Is healthcare a team sport? Widening our lens on interprofessional collaboration and education in sport and exercise medicine (original) (raw)
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Health Care as a Team Sport?—Studying Athletics to Improve Interprofessional Collaboration
Sports, 2017
Organizations value teamwork and collaboration as they strive to build culture and attain their goals and objectives. Sports provide a useful and easily accessible means to study teamwork. Interprofessional collaborative practice (IPCP) has been identified as a means of improving patient and population health outcomes. Principles of teamwork in sports can inform health professionals and organizations regarding possible improvement strategies and barriers in the optimization of IPCP. Twenty-eight delegates from the 2017 All Together Better Health Conference in Oxford, UK participated in a World Café to discuss the how teamwork in sports can inform IPCP in healthcare and sports medicine. These discussions were captured, transcribed and coded using the domains developed by the Interprofessional Education Collaborative (IPEC) along with extrapersonal or interpersonal loci. Extrapersonal factors regarding structure of leadership, roles and organizational commitment can be positive factors to promote teamwork. However, interpersonal factors affecting communication, values and lack of commitment to collaboration can serve as barriers. Athletic trainers and other sports medicine professionals can serve as valuable members of interprofessional teams and teamwork is essential in the field of sports medicine.
Interprofessional collaboration in sports medicine: Findings from a scoping review
Health and Interprofessional Practice, 2017
BACKGROUND Sports medicine has grown from a special interest area in healthcare to an established profession in its own right. Containing many specialties and a range of professional inputs there are complex dynamics at work which often dictate the provision of care. Whilst interprofessional interventions have been successfully applied in more mainstream healthcare contexts there has been no equivalent application in sports medicine. PURPOSE We seek to map the literature to explore interprofessional collaboration, interaction and tension in sports medicine. METHOD The study utilised a scoping review methodology followed by a thematic analysis. DISCUSSION & CONCLUSIONS The review located 13 studies which provided an insight into a number of key themes which affect interprofessional collaboration (IPC) in a variety of athletic contexts. All of these themes relate to IPC. The structured introduction of interprofessional education programmes for sports medicine professionals and others, will enable a response to the numerous challenges identified in the review.
Interprofessional Education and Practice in Athletic Training
Athletic Training Education Journal, 2015
Professional preparation in athletic training has grown from modest roots based in physical education in the 1960s to its emergence as a recognized health profession today. The profession has long embraced interprofessional practice (IPP), but many times has not been included in discussions held at the institutional, governmental, and international levels. As a result, the concept of interprofessional education (IPE), which has been an emphasis in medicine, nursing, and allied health since the 1990s, has not been a part of most athletic training programs. Investigations into IPE and IPP in athletic training have found that the concepts were misunderstood by athletic training educators because of a lack of common language and appreciation for their role in the future of health care. In 2012, the National Athletic Trainers' Association Executive Committee for Education authored “Future Directions in Athletic Training” to make recommendations regarding the evolution and promotion of IPE in athletic training. A primary part of this strategy was to develop a paper regarding IPE and IPP in athletic training to provide the profession and other stakeholders with background information and present model pedagogy that could be implemented in professional athletic training programs. The resulting document was created using a structured process that included a work group of authors from a wide range of settings.
The Progress and Promise of Interprofessional Education in Athletic Training Programs
Context: Interprofessional education (IPE), an emerging theme in health professional education programs, intends to prepare students for collaborative practice in order to improve patient outcomes. In 2012, the profession of athletic training strategically began to increase program participation in IPE. Objective: This article compares 2 studies that examined the presence of IPE in athletic training. Design: Cross-sectional design utilizing similar surveys regarding athletic training program participation in, and readiness for, IPE initiatives were administered via Qualtrics in 2012 and 2015. Patients and Other Participants: Program directors of Commission on Accreditation of Athletic Training Education– accredited athletic training programs were surveyed in 2012 and 2015 using the ''Interprofessional Education Assessment and Planning Instrument for Academic Institutions'' in addition to program demographic information and IPE participation. Data Collection and Analysis: The participants involved included 160 of 367 surveyed (43.6%) in 2012 and 162 of 380 surveyed (42.6%) in 2015. Results: Data were analyzed, and v 2 analysis revealed a significant relationship between level of accreditation and academic unit housing the program in both studies. Significant change was also shown in program participation in IPE from 2012 to 2015. However, institutional readiness and infrastructure for IPE was low in nearly all categories. Conclusions: Interprofessional education has a greater presence in Commission on Accreditation of Athletic Training Education professional programs that reside in health science–related academic units and are accredited at the master's level. However, less than 50% of the programs participate in IPE. There is also a need for greater institutional infrastructure and readiness for IPE.
The Internet journal of allied health sciences and practice, 2023
Background: Background: Interprofessional education and collaborative practice are standards that have been added to the accreditation standards for athletic training education. Athletic training educators will need to provide interprofessional experiences to their students to remain compliant with the standards. The goal of the mixed methods study was to explore athletic training preceptors' perceptions of interprofessional education and collaborative practice in the clinical setting. Methods: Methods: A total of 34 athletic training preceptors completed the full online survey, and of those, 5 completed the semi structured interview. Participants completed an asynchronous online module and a retrospective pretest survey using the ISVS-21 about their beliefs, behaviors, and attitudes about interprofessional education and practice. Participants that volunteered were asked additional questions during a semi-structured interview. Results: Results: The findings of this study found that the educational module was effective in increasing the beliefs, behaviors, and attitudes of athletic training preceptors with a short online module and that preceptors had positive attitudes/beliefs about IPE/IPCP, however, preceptors identified lack of education about IPE/ IPCP and barriers to implementing IPE/IPCP with and without students that influenced their use of IPE/ IPCP. Conclusion: Conclusion: Athletic training programs could educate and develop athletic training preceptors in interprofessional education and clinical practice to help develop opportunities for athletic training students in the clinical setting.
Integration of Interprofessional Education Within the Didactic Aspect of Athletic Training Programs
Athletic Training Education Journal
Context Accreditation competencies have been updated to include interprofessional education (IPE) as a required focus for health care students. While the development and implementation of IPE learning activities have been documented in other professions, there is a dearth of information describing didactic integration of IPE within athletic training program curricula. Objective To ascertain how IPE is being integrated within the didactic curriculum of athletic training programs. Design Consensual qualitative approach. Setting Higher education institutions with accredited professional master's athletic training programs. Patients or Other Participants Seventeen program faculty (9 women, 8 men; 1 program director, 14 clinical education coordinators, 2 other program faculty) shared their perspectives on integrating IPE. Data Collection and Analysis Semistructured phone interviews were used. All interviews were digitally recorded and transcribed. Upon achievement of data saturation,...
International Journal of Health Sciences Education, 2019
Interprofessional education (IPE) is outlined in many health professions education standards creating an increased demand for its inclusion in already crowded curricula with limited faculty and financial resources. The Interprofessional Education Collaborative (IPEC) developed "Core Competencies for Interprofessional Collaborative Practice" that outline a framework for meaningful IPE experiences. Case-based learning activities have been used to foster improvements in interprofessional role clarity, communication, and rapport among student groups. The authors describe one trial of incorporating interprofessional and team work activities in a shared professional course and report on student learning outcomes in the context of IPEC competencies.