scholarly journals The Interprofessional Showcase

2018 ◽  
Vol 1 (1) ◽  
pp. 37-54
Author(s):  
Kathleen Anne Gould ◽  
Andrea Barton ◽  
Karen Day
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Effective Means ◽  
Academic Departments ◽  
Community Settings ◽  
Ability To Work ◽  
Group Discussions ◽  
Professional Students ◽  
Professional Disciplines

Traditional didactic instruction is not an effective means to provide the interprofessional education that health and human services professional students need. This paper describes a college event aimed at engaging undergraduate and graduate students from several academic departments in interprofessional collaboration. Participants toured and interacted in academic spaces of other professional disciplines to gain an understanding of these professional roles. Interprofessional collaboration was demonstrated and experienced in these spaces and in the group discussions that followed these activities. A series of micro-vignettes, questions, and road blocks provided problems for participants to solve in interprofessional groups. Pre-post comparison surveys indicated that participants increased in their understanding of their professional role and the role of others in health care and community settings. An improved understanding of the benefits and challenges of interprofessional teams was achieved and participants felt more confident in their ability to work in these teams at job or internship sites.

scholarly journals Interprofessional collaboration and chronicity management: a systematic review of clinical trials

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Pascucci ◽  
M T Riccardi ◽  
M Sapienza ◽  
M C Nurchis ◽  
W Ricciardi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Interprofessional Education ◽  
Medical Training ◽  
Interprofessional Collaboration ◽  
Future Research ◽  
Care Practice ◽  
Chronic Patients ◽  
Health And Social Care ◽  
The Impact

Abstract The increasing prevalence of chronic disease generates significant financial, social and psychosocial burden for patients, families and healthcare system. Interprofessional collaboration (IPC) is becoming recognized as a discipline among health and social care professionals and medical training institutions worldwide. Literature research suggests that following interventions could be particularly useful in the management of chronic patients. The objective of this systematic review was to assess the impact of IPC on chronic patients compared to standard health-care practice. The PICO model was adopted and three electronic databases (Medline, EMBASE, Web of Science) were searched using appropriate keywords. Selected trials were assessed for quality and risk of bias using the National Institutes of Health Quality Assessment of Controlled Intervention Studies. Data were analyzed using descriptive statistic, and comparison of outcomes among teams with or without pharmacist was performed using t-Student test (p < 0,05). Out of 11.128, 24 studies met the inclusion criteria and 58 indicators were identified: 62% improved significantly, 38% did not show any variation, no indicator worsened after intervention. In particular, systolic blood pressure (SBP) showed a statistically significant improvement in 70.0 % of trials in which was considered while did not show any difference in the rest. The presence of a pharmacist in the team show a statistically significant improvement on SBP (p = 0,002) in patients with hypertension while no statistically significant effect is observed on glycated hemoglobin (p = 0,193) in diabetics. The results support that IPC contributes to positive patient, provider and institutional level outcomes, in particular for chronic conditions. Future research should focus on the inclusion of patient/caregivers in the collaborative team, and on the role of interprofessional education (IPE) on collaborative practice in the management of the patient with chronicity. Key messages IPC is an innovative strategy to address the complex health needs of chronic populations. Further studies are needed to evaluate the role of IPE in achieving better IPC and improving chronic patients’ outcomes.

Undergraduate Social Work Students' Participation in an Interprofessional Group Project

2018 ◽  
Vol 23 (1) ◽  
pp. 197-212
Author(s):  
Jaylene K. Schaefer ◽  
Frederick R. Browne ◽  
Lisa S. Jutte ◽  
Stephanie Donauer
Keyword(s):  
Health Care ◽  
Social Work ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Social Work Students ◽  
Group Project ◽  
Professional Programs ◽  
Accreditation Standards ◽  
Before And After

Interprofessional education is being used in many professional programs to help students develop interprofessional collaboration skills. This article examines baccalaureate social work students' participation in an interprofessional group project. Students worked in assigned interprofessional teams to research and report on a designated health-care profession. The project was developed by faculty members in other disciplines to meet their accreditation standards. Students' perceptions before and after the project were measured using a modified Readiness for Interprofessional Learning Scale. Results indicated that social work students benefited from participating in the project. They reported improved understanding of the role of other professions in teams and, more important, social work students had the largest increase in their perceived importance of learning communication skills with students from other health-care disciplines. Results are discussed in light of the 2015 Educational Policy and Accreditation Standards competencies related to interprofessional practice.

scholarly journals Patients’ Messages as Educators in an Interprofessional Health Education Program

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Shelley Doucet ◽  
Heidi Lauckner ◽  
Sandy Wells
Keyword(s):  
Health Professional ◽  
Healthcare System ◽  
Professional Education ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Active Role ◽  
Health Professional Education ◽  
Professional Students ◽  
Health Professional Students ◽  
People First

Background: Patients have traditionally played a passive role in health professional education. Health Mentors Programs are new, innovative interprofessional education initiatives that involve "health mentors" (volunteer community patient educators), who share their experiences navigating the healthcare system with an interprofessional team of four health professional students. The purpose of this research was to explore what motivated the patient educators to participate in the Dalhousie Health Mentors Program and what messages they wanted to instill in health professional students.Methods: Data were collected through seven semi-structured focus groups (N = 29) and one individual interview (N = 1), which were recorded and transcribed verbatim. Qualitative inductive thematic analysis was used to identify key themes.Findings: Our study demonstrated that patients want to play an active role in educating health professional students with the hope of improving the healthcare system. The mentors wanted to convey to the students the importance of interprofessional collaboration, understanding patients are people first, listening to patients, and understanding the visible and invisible impacts of living with chronic conditions.Conclusions: If we expect our students to become competent in providing interprofessional, patient-centred care, it is important that we provide opportunities for patients to be actively involved in health professional education, as they have important messages that cannot be taught from a textbook.

scholarly journals Nimble Gerontological Interprofessional Education During a Pandemic

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 953-953
Author(s):  
Megan Thomas Hebdon ◽  
Christina Wilson ◽  
Katherine Bernier Carney ◽  
Jacqueline Telonidis ◽  
Sue Chase-Cantarini
Keyword(s):  
Small Group ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Health Care Team ◽  
Multiple Perspectives ◽  
Group Discussions ◽  
Term Care ◽  
Unique Challenge ◽  
Course Structure ◽  
Small Group Discussions

Abstract To improve communication and collaboration among health professionals, interprofessional education (IPE) experiences have been offered to students through the Utah Geriatric Education Consortium (UGEC) with the support of long-term care (LTC) partners since 2017. The COVID-19 pandemic presented a unique challenge in delivering in-person IPE training. Here we describe adaptations and student outcomes with our Spring/Summer 2020 training sessions. Students (n=46) from health profession programs were recruited and enrolled in the sessions. A LTC partner helped plan two-hour remote training sessions to introduce students to current issues and health care team member roles in LTC. Moderated small group discussions regarding the 4 Ms Framework and a patient case were completed using virtual breakout rooms. A shared virtual document was used to guide discussions and record insights. Student participants (n=46) were primarily White (85%), female (70%), and enrolled in physical therapy (28%), nutrition (33%), and medicine (15%) programs. Thirty-one students completed post-course satisfaction surveys with Likert-scale and open-ended questions. Most students who completed the survey agreed or strongly agreed that the course was effective (85%) and engaging (81%), and will improve care (88%). Positive course aspects included: comprehensive information with speaker experiences and use of 4 Ms; course structure with moderated small groups; and interprofessional collaboration with common goals and multiple perspectives. Despite the challenges of COVID-19, an IPE experience was effectively delivered using video conferencing technology, community collaboration, and moderated small group discussions. The successes of this IPE delivery model will enhance engagement and accessibility of future gerontological workforce training.

scholarly journals Exploring interprofessional collaboration and attitudes of health sciences librarians

2020 ◽  
Vol 108 (3) ◽  
Author(s):  
Rachel J. Hinrichs ◽  
Caitlin J. Bakker ◽  
Tara J. Brigham ◽  
Emily C. Ginier ◽  
Gregg A. Stevens ◽  
...  
Keyword(s):  
Health Professional ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Health Professions ◽  
Health Sciences ◽  
Reading Program ◽  
Professional Students ◽  
Professional Careers ◽  
Positive Attitudes ◽  
Medical Library

Objective: This study assessed health sciences librarians’ attitudes toward interprofessional collaboration using the Interdisciplinary Education Perception Scale (IEPS) and gathered information on their involvement with interprofessional activities.Methods: The authors sent a survey to librarians in the Medical Library Association’s (MLA’s) Interprofessional Education Special Interest Group and Research Section consisting of the IEPS and questions about their prior and current experiences with interprofessional practice and education (IPE). We compared mean IEPS scores between each MLA group and several other demographic factors to assess differences in attitudes. We also compared librarians’ IEPS scores with those of previously published health professional students’ IEPS scores and thematically analyzed two open-ended questions.Results: Health sciences librarians’ scores on the IEPS indicated positive attitudes toward IPE. There were no statistically significant differences between any group. Health sciences librarians’ mean IEPS score was similar to the mean score of health professions students from a prior study. The most commonly reported interprofessional activity was teaching or facilitating learning activities for health professions students; fewer served on committees or engaged in non-curricular activities such as grand rounds and book clubs.Conclusion: Health sciences librarians in this study reported positive attitudes toward IPE, in line with the majority of other previously studied health professionals. Years of experience, previous health professional careers, and experience supporting IPE as a librarian had little bearing on the responses to the survey. This suggests that health sciences librarians have positive attitudes toward IPE, regardless of whether they directly support IPE programs or participate in interprofessional activities. This article has been approved for the Medical Library Association’s Independent Reading Program.

The Physician Assistant Profession

2020 ◽  
pp. 183-203
Author(s):  
Katherine G. Ervie ◽  
Julie Wright Banderas
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Healthcare Delivery ◽  
Physician Assistants ◽  
The United States ◽  
Historical Background ◽  
Healthcare Team ◽  
Quality Healthcare ◽  
And Training

In the United States, quality healthcare is an expectation. The accepted healthcare delivery approach relies on interprofessional, collaborative, and person-centered teams. As a result, health professions education must implement education and training to graduate a healthcare workforce that is competent in interprofessional collaboration. Physician assistants (PA) have an important role in the healthcare team. The purpose of this chapter is to provide a historical background to the interprofessional collaborative healthcare team, the formation of interprofessional education (IPE) competencies and partnerships, and the valued role of physician assistants. The need for evidence-based results to guide IPE curricular decisions for PA programs and characteristics of published IPE activities involving PA students are summarized. Potential barriers to successful interprofessional education and resolutions to those challenges are discussed.

scholarly journals Interprofessional collaboration: A gastrointestinal unit case study

2018 ◽  
Vol 8 (9) ◽  
pp. 73
Author(s):  
Yiying Fang ◽  
Yulin Feng ◽  
Yan Xu
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Vital Role ◽  
Critical Element ◽  
Interprofessional Practice ◽  
Ability To Work ◽  
Team Members ◽  
Upper Gastrointestinal

Interprofessional collaboration plays a vital role in improving patient outcomes. The ability to work with professionals from different disciplines is considered a critical element of interprofessional practice. In this article, a case of a patient with upper gastrointestinal tract hemorrhage in a gastrointestinal unit is reported and analyzed from the perspective of interprofessional practice. Strategies are also introduced in the article. Enhancing mutual understanding and communication skills is conductive to interprofessional collaboration. Meanwhile, interprofessional education, as another strategy, is proved to improve the quality of health care by enhancing the cooperation among different medical team members.

scholarly journals Interprofessional Collaborating: A Model That Prepares Undergraduate Teachers and Social Workers for Interprofessional Practice in Schools

2020 ◽  
Vol 10 (3) ◽  
pp. 123
Author(s):  
Doris Testa ◽  
Kerry Renwick
Keyword(s):  
Social Workers ◽  
Interprofessional Education ◽  
Educational Achievement ◽  
Interprofessional Collaboration ◽  
School Setting ◽  
School Site ◽  
Health Promoting Schools ◽  
Health Promoting School ◽  
Health Promoting

The Health Promoting School (HPS) premises its approach on interprofessional collaboration. Despite this, there are few studies into how Australian, Victorian social workers and teachers prepare for interprofessional collaboration within health promoting schools. There are few studies into how undergraduate social workers and teachers understand the HPS school setting and the role of social workers and teachers in promoting educational achievement and wellbeing within a HS school site. There are even fewer studies in how undergraduate social workers and teachers experience units of study delivered using interprofessional education (IPE) approaches.

Abstract 12580: An Interprofessional Approach to Standardizing Family Care During Code Blue Events

Circulation ◽  
2021 ◽  
Vol 144 (Suppl_2) ◽  
Author(s):  
Carolina Tennyson ◽  
John Oliver ◽  
Karen Jooste
Keyword(s):  
Interprofessional Education ◽  
Professional Training ◽  
Interprofessional Collaboration ◽  
Family Care ◽  
Care Physician ◽  
Communication Process ◽  
Therapeutic Communication ◽  
Code Blue ◽  
New Guidelines

Introduction: The development of a standardized practice for family care during resuscitation (FPDR) events was identified as an area for quality improvement at a large academic hospital. Healthcare Chaplains were identified as ideal Family Facilitators for FPDR due to their professional training in therapeutic communication and existential crisis management as well as their current practice of responding to all Code Blue events. An interprofessional workgroup developed guidelines to delineate the role of Chaplain as Family Facilitator in Code Blue events and created an interprofessional education simulation (IPE-sim) training curriculum for their dissemination. Methods: The workgroup, which included an acute care nurse practitioner in the nursing faculty, a palliative care physician, and the director of Chaplain Services, conducted a thorough review of FPDR literature, analyzed data on Chaplain care provided at Code Blue events over the past 9 years, and entered into dialogue with stakeholders regarding FPDR. The group authored guidelines which were adopted as an addendum to the institution’s existing Code Blue policy. The workgroup collaborated with the Code Blue team to develop simulation training events to ensure proper application of the new guidelines. Results: This work resulted in the addition of FPDR guidelines to the Code Blue policy and the creation of a FPDR flowchart that standardized the Chaplain role in Code Blue events by delineating a communication process as well as FPDR inclusion and exclusion criteria. The implementation of this work was facilitated through three 4-hour IPE-sim training sessions. Conclusions: Standardized FPDR guidelines pertaining to the role of Chaplain as Family Facilitator improve patient- and family-centered care. Institutional FPDR guidelines should be created by an interprofessional team and vetted by multidisciplinary stakeholders. Simulation-enhanced IPE prepares Chaplains and teams for FPDR and can improve interprofessional collaboration during Code Blue events.

The role of interprofessional education (IPE) for medical students in pharmacology subject

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Alfian Novanda Yosanto ◽  
Sufi Desrini ◽  
Wulandari Berliani Putri
Keyword(s):  
Medical Students ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Collaborative Work ◽  
Work Practice ◽  
Operational Definition ◽  
High Demand ◽  
Roles And Responsibilities ◽  
Patient Health

Interprofessional education (IPE) is a learning method that allows the clinical clerkship to study together, exchange knowledge, and develop the skill that is needed in interprofessional collaborative work practice. This article analyzed the elements within IPE including background, operational definition, goals and benefits, implementation, as well as competency in IPE. Furthermore, the role of IPE for medical students especially in pharmacology subject was discussed. In summary, interprofessional collaboration (IPC) is needed to answer the high demand and complexity of patient problems in minimizing medication errors due to low IPC. The IPE is an early step towards realizing IPC where each profession can understand each other’s roles and responsibilities to achieve comprehensive patient health.

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