Journal of Interprofessional Education and Practice最新文献

Background

The purpose of this study was to examine interprofessional valuing and socialization in all four levels of pharmacy students and to ascertain differences including racial differences throughout the program.

Methods

Data were collected from students across the 4-year pharmacy programs at 2 schools at two time points: beginning in the Fall semester and at the end of the Spring semester. The online survey consisted of demographic questions along with Interprofessional Socialization and Valuing Scale (ISVS).

Results

Asian students had lower ISVS scores compared to White and African-American/Black students. There was a difference in all scores for beginning of year P1 and end of year P4 for all races, but the scores were not significantly different for Asian students.

Conclusion

Our study reports on multiple areas in which racial differences may exist in interprofessional socialization and valuing across all 4 years of pharmacy school.

As the Membership Committee for the American Interprofessional Health Collaborative, we wish to assure that all voices related to the health and wellness of individuals and populations are represented among organization membership. As a committee, we have been seeking to identify: (1) missing perspectives in interprofessional education and collaborative practice (IPE/CP) initiatives; (2) challenges that exist to diversify IPE/CP organizations and initiatives; and (3) most importantly, potential solutions for increasing diversity, equity, inclusion, and belonging (DEIB) within IPE/CP organizations and institutional endeavors. One such opportunity presented itself when our committee was invited to lead two national workshops related to this important topic. At these events, 90 attendees used a think-pair-share format, with individual and group ideas submitted via Google documents to identify (a) professions that are not currently engaged in local and/or national IPE/CP endeavors and (b) strategies for engaging these professionals. Common themes emerged across working groups that emphasized external and worldview diversity efforts, including: (a) extending targeted outreach efforts to incorporate community colleges and/or trade/technical schools, (b) intentionality with inclusivity efforts to collaborate with members of professions often underrepresented by current IPE/CP initiatives, and (c) exploring alternative financial models. By seeking and explicitly inviting members of infrequently-included professions, the field of IPE can become more diverse and better equipped to serve and treat all patients and populations. In this commentary, we build upon the themes captured by our workshops and discuss potential strategies to operationalize the ideas that were generated.

Despite Interprofessional Education (IPE) being integrated in most healthcare curricula with proven outcomes, barriers to implementation remain, including inconsistency in the quality of IPE activities and lack of high-quality instruments to evaluate the merit of planned and existing IPE activities. To mitigate these barriers, an interprofessional, multi-institutional team gathered data on the utility of an IPE checklist designed to assist educators evaluate the quality, value, and relevance of interprofessional resources and educational materials. A convergent, mixed method design was used to collect and analyze quantitative and qualitative data in parallel. Findings demonstrate the IPE checklist has real-world application and substantive evidence for evaluating IPE activities regardless of experience and expertise and the practical issues encountered. In conclusion, the IPE checklist can contribute to the evaluation of the quality of IPE activities and enhance the education of trainees who will ultimately deliver care to patients and populations.

The Covid-19 pandemic caused a disruption in teaching for institutions across the country, particularly for those using simulation-based education. Our team converted a live high-fidelity simulation (HFS) into an online virtual simulation using a storyline and branching pathway approach. The team collaborated with multimedia specialists in video production to create a branching path simulation (BPS), taking interprofessional teams of online students through several decision-making points of a patient's experience in the emergency department (ED). Video vignettes of simulation decision points are incorporated throughout the simulation, with a final outcome eventually emerging. The TeamSTEPPS® Teamwork Attitudes Questionnaire (T-TAQ) was administered before and after the online simulation and descriptive data analysis (paired sample t-test) was conducted using SPSS statistical software. A post simulation satisfaction survey was similarly analyzed.