Journal of Interprofessional Education and Practice最新文献

Background

The Interprofessional Socialization and Valuing Scale (ISVS) was developed to measure interprofessional socialization as one adopts and integrates learning into practice. While items for the ISVS-9A and 9B were drawn from three subscales of the original 24-item tool, these parallel forms were validated as a unidimensional measure using Canadian health professional and student populations.

Objectives

The aim was to investigate if the ISVS-9A and ISVS-9B forms are interchangeable and examine their internal structure.

Design

Students completed an 18-question survey that included the nine items from the ISVS-9A followed by the nine items for ISVS-9B.

Settings

Two U.S. academic health science centers provided longitudinal interprofessional education (IPE) in a classroom setting.

Participants

625 students representing 13 programs from one institution and 512 students representing 7 health professions programs from the second institution were included in the study.

Methods

Participants completed the ISVS-9A and 9B as a single form. Intraclass correlation coefficients (ICC) and corresponding 95 % confidence intervals were calculated to measure the absolute agreement between the scores from the ISVS-9A and 9B forms. A factor analysis considering the original tool's three subscales was conducted.

Results

592 responses from one institution and 500 responses from the second institution were analyzed. ICC for the ISVS total scores demonstrated good reliability (0.75–0.90). However, the internal structure of the three factors demonstrated moderate reliability (0.5–0.75) and may need further investigation.

Conclusions

This study confirms the use of the ISVS-9A and 9B total score to measure interprofessional socialization in health professional students attending U.S. institutions. Additional research is needed to determine potential reasons for mixed outcomes from studies using ISVS-9A and 9B parallel forms.

Background

The 2021 NCICLE Pathways to Excellence framework highlights the need for professional development opportunities promoting interprofessional learning to optimize healthcare provider and learner teaming in the clinical learning environment. Despite this priority, research shows some clinicians are not developing their collaborative practice skills.

Purpose

This article describes the hybrid Workplace Interprofessional Learning and Development (WILD) Series, which was developed to promote interprofessional preceptor development through workplace learning.

Method

The WILD Series© includes four unique six-week offerings, each dedicated to one Interprofessional Education Collaborative (IPEC) competency area. Each six-week session includes five weeks of one topical, actionable independent email engagement and concludes with a structured, facilitated synchronous debriefing session.

Discussion

The WILD Series© is the first IPE program designed for independently practicing clinicians and preceptors that includes synchronous and asynchronous components. Initial feedback was positive regarding the series format, content, and outcomes.

Conclusion

The WILD Series© demonstrates that workplace learning can be an effective strategy for addressing gaps in interprofessional preceptor development.

Health professional schools are complex environments. Academic leaders of interprofessional education and practice (IPEP) have the unique challenge of navigating these intricacies on the individual and collective level to create a common vision that supports the sustainable implementation and assessment of quality interprofessional education (IPE). In order to move beyond a common approach to IPE that has been described as a “series of isolated events” that insufficiently address the Interprofessional Education Collaborative (IPEC) core competencies in their entirety, a strategic planning process can help institutions design and develop robust IPE experiences with intentionality.

This article describes the steps taken in a formal strategic planning process to create and sustain a pan-university IPEP office to strengthen IPE and collaboration among emerging health professionals/schools-departments at a public flagship university in the southeastern U.S. Additionally, Kotter's model for institutional change highlights strategies to gain buy-in, and lessons learned. This paper provides a guide to help grow, sustain, and invest in formal IPEP programs for other academic institutions.

Background

The purpose of this study was to examine interprofessional valuing and socialization in all four levels of pharmacy students and to ascertain differences including racial differences throughout the program.

Methods

Data were collected from students across the 4-year pharmacy programs at 2 schools at two time points: beginning in the Fall semester and at the end of the Spring semester. The online survey consisted of demographic questions along with Interprofessional Socialization and Valuing Scale (ISVS).

Results

Asian students had lower ISVS scores compared to White and African-American/Black students. There was a difference in all scores for beginning of year P1 and end of year P4 for all races, but the scores were not significantly different for Asian students.

Conclusion

Our study reports on multiple areas in which racial differences may exist in interprofessional socialization and valuing across all 4 years of pharmacy school.

As the Membership Committee for the American Interprofessional Health Collaborative, we wish to assure that all voices related to the health and wellness of individuals and populations are represented among organization membership. As a committee, we have been seeking to identify: (1) missing perspectives in interprofessional education and collaborative practice (IPE/CP) initiatives; (2) challenges that exist to diversify IPE/CP organizations and initiatives; and (3) most importantly, potential solutions for increasing diversity, equity, inclusion, and belonging (DEIB) within IPE/CP organizations and institutional endeavors. One such opportunity presented itself when our committee was invited to lead two national workshops related to this important topic. At these events, 90 attendees used a think-pair-share format, with individual and group ideas submitted via Google documents to identify (a) professions that are not currently engaged in local and/or national IPE/CP endeavors and (b) strategies for engaging these professionals. Common themes emerged across working groups that emphasized external and worldview diversity efforts, including: (a) extending targeted outreach efforts to incorporate community colleges and/or trade/technical schools, (b) intentionality with inclusivity efforts to collaborate with members of professions often underrepresented by current IPE/CP initiatives, and (c) exploring alternative financial models. By seeking and explicitly inviting members of infrequently-included professions, the field of IPE can become more diverse and better equipped to serve and treat all patients and populations. In this commentary, we build upon the themes captured by our workshops and discuss potential strategies to operationalize the ideas that were generated.

Despite Interprofessional Education (IPE) being integrated in most healthcare curricula with proven outcomes, barriers to implementation remain, including inconsistency in the quality of IPE activities and lack of high-quality instruments to evaluate the merit of planned and existing IPE activities. To mitigate these barriers, an interprofessional, multi-institutional team gathered data on the utility of an IPE checklist designed to assist educators evaluate the quality, value, and relevance of interprofessional resources and educational materials. A convergent, mixed method design was used to collect and analyze quantitative and qualitative data in parallel. Findings demonstrate the IPE checklist has real-world application and substantive evidence for evaluating IPE activities regardless of experience and expertise and the practical issues encountered. In conclusion, the IPE checklist can contribute to the evaluation of the quality of IPE activities and enhance the education of trainees who will ultimately deliver care to patients and populations.