Journal of Interprofessional Education and Practice最新文献

Substance use (SU) remains a significant public health problem. Screening, brief intervention, and referral to treatment (SBIRT) is an evidence-based method to address patient SU. Training students from multiple disciplines can positively impact continuity of care for these patients.

The SBIRT training was incorporated into the physician assistant, physical therapy, pharmacy and counseling curricula via online modules and live skills practice. Knowledge about screening for harmful SU and developing confidence to discuss SU using motivational interviewing (MI) to facilitate positive behavior changes were the outcomes.

Training outcomes were measured for three consecutive years, assessed via pre- and post-training assessments and ratings of SBIRT interactions with patients. Knowledge gains and improved perceived competence to address SU were found. Successful curricular integration was achieved and has been maintained.

Online training modules and resources are available through the Program Evaluation and Research Unit (PERU) at the University of Pittsburgh at https://www.peru.pitt.edu/ihsi/.

The purpose of this systematic review is to understand the current practices in simulation-based interprofessional education (Sim-IPE). This is an update to a previous 2016 systematic review (Palaganas et al., 2016), adding new information and comparing current findings. Articles published from January 2015 to May 2021 were screened (n = 3445) according to inclusion and exclusion criteria, assessed for quality using PRISMA guidelines, with 173 studies included in the final dataset. We found a large increase in research and publications over the last six years. We report collective information on Sim-IPE, including characteristics that influence outcomes, challenges encountered in Sim-IPE, and recommendations to overcome barriers. New contributions to the science of Sim-IPE provided in this review are faculty development and psychological safety considerations. We present an updated reporting checklist for Sim-IPE initiatives to include faculty development and psychological safety. With faculty resources limited, there is a need for further research in the area of faculty development and utilization in the field of Sim-IPE.

Background

Anecdotal concern existed at our institution that over-reliance on clinical pharmacist recommendations for medication-related decisions could negatively impact medical resident/fellow learning.

Purpose

The primary objective of this study was to evaluate perceived rounding clinical pharmacist impact by comparing perceptions of attending physicians with medical residents/fellows.

Method

This survey-based cohort study utilized two 10-item, 5-point Likert-scale surveys to evaluate perceptions of impact of clinical pharmacists on medical resident/fellow learning and overall reliance on clinical pharmacists at an academic tertiary care medical center. Mann-Whitney tests were utilized for statistical evaluations and statistical significance was set at a p-value of <0.05.

Discussion

Medical residents/fellows perceived that clinical pharmacists positively impacted their overall learning more so than attending physicians’ (p = 0.002). Additionally, attending physicians perceived a greater reliance on clinical pharmacists by medical residents/fellows for information on medication adverse effects (p = 0.02).

Conclusions

Both attending physicians and medical residents/fellows believed that clinical pharmacists positively impact medical resident/fellow learning experiences.

Embedding interprofessional education (IPE) into medical student curricula in clinically-relevant contexts can be challenging. The goal of this educational activity was to facilitate progression of interprofessional competencies in medical students as they completed a clinical clerkship in psychiatry. Third year medical students were provided with a menu of 18 patient-care activities that they could complete in conjunction with a non-physician member of the healthcare team (e.g. therapist, nurse, social worker, etc.) to advance collaborative practice knowledge and skills. Students were required to complete a minimum of two activities from the menu. Learning objectives focused on demonstrating respect for those with whom they worked (patients and staff); recognizing one's own limitations; engaging with other professionals to collaborate and integrate clinical care; using respectful language, and performing effectively as a team member. To assess the extent to which these objectives were attained, a rubric was developed for students to quantitatively and qualitatively self-reflect on the extent and manner in which they achieved the competencies. All students (n = 144) completed the clerkship assignment, and 82 students opted to allow their data to be used for research (57%). This cohort of students rated themselves highly (≥4.4 out of 5) on all competency statements. Written reflections detailed examples of ways the students demonstrated interprofessional competencies and what they learned from working alongside colleagues from other professions - including gaining new insights from collaboration with the health professionals, the importance of establishing trusting relationships, and the value that non-physician team members provide when caring for psychiatry patients. Clerkships are ideal opportunities for students to engage in interprofessional collaborative practice. Intentional practice experiences provide students with opportunities to execute IPE skills with colleagues while learning new knowledge, practicing new behaviors/skills, and gaining new insights about other professionals.

Introduction

Challenges in designing institutional interprofessional education (IPE) curricula without an inventory, criterion-based evaluation, or process to categorize and scaffold experiences result in a significant need for models in action.

Methods

This report presents the process, framework, and key insights gained from three institutions’ efforts to develop sustainable, criterion-based interprofessional education curricula.

Results

The proposed framework was successfully implemented by the three author institutions, with four components to define, build, sustain, and evaluate a comprehensive IPE curriculum.

Discussion

The actionable IPE framework offers a flexible approach applied in the context of one's own institution and may serve as a guiding model for other new, growing, and established IPE programs.

Conclusion

The authors encourage other institutions to consider the framework and lessons learned shared in this report to advance the pace and intentionality of their own development, then in turn further contribute their lessons learned through progressively expanding cross-institution collaborations.

Asthma is the most prevalent chronic illness of youth, and as teens mature self-management of asthma is necessary. For populations in rural areas or with limited health care resources, access to self-management education is critical. The Virtual Young Teen Asthma & Wellness Camp (VYTAWC) was founded in 2020 as an online format in response to COVID-19 restrictions and continued to increase accessibility to self-management strategies for teens with asthma in the current 2023 iteration of the camp. The camp was offered to teens (ages 11–15) and conducted by an interprofessional team. The virtual format allowed students, faculty, and community professionals to facilitate camp programming and used Asthma Blues® music as a teaching tool. Assessments of facilitator collaboration and debriefing of the program contributed to program evolution. This article outlines an interprofessional, music-based approach to connecting teens with the resources and skills needed for self-management of asthma using a virtual camp.

This article describes a novel interprofessional approach to urinary incontinence education. Faculty from the Doctor of Pharmacy, Master of Science in Nursing and Doctor of Nursing Practice, and Doctor of Occupational Therapy programs collaborated to create an active-learning session for their students. Small interprofessional groups were assigned to one of three 2-h lab sessions, during which they rotated through five stations (durable medical equipment, catheters, medications, non-pharmacologic interventions, and absorbent products) then debriefed as a large group. A total of 210 students participated. Most survey respondents (89.2 %) rated the activity as “excellent” or “very good.” A majority endorsed that learning from interprofessional faculty and working with interprofessional students enhanced their learning experience (93.6 % and 90.8 %, respectively). Knowledge and confidence scores improved overall from before-to-after the session; however, profession- and station-specific variability was noted for several knowledge questions. Implementation challenges included scheduling logistics, differences in foundational knowledge by degree program, and fidelity of the learning experiences.

An interprofessional education activity (IPE) using visual art was implemented to develop student empathy for older adults’ lived experiences and understanding of the age-friendly healthcare 4Ms framework. Graduate students in clinical psychology, pharmacy, physician assistant, and physical therapy participated. The activity involved an introduction to the 4Ms, submitting original photographs of older adults in the context of the 4Ms, and a photography exhibition. At the exhibition, students viewed images in interprofessional groups and discussed the images using a modified visual thinking strategy followed by a facilitated discussion. Pre/post surveys for 4Ms knowledge, empathy, interprofessional learning, and satisfaction were completed. Positive changes occurred in empathy, attitudes toward IPE, 4Ms knowledge, and satisfaction. Group discussion themes identified include recognition of the ambiguity of the lived experience; awareness of cognitive bias; and changing perspective. Activities combining visual art and IPE may develop empathy and knowledge of age-friendly care in health sciences students.

This article discusses the design and implementation of an interactive interprofessional education experience utilizing an escape room simulation focused on the concepts and strategies of TeamSTEPPS®. This escape room simulation provides an innovative experiential approach to integrate and reinforce teamwork and communication in learners with varying experience levels from different health professions. Learning objectives for this activity include: 1.) Identify an interactive teaching modality of incorporating TeamSTEPPS® strategies into an interprofessional education experience, 2.) Discuss how to incorporate two TeamSTEPPS® strategies into an escape room puzzle, 3.) Summarize one method to incorporate TeamSTEPPS® strategies into an interactive simulation experience. Participant responses strongly supported instituting escape rooms into their practices. This escape room was structured to function as a cost-effective method of a differentiated instruction scenario to ensure a broader impact of the content.