Interprofessional Education Research Papers - Academia.edu (original) (raw)

Background: Vast research attention has been paid to providing evidence on undergraduate / pre-licensure health sciences students' IP competency requirements, placement, and attainment. However, while IP facilitator training is critical to IP effectiveness for student outcomes, there remains insufficient research identifying the IP facilitator competencies required for effective IPE delivery.

- by and +4
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- Interprofessional Development, Interprofessional Education, InterProfessional Education in Health Care
- by Chris Roberts
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- Program Evaluation, Medical Education, Interprofessional Education, Medicine
- by Judy Anderson
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- Nursing, Prejudice, Nurse Education, Qualitative Research

In their paper ‘Are we at
risk of groupthink in our approach
to teamwork interventions in
health care?’, Kaba et al.1 critique
team training specifically and collaboration
in general, which we
view as overly critical and simplistic.
Based on empirical evidence,
we seek to clarify that the crucial
question is not about whether collaboration
is effective, but, rather,
concerns how teams can effectively
work together to provide quality
health care

Regulatory frameworks around the world mandate that health and social care professional education programs graduate practitioners who have the competence and capability to practice effectively in interprofessional collaborative teams. Academic institutions are responding by offering interprofessional education (IPE); however, there is as yet no consensus regarding optimal strategies for the assessment of interprofessional learning (IPL). The Program Committee for the 17th Ottawa Conference in Perth, Australia in March, 2016, invited IPE champions to debate and discuss the current status of the assessment of IPL. A draft statement from this workshop was further discussed at the global All Together Better Health VIII conference in Oxford, UK in September, 2016. The outcomes of these deliberations and a final round of electronic consultation informed the work of a core group of international IPE leaders to develop this document. The consensus statement we present here is the result of ...

The University of Toronto Interprofessional Education Curriculum (IPE) is an exemplar of advancing interprofessional education with a focus on preparing students for practice in healthcare settings. Our paper begins with a detailed overview of the University of Toronto’s IPE program including the range of participating faculties, an overview of the curriculum including examples of learning activities, and the social work specific expectations that are embedded in the core and elective components. Following, is a discussion on mitigating the challenges and engaging opportunities associated with integrating social work in a healthcare-focused IPE program at a major Canadian University. Our exploration of mitigating challenges and engaging opportunities will span five key areas: a) Creating meaningful learning experiences for social work students; b) Implementing mandatory or elective IPE participation; c) Scheduling of IPE activities; d) The role of social work faculty in driving stud...

- by suzanne cashman and +1
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- Education, Health Promotion, Interprofessional Education, Curriculum
- by Sheila Kitchen
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- Nursing, Professional Identity, Interprofessional Education, Adolescent

This paper reports on interprofessional education (IPE), a teaching and learning strategy that is widely used in healthcare training. IPE is structured and usually situation-based training that involves two or more groups of professionals. Desired learning outcomes for practitioners or trainees of both groups include learning how the other group works and how to optimise working with them, whilst also gaining perspectives of how others see their own group's work. Learning is achieved through participation in real or simulated activities. We address three research questions in looking at the achievement of learning outcomes for both interpreting and medical students: perceived usefulness of roleplay as a component of IPE sessions, perceived increase of knowledge bases and the perceived usefulness of pre-and postinteractional (de-)briefings. Four IPE sessions were conducted involving 153 interpreting and medical students from late 2017 to early 2019 in Australia. A data sample based on 118 survey responses shows high levels of agreement that role-plays are a useful activity in IPE. Further, students record a high level of increase in their knowledge of the other professional group as well as of their own. The value of pre-interactional briefings and post-interactional exchanges is confirmed by all groups of informants.

- by Jim Hlavac and +1
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- Medical Education, Interpreting Studies, Interprofessional Education, Medical Education & Training
- by Vernon Curran
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- Health, Interprofessional Education, Competency, Framework
- by Valentina Brashers and +1
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- Program Evaluation, Education, Teams, Medical Education
- by Sandra MacDonald and +2
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- Program Evaluation, Time Series, Education for Citizenship, Problem Based Learning

Purpose: The Interprofessional Education Collaborative Expert Panel (IPEC) has identified four competencies essential for interprofessional functioning in the health professions. Those four competencies are (a) values/ethics for interprofessional practice, (b) roles/responsibilities, (c) interprofessional communication, and (d) teams and teamwork. Design of effective curricula to develop competence in these skills will improve interprofessional functioning in healthcare. The purpose of this study at a small northeastern university was to examine impact of a small group interprofessional education (IPE) curriculum on student awareness of one of the competencies, understanding roles and responsibilities. Methods: The quantitative study data consisted of student completion of a 13-item self-report questionnaire based on the four competencies of IPE after participating in two interprofessional events in the same semester (one large group introductory event and one small group case event...

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.

- by Anthony P Breitbach
- •
- Interprofessional Education, Athletic Training

Workplace conflict is a significant issue for community service professionals. As more professions work toward developing interdisciplinary teams and culturally responsive practices, the potential for the escalation of conflict may increase as different professional value systems and conflict management strategies converge. However, although they are often expected to respond proficiently to conflicts, many community service professionals may not have had sufficient training in policies, practices, and structures that can provide alternative and transformative approaches to conflict management in diverse contexts. This article presents results of an exploratory study with interdisciplinary community service students who took part in a conflict resolution course at a diverse university in a metropolitan city in southern Ontario, Canada. The findings show that most of these community service–related professionals dealt with conflict on a daily basis, much of which was escalated by cultural conflict, lack of professional resources and development, and limited training in transformative peacebuilding practices. Most participants found that cultural diversity and gender influenced how they responded to conflicts in their various settings. The findings have important implications for how issues of culture and diversity are addressed and included in conflict resolution training programs.

A key strategy for improving the quality of health care is through the widespread implementation of evidence-based practice (EBP). Most importantly, EBP helps organizations achieve high reliability and a culture of safety. Research shows that EBP reduces morbidity, mortality, medical errors, and geographic variation in health care. This paper describes an interprofessional education intervention to transform clinical care and institutionalize EBP in one medical facility. Through the adoption of an intensive EBP training platform and the rapid implementation of EBP solutions to address traditional challenges, the organization is effectively accelerating its efforts to move from a health care system to a highly reliable system of health.. Keywords evidence-based practice, high-reliability organization, quality improvement, interprofessional education 12

Title. Simulation in interprofessional education for patient-centred collaborative care.Aim. This paper is a report of preliminary evaluations of an interprofessional education through simulation project by focusing on learner and teacher reactions to the pilot modules.Background. Approaches to interprofessional education vary widely. Studies indicate, however, that active, experiential learning facilitate it. Patient simulators require learners to incorporate knowing, being and doing in action. A theoretically based competency framework was developed to guide interprofessional education using simulation. The framework includes a typology of shared, complementary and profession-specific competencies. Each competency type is associated with an intraprofessional, multiprofessional, or interprofessional teaching modality and with the professional composition of learner groups.Method. The project is guided by an action research approach in which ongoing evaluation generates knowledge to modify and further develop it. Preliminary evaluations of the first pilot module, cardiac resuscitation rounds, among 101 nursing students, 42 medical students and 70 junior medical residents were conducted in 2005–2007 using a questionnaire with rating scales and open-ended questions. Another 20 medical students, 7 junior residents and 45 nursing students completed a questionnaire based on the Interdisciplinary Education Perception scale.Findings. Simulation-based learning provided students with interprofessional activities they saw as relevant for their future as practitioners. They embraced both the interprofessional and simulation components enthusiastically. Attitudinal scores and responses were consistently positive among both medical and nursing students.Conclusion. Interprofessional education through simulation offers a promising approach to preparing future healthcare professionals for the collaborative models of healthcare delivery being developed internationally.

- by Cynthia Baker
- •
- Program Evaluation, Nursing, Interprofessional Education, Simulation

For the past more than 50 years, the World Health Organisation has acknowledged through empirical findings that health workers that learn together work together effectively to provide the best care for their patients. This study aimed to: (1) describe the perceived extent of interprofessional education (IPE) experience among Filipino occupational therapists (OTs), physical therapists (PTs), and speech-language-pathologists (SLPs); (2) identify their attitudes towards interprofessional collaboration (IPC); and (3) compare their attitudes towards IPC according to: prior IPE experience, classification of IPE experience, profession, years of practice, and practice setting. Using a cross-sectional survey design, a two-part questionnaire was sent to Filipino OTs, PTs, and SLPs working in the Philippines via an online survey application. The first part of the survey contained eight items of demographic information and the second part contained the 14-item Attitudes Towards Health Care Teams Scale (ATHCTS). Findings revealed that among the Filipino OT, PT and SLP respondents (n = 189), 70.9% had prior experience on IPE. Moreover, the three most commonly used IPE teaching-learning strategies were case discussion (clinical setting), small group discussion, didactics, and case discussion (community setting), while the use of didactics and case discussion (community setting) yielded more agreeable attitudes towards IPC. Among the 14 items in the ATHCTS, 11 were rated with agreeability and three items with neutrality. For professional variables, only the practice setting variable yielded a statistically significant finding confirming those working in the academia to be more agreeable towards IPC compared to other settings. However, years of practice and professional background variables both yielded no statistically significant difference implying no association between years of practice and attitude towards IPC and a homogenous composition among respondents, respectively. The results of this research are to springboard IPE initiatives within Philippine higher education institutions to enable evidence-based IPC approaches in clinical practice.

Güvenlik profesyonelleri toplumda huzur ve güvenliği sağlamak, insanın hak ve özgürlüklerini korumakla görevlidir. Bu görevleri yerine getirirken güvenlik kurum ve profesyonelleri etkili ve hızlı bir şekilde hem yerel hem ulusal hem de uluslararsı düzeyde güvenlik kurumları ile işbirliği ve eşgüdüm içinde suç önleme ve suçla mücadele etmek zorundadır. Bu amacı gerçekleştirmek için gerek meslek öncesi gerekse hizmet içi eğitimlerinde teorik eğitimden daha çok pratik eğitime ihtiyaç duymaktadır.
Bu çalışmada, yaygın olarak sağlık bilimlerinde kullanılan interprofesyonel eğitim modelinin Güvenlik bilimlerinde güvenlik profesyonellerinin eğitimi içinde kulanılması önerilmektedir. Bu bağlamda güvenlik profesyonellerinin meslek öncesi örgün eğitiminde ve hizmet içi eğitimlerinde inter profesyonel eğitim modelinin nasıl uygulanabileceği anlatılmıştır.
Anahtar Kelimeler: İnterprofesyonel İşbirliği, Suç Önleme, Suçla Mücadele, İnterprofesyonel Eğitim, Ceza adalet Sistemi, Polislik, İçgüvenlik.

The aim of this article is to open a conversation between the complexity & education community and the field of interdisciplinarity (as well as its close relative, interprofessionalism). It starts by describing two very different streams of thought in the literature on interdisciplinary research and education: One that focuses on the socio-cultural dynamics among disciplinary ‘knowers’ and one that emphasizes the complexity of the phenomena studied by these disciplinary knowers. Next, the author argues that recent epistemological thinking associated with the complexity & education community can help to integrate these streams of thought—offering a way for interdisciplinary inquiry to respect both the complexity of knowers and the complexity of the known.

- by Angus McMurtry
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- Complex Systems Science, Education, Interdisciplinarity, Complexity Theory
- by Sandra Bassendowski and +1
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- Health, Interprofessional Education, Competency, Framework

Interprofessional education (IPE) involves students from different professions being brought together to learn about each other's profession. Several models of IPE exist, and central to the debate around which of these models is the most appropriate is the question of the stage of training in which to implement these programmes. Currently, however, there is no consensus on this question. Debate so far has revolved around the strength of professional identities, or lack thereof, amongst pre-qualifying students and how this may influence interprofessional learning. The potential role of professional identity in IPE seems to be unresolved. The present article adds to this debate by investigating the level of professional identity when students commence their professional studies; the differences in the level of professional identity between students from a range of professions; and the factors which may affect the initial levels of professional identification. Data were collected by questionnaire from the first-year cohort of Health and Social Care (H&SC) students embarking on IPE as an embedded part of an undergraduate pre-qualifying programme. A sample of 1254 students was achieved. Professional identity was measured using an adaptation of a previously described scale. Our findings suggest that a degree of professional identity is evident before students begin their training. Differences in strength of initial professional identity were observed across professions, with physiotherapy students displaying the highest levels of professional identification. To test for associations between professional identity and a number of independent variables, an ordinary least squares (OLS) regression model was estimated. The variables that were found to be significant predictors of baseline professional identity were: gender; profession; previous work experience in H&SC environments; understanding of team working; knowledge of profession; and cognitive flexibility. Some explanations for these findings are presented and the implications are discussed.

- by Patrick Sturgis and +1
- •
- Interprofessional Education

The overall goal of interprofessional education and
collaborative practice is to provide health system users
with improved health outcomes. Interprofessional
collaboration (IPC) occurs when learners/practitioners,
patients/clients/families and communities develop
and maintain interprofessional working relationships
that enable optimal health outcomes. Interprofessional
education (IP
E), which is the process of preparing
people for collaborative practice, and IPC itself, are
more and more frequently incorporated into health
professional education and models of practice. For this
reason, a clear understanding of the characteristics
of the ideal collaborative practitioner is required to
inform curriculum and professional development for
interprofessional education, and enlighten professional
practice for interprofessional collaboration.
In the fall of 2008, the Canadian Interprofessional Health
Collaborative (CIHC), with funding from Health Canada,
established a working group whose mandate was to:
review the literature related to competencies,
review existing competency frameworks for
IP
E and IPC and other competency frameworks
for health providers (assuming that existing
competency frameworks could provide a
starting point for analysis and debate and
encourage shared thinking around the
key foundations for an interprofessional
competency framework), and
develop a Canada-wide competency
framework for interprofessional collaboration.

- by Carole Orchard and +2
- •
- Interprofessional Education, Interprofessional Collaboration, InterProfessional Education in Health Care

Interprofessional education (IPE) was first conceived in 1973 from an expert group in Geneva by the World Health Organization (WHO). WHO member states were at the time charged with implementing medical education IPE pilot projects following this and from then to today there has a been a rapid proliferation in the number of publications on the subject. IPE has generated research into its use, conferences specific to IPE, organisations dedicated to it and policy championing it. The authors question whether there has been any major shift in the silos different professions might be working in. The authors published an article on the benefits of IPE (Illingworth and Chelvanayagam, 2007). Ten years have now passed and many changes have been implemented and experienced in health and social care and therefore a review of the literature is required. Also, it is 7 years since the publication of WHO’s report outlining the role of IPE in the preparation of health professionals (WHO, 2010) and increasingly UK Government policy champions collaborative and integrated working. The conclusions from the 2007 article acknowledged the development of IPE, however it highlighted the
need for empirical evidence to demonstrate the effectiveness of IPE in service user and carer outcomes. This article will explore whether IPE has achieved the benefits discussed in the previous article and what developments have occurred since it was published.

- by Lesley Bainbridge and +1
- •
- Health, Interprofessional Education, Competency, Framework
- by anne mandy
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- Nursing, Physiotherapy, Podiatry, Social Work

Research Aim: The aim of this study is to develop, implement and evaluate the cost and clinical impact of an Interprofessional Management Tool designed to optimise interprofessional working in community based older peoples' services. Type and location: The setting for this research is older peoples' community based intermediate care and rehabilitation provision, which will include health and social services across England. Specifically, the research will take place in non-acute, time limited services that are ...

SUMMARY
• Ms B's wish for withdrawal of treatment was refused
• The nurses’ role and autonomy in the decision-making is unclear
• Historically, tensions have existed in the doctor–nurse relationship
• Interprofessional collaboration is encouraged in order to facilitate team working
• Evidence is lacking that this is working and suggests continuing problems
• Legal and ethical education needs emphasizing in order to ensure respect for patient autonomy
Key words: Clinical decision-making • Collaboration • Critical care nursing practice • Interprofessional practice • Law • N

- by Benny Goodman
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- Nursing, Ethics, Sociology of Health, Interprofessional Education
- by N. Canga and +2
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- Nursing, Health Professional Education, Nurse Education, Interprofessional Education
- by sarah hean
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- Interprofessional Education

Jan Jaap Reinders is a work and organizational psychologist and specialized in task shifting, interprofessional collaboration and interprofessional education. He has a special interest in an integral approach to interprofessional development and interprofessional identity formation.
He developed a Meta-Model of Interprofessional Development (Reinders, 2018). This meta-model consists of five consecutive overlapping phases (1 to 5) that are connected by two guiding principles: increasing complexity and increasing interprofessional self-regulation. The meta-model connects psychosocial, professional, procedural and systemic aspects of interprofessional collaboration as part of an integrated care. Several educational programmes have adopted this new meta-model for the development of interprofessional education: dentistry, dental hygiene, physiotherapy, speech therapy and nutrition and dietetics.
The Extended Professional Identity Theory (EPIT) was also developed by Jan Jaap Reinders (Reinders, 2018; Reinders et al., 2018). This new psychological theory describes how the formation of an interprofessional identity can be facilitated in order to enhance interprofessional collaboration. Experiments show positive results with regard to increased reciprocity between members of different professions and a change in perceived interprofessional task distribution.

- by Richard Pitt and +2
- •
- Interprofessional Education, Interprofessional education and practice, Interprofessional Collaboration

Attitudes of dental students regarding the provision of treatment tend to be dentist-centered; however, facilitating mixed student group formation could change such perceptions. The aim of this study was to investigate the perceived scope of practice of dental and dental hygiene students and whether their perceptions of task distribution between dentists and dental hygienists would change following an educational intervention consisting of feedback, intergroup comparison, and competition between mixed-group teams. The study employed a pretest-posttest single group design. Third-year dental students and second-year dental hygiene students at a university in The Netherlands were randomly assigned to intraprofessional teams (four or five members) and received team-based performance feedback and comparison. The intervention was finalized with an award ceremony for the best intraprofessional team. Before and after the intervention, students completed a questionnaire measuring their perceived distribution of ten tasks between dentists and dental hygienists. A total of 38 dental students and 32 dental hygiene students participated in the intervention—all 70 of those eligible. Questionnaires were completed by a total 88.4% (n=61) of the participants: 34 dental (89.5%) and 27 dental hygiene students (84.4%). Dental and dental hygiene students had similar perceptions regarding teeth cleaning (prophylaxis) (p=0.372, p=0.404) and, after the intervention, preventive tasks (p=0.078). Following the intervention, dental students considered four out of ten tasks as less dentist-centered: radiograph for periodontal diagnosis (p=0.003), local anesthesia (p=0.037), teeth cleaning (p=0.037), and periodontal treatment (p=0.045). Dental hygiene students perceived one task as being less dentist-centered after the intervention: radiograph for cariologic diagnosis (p=0.041). This study found that these dental and dental hygiene students had different opinions regarding the scope of practice for dentistry and dental hygiene. The number of redistributed tasks after the intervention was especially substantial among the dental students, although the amount of change per task was minimal. Half of all tasks were perceived as less dentist-centered as a result of the intervention. Mr. Reinders is Lecturer, Research Healthy Aging Allied Health Care and Nursing,

- by Bill Kapralos
- •
- Teaching and Learning, Accounting, Health Care, Active Learning
- by Lee Hume
- •
- Health Care, Pharmacy Practice, Interprofessional Education, Multidisciplinary
- by Jennifer Titzer Evans
- •
- Nursing, Occupational Therapy, Health Care, Interprofessional Education

The purpose of the project was to develop and evaluate curriculum content designed to
foster interprofessional skills through the use a quality improvement (QI) framework. Students
from nursing, pharmacy, and physical therapy programs worked together in interprofessional QI
teams looking at issues affecting patient satisfaction with acute care. Evaluation included a postEducation
of Health Professionals in Community, Clinical and Simulated Settings
33
PROCEEDINGS
course evaluation using a validated nine item pen-and-paper instrument. Overall, scores reflected
a high level of satisfaction with the experience.

- by Katherine Stevenson
- •
- Quality Improvement, Interprofessional Education
- by Suzanne Gough
- •
- Nursing, Technology, Ergonomics, Decision Making

Kelas yang menyenangkan dan penuh dengan pemikiran kritis, merupakan harapan setiap pengajar. Aktivitas peserta didik yang penuh dengan antusiasme dan rasa ingin tahu merupakan kunci keberhasilan belajar. tulisan ini memberikan pemaparan... more

Background: More and better interprofessional practice is predicated to be necessary to deliver good care to the patients of the future. However, universities struggle to create authentic learning activities that enable students to experience the dynamic interprofessional interactions common in healthcare and that can accommodate large interprofessional student cohorts. We investigated a large-scale mandatory interprofessional learning (IPL) activity for health professional students designed to promote social learning. Methods: A mixed methods research approach determined feasibility, acceptability and the extent to which student IPL outcomes were met. We developed an IPL activity founded in complexity theory to prepare students for future practice by engaging them in a self-directed (self-organised) learning activity with a diverse team, whose assessable products would be emergent creations. Complicated but authentic clinical cases (n = 12) were developed to challenge student teams (n = 5 or 6). Assessment consisted of a written management plan (academically marked) and a five-minute video (peer marked) designed to assess creative collaboration as well as provide evidence of integrated collective knowledge; the cohesive patient-centred management plan.

- by Gillian Nisbet and +2
- •
- Medical Education, Interprofessional Education
- by Sylvain Boet and +2
- •
- Interprofessional Education, Simulation

Interpreters work with clients from many professions and in different contexts and settings. A facilitator of interpreters' ability to provide an optimal interlingual transfer of another's speech or signing is possessing knowledge of other professionals' perspectives and goals. Interprofessional education is a teaching or learning method that includes learning activities in which trainees from two or more disciplines interact with each other in real or simulated settings. This article reports on the participation of interpreting students in interprofessional education with medical and social work students over a three-year period. Responses were obtained from 109 interpreting students across four medicine-interpreting and three social work-interpreting sessions relating to their perception of the roles of the other student groups pre-and post-intervention and how best to work with each group. Thematic analysis of the data revealed that pre-intervention knowledge of the doctors' work was significant while knowledge about social work was varied; there were high levels of agreement that knowledge of the other group had increased post-intervention; future intentions were related to greater awareness of a briefing, applying knowledge of the relevant genre of spoken interaction, the need for the allophone interlocutors to establish rapport with each other, and awareness of source speakers' tone and intent in addition to form and content.

- by Jim Hlavac and +1
- •
- Translation Studies, Interpreting Studies, Interprofessional Education, Interpreting
- by Sylvain Boet and +1
- •
- Medical Education, Interprofessional Education, Medical Simulation