Pub Date : 2025-02-11DOI: 10.1016/j.xjep.2025.100739
Gerard H. Poll , Tracey K. Hoffman
Background
Developing professionals’ skills for interprofessional practice is critical for both healthcare and educational settings. To refine interprofessional education curricula, validated outcome measures are needed.
Purpose
This study evaluated the measurement properties of an item set for assessing attitudes toward school-based interprofessional practice, and used the scales to assess the attitudes of preservice teachers and preservice speech-language pathologists (SLPs).
Method
Forty-seven preservice teachers and preservice SLPs completed 18 rating scale items designed to assess their attitudes toward collaborating on language interventions in classrooms. Four sets of items were analyzed using Rasch techniques to determine their psychometric properties.
Results
Four unidimensional scales were identified, three with sufficient internal consistency. Preservice teachers and preservice SLPs attitudes were similar toward interprofessional practice, but differed in their perceived skills for classroom child language work.
Conclusions
Curricula designed to foster interprofessional skills can have a similar starting point for both preservice teachers and preservice SLPs, but preservice teachers may require more support to gain confidence in their ability to recognize children's language development.
{"title":"Psychometric evaluation of scales assessing interprofessional practice attitudes and skills for collaborative classroom-based language intervention","authors":"Gerard H. Poll , Tracey K. Hoffman","doi":"10.1016/j.xjep.2025.100739","DOIUrl":"10.1016/j.xjep.2025.100739","url":null,"abstract":"<div><h3>Background</h3><div>Developing professionals’ skills for interprofessional practice is critical for both healthcare and educational settings. To refine interprofessional education curricula, validated outcome measures are needed.</div></div><div><h3>Purpose</h3><div>This study evaluated the measurement properties of an item set for assessing attitudes toward school-based interprofessional practice, and used the scales to assess the attitudes of preservice teachers and preservice speech-language pathologists (SLPs).</div></div><div><h3>Method</h3><div>Forty-seven preservice teachers and preservice SLPs completed 18 rating scale items designed to assess their attitudes toward collaborating on language interventions in classrooms. Four sets of items were analyzed using Rasch techniques to determine their psychometric properties.</div></div><div><h3>Results</h3><div>Four unidimensional scales were identified, three with sufficient internal consistency. Preservice teachers and preservice SLPs attitudes were similar toward interprofessional practice, but differed in their perceived skills for classroom child language work.</div></div><div><h3>Conclusions</h3><div>Curricula designed to foster interprofessional skills can have a similar starting point for both preservice teachers and preservice SLPs, but preservice teachers may require more support to gain confidence in their ability to recognize children's language development.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"38 ","pages":"Article 100739"},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143402944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-08DOI: 10.1016/j.xjep.2025.100738
Brooke Salzman , Lauren Hersh , Amy Cunningham , Richard W. Hass
Background and purpose
The need for interprofessional education (IPE) to enable effective team-based care has been well-established. This study describes IPE in family medicine residency programs and identifies barriers and facilitators to IPE implementation.
Methods
Ten survey questions addressing IPE were part of a national survey of family medicine residency program directors. Statistical analysis of survey data included chi-square analyses and descriptive statistics.
Results
The response rate was 42.18 % (286/678). Nearly 83 % of program directors agreed that IPE is essential to training competent family medicine physicians. Approximately 62 % reported learning objectives pertaining to interprofessional collaborative practice. Barriers to implementing IPE included lack of time and scheduling conflicts. Facilitators included ties with other health professions training programs and leadership support.
Conclusion
This survey demonstrated interprofessional collaborative practice as a highly valued component of family medicine training; yet shows a need for deliberately designed IPE with explicit learning objectives and competency-based assessment strategies.
{"title":"The state of interprofessional education within family medicine Graduate Medical Education: A 2022 CERA survey","authors":"Brooke Salzman , Lauren Hersh , Amy Cunningham , Richard W. Hass","doi":"10.1016/j.xjep.2025.100738","DOIUrl":"10.1016/j.xjep.2025.100738","url":null,"abstract":"<div><h3>Background and purpose</h3><div>The need for interprofessional education (IPE) to enable effective team-based care has been well-established. This study describes IPE in family medicine residency programs and identifies barriers and facilitators to IPE implementation.</div></div><div><h3>Methods</h3><div>Ten survey questions addressing IPE were part of a national survey of family medicine residency program directors. Statistical analysis of survey data included chi-square analyses and descriptive statistics.</div></div><div><h3>Results</h3><div>The response rate was 42.18 % (286/678). Nearly 83 % of program directors agreed that IPE is essential to training competent family medicine physicians. Approximately 62 % reported learning objectives pertaining to interprofessional collaborative practice. Barriers to implementing IPE included lack of time and scheduling conflicts. Facilitators included ties with other health professions training programs and leadership support.</div></div><div><h3>Conclusion</h3><div>This survey demonstrated interprofessional collaborative practice as a highly valued component of family medicine training; yet shows a need for deliberately designed IPE with explicit learning objectives and competency-based assessment strategies.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"38 ","pages":"Article 100738"},"PeriodicalIF":0.0,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143422624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-15DOI: 10.1016/j.xjep.2024.100737
Joshua D. Hamer , Roma Nayyar , Sudha Yarlaggadda , Kelley Arredondo , Judith Pechacek , Molly J. Horstman , Kyler M. Godwin
There is a recognized need for distance learning approaches to overcome barriers to traditional QI training. Virtual learning environments present challenges for delivering interprofessional learning activities. Therefore, we drew from the knowledge of subject matter experts in education, distance learning, and team science to appropriately adapt a QI simulation for the virtual environment as part of a national QI training program. The virtual simulation integrated aspects of team development (i.e., team formation, communication, designation of team member roles, developing a team charter) into the Model for Improvement to train geographically distributed fellows. The developmental strategy of the simulation activity was guided by a learner-centered design approach such that expected outcomes and behaviors of the learning activity were identified a priori. The activity garnered good participant responsiveness from interdisciplinary postdoctoral learners (Advanced Practice Nurse Practitioners, Registered Nurses, Pharmacists, Physicians, Clinical Psychologists, Licensed Clinical Social Works, other clinical and postdoctoral healthcare trainees) such that 81 % (n = 54) of learners’ responses on a 5-point Likert scale (1 = Poor, 5 = Very Well) indicated the learning activity was effective at helping them improve their knowledge of principles and tools to enhance team performance and data utilization. This adaptation of a QI learning activity fostered QI competence among a group of nationally distributed interprofessional fellows.
Format
Flexible hybrid virtual and/or in-person activity, small group simulation activity, large group discussion, and large group debrief.
Target audience
Interprofessional QI trainees that range from beginner to intermediate levels of experience using QI methodologies.
Objectives
By the end of this activity, learners will be able to:
1.
Apply improvement principles and tools to improve team performance
2.
Utilize effective team-building and communication strategies for improvement work
3.
Interpret data to guide improvement in team performance
1.
Apply improvement principles and tools to improve team performance
2.
Utilize effective team-building and communication strategies for improvement work
3.
Interpret data to guide improvement in team performance
{"title":"Interprofessional quality improvement simulation: A virtual simulation activity for geographically distributed learners","authors":"Joshua D. Hamer , Roma Nayyar , Sudha Yarlaggadda , Kelley Arredondo , Judith Pechacek , Molly J. Horstman , Kyler M. Godwin","doi":"10.1016/j.xjep.2024.100737","DOIUrl":"10.1016/j.xjep.2024.100737","url":null,"abstract":"<div><div>There is a recognized need for distance learning approaches to overcome barriers to traditional QI training. Virtual learning environments present challenges for delivering interprofessional learning activities. Therefore, we drew from the knowledge of subject matter experts in education, distance learning, and team science to appropriately adapt a QI simulation for the virtual environment as part of a national QI training program. The virtual simulation integrated aspects of team development (i.e., team formation, communication, designation of team member roles, developing a team charter) into the Model for Improvement to train geographically distributed fellows. The developmental strategy of the simulation activity was guided by a learner-centered design approach such that expected outcomes and behaviors of the learning activity were identified <em>a priori</em>. The activity garnered good participant responsiveness from interdisciplinary postdoctoral learners (Advanced Practice Nurse Practitioners, Registered Nurses, Pharmacists, Physicians, Clinical Psychologists, Licensed Clinical Social Works, other clinical and postdoctoral healthcare trainees) such that 81 % (<em>n</em> = 54) of learners’ responses on a 5-point Likert scale (1 = Poor, 5 = Very Well) indicated the learning activity was effective at helping them improve their knowledge of principles and tools to enhance team performance and data utilization. This adaptation of a QI learning activity fostered QI competence among a group of nationally distributed interprofessional fellows.</div></div><div><h3>Format</h3><div>Flexible hybrid virtual and/or in-person activity, small group simulation activity, large group discussion, and large group debrief.</div></div><div><h3>Target audience</h3><div>Interprofessional QI trainees that range from beginner to intermediate levels of experience using QI methodologies.</div></div><div><h3>Objectives</h3><div>By the end of this activity, learners will be able to:<ul><li><span>1.</span><span><div>Apply improvement principles and tools to improve team performance</div></span></li><li><span>2.</span><span><div>Utilize effective team-building and communication strategies for improvement work</div></span></li><li><span>3.</span><span><div>Interpret data to guide improvement in team performance</div></span></li></ul></div><div><ul><li><span>1.</span><span><div>Apply improvement principles and tools to improve team performance</div></span></li><li><span>2.</span><span><div>Utilize effective team-building and communication strategies for improvement work</div></span></li><li><span>3.</span><span><div>Interpret data to guide improvement in team performance</div></span></li></ul></div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"38 ","pages":"Article 100737"},"PeriodicalIF":0.0,"publicationDate":"2024-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-13DOI: 10.1016/j.xjep.2024.100736
Angela L. Goodhart , Jennifer Momen
Interdisciplinary approaches to chronic care have been shown to improve health outcomes both in person and via telehealth. This article details a replicable activity involving telehealth simulations with asynchronous collaboration between student pharmacists and student physician assistants in an interprofessional activity focusing on chronic care management between the Physician Assistant and Doctor of Pharmacy programs. The activity consisted of six standardized patient encounters with components of asynchronous communication between each series of encounters. Qualitative data was analyzed for emerging themes as well as for predefined themes corresponding to the four Interprofessional Education Collaborative core competencies for interprofessional education: roles and responsibilities, teamwork, communication, and values and ethics. The asynchronous interprofessional chronic care management telehealth simulation was well received by students in both programs and allowed learners to practice providing virtual care and collaborating as part of a team in a realistic manner, strengthening the competencies of teamwork and communication.
{"title":"Improving chronic care management through asynchronous telehealth simulations","authors":"Angela L. Goodhart , Jennifer Momen","doi":"10.1016/j.xjep.2024.100736","DOIUrl":"10.1016/j.xjep.2024.100736","url":null,"abstract":"<div><div>Interdisciplinary approaches to chronic care have been shown to improve health outcomes both in person and via telehealth. This article details a replicable activity involving telehealth simulations with asynchronous collaboration between student pharmacists and student physician assistants in an interprofessional activity focusing on chronic care management between the Physician Assistant and Doctor of Pharmacy programs. The activity consisted of six standardized patient encounters with components of asynchronous communication between each series of encounters. Qualitative data was analyzed for emerging themes as well as for predefined themes corresponding to the four Interprofessional Education Collaborative core competencies for interprofessional education: <em>roles and responsibilities</em>, <em>teamwork</em>, <em>communication</em>, and <em>values and ethics</em>. The asynchronous interprofessional chronic care management telehealth simulation was well received by students in both programs and allowed learners to practice providing virtual care and collaborating as part of a team in a realistic manner, strengthening the competencies of teamwork and communication.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"38 ","pages":"Article 100736"},"PeriodicalIF":0.0,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01DOI: 10.1016/j.xjep.2024.100731
Joanne M. Wisely
{"title":"National Academies of Practice (NAP) comments on file code CMS-1807-P","authors":"Joanne M. Wisely","doi":"10.1016/j.xjep.2024.100731","DOIUrl":"10.1016/j.xjep.2024.100731","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100731"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01DOI: 10.1016/j.xjep.2024.100732
Neil J MacKinnon PhD, FASHP, FCSHP, FNAP, Preshit Ambade DrPH
{"title":"NAP's national survey of workplace mental health and well-being","authors":"Neil J MacKinnon PhD, FASHP, FCSHP, FNAP, Preshit Ambade DrPH","doi":"10.1016/j.xjep.2024.100732","DOIUrl":"10.1016/j.xjep.2024.100732","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100732"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-19DOI: 10.1016/j.xjep.2024.100735
Maureen Ellen Johnson , Nicole Rodriquez , Norman Cadiz Belleza , Nicole Stark
Health science educators are charged with the responsibility to teach paper and electronic medical documentation to include accuracy of documentation aligned with standards of practice and ethical principles. Characteristically, ethical principles are taught in discipline-specific curriculum. This article describes an interprofessional education (IPE) medicolegal simulation-based learning activity designed for and implemented with occupational therapy (OT) and physical therapy (PT) graduate students. Activities included watching a simulated student OT and PT co-treatment vignette, reviewing student documentation in a simulated medical chart that was co-signed by the simulated clinical supervisors, observing a live deposition with the simulated clinical supervisors by legal representation, and debriefing the simulation focusing on the Interprofessional Education Collaborative Core Competency Domain: Values and Ethics.1 The learning objectives for this simulation were for students to better understand the values and ethics of professional written and verbal communication and to be able to explain the significance of accurate medical documentation for safe and effective delivery of patient care. A reflective assignment for students to expand on their IPE experience was used to assess students. Most students provided insightful perspectives and authentic comments demonstrating a better understanding of standards of ethical conduct through written documentation. This article will provide the means to integrate an immersive medicolegal IPE simulation, focusing on the importance of medical documentation that can be modeled in respective educational and clinical programs.
{"title":"Watch a therapist get sued: A medicolegal interprofessional simulation on rehabilitation therapy documentation","authors":"Maureen Ellen Johnson , Nicole Rodriquez , Norman Cadiz Belleza , Nicole Stark","doi":"10.1016/j.xjep.2024.100735","DOIUrl":"10.1016/j.xjep.2024.100735","url":null,"abstract":"<div><div>Health science educators are charged with the responsibility to teach paper and electronic medical documentation to include accuracy of documentation aligned with standards of practice and ethical principles. Characteristically, ethical principles are taught in discipline-specific curriculum. This article describes an interprofessional education (IPE) medicolegal simulation-based learning activity designed for and implemented with occupational therapy (OT) and physical therapy (PT) graduate students. Activities included watching a simulated student OT and PT co-treatment vignette, reviewing student documentation in a simulated medical chart that was co-signed by the simulated clinical supervisors, observing a live deposition with the simulated clinical supervisors by legal representation, and debriefing the simulation focusing on the Interprofessional Education Collaborative Core Competency Domain: Values and Ethics.<sup>1</sup> The learning objectives for this simulation were for students to better understand the values and ethics of professional written and verbal communication and to be able to explain the significance of accurate medical documentation for safe and effective delivery of patient care. A reflective assignment for students to expand on their IPE experience was used to assess students. Most students provided insightful perspectives and authentic comments demonstrating a better understanding of standards of ethical conduct through written documentation. This article will provide the means to integrate an immersive medicolegal IPE simulation, focusing on the importance of medical documentation that can be modeled in respective educational and clinical programs.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100735"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142699479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-13DOI: 10.1016/j.xjep.2024.100734
Jesse Gilreath , S. Alicia Williams , Jodi Polaha
An Interprofessional Values and Ethics session was developed within the context of a larger Interprofessional Education program to teach early learners of various health profession programs to work collectively to explore social determinants of health as part of ethical and patient-centered care. The full program was delivered across fall and spring semesters of the first year of training for health science students. Students were provided didactic prework and collaborated in their small interprofessional groups during the Values and Ethics session to develop an interprofessional code of ethics. Finally, students participated in a team-based simulation using the IHELP tool to explore social determinants of health with standardized patients. Interprofessional co-facilitators guided each group of students through the session, assessing their interprofessional skill and ability to use the IHELP tool. Students and facilitators completed evaluations of the session, including quantitative and qualitative responses.
{"title":"Interprofessional values and ethics curriculum for first year health professions students","authors":"Jesse Gilreath , S. Alicia Williams , Jodi Polaha","doi":"10.1016/j.xjep.2024.100734","DOIUrl":"10.1016/j.xjep.2024.100734","url":null,"abstract":"<div><div>An Interprofessional Values and Ethics session was developed within the context of a larger Interprofessional Education program to teach early learners of various health profession programs to work collectively to explore social determinants of health as part of ethical and patient-centered care. The full program was delivered across fall and spring semesters of the first year of training for health science students. Students were provided didactic prework and collaborated in their small interprofessional groups during the Values and Ethics session to develop an interprofessional code of ethics. Finally, students participated in a team-based simulation using the IHELP tool to explore social determinants of health with standardized patients. Interprofessional co-facilitators guided each group of students through the session, assessing their interprofessional skill and ability to use the IHELP tool. Students and facilitators completed evaluations of the session, including quantitative and qualitative responses.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100734"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142663641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-09DOI: 10.1016/j.xjep.2024.100730
Nicholas M. Hudak , Mitchell Tod Heflin , Diana McNeill
Purpose
An academic medical center implemented a yearlong virtual continuing education program to prepare health professions educators to develop, deploy and evaluate new interprofessional educational experiences for providers and learners.
Materials and methods
Primary program outcome measures were the number of participants who (1) completed the program, (2) presented a medical education topic to program participants, and (3) designed an interprofessional educational experience in collaboration with fellow participants or colleagues. Participation outcomes were measured by session attendance and completion of presentations on the medical education topic and designed interprofessional educational experience. Surveys administered at 3 time points assessed participants’ perceptions of the program. Changes in knowledge, skills, and attitudes were analyzed using paired t-tests.
Results
Nineteen participants (100 %) from 7 professions achieved the primary program participation outcomes and met their own goals. There were statistically significant increases in knowledge and skills at the end of the program. High rates of implemented interprofessional educational experiences (57 %) were reported one year after program completion. Participants also identified program strengths and areas for improvement.
Conclusions
Longitudinal continuing education programs in virtual formats can support both individuals and teams of educators in their own professional development and in designing interprofessional education experiences.
{"title":"Increasing interprofessional education experiences and collaboration: Outcomes of a virtually-based continuing education program","authors":"Nicholas M. Hudak , Mitchell Tod Heflin , Diana McNeill","doi":"10.1016/j.xjep.2024.100730","DOIUrl":"10.1016/j.xjep.2024.100730","url":null,"abstract":"<div><h3>Purpose</h3><div>An academic medical center implemented a yearlong virtual continuing education program to prepare health professions educators to develop, deploy and evaluate new interprofessional educational experiences for providers and learners.</div></div><div><h3>Materials and methods</h3><div>Primary program outcome measures were the number of participants who (1) completed the program, (2) presented a medical education topic to program participants, and (3) designed an interprofessional educational experience in collaboration with fellow participants or colleagues. Participation outcomes were measured by session attendance and completion of presentations on the medical education topic and designed interprofessional educational experience. Surveys administered at 3 time points assessed participants’ perceptions of the program. Changes in knowledge, skills, and attitudes were analyzed using paired t-tests.</div></div><div><h3>Results</h3><div>Nineteen participants (100 %) from 7 professions achieved the primary program participation outcomes and met their own goals. There were statistically significant increases in knowledge and skills at the end of the program. High rates of implemented interprofessional educational experiences (57 %) were reported one year after program completion. Participants also identified program strengths and areas for improvement.</div></div><div><h3>Conclusions</h3><div>Longitudinal continuing education programs in virtual formats can support both individuals and teams of educators in their own professional development and in designing interprofessional education experiences.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100730"},"PeriodicalIF":0.0,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142663639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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