctors’ perspective

Abstract Background Diet is receiving growing attention as a key environmental factor involved in the pathogenesis of Inflammatory Bowel Disease (IBD). Dietary components have a relevant role in triggering symptoms from the patients’perspective, but there is a gap between patients’ and doctors’ beliefs. Every patient has collected his or her own list of prohibited foods and reports a clinical benefit from avoiding such foods. Elimination of nutrients can lead to nutritional deficiencies and impact on style and quality of life. The aim of this study is to identify frequently avoided foods in a Mediterranean cohort of patients with IBD. Methods Consecutive patients with IBD attending our tertiary center for infusion of biologics or for follow-up visits were enrolled. Demographics and disease characteristics UC or CD) were recorded in a dedicated database. A questionnaire investigated food avoided and reasons for dietary changes, if self-driven or advised by doctors or other healthcare professionals. Results 167 patients agreed to participate in the study. Eighty-one patients (48.8%) had UC, 86 (51.5%) had CD. Mean age was 48.6 ± 16 (range 18–77 years), 57.5% were males. Patients were in clinical remission or with mild activity. Most patients, about 80%, and especially patients with CD avoided certain foods considered as triggers, and this avoidance was usually practiced in both exacerbations of the disease and remission periods. This occurred upon medical advice in a minority of patients, especially for vegetable avoidance (13.2%). Foods more frequently avoided were spicy foods, seasoned foods, fried foods, milk and dairy products, carbonated drinks, spirits, vegetables, legumes, and whole grain bread. Processed meat was avoided in about 6.6% (only in 1.8% upon medical advice) and coffee in 12.6%. A lactose-free diet was advised by the treating physicians only in 14.3% of patients. 4 patients were on a glutenfree diet because of a self-reported gluten sensitivity. The role of other healthcare professionals (dietitician, nurses) was marginal in their food choices. Conclusion Most of the patients set diet on self-experience and give up many foods. Our results are comparable with those of previous studies. Spicy foods, seasoned and fried foods, carbonated drinks, and dairy products are on top of the list. Legumes and vegetables, the cornerstones of the Mediterranean diet, are also avoided even though the evidence that dietary fibers can induce relapse is lacking. The benefit reported could be related to the effect on IBS-related symptoms frequent in IBD in remission. Further studies and a greater involvement of doctors in providing dietary recommendations are warranted.

“Where I am weak, they are strong”: Students’ Perceptions and Attitudes Toward Interprofessional Education

Purpose: Healthcare professionals strive for interprofessional practice to achieve optimal patient care. Extant research suggests that to best prepare students for interprofessional practice, interprofessional education (IPE) should be a key element in curriculum. The purpose of this mixed-methods study was to evaluate the impact of an IPE activity on participants’ attitudes and perceptions of IPE across five academic programs. Methods: This study utilized a modified version of the Readiness for Interprofessional Learning Scale Questionnaire (RIPLS) pre and post IPE and reflective essays. Participants included 67 students from nursing, occupational therapy, athletic training, dietetics, and speech-language pathology programs. After reviewing a hypothetical case study, participants collaboratively developed assessment and treatment recommendations. Questionnaires were analyzed using statistical procedures and reflective essays underwent thematic analysis. Results: Collectively, data revealed significant changes in participants’ perceptions, attitudes, and implementation readiness. Occupational therapy student participants had statistically significant increases in the RIPLS composite score, Teamwork and Collaboration, and the Positive Professional Identity components (p≤0.03). Participants with previous IPE experience scored 4-points higher on the RIPLS composite score (p=0.03). The reflective essays revealed the themes of barriers associated with collaboration, a deeper understanding and appreciation of other discipline’s roles and the value of teamwork in achieving optimal patient care. Participants reported beginning the interprofessional education experience with anxiety and uncertainty about not only their involvement but also the roles of other healthcare professionals. Throughout the experience, participants emerged with an increased knowledge of their role, others’ roles, and the value of working together within a professional setting to achieve the same goal, optimal patient care. Conclusions: Our findings reveal the benefits of interprofessional education and the necessity to include several healthcare professionals associated with rehabilitation in interprofessional research and education. With more disciplines represented, students receive a broader, more in-depth understanding of not only patient care but also the roles of multiple disciplines they will collaborate with during actual rehabilitative practice.

Use of a warm handoff interprofessional simulation to model asynchronous and patient-centered teamwork

An interprofessional education simulation in an outpatient clinic setting was utilized to allow pharmacy and social work students to practice the warm handoff communication technique. This event included 157 pharmacy and social work students. The primary objective of this encounter was for the learner to better understand the role of the partnering profession and demonstrate an appropriate warm handoff. The simulation included pre-event didactic education, performance of a warm handoff, and faculty-led debriefing. A novel warm handoff evaluation checklist was created to evaluate the performance of the students using the warm handoff communication technique. Students successfully initiated the warm handoff and demonstrated patient engagement by asking permission and using introductions. However, students did not perform as well with the more complex skills of communicating the patient's background, situation, and assessment to their colleagues. Students were asked to complete an anonymous, pre- and post-questionnaire to assess the impact and value of the interprofessional simulation and the likelihood that they would refer a patient to the partnering profession in the future. The post-questionnaire was evaluated both quantitatively and qualitatively using a content analysis of the open-ended questions. The quantitative analysis showed that students valued the simulation and the opportunity to practice and would use the skills gained in the future. The results also revealed an increased likelihood that students would refer patients to the partnering profession post-simulation. The content analysis of the open-ended question asking the learners what they thought was valuable about the simulation demonstrated that students value communicating with another healthcare team member with the patient in the room, learning about the role of other healthcare professionals, and practicing the warm handoff communication tool. Overall, this simulation was shown to be an effective activity to promote interprofessional care between pharmacy and social work students and to practice a warm handoff that promotes integrated patient care in outpatient healthcare settings.

Attitudes of dental and chiropractic students towards a shared learning programme-An interprofessional learning model.

Interprofessional learning (IPL) is the first stage towards the goal of interprofessional collaborative care. To enhance IPL experience, the School of Dentistry, International Medical University developed an IPL model based on the core competencies and the learning outcomes for dental and chiropractic students in their second and fourth year, respectively. The model was based on experiential learning and adult learning theories in addition to Miller's framework for clinical competencies. The programme was developed as a student-centred, collaborative approach to achieve the learning outcomes for dental and chiropractic students. Second-year dental students (n=46) and chiropractic students (n=23) in their fourth year participated in the programme. The focus of the programme was to address the prevention of work-related musculoskeletal disorders (WMSDs) amongst dental students and to provide the chiropractic students with the opportunity to assess and identify risk factors for WMSDs in the dental setting. The readiness for interprofessional learning scale (RIPLS) questionnaire was completed prior to the interprofessional education programme and once again afterwards to determine dental and chiropractic students' awareness of roles and responsibilities of the other profession, and their attitudes to interprofessional education and teamwork. Dental and chiropractic students showed similar levels of readiness for shared learning. The results of this study suggest that the IPL programme contributed to the development of the students' positive perceptions towards the positive professional identity and the roles of other healthcare professionals. This study provides initial support for the integrated interprofessional learning experiences within the school. The results of the study will shape future curricula changes to further strengthen interprofessional education and subsequent interprofessional collaborative care.

Designing and evaluating an interprofessional education conference approach to antimicrobial education

BackgroundArguably, Medical School curricula are deficient in learning opportunities related to the safe and effective use of medicines, in particular antimicrobials. Infection management is complex and multidisciplinary, and learning opportunities should reflect these principles. Aligned to the complexity of the subject matter, simulation and interprofessional based teaching are methods that can foster the collaborative skills required of future healthcare professionals. There have been calls to develop these methods in the teaching of safe prescribing and the management of infections; however, reports of such studies are limited.MethodsWe developed an interprofessional education (IPE) conference for second year undergraduate medical and pharmacy students based in the North East of England. We considered contact theory in the design of three small group interprofessional workshops, on the broad themes of antimicrobial stewardship, infection management and patient safety. A mixed methods approach assessed students’ attitudes towards IPE, barriers and facilitators of learning, and perceived learning gains. Qualitative data from workshop evaluation forms were analysed thematically, while quantitative data were analysed descriptively and differences between medical and pharmacy cohorts analysed using unpaired two-tailed t-tests.Results226/352 students returned the workshop evaluation forms (66% of pharmacy students, 62% of medical students). 281/352 students responded to a series of Likert scale questions on the value of interprofessional education (88% of pharmacy students, 70% of medical students). Students reported acquisition of knowledge and skills, including concepts and procedures related to infection management and antimicrobial prescribing, and the development of problem-solving and critical evaluation skills. Students reflected on their attitude towards interprofessional collaboration. They reported a greater understanding of the roles of other healthcare professionals, reflected on the importance of effective communication in ensuring patient safety, and were more confident to work in interprofessional teams after the conference.ConclusionsA robust IPE event, theoretically underpinned by contact theory and developed collaboratively, achieved interprofessional learning at scale and helped develop healthcare professionals willing to collaborate across disciplines. The resources, and evaluation insights based on the 3P (presage, process, and product) model of learning and teaching, will be of value to other educators who seek to develop theoretically-sound IPE interventions.

The effectiveness of interprofessional education for the management of diabetes and oral health: A systematic review

ABSTRACT Diabetes and oral disease are becoming increasingly prevalent in Australia and share a bidirectional relationship. Despite this relationship, collaboration between the medical and dental professions is limited. This study assessed the available evidence of interprofessional educational programs on diabetes and oral health management and their effects on knowledge and confidence of health professionals involved. This review included randomized and non-randomized-controlled trials and before-and-after comparison studies in English with no limits on the year of publication. Electronic databases Medline, EMBASE, Emcare, and CINAHL were systematically searched and studies were critically appraised. Nineteen articles were identified from 411 for full-text screening. Four studies of a quasi-experimental design with a pre- and posttest evaluation were included in the review. Of these, three studies reported positive changes in the participants’ knowledge of the roles of other healthcare professionals with improved attitudes toward interprofessional collaboration and communication, and one reported increased confidence of medical and dental professionals when working in an interprofessional team. Interprofessional education should improve health professionals’ attitudes and knowledge of the roles of other health professionals in managing diabetes and oral health and their confidence in working together. However, given the limited availability of interprofessional education on diabetes and oral health management, continuous research in this area would improve the evidence base.

Collegiate athletic trainers’ perceptions of the benefits and drawbacks of interprofessional collaborative practice

ABSTRACTInterprofessional collaborative practice (IPCP) is a recommended area of emphasis within healthcare. Little is known regarding athletic trainers’ perceptions of benefits and drawbacks to participation in IPCP. A cross-sectional survey design with open-ended questions was utilised to survey 513 athletic trainers from across the United States. Data were extracted and analysed following a general inductive qualitative approach to determine categories and subcategories. Triangulation occurred via multi-analyst coding and review of findings by an external auditor. Athletic trainers’ perceptions of IPCP align with the Interprofessional Education Collaborative (IPEC) Core Competencies. A team approach to care and improved patient care are perceived as benefits to IPCP. Learning and understanding the roles of other healthcare professionals as well as communication among team members are perceived as both benefits and drawbacks to IPCP. The ability to appreciate and implement the IPEC Core Competencies may help the athletic trainer participate in the growing IPCP culture. Identification and dissemination of strategies to increase IPCP participation among athletic trainers are needed.

IS INTERPROFESSIONAL PRACTICE (IPP) FOCUSED ON MEDICATION SAFETY FEASIBLE IN INDONESIA? A QUALITATIVE STUDY

This paper explores facilitators for and barriers to the implementation of IPP focusing on medication safety in a public hospital in Bali, Indonesia. Qualitative methods involved interviews with stakeholders from a university and a hospital and focus group discussions with healthcare professionals in the hospital. Semi-structured questions were developed as a guide for the interviews and discussions. All interviews and discussions were recorded. The six steps of Braun and Clarke’s thematic analysis methodology were implemented in determining the themes. The Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist was employed in reporting of findings. Participants indicated that support from the government and perceived benefits of IPP were facilitators for IPP. However, the participants mostly mentioned the barriers of IPP including lack of competencies for IPP and lack of understanding of the role of other healthcare professionals as barriers to the implementation of IPP. This showed that these were the barriers identified to the implementation of IPP in the study hospital. Despite the fact that participants were supportive of IPP, the participants identified some barriers to the implementation of IPP in the study hospital. The implementation requires support of the government, professional organisations, and stakeholders at the university and hospital levels.

Interprofessional Education: An evaluation of a joint learning workshop for podiatry and pharmacy students

Education occurs when two or more professionals learn with, from and about each other to improve collaboration and the quality of (CAIPE 2002). Interprofessional education forms part of the Standards for the Initial Education and Training of Pharmacists. Working with and understanding the role of another profession has been shown to positively impact on the quality of care of the patient. Following positive pharmacy student feedback from visits to podiatry clinics an interprofessional learning workshop with case - based scenarios was developed. These were based on patients with high risk medical conditions that would impact on the work of both professions. Data from the feedback forms was evaluated and analysed to determine whether the workshop increased knowledge of the British National Formulary (BNF), the prescribing process and gave an insight in to the role of other healthcare professionals. We discuss how the student’s learning has been enhanced by the contribution of another professional group. The workshop was positively received. Students were observed working together discussing the patients’ conditions and issues relating to their care. This initially revolved around the students’ area of knowledge; however, as the session progressed it became apparent that the students were learning with, from and about each other for the benefit of patient care.

Using interprofessional simulation to improve collaborative competences for nursing, physiotherapy, and respiratory therapy students

ABSTRACTWithin the care of people living with respiratory conditions, nursing, physiotherapy, and respiratory therapy healthcare professionals routinely work in interprofessional teams. To help students prepare for their future professional roles, there is a need for them to be involved in interprofessional education. The purpose of this project was to compare two different methods of patient simulation in improving interprofessional competencies for students in nursing, physiotherapy, and respiratory therapy programmes. The Canadian Interprofessional Health Collaborative competencies of communication, collaboration, conflict resolution patient/family-centred care, roles and responsibilities, and team functioning were measured. Using a quasi-experimental pre-post intervention approach two different interprofessional workshops were compared: the combination of standardised and simulated patients, and exclusively standardised patients. Students from nursing, physiotherapy, and respiratory therapy programmes worked together in these simulation-based activities to plan and implement care for a patient with a respiratory condition. Key results were that participants in both years improved in their self-reported interprofessional competencies as measured by the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). Participants indicated that they found their interprofessional teams did well with communication and collaboration. But the participants felt they could have better involved the patients and their family members in the patient’s care. Regardless of method of patient simulation used, mannequin or standardised patients, students found the experience beneficial and appreciated the opportunity to better understand the roles of other healthcare professionals in working together to help patients living with respiratory conditions.

Facilitating undergraduate interprofessional learning in healthcare: comparing classroom and clinical learning for nursing and medical students

AbstractThere has been increasing emphasis on the important role that interprofessional education (IPE) must play in educating and developing present and future healthcare professionals. However, clarity is urgently needed regarding appropriate strategies for its timing, content, delivery and assessment. This study focuses on the development of an undergraduate IPE programme for medical and nursing students. It compares learning opportunities in classroom and clinical areas and identifies suitable pedagogical strategies and subject areas. The programme consisted of 2 weeks of classroom‐based learning for all 130 participating students, followed by 6 weeks on shared placement for 35 of the 113 medical and all 17 nursing students. A triangulation of data‐collection methods was used to help strengthen reliability and validity and provide a more comprehensive analysis. In both classroom and clinical areas, successful methods of delivery for IPE were those that enabled exchanges of perspectives. Ward‐based IPE was regarded as particularly effective in encouraging students to begin to feel part of a clinical team. In contrast, classroom‐based learning enabled them to know about teamwork, but not to experience it. Practical issues of shift and timetable incompatibility were the most significant barriers to successful placement‐shared learning. Developments in this area will need to focus on those elements of clinical practice which bring students together for collaborative involvement in activities that maximize the benefits resulting from the investment of time and effort involved. We conclude that undergraduate IPE opportunities have an important role to play in enabling students to learn about the roles and responsibilities of others and the impact of this on their own practice. It should be the first step towards developing practitioners who, whilst retaining their own unique professional identity, are able to understand and respect the roles of other healthcare professionals and work collaboratively to improve patient care.