Journal of Interprofessional Education and Practice最新文献

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.

Department of Veterans Affairs (VA) home-based primary care (HBPC) is an intensive primary care program in which interdisciplinary teams care for patients with complex, chronic medical and social needs in their homes. HBPC teams consist of multiple disciplines, perform complex, interdependent tasks, coordinate care with other providers to meet patient needs. Relational coordination (RC) is a mutually reinforcing process of communicating and relating that provides the information-processing capacity to coordinate complex, interdependent tasks. In this mixed-methods study, we examined RC within home-based primary care teams (HBPC), and between clinic-based primary care providers and HBPC team members. RC was assessed by a cross-sectional survey of 33 HBPC team members and semi-structured interviews with 14 HBPC and 10 clinic-based PCPs were conducted to explicate findings. Survey results showed strong RC within HBPC teams but gaps in timely communication and shared knowledge among HBPC teams and clinic-based PCPs. These gaps may underlie confusion and frustration over the role of HBPC and what types of patients should get HBPC care. Interview data suggest that functional specialization and lack of face-to-face interactions may have hindered the development of strong RC. Interventions that promote boundary spanning may improve RC between HBPC teams and clinic based primary care.

Importance

In order to operationalize the quadruple aim, it is imperative to understand how to best provide mental health services. Medical trainess experience high rates of depression, anxiety, and suicidality during their training; however, barriers often prohibit utilization and access to mental health services.

Objective

This quality improvement project aimed to increase utilization and improve access to mental health services in medical training.

Method

An anonymous Qualtrics survey was used to assess if new pathways had decreased barriers to access and utilization. In addition, a comparision of ultization data was analyized.

Main outcome

In comparing the utilization data of the first three months of the academic calendar year from 2018 to 2019 shows a 42% increase in number of residents/fellows accessing the mental health services. The primary barrier to access is lack of time.

Results

Four primary themes were identified as barriers to care: lack of time, impact of career, confidentiality, and stigma.

Discussion

This project has tremendous importance due to the high national rates of depression, anxiety, and suicidality for residents and fellows. It documents the barriers and need for new ways to outreach and provide direct mental health services which best fit this population.

The formal incorporation of health professionals to collaborate with teachers is still incipient worldwide. This study analyses the role of speech and language therapists, occupational therapists, psychologists, and kinesiologists working in Schools Integration Programmes in Chile via professional training, educational context characteristics, and the prevailing working conditions for these professionals. A sequential study with a mixed exploratory design was carried out. Interviews (N = 52) and a survey (N = 474) were conducted using respondent-driven sampling. The results of both phases converge, indicating that the role defined for these professionals by policy does not respond to inclusive schools' needs. The participants indicate that professional training is clinical and does not meet the needs of students and schools (48%), that the time dedicated to administrative functions should be regulated because it takes time away from intervention (95%), and that there is a need to promote inclusion within schools (94%). These difficulties affect these professionals’ practice, and imply essential considerations for the implemented policy, universities and schools. The contributions of this study are pioneering and may promote new research in this field, which is still scarce worldwide.

Purpose

Single-point rubrics (SPRs) have received little research attention to date. Using an argument-based approach to validation from a functional validation perspective, we collected and assessed validity evidence for the use of a single-point rubric to support teaching and learning in an interprofessional course.

Methods

Surveys and focus group interviews were conducted with students (N = 141; 4) and course facilitators (N = 15; 3) to gather both parties’ perceptions of whether the single point rubric was able to assist in providing formative, narrative feedback, whether the feedback supported interprofessional student learning, and whether this method of providing feedback was deemed acceptable.

Results

The majority of students and facilitators surveyed and interviewed agreed that the single point rubric supported student learning via narrative feedback, that the rubrics were completed appropriately, and that the feedback provided via the rubrics was acceptable to students. Facilitators indicated that the rubric helped them craft narrative feedback in a time-efficient manner.

Conclusions

The evidence supports the use of the single point rubric for teaching and learning. The findings suggest that the use of an SPR is an effective and time-efficient approach to provide narrative feedback at multiple checkpoints during an interprofessional course. Implications for the adoption and implementation of the SPR are discussed.