Changes in medical students´ and anesthesia technician trainees´ attitudes towards interprofessionality – experience from an interprofessional simulation-based course (original) (raw)
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2019
BackgroundParticipation in simulation-based interprofessional education (sim-IPE) may affect students’ attitudes towards interprofessional learning (through gaining experience with others) and their professional identity (by increasing the ‘fit’ of group membership by performing a role). We examined this in two questionnaire studies involving two sites, with students drawn from four universities. MethodQuestionnaire data were collected before and after students took part in a sim-IPE session consisting of three acute scenarios.Questionnaires included the Readiness for Interprofessional Learning Scale (RIPLS) and measures of professional identity derived from the social identity theory literature. In Study 1 only identification with professional group was measured, while in Study 2 identification with Student group and the immediate interprofessional team were also measured.Linear mixed effects regression analysis examined the effect of the simulation session, and differences between...
BMC Medical Education, 2022
Background: Interprofessional collaborative practice is essential for meeting patients' needs and improving their health outcomes; thus, the effectiveness of interprofessional education (IPE) should be clearly identified. There is insufficient evidence in the literature to determine the outcomes of IPE compared to traditional single-profession education (SPE). This study aimed to compare the outcomes of IPE and SPE during a simulation training course. Methods: The study design was a mixed-methods, incorporated cross-over design and a qualitative survey. A total of 54 students including 18 medical students and 36 nursing students were recruited from March to April 2019. The 4-week simulation course was designed based on Kolb's experimental learning theory and Bandura's social learning theory. Participants were evenly divided into group 1 (received IPE-learning followed by SPE-learning), and group 2 (received SPE-learning followed by IPE-learning). Students' medical task performance, team behavior performance, teamwork attitude, and patient safety attitude were collected at pretest, mid-test, and posttest. Descriptive statistics and repeated measures analysis of variance were used. End-of-study qualitative feedback was collected, and content analysis was performed. Results: Both groups demonstrated moderate-to-large within-group improvements for multiple learning outcomes at mid-test. Group 1 students' medical task performance (F = 97.25; P < 0.001) and team behavior performance (F = 31.17; P < 0.001) improved significantly. Group 2 students' medical task performance (F = 77.77; P < 0.001), team behavior performance (F = 40.14; P < 0.001), and patient safety attitude (F = 6.82; P < 0.01) improved significantly. Outcome differences between groups were nonsignificant. Qualitative themes identified included: personal factor, professional factor, interprofessional relationship, and learning. The IPE program provided students with exposure to other professions and revealed differences in expertise and responsibilities.
Impact of Simulation on Student Attitudes about Interprofessional Collaboration
Clinical Simulation in Nursing, 2017
Background: As patients present with increasingly complex health issues, a team approach to primary care is essential. Method: A single-group, preepost research design was used. One hundred ten students were asked to complete two surveys that addressed attitudes toward teamwork and readiness for interprofessional learning preepost engaging in a standardized patient interprofessional simulation. Students from three health disciplines (medicine, nursing, and social work) served as research participants. Results: Attitudes toward working in health care teams improved for more than half of participants. Medical students showed greater likelihood of improvement on a measure of physician centrality than students from nursing (p ¼ .035) or social work (p ¼ .003). Conclusions: Although research has documented that mandated reporter simulation training increases professionals' capacity to recognize, assess, and report child abuse (Sanders & Cobley, 2005), using this training in an interprofessional setting adds competencies related to team-based work.
Health, Interprofessional Practice and Education, 2020
Interprofessional education encourages collaboration between several student healthcare professionals to provide experiences crucial to their success after graduation. Incorporating interprofessional education into the curriculum can be challenging, however it strengthens students' skills to work in a team and establishes understanding of roles and responsibilities. An interprofessional course, created by faculty from multiple institutions, effectively taught students through online learning modules as well as hands-on experiences such as simulations and communication activities. Activities included an identification questionnaire, TeamStepps paper chain, ambulatory care simulation, and a poverty simulation day. Throughout this course students learned about their roles, other professionals' roles, the importance of verbal and nonverbal communication, and the impact effective teamwork has on patient care.
BackgroundTeamwork and communication are essential tools for doctors, nurses and other team members in the management of critically ill patients. Early interprofessional education during study, using acute care simulation, may improve teamwork and communication between interprofessional team members on the long run.Methods A comparative sequential quantitative-qualitative mixed method study was used to understand interprofessional learning outcomes in nursing and medical students after simulation of acute care. Students were assigned to a uni- or interprofessional training. Validated questionnaires were used to measure short and long term differences in interprofessional collaboration and communication between the intervention and control group for nursing and medical students respectively. Semi-structured focus groups were conducted to gain a better understanding of IPE in acute simulation.ResultsOne hundred and ninety-one students participated in this study (131 medical, 60 nursin...
Clinical Simulation in Nursing, 2014
Background: Interprofessional simulation at the undergraduate level has been tested but is still very scarcely used because of curriculum and logistical issues. Over a 3-year period, we have conducted extracurricular immersive simulation sessions for multiprofessional groups of final year health care students. Methods: After ethical approval, a series of scenarios requiring various combinations of health care professionals' inputs were designed for students attending the simulation sessions on offer. Another team of faculty were involved in the creation of a questionnaire to test students on discipline-specific knowledge and about their perception of multidisciplinary working. Students recruited to the study were semirandomly selected to either a control or experimental group, which determined whether they completed the knowledge questionnaire before or after simulation exposure. Results: Participants were 237 students from adult/children/learning disability/mental health nursing, paramedic, radiography, physiotherapy, and pharmacy. Questionnaire data analysis showed that experimental group students reported a higher perceived level of knowledge of other professions and were more confident about working as part of a multidisciplinary team than control group students (p < .05). Although positive for both groups, experimental group students expressed greater appreciation for prequalification interprofessional learning opportunities. The experimental group outscored the control group by 3.23% points on the discipline knowledge questionnaire (p < .05). Conclusions: The study shows that even limited interprofessional simulation exposure enabled students to acquire knowledge of other professions and develop a better appreciation of interprofessional learning. Discussions during the debriefings highlighted the fact that interprofessional training is important and valued by students, especially if it is well contextualized and facilitated through the exposure to realistic scenarios.
2021
BackgroundInterprofessional education and collaboration (IPEC) fosters patient safety and encompasses integration, communication, mutual trust and shared decision-making. Despite its crucial role, the IPEC has not gained its anticipated popularity. This study aims to determine the impact of an educational intervention about IPEC on medical, dental and health sciences students in the University of Sharjah. MethodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of the University of Sharjah; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPEC. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test w...
The need for interprofessional education (IPE) in health science disciplines is a current global trend. However, despite international support and demand, IPE is still new to many health professions curricula in South Africa. Furthermore, while ample existing academic literature addresses commonly encountered barriers to IPE, there is still a need to investigate the dynamics and challenges associated with the process of implementing IPE at universities. IPE is not yet part of the formal curriculum at a faculty of health sciences at a South African Higher Education Institute, so a pilot project was conducted to investigate the experiences of an IPE process by students from different health professions toward informing the planning and implementation of IPE in the formal curriculum. To this effect, a multilayered IPE project was piloted across pharmacy, nursing, social work, psychology, dietetics, and human movement sciences within this Faculty of Health Sciences.