Journal of Interprofessional Education and Practice最新文献

Background

Because of its impact on communication, aphasia increases patients’ risk for poor healthcare outcomes. Healthcare teams should be equipped to effectively serve this population.

Purpose

The primary aim was to pilot the effectiveness of an aphasia communication.

partner training program for healthcare students by examining changes in knowledge and behavior. A secondary aim assessed learners' understanding of other healthcare professionals’ roles and responsibilities.

Method

Students in pharmacy, physician assistant, and occupational therapy were randomly assigned to experimental or control groups. The former participated in didactic training with speech-language pathology students and mentored interactions with aphasic patients. Both groups completed pre-/post-training knowledge assessments and participated in semi-structured patient interactions.

Discussion

The clinical IPE experience resulted in statistically significant differences in aphasia knowledge and associated behaviors. Additionally, learners’ understanding of healthcare professions improved.

Conclusions

Clinical IPE experiences are effective at improving clinical communication skills and increasing knowledge of language-impaired populations.

This curricular report describes the development and evaluation of an intervarsity competition entitled the All-Ireland Interprofessional Healthcare Challenge (AIPEC). Students from eight universities across the Republic of Ireland and Northern Ireland take part in this extracurricular event on an annual basis. In this manuscript, we report on the development of the case and on the findings of a student evaluation of the event following the 2022 event using the Assessment of the Interprofessional Team Collaboration Scale for Students (AITCS-II student version). Of the 34 students who participated in AIPEC 2022, responses were obtained from 24 (70.6 % response rate). Student feedback was overwhelmingly positive including positive agreement in all four AITCS-II subscales (partnership, coordination, cooperation and teamworking). Free text comments further endorse the event as a positive, collaborative student learning opportunity. In conclusion, our experience has shown the AIPEC to be a beneficial learning experience for students, with clear benefits in developing clinical knowledge and attitudes towards collaborative practice and teamworking.

Preparing health professionals for educator roles is increasingly critical as healthcare becomes more complex, and learners more diverse. This is especially true with interprofessional education and collaborative practice. Master's of education programs can address the need to ensure educators possess the pedagogical expertise to support pre-licensure and post-graduate learners or provide education to patients and their families. However, programs typically focus on enhancing educators' skills and knowledge in medical or nursing education through the scholarship of teaching and learning thus reinforcing the professional silos often experienced in pre-licensure education. A Master of Education for Health Sciences Education program was developed and designed with an interprofessional perspective to intentionally be inclusive of all health professions. A program evaluation demonstrated the program's many strengths and highlighted areas for improvement. The outcomes of the evaluation and comparison to quality assurance standards for master's programs (Tekian and Taylor, 2017) ⁹ were synthesized into lessons learned and recommendations for others interested in creating a graduate program for health professional educators.

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.