Journal of Interprofessional Education and Practice最新文献

In the United States the most common female malignancy is breast cancer.1, 2 Standard of care for women with breast cancer will lead them to radiation therapists and physical therapists for treatment.³ The need for these professions to understand each other's roles and responsibilities (RR) is important to provide collaborative quality care to the patient.4, 5, 6, 7, 8, 9, 10, 11 Using interprofessional education (IPE) involving case studies that treat patients with breast cancer can create a direct discussion on each other's RR.4, 5 A face to face classroom setting was implemented to conduct this IPE. Physical therapy (n = 59) and radiation therapy (n = 10) students completed a pre-IPE survey before meeting for the 1 h IPE session. After the IPE session, a post-IPE survey was completed. The objective for this IPE was to allow for greater understanding of each other's RR. Comparing the pre-IPE and post-IPE survey using Wilcoxon Signed Rank Test demonstrated that both physical therapy students and radiation therapy students achieved a better understanding of each other's RR.

The experiential learning environment offers an ideal opportunity for students to observe and develop their interprofessional competencies. However, it is unclear whether interprofessional concepts are integrated into experiential learning in ways that are tangible and identifiable to the students. This study aimed to gain understanding of which elements of interprofessional collaboration in experiential learning environments are observed by students from various professions during experiential rotations; which of those are most valuable to student learning and which could be improved; in what ways students see interprofessional collaboration in practice impacting learners, provider teams, communities, and health systems; and whether student perceptions of the impacts of interprofessional collaboration align with one or more Interprofessional Education Collaborative (IPEC) competency areas and/or components of the Triple/Quadruple Aim. Results demonstrate that students perceive impacts related most often to their individual lens and to patient care and are less frequently focused on system-level observations. Intentional and innovative efforts must be made by academic programs, interprofessional education programs, experiential placement sites, and health professions accreditors to make the impacts on care systems, cost of care, communities, and populations more explicit in the experiential learning environment in pursuit of the Triple Aim.

Background

Communication and collaboration are essential for high-quality patient care, especially in the context of global pandemics.

Purpose

This study explored doctors’ knowledge-sharing behaviors in a local community hospital and the techniques they use to overcome communication barriers across functional boundaries.

Method

This study used a qualitative research design over three phases. Phases I (documentation review) and II (non-participatory observations) were iterative and informed the conceptualization of semi-structured interviews in Phase III. Through purposeful, non-random sampling, 14 doctors were recruited. Data were interpreted using thematic analysis, resulting in four emergent themes.

Discussion

The findings revealed that (1) communication skills allowed doctors to ensure accurate interpretation when collaborating across functions, (2) organizational culture and leadership influenced knowledge-sharing behaviors and reflective learning across the organization, and (3) social conversation benefited working relationships, creating personal communication channels.

Conclusions

A social pragmatic approach helps doctors overcome communication barriers when collaborating with other healthcare professionals.

The Rural and Underserved Service Track (TRUST) is a two-year, co-curricular, interprofessional program composed of students from medicine, nursing, pharmacy, and social work. Students participate in eight learning retreats, where students, healthcare professionals, patients, and faculty discuss the care needs of underserved populations, as well as ten service-learning activities, where students lead and deliver healthcare related activities to an audience of underserved community members. Each learning retreat consists of the following components: pre-retreat assignment, introductory presentation, panel discussion, clinical skill, and case study. Service activities are all student-led and cover a variety of topics, from affording medications to working with patients who have intellectual and developmental disabilities. TRUST has seven objectives, with the overall goal of training students to have the skills necessary to work on interprofessional teams and provide compassionate healthcare to diverse, underserved patient populations.

The purpose of this manuscript is to describe the ways in which students perceived TRUST's learning objectives and to assess how the learning objectives supported their future clinical practice. Assessments were collected from students at multiple points throughout the TRUST program, including post-retreat assessments. Four-hundred and seventy-eight quotes were retrospectively analyzed from students' post-retreat assessments and ascribed to components of the learning retreat and learning objectives. Quotes were most often attributed to the retreat as a whole (38.3%) and the panel discussions (25.5%). More than half of all student quotes (58.4%) were ascribed to TRUST learning objectives, with “ethics and cultural sensitivity” (26.5%), “interprofessional team” (22.5%), “current and emerging health issues” (19.0%), and “barriers to care” (17.1%) occurring the most frequently, suggesting that these areas are likely the most impactful for students and represent a surrogate for achievement of learning objectives. Although prospective data is needed, early findings suggest that this novel interprofessional program has had a positive impact on students, faculty, and the community.

Background

It is believed that positive interactions and exchanges of information within a healthcare team contribute to good quality care in any context. In Indonesia, there may be limitations on interaction and information exchange because of the hierarchical structure of organizations. Culture, hierarchy, and perceived rank affect how individuals behave and interact among professions in healthcare teams. This study aimed to identify the perceptions of each profession on the practice of inter-professional collaboration in their respective work units.

Method

The study was conducted among health care practitioners involved in antibiotic use in hospitals. Data were collected using the Collaborative-Practice Assessment Tool (CPAT) questionnaire of eight domains (53 questions). The correlation coefficient value for the 53 questions was >0.3, with a significance level of 5%. The reliability of the CPAT questionnaire was good, with Cronbach's alpha of 0.977.

Result

There were 261 respondents. The perception scores of each profession about inter-professional collaboration were 3.55–3.82. The domain that had the highest score was ‘the relationship between members'; and the lowest scores was ‘decision-making and conflict management’. A statistically significant difference was found in the perception towards the practice of inter-professional collaboration between pharmacists and other professions.

Conclusion

Perceptions of inter-professional collaboration of each profession in hospitals differ. Communication between professions in distributing tasks and roles when interacting is needed so that each profession can contribute optimally.

The study aimed to identify the effectiveness of using art therapy (drawing) in alleviating feelings of anxiety and depression among a sample of Princess Noura University students, females (the study sample consisted of eighteen students in the third year (basic education) at the College of Designs and Arts. Their median age was 18 years old and suffering from high feelings of anxiety and depression. With art therapy, the results showed a statistically significant difference between the educational study achievement grades of the sample members before and after the therapy. Moreover, there is an improvement in the scale of “feeling anxious and depressed” with the using of art therapy (drawing). In conclusion, it is recommended in clinical and hospital settings, painting art therapy with psychiatric patients of anxiety and depression could produce a good benefit in improving non-verbal communication between patients and the on-side medical team, helping with their treatment and enhancing the moods therefore decrease the needs for medications.

Medical misinformation, which contributes to vaccine hesitancy, is widespread and promulgated by the internet and social networks. Patients trust health professionals, and the healthcare community is therefore well positioned to address misinformation and to advocate for vaccination. Health professions students may lack the knowledge and/or confidence to communicate with vaccine-hesitant individuals whose position is based on misinformation. We sought to develop, implement, and assess an interprofessional educational program aimed at preparing health professions students to address medical misinformation and vaccine hesitancy. Our program was competency-based, interprofessional and employed a hybrid instructional design that included asynchronous online modules, virtual simulation, and in-person simulation. A pre/post-survey and 10-question pre/post-quiz were administered to assess achievement of the learning outcomes and impact of the program. Fifty-one students participated in the program, including students from medicine (n = 12), nursing (n = 12), pharmacy (n = 13), and public health (n = 14). Following participation, 98% and 96% of students indicated that their ability to address medical misinformation and vaccine hesitancy, respectively, was better than it was before completing the program. Mean self-assessed abilities increased from a mean of 2.7/5 (fair-to-good) before the program to a mean of 4/5 (very good) following participation. The proportion of students who rated their ability to respond to a vaccine-hesitant individual as being “very good” or “excellent” increased from 6% before to 73% following the program. Participant knowledge, as based on the pre/post-quiz, increased from 44% before to 60% after the program. Our program resulted in improvement in student self-efficacy in addressing medical misinformation and vaccine hesitancy. Students felt this program was impactful and provided them with translatable skills to their clinical experience.

The purpose of this article is to describe the design and implementation a novel simulation interprofessional educational (Sim-IPE) activity. Healthcare students from medicine, nursing, physician assistant, physical therapy, occupational therapy, biomedical science, and divinity programs were invited to participate in a Sim-IPE event. The students (n = 57) participated in a Halloween-themed event to learn more about one another's’ healthcare professions, develop an appreciation for the roles, responsibilities and similarities and differences in practice. Students reported the simulations were an effective and engaging methodology to learn about IPE. This innovative approach was well received by all students and lends itself to larger multi-institutional Sim-IPE activity or additional IPE events during their educational programs.