Journal of Interprofessional Education and Practice最新文献

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.

Introduction

Leadership training is critical in preparing leaders of interprofessional teams to effectively coordinate teams and services to deliver high-quality, collaborative health care. This study aimed to determine the impact of the Interprofessional Leadership in Healthcare Certificate program on participants’ knowledge, skills, and workplace practices.

Methods

Thirty practicing health professionals participated in the five-month, online certificate program. At the end of the program, participants completed the Interprofessional Collaborative Competency Attainment Survey (ICCAS) and a leadership competency self-evaluation, both retrospective pre-/post-tests. At six months following the certificate, participants completed the same instruments together with a set of three open-response questions.

Results

Nineteen participants completed both the survey at the end of the certificate and the 6-month follow-up survey. There was a significant increase in mean ICCAS and Leadership Competency Self-Evaluation scores from before to after and six-months following the certificate. Five themes were found in the qualitative data: (1) enhanced listening and communication skills; (2) a better understanding of team members’ roles; (3) increased collaboration; and (4) improved leadership skills.

Conclusion

The certificate program had a positive impact on participants’ knowledge, skills, and workplace practices relating to interprofessional collaboration and leadership. This may be attributable to intentional interprofessional collaboration in both program development and learning experiences, and the use of the Project ECHO® model.

With nearly 92,000 drug-involved overdose deaths in the United States in 2020, it is critical to enhance health care professions students’ curricula to prepare future clinicians to meet the complex needs of patients with substance use disorders (SUD). This curricular resource describes a half-day, in-person interprofessional SUD symposium using storytelling as a pedagogical approach. Two learning objectives guided the symposium: a) examine biases against people with SUDs through storytelling, reflection, and role-play and b) create solutions to mitigate stigma that people with SUDs face in the healthcare system. Pre-post analysis included comfort level with interacting with persons with SUDs, Medical Condition Regard Scale, Jefferson Scale of Empathy for Health Professions Students, and word-frequency analysis. Open-ended reflection prompts were completed throughout the symposium and at its conclusion. After participating in the symposium, students reported higher levels of comfort in interacting with persons with SUDs and higher levels of regard for patients with SUDs. Qualitative analysis revealed that students gained knowledge, insight, and skills that will inform their future clinical practice. Overall, the symposium content and format was well received by students. Incorporating interprofessional learning using storytelling, multi-perspective discussion, and role-playing may be an effective way to mitigate stigma and bias regarding SUDs in health professions students. Information required to implement the activity is available under required materials, tables, and figures.

By 2030, it is projected that one in five people in the United States will be 65 years old and older. It is critical that future health care professionals are prepared to care for older adults. Students’ communication skills and attitudes toward older adults have been shown to benefit from a geriatric specific curriculum. Connecting Older Adults with Students Through Interprofessional Telecare (COAST-IT), a longitudinal program begun in 2020, pairs student partners (SPs) with older adult partners (OAPs) who have regular phone calls. This was implemented across various graduate health profession schools and aims to provide students the opportunity to learn and practice effective communication skills with older adults, while also decreasing social isolation and loneliness experienced by the older adult partner. This paper focuses on our initial results looking at the impact on students who participated. Students were surveyed pre- and post-participation in the COAST-IT program through a combination of open-ended questions and questions taken from the University of California, Los Angeles (UCLA) Geriatrics Attitude Scale. Students reported an improvement in their ability to communicate with older adults, increased confidence in their communication skills, and an improved understanding of ageism.

Initially, OAPs were recruited from a variety of local facilities including the geriatric clinic associated with the University and the community of assisted living and long-term care facilities, senior living communities, and various community organizations that focus on serving older adults. The Director of Outreach Programs in the Multidisciplinary Center on Aging at the University of Colorado presented to civic organizations and older adults began volunteering. Word of mouth spread among OAPs, and they began recruiting their friends; there are now OAPs from nine states participating. The program received a Social Innovation Award from the National Area of Agencies in Washington D.C., which supported our university's Age Friendly University designation.

Students are oriented to the program and process of conducting weekly phone calls by their faculty coordinator in each program. The COAST-IT mission, process information, and examples of communication techniques are provided to students through a student handbook and Learning Management System module. Students participate in an interdisciplinary formal orientation prior to engaging in their OAP encounters. Monthly synchronous online educational presentations are provided to all students. Topics include a variety of issues on aging with breakout sessions for discussion and networking among disciplines.

Understanding the effects of racism on public health is necessary to stimulate structural and systemic change to improve the health outcomes of patients. As a healthcare team, racism is best addressed through interprofessional collaboration to develop equitable and sustainable solutions that transform the health and wellbeing of patients and communities. As a part of the collective effort to properly educate our health professional students about the declarations by local and county health departments that “racism as a public health crisis,” we sought to utilize an interprofessional collaboration model. A steering committee of faculty, staff, and students at The Ohio State University created a new longitudinal interprofessional education (IPE) exercise titled Personal and Collective Responsibility for Health Equity: Anti-Racism in Action (ARIA). The participating Colleges/Schools of Dentistry, Medicine, Nursing, Optometry, Pharmacy, Public Health, School of Health and Rehabilitation Sciences (SHRS), Social Work, and Veterinary Medicine worked with leaders from the University's Office of Interprofessional Practice and Education to develop this 5-week program to engage a cohort of approximately 1300 students in a virtual learning experience during the Spring of 2021, when COVID-19 restricted in-person instruction. Ultimately, 200-interprofessional teams of 5–7 students were involved in this learning experience. Students individually selected resources (readings or videos) from a comprehensive resource kit provided by the steering team, to learn about and reflect on the differential types of racism, how it impacts well-being, health care delivery, and how health professionals can collaborate to advance health equity. The 200 interprofessional teams met twice virtually during the 5-week module and were provided with discussion questions and short assignments. Each team then contextualized, designed and submitted a final poster of a project to describe how an interprofessional approach to racism could further racial equity in health and healthcare delivery as applied to a selected perceived health equity issue, problem or dilemma. Student survey data was used to describe the effect of this module on student learning and attitudes. Students generally agreed that the module helped them to achieve the learning objectives. A thematic analysis of open-ended responses revealed that students generally had a positive response to the content on racism and the opportunity to learn interprofessionally, and they had specific suggestions for how to improve the experience. The results were utilized to re-design the activity for the following year and may be useful to other institutions wishing to address racism through interprofessional education.

The United States faces a health system crisis from evolving and lingering social, economic, and political issues complicated by a global pandemic. However, it is the same crisis that presents opportunities for transformation as the nation evaluates how best to address the vulnerabilities, inequities, and inefficiencies of fragmented healthcare exposed during a period of extreme systemic strain on the healthcare system. The National Academies of Practice (NAP) is well positioned as the oldest interprofessional health sciences organization, to lead advocacy efforts in a comprehensive approach for inclusive care that is modeled on interprofessional collaborative practice. NAP recognizes that the scope of healthcare extends traditional hospital boundaries into communities and homes. Further, NAP advocates for intentional interprofessional education of pre-licensure and post-licensure health professionals as a requirement to foster a paradigm shift in healthcare where the patient and family are central and active members of decision making. The purpose of this paper is to provide an explanation of the ongoing strategic goals, initiatives, and core tenets of NAP that are focused on Interprofessional Collaborative Practice (IPCP), Interprofessional Education (IPE), and now Interprofessional Education for Collaborative Practice (IPECP). Further, NAP examines current healthcare system issues in a defining manner and offers viable action plans for NAP and others to support a paradigm shift in the framework for health system transformation.

Speech-language pathologists (SLPs) treat speech, language, social communication, cognitive-communication, and swallowing disorders in a variety of patients and practice settings. Given the complexity and wide range of conditions that SLPs treat, it is critical that physicians understand SLPs' role and scope of practice. This curricular initiative, the speech-language pathology clinical experience (SLPCE), aimed to improve second-year medical students' (MS2s’) self-reported ability to identify when to consult and attitudes towards collaboration with SLPs.

MS2s participated in a 2-h interprofessional clinical observation experience in inpatient and/or ambulatory settings. During the SLPCE students shadowed SLPs during their patient encounters and were encouraged to review the role of an SLP on the interprofessional care team, reasons for referral, and patient management SLPs provide. Program effectiveness was assessed via post-experience 5-point Likert scale surveys and free response questions administered to two academic years of MS2s and one year of SLPs. The SLPCE resulted in a significant increase in students' self-reported ability to identify when it would be beneficial to consult an SLP and over 90% of students reported the experience made them more likely to consult in the future. Ninety-nine percent of students felt the experience should be continued for future MS2s. All responding SLP preceptors agreed that MS2s demonstrated general knowledge about the SLP scope of practice by the end of the session. Few studies have addressed medical student education regarding the roles and responsibilities of SLPs. Overall, this study demonstrates that a brief curricular experience, requiring limited resources outside of a manageable time commitment, is effective in improving MS2s’ ability to identify when to consult and intentions to collaborate with SLPs in the future.

Intellectual humility (IH), characterized by four dimensions (open-mindedness, intellectual modesty, engagement, and corrigibility) could promote interprofessional education (IPE) and collaboration (IPC). As this is an understudied concept, we aimed to examine IH differences among various health professional students. Modified surveys assessed student perspectives of IPE/IPC and simultaneously incorporated IH-related themes. Student IH levels (overall and by each IH dimension) were compared by profession. Surveys were completed by 290 students (75 pharmacy, 179 medical, and 36 physician assistant [PA]). Mean IH scores differed across professions, with medical students scoring lowest on most items. When categorized into 4 IH dimensions, significant differences were found across professions on measures of open-mindedness, intellectual modesty, and engagement (p < 0.05) with PA students scoring significantly higher than medical students. Pharmacy students scored higher than medical students only on engagement. This exploratory analysis found probable differences in IH levels among health professional students based on their perspectives on IPE/IPC.

Introduction

Despite the growing presence of physiotherapy private practitioners within Australia's health care workforce, little is known about their perspectives of interprofessional collaborative practice (IPCP). The aim of this study was to explore the facilitators of IPCP from the perspective of Australian physiotherapy private practitioners.

Methods

Semi-structured interviews were conducted with 28 physiotherapists and 64 h of observation was completed in 10 private practice sites in Queensland, Australia. Interview and observation data were pooled and analysed using reflexive thematic analysis.

Results

Data analysis produced four main themes and three sub-themes that characterised physiotherapists’ perspectives on the facilitators of IPCP: (a) close physical proximity (integrated team membership; co-location; interior architecture); (b) technological advancements; (c) complex client presentations; and (d) positive professional reputation.

Conclusion

This study provides valuable insights into the facilitators of IPCP from the perspective of physiotherapy private practitioners. Emphasising close physical proximity of multiple health practitioners, leveraging technological innovations, recognising the value of IPCP for clients with chronic and complex care needs, and cultivating positive professional reputations can promote effective IPCP for physiotherapy private practitioners. The findings from this research may be used to guide the development of innovative strategies that will support robust and sustainable models of IPCP in the physiotherapy private practice setting.