Search "Educación Interprofesional"

OBJECTIVE: This study aimed to assess the impact of a high-fidelity simulation interprofessional education (IPE) activity at a large, historically Black university (HBU) on perceptions of IPE. PARTICIPANTS: Student participants represented various allied health care professions; the majority were female and enrolled in the pharmacy professional program. Health administration, nutrition and dietetics, nursing, respiratory therapy, and clinical lab science programs were also represented. METHODS: Participants were randomly assigned to IPE teams of 6-7 individuals. The 1-day activity transpired at a high-fidelity simulation facility and included a pre-briefing, simulated scenario with high-fidelity mannequins, and a faculty-guided video-assisted debriefing session. The patient scenario was designed by subject area faculty experts and featured an adult patient on hemodialysis. Participants completed pre and post-activity questionnaires that included the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) instrument. RESULTS: Participants completed pre (n=107) and post-activity (n=81) questionnaires. There was a significant increase from the pre-event (M=3.90, SD 0.91) and post-event score (M=4.22, SD 0.84) for the SPICE-R item regarding understanding "the roles of other professionals within the interdisciplinary team"; t(186)= -2.471, p=0.01. The SPICE-R item score for "health professionals should collaborate in teams" also significantly increased from the pre-event (M=4.28, SD 0.80) to the post-event (M=4.53, SD 0.73); t(186)= -2.209, p=0.03. CONCLUSIONS: Participation in a 1-day high-fidelity simulation-based IPE activity at a HBU has the potential to positively change students' perceptions of IPE. Future studies should consider the impact of IPE on perceptions of diversity.

AIMS: Engaged and trained faculty to support and role-model interprofessional education (IPE)-related concepts and behaviors are vital in the development, implementation, and sustainability of IPE academic teaching and training programs. Thus, recruitment of engaged faculty is essential for effective IPE expansion, scalability innovation, and sustainability across a variety of schools, programs, and students. The primary aim of this descriptive study was to implement a strategy to recruit and engage new IPE faculty and determine the strategy's effectiveness in increasing faculty's intent to participate in future IPE. A secondary aim was to identify implementation recommendations for this strategy as a first step of IPE faculty engagement. METHODS: An introductory experiential recruitment and engagement strategy for new Faculty Observers was developed. The project used a descriptive study design and data were gathered through pre- and post-program online self-administered surveys completed by Faculty Observer participants. The surveys included questions about demographics, rating usefulness of activities, engagement motivators, and willingness to facilitate in the future. RESULTS: Fifteen faculty with no or limited IPE experience participated. Post-survey results indicated that 85% of the participants expressed willingness to participate in this program in the future, and 100% would recommend using this experiential recruitment and engagement strategy. DISCUSSION: A "dip your toes in the water" experiential strategy for IPE faculty recruitment and engagement was effective in recruitment of new IPE faculty.

INTRODUCTION: Several universities modified interprofessional education (IPE) to a virtual format, showing similar outcomes as IPE delivered through an in-person format. This study aimed to describe perceptions of 106 students from programs in occupational therapy, dietetics, nursing, athletic training, and speech-language pathology (SLP) following an established IPE activity in a virtual format. This information will add to previous literature through inclusion of 5 healthcare programs as well as identifying attitudes from each discipline. both of which will enhance future IPE curriculum development. METHODS: Following the IPE event with a case study, participants wrote reflective essays describing their perceptions of the virtual IPE experience. Four researchers analyzed the reflective essays using thematic analysis. RESULTS: Findings revealed four themes: beneficial learning experience, roles, the more the merrier, and logistics. Participants felt overall that the virtual IPE experience was beneficial, but the logistical issues of the online format as well as students' amount of participation created negative perceptions. Participants from dietetics expressed the most positive comments (70%), followed by occupational therapy (69%), athletic training (67%), speech-language pathology (54%) and nursing (48%). Undergraduate students (dietetics and nursing) made 4% more positive comments than graduate students (SLP, athletic training, occupational therapy). DISCUSSION: Participants shared that the virtual IPE experience is beneficial for optimal holistic care and felt some components of the IPE experience prepared them for real-world clinical practice. However, logistical issues (large group size and online format) prevented equal participation and establishing a connection with other participants.

OBJECTIVE: Experiential interprofessional education (IPE) fostering socialization to interprofessional teams is essential to clinical practice. Inclusion of authentic patient voices cultivates an understanding of social factors that patients face. We qualitatively assessed how experiential IPE framed around social determinants of health (SDH) and socioecological model (SEM) influenced early health profession students' development of interprofessional socialization while working with patients. Secondarily, we explored how students shifted their mindsets for future interactions. METHODS: Fifty-one health profession students participated in the Longitudinal Interprofessional Family-based Experience (LIFE), a virtual, 13-week experiential IPE opportunity during which students interacted with patients living with chronic illnesses through two interviews. Prompts representing aspects of working on an interprofessional team while interacting with a patient framed around social factors affecting healthcare were coded using the constant comparative method of analysis. Themes were derived and tallied for frequencies. RESULTS: Themes from prompt related to working with an interprofessional team included: 1) perspectives, 2) informative, and 3) collaboration. Themes related to patients as a team member included: 1) active listening, 2) patients of similar/dissimilar back¬grounds, 3) person-centered care, and 4) awareness. Themes derived from prompt about future collaborations included: 1) collaboration, 2) awareness, and 3) person-centered care. CONCLUSIONS: This SDH-focused experiential IPE advanced the understanding among early learners of how social factors that patients experience are barriers to how care is delivered and interprofessional teams must collaborate to consider factors to support patients.

Refugee patients benefit from interdisciplinary approaches that address trauma-related migration in culturally responsive ways. This qualitative evaluation assessed the interdisciplinary trauma-based course for refugee populations. The qualitative data comes from focus groups and surveys to evaluate medical, social work, and public health students' perceptions of the interprofessional education course of refugee patient care. The evaluators analyzed qualitative data through a thematic content analysis method. Following key themes emerged from students' reflections: (1) collaboration in interdisciplinary learning, (2) role of clinical learning, (3) skills and knowledge related to refugee population care, (4) improvements for interprofessional education, and (5) strengths of the interprofessional education course. The Interprofessional Refugee Health Elective course enhanced their knowledge and competence in refugee health care. Educators, students, and the patient population will benefit from investing in interprofessional education courses that focus on specific needs and complex care management for refugee patients.

OBJECTIVE: The primary objective was to describe the pedagogical approach of conducting 2 Interprofessional Education (IPE) sessions focused on IPE Collaborative (IPEC) Core Competencies in a required pharmacy and nursing didactic course. The secondary objective was to use quantitative and qualitative methods to assess students' self-reported IPE knowledge, skills, and attitudes after the IPE sessions. METHODS: Sessions consisted of active learning exercises with supplemental lectures, emphasizing students work together to find optimal solutions to both clinical and nonclinical problems. Time was allotted for debriefing and discussion. Students completed a post-session reflection with 6 guided questions to collect qualitative themes. Participants also completed the W(e) Learn Interprofessional Program Assessment Scale, a survey designed to assess student perceptions of the interprofessional sessions. We used t tests for comparing scores among relevant subgroups. RESULTS: From 2017-2019, 263 students attended 2 annual IPE sessions in a required, introductory course. Small group didactic activities with faculty-led debriefing were included in each session. A total of 111 students fully completed the scale and average scores were high (Mean = 197.5, SD = 15.96). Thematic analysis of reflections revealed that students recognized teamwork, mutual respect, effective communication, and understanding the roles and responsibilities of the interprofessional team helped improve patient care. CONCLUSION: Including joint IPE sessions in a foundational didactic course was a feasible and successful IPE component. Sessions provided students with experience practicing foundational skills for interprofessional communication and teamwork. Students reported high satisfaction and valued the sessions, as indicated by quantitative surveys and qualitative themes.

BACKGROUND: Interprofessional education (IPE) curricula require approaches that address the needs of learners from multiple professions and levels of clinical experience. Frameworks based in the arts and humanities, which can improve learners' skills in collaborative competencies such as communication and team building, remain limited in IPE. We describe the development, implementation and evaluation of a visual arts-based IPE session for over 400 interprofessional learners. APPROACH: During the 90-min session held in 2021, an art museum educator first guided learners through observations of art works using the Visual Thinking Strategies (VTS) approach. Subsequently, small groups of six to eight interprofessional learners and two trained facilitators explored how their observations were influenced by personal and professional identities and made connections to interprofessional collaborative practice. EVALUATION: Two hundred eleven of the 407 student attendees responded to the post-session survey (52%). Eighty percent of the respondents agreed or strongly agreed that 'the art of observation activity is an effective means of starting discussions with interprofessional teams.' On the Interprofessional Collaborative Competency Attainment Survey, a validated tool assessing changes in interprofessional collaboration-related competencies, there was a significant increase between pre- (M = 45.73, SD = 8.05, p < 0.001) and post-session scores (M = 51.46, SD = 7.97, p < 0.001), using a paired t-test analysis. Qualitative analysis of learners' takeaways identified themes of open-mindedness, hearing other opinions and perspectives, collaboration/teamwork, patient-centeredness and awareness of biases. IMPLICATIONS: Our curricular approach shows how integrating visual arts-based pedagogies into IPE activities with learners from diverse disciplines and clinical experiences is both feasible and helpful for developing collaborative competencies.

Resumo Objetivou-se analisar as contribuições e barreiras enfrentadas pelo Programa de Educação pelo Trabalho para a Saúde (PET-Saúde) Interprofissionalidade, bem como debater elementos necessários à sustentabilidade da Educação Interprofissional (EIP). Pesquisa qualitativa desenvolvida em três unidades acadêmicas de uma instituição pública de ensino superior. Os dados foram coletados pelo Google Meet e analisados pela técnica da análise de conteúdo. Emergiram três categorias temáticas: contribuições do PET-Saúde Interprofissionalidade para a indução de mudanças na formação em Saúde, barreiras que afetaram seu desempenho e sustentabilidade da EIP. A análise indica que O PET-Saúde Interprofissionalidade foi uma experiência importante para pautar o debate da EIP nos cursos de graduação e nos serviços de Saúde. As experiências acumuladas nesse programa constituem um arcabouço que não pode ser desprezado e deverá ser lapidado para fundamentar estratégias sustentáveis que considerem a interprofissionalidade como abordagem na reorientação da formação e qualificação da atenção à saúde. Abstract The aim of this study was to explore the contributions of and barriers faced by the Education through Work for Health Program-Interprofessional Collaboration Program (PET-Saúde Interprofissionalidade) and debate key elements for the sustainability of interprofessional education (IPE). We conducted a qualitative study in three academic units of a public higher education institution. The data were collected via Google Meet and analyzed using content analysis. Three categories emerged during the analysis: contributions of the PET-Saúde Interprofissionalidade to the induction of changes in health training, barriers affecting performance, and sustainability of IPE. The findings indicate that the PET-Saúde Interprofissionalidade made important contributions to pushing forward the debate about IPE in undergraduate degrees and health services. The experiences accumulated during the program provide a framework whose potential should not be underestimated and should be refined to lay the foundation for sustainable strategies that incorporate interprofessional collaboration as an approach to reorienting health training. Resumen El objetivo fue analizar las contribuciones y barreras enfrentadas por PET-Salud Interprofesionalidad, así como discutir elementos necesarios para la sostenibilidad de la Educación Interprofesional (EIP). Investigación cualitativa desarrollada en tres unidades académicas de una institución pública de enseñanza superior. Los datos fueron colectados por Google meet y analizados por la técnica de análisis de contenido. Surgieron tres categorías temáticas: contribuciones de PET-Salud Interprofesionalidad para la inducción de cambios en la formación en salud, barreras que afectaron su desarrollo y sostenibilidad de EIP. El análisis indica que PET-Salud Interprofesionalidad fue una experiencia importante para regir el debate de EIP en los cursos de graduación y en los servicios de salud. Las experiencias acumuladas en ese programa constituyen una estructura que no puede despreciarse y que deberá perfeccionarse para servir de base a estrategias sostenibles que consideren la interprofesionalidad como un abordaje en la reorientación de la formación y calificación de la atención de la salud.

Introducción: La educación interprofesional se enmarca en la tercera gran reforma de la educación sanitaria. Consiste en una docencia basada en sistemas sanitarios, enfocada en competencias locales y globales. Es el sustento de una práctica colaborativa interprofesional que garantice la Atención Médica Integral centrada en el paciente, la familia y la comunidad. Objetivo: Fundamentar la necesidad de la educación interprofesional en la formación de pre y posgrado en Ciencias de la Salud como garantía de una práctica colaborativa interprofesional eficaz que tribute a una Atención Médica Integral sostenible e inclusiva. Método: Se efectuó un estudio documental en idioma inglés y español en diversas bases de datos: Google Académico, SciELO y Red Nacional de Información en Salud (Infomed). Se sistematizaron las informaciones y se efectuaron valoraciones críticas de los autores. Desarrollo: La práctica colaborativa interprofesional ha tenido un ascenso en diferentes escenarios y deviene en condición esencial para la atención de calidad según demanda la sociedad y los sistemas de salud en los últimos años en todo el mundo, y es un requisito necesario para una atención de la salud de calidad y segura. La educación colaborativa interprofesional mejora la coordinación, integración y fusión de saberes útiles entre distintos profesionales de la salud y en la atención social. Se requiere un estrecho nexo entre los ministerios de salud y las instituciones formadoras en función de una educación interprofesional desde el pregrado, posgrado y durante la formación continua. Conclusiones: La educación colaborativa interprofesional en la formación salubrista tributa a una práctica colaborativa interprofesional sostenible. Introduction: Interprofessional education is included in the third major health education reform. It consists of health systems-based teaching, focused on local and global competencies. It is the base of an interprofessional collaborative practice that guarantees a comprehensive health care service for patients, families and the community. Objective: To demonstrate the need for interprofessional education process in undergraduate and postgraduate Health Sciences education as a guarantee of an effective interprofessional collaborative practice that contributes to a sustainable and inclusive comprehensive health care. Method: A documentary research, in English and Spanish, was carried out in several databases: Scopus, SciELO, PubMed/MedLine, Redalyc, Google Scholar and the Infomed portal. The information was systematized and authors gave their critical evaluations. Development: Collaborative interprofessional practice has been increasing in different scenarios and has become an essential condition for quality care service as demanded by society and healthcare systems worldwide in recent years and it is a necessary requirement for quality and health care safety. Collaborative interprofessional education improves coordination, integration and the merging of useful knowledge among different health and social care professionals. A close relationship between ministries of health and training institutions is required for interprofessional education from undergraduate, postgraduate and continuing education. Final considerations: Collaborative interprofessional education in health care education contributes to sustainable interprofessional collaborative practice. Introdução: A educação interprofissional faz parte da terceira grande reforma da educação em saúde. Consiste no ensino baseado em sistemas de saúde, focado em competências locais e globais. É o suporte de uma prática colaborativa interprofissional que garante uma assistência médica integral centrada no paciente, na família e na comunidade. Objetivo: Fundamentar a necessidade da educação interprofissional na graduação e pós-graduação em Ciências da Saúde como garantia de uma efetiva prática colaborativa interprofissional que contribua para uma assistência médica integral sustentável e inclusiva. Método: Estudo documental realizado em inglês e espanhol em diversas bases de dados: Scopus, SciELO, PubMed/MedLine, Redalyc, Google Scholar e Red Nacional de Información en Salud (Infomed). As informações foram sistematizadas e feitas avaliações críticas dos autores. Desenvolvimento: A prática colaborativa interprofissional despontou em diferentes cenários e tornou-se condição essencial para uma assistência de qualidade exigida pela sociedade e pelos sistemas de saúde nos últimos anos em todo o mundo e é requisito necessário para uma assistência de qualidade, com qualidade e segura. A educação colaborativa interprofissional melhora a coordenação, integração e fusão de conhecimentos úteis entre diferentes profissionais de saúde e assistência social. É necessária uma articulação estreita entre os ministérios da saúde e as instituições de formação com base na educação interprofissional desde a graduação, pós-graduação e durante a formação continuada. Considerações finais: A educação colaborativa interprofissional na formação em saúde contribui para uma prática colaborativa interprofissional sustentável.

PURPOSE: This study aims to establish if medical students think it is fair to be assessed by nursing professors in interprofessional education (IPE) and why. METHODS: Eighty-seven third-year medical students who participated in the IPE in 2022 submitted self-reflection essays. They were asked how they perceived the assessors, and 86 medical students responded to content analyses. RESULTS: Sixty-seven students (77.9%) agreed to be assessed by nursing professors. They believed that interprofessional assessment is possible because it is an IPE. They also believed that this was an opportunity to be assessed from various perspectives. Nineteen students (22.1%) objected because the assessment criteria may be different and nursing professors would not understand the learning experiences of medical students. CONCLUSION: Regarding the reasons medical students oppose it, IPE developers should supplement the development of assessment criteria and understand learners' experiences during planning assessment.

OBJECTIVE: To assess the contribution of interprofessional education (IPE) for pre-graduate students from eight study branches. These seminars had patient-partners and caregivers as co-facilitators for reflexive conversations, with educational goals of learning interprofessional communication and involving patients in decision-making. METHODS: A pre/post seminar comparison with 2 questionnaires about the students' professional identity, multidisciplinary collaboration and patients' involvement, and the richness of stakeholders' definitions. RESULTS: 1142 students participated in the course (n = 740 after removing missing data). The results indicate that this type of education helps students feel more confident in their ability to communicate and collaborate (z = -10,204; p < 0,001), involves patients in their care plan (z = -7,996; p < 0,001) and fosters the competence and autonomy of the post-graduate students in their own professional field (z = -10,627; p < 0,001). It also enriches the definition of patients' roles (n = 399; z = -17,276; p < 0,001). CONCLUSION: Including patients-partners and caregivers in IPE enriches the professional identity and increases the self-efficacy of futures caregivers. PRACTICE IMPLICATIONS: This program exposed students to collaborative care practices, can reduce their resistance to this type of practice after graduation by making them more confident in using a structured team approach and recognising its benefits for both patients and caregivers.

The United States (US) National Center for Interprofessional Practice and Education was funded at the University of Minnesota to serve as the National Coordinating Center for Interprofessional Education and Collaborative Practice (IPECP) in the US In 2012, the funders had specific expectations for operationalizing their vision that included scholarship, programs and leadership as an unbiased, neutral convener to align education with health system redesign. While US specific, the National Center benefited from and contributed to the international maturity of the field over the past decade. Through its various services and technology platforms, the National Center has a wide reach nationally and internationally. This perspective provides a unique view of the field in the US with observations and implications for the future.

INTRODUCTION: Many countries have implemented interprofessional education (IPE) and interprofessional collaborative practice (IPCP), but there is a dearth of information on the state of IPE in Nigeria. We evaluated the attitude of Nigerian pharmacy students and pharmacists towards IPE and IPCP and the perceived barriers to and recommendations for the implementation of IPE and IPCP. METHODS: A cross-sectional survey of 238 community and hospital pharmacists and 765 pharmacy students in Nigeria was conducted with an online questionnaire using the Interprofessional Attitude Scale. Information on the perceived barriers to and recommendations for implementing IPE was also collected. RESULTS: Two hundred and seven pharmacists (87%) and 629 (82.2%) pharmacy students agreed that it is necessary for health profession students to learn together. Perceived barriers to the implementation of IPE and IPCP included professional pride [pharmacists = 51 (21.42%), pharmacy students = 55 (7.19%)], prejudice against other health professions [pharmacists = 35 (14.7%), pharmacy students = 74 (9.67%)], uni-professional training [pharmacists = 5 (2.1%), pharmacy students = 7 (0.92%)], and government policies that discourage IPE and IPCP [pharmacists = 10 (4.2%), pharmacy students = 20 (2.61%)]. Recommendations proposed were the integration of IPE in undergraduate pharmacy curricula, cooperation among health professionals to curb professional rivalry, and the provision of necessary facilities and resources by the government. CONCLUSIONS: Nigerian pharmacists and pharmacy students had positive attitudes towards IPE and IPCP. The perceived barriers to implementing IPE in Nigeria include discouraging government policies. Deliberate and implementable government policies on IPE are needed.

The purpose of this convergent mixed methods interprofessional education (IPE) pilot project was to help health profession students gain valuable insight about the experiences of people living with mental illness, to help them have a better understanding of person-centered care and have greater knowledge about the importance of interprofessional collaboration. A developmental workgroup which consisted of mental health consumers, four interdisciplinary students, and our team developed and implemented a virtual Mental Health World Café IPE event. Twelve other students attended the World Café event. A paired sample t-test was used to examine group differences between pre- and post-test scores for the Interprofessional Socialization and Valuing Scale and the Texas AHEC Survey measures among the four student leaders and the 12 student participants of the virtual Mental Health World Cafe. We conducted individual interviews with the four student leaders and collected reflective journals from the 12 students who attended the World Café event. We examined to what extent the statistically significant quantitative results supported the qualitative results separately for the student leaders and for the student participants of the virtual World Café. We also examined how both the quantitative and qualitative findings aligned with the key components of the Patient-Centered Care in Interprofessional Collaborative Practice Model. While the project allowed the students to reflect upon how they may apply the principles of person-centered care and interprofessional collaboration, the impact of the consumers on the student's experiences was profound and resulted in widespread engagement of the students who attended the event.

RESUMO Objetivo: identificar os elementos das dimensões colaborativas interprofissionais presentes nos projetos institucionais a serem desenvolvidos no Programa de Educação pelo Trabalho para a Saúde. Método: estudo documental de abordagem qualitativa. A fonte documental consiste em cinco projetos de intervenção elaborados por cinco Universidades Federais da região Nordeste para serem desenvolvidos no Programa de Educação pelo Trabalho para a Saúde Interprofissionalidade. Os dados foram coletados e analisados entre julho de 2020 a março de 2021, com aplicação de matriz de coleta, de elaboração própria. Com auxílio de um software, o estudo está alicerçado no referencial de D'Amour para fins de estabelecimento de categorias conforme preconizadas nas etapas estabelecidas por Bardin. Foram assegurados os aspectos éticos para a pesquisa. Resultados: Foram identificados elementos das dimensões colaborativas do modelo de D'Amour nos 5 projetos, tais como: metas e orientação centrada no usuário; convivência mútua; confiança; ferramentas de formalização; intercâmbio de informações; centralidade e liderança; suporte à inovação e conectividade. Considerações finais: os projetos de intervenção elaborados pelas universidades possuem elementos indutores da Colaboração Interprofissional. No entanto, precisam ser melhor explicitadas as intervenções voltadas para a estruturação do atendimento colaborativo e exercício para a liderança. RESUMEN Objetivo: identificar los elementos de las dimensiones colaborativas interprofesionales presentes en los proyectos institucionales que se desarrollarán en el Programa de Educación por el Trabajo para la Salud. Método: estudio documental de enfoque cualitativo. La fuente documental consiste en cinco proyectos de intervención elaborados por cinco Universidades Federales de la región Nordeste de Brasil que se desarrollarán en el Programa de Educación por el Trabajo para la Salud Interprofesionalidad. Los datos fueron recogidos y analizados entre julio de 2020 y marzo de 2021, con aplicación de matriz de recolección y elaboración propia. Con ayuda de un software, el estudio está basado en el referencial de D'Amour para fines de establecimiento de categorías conforme preconizadas en las etapas establecidas por Bardin. Se aseguraron los aspectos éticos para la investigación. Resultados: se identificaron elementos de las dimensiones colaborativas del modelo de D'Amour en los 5 proyectos, tales como metas y orientación centrada en el usuario; convivencia mutua; confianza; herramientas de formalización; intercambio de información; centralidad y liderazgo; apoyo a la innovación y la conectividad. Consideraciones finales: los proyectos de intervención elaborados por las universidades poseen elementos inductores de la Colaboración Interprofesional. Sin embargo, necesitan ser mejor explicitadas las intervenciones dirigidas a la estructuración de la atención colaborativa y el ejercicio para el liderazgo. ABSTRACT Objective: To identify elements from the interprofessional collaborative dimensions in the institutional projects to be developed in the program for education at work for health. Method: Document study with a quantitative approach. The document source includes five intervention projects elaborated by five federal universities from the Brazilian northeast, to be developed in the interprofessional program for education at work for health. Data was collected and analyzed from July 2020 to March 2021, through the application of a collection tool elaborated by the authors. The study, conducted with the aid of software, is based on D'Amour references to establish categories according to the stages elaborated by Bardin. The ethical aspects of the research were guaranteed. Results: We identified elements of the collaborative dimensions of the model by D'Amour in the five projects, such as: goals and user-focused guidance; mutual socialization; trust; formalization tools; information exchange; centrality and leadership; support to innovation and connectivity. Final considerations: intervention projects elaborated by the universities have elements conducive to Interprofessional Collaboration. However, interventions targeted at structuring collaborative care and exercising leadership must be better elaborated.

AIM: This study aimed to analyze the effectiveness of the learning outcomes of the interprofessional education (IPE) model for healthcare students. BACKGROUND: Interprofessional education (IPE) is an important teaching and learning model that involves two or more professions engaging or working together to improve the knowledge of healthcare students. However, the specific outcomes of IPE for healthcare students are unclear as only a few studies have reported them. DESIGN: A meta-analysis was conducted to draw broad conclusions on the impact of IPE on healthcare students' learning outcomes. METHODS: The CINAHL, Cochrane Library, EMBASE, MEDLINE, PubMed, Web of Science, and Google Scholar databases were searched for relevant articles in the English language. To investigate the effectiveness of IPE, a pooled estimate of knowledge, readiness for and attitude toward interprofessional learning, and interprofessional competence were analyzed using a random effects model. The methodologies of the studies evaluated were assessed using the Cochrane risk-of-bias tool for randomized trials, version 2. Sensitivity analysis was performed to ensure the rigor of the findings. STATA 17 was used to perform the meta-analysis. RESULTS: Eight studies were reviewed. IPE had a significant positive impact on healthcare students' knowledge (Standardized Mean Difference [SMD]: 0.43; 95% Confidence Interval [CI]: 0.21-0.66). However, its impact on readiness for and attitude toward interprofessional learning and interprofessional competence was nonsignificant and needs further investigation. CONCLUSION: IPE enables students to develop their knowledge of healthcare. This study provides evidence that IPE is a better strategy for enhancing healthcare students' knowledge than traditional/discipline-specific teaching techniques.

BACKGROUND: Interprofessional education (IPE) has been identified as a strategy towards improving competence at interprofessional working and collaboration within teams. Entrustable professional activities (EPAs) provide a framework for translating competencies into elements of clinical practice, some of which in healthcare are inherently interprofessional. However, it is challenging to reconcile that entrustment decisions about student competence in an interprofessional activity are made about an individual without considering the dynamics and tensions between interprofessional team members and the task itself. This can influence students' development and demonstration of competence at interprofessional collaboration. METHODS: In this study, undergraduate medical and pharmacy students worked in pairs online (Zoom) to undertake the hospital discharge process (a professional activity reliant on interprofessional collaboration) for a simulated patient, producing a hospital discharge letter and completing a consultation with the simulated patient. The online sessions were recorded and interprofessional behaviours were assessed using a validated scale completed by an interprofessional assessment team. Students undertook this IPE intervention three times after receiving feedback and a period of reflection each time. RESULTS: Eighteen students participated across the entire intervention and 27 one-hour online IPE sessions were completed and recorded. Students demonstrated statistically significant improvements in interprofessional behaviours across the three iterations (p < 0.05 for all the sessions). The discharge letter students produced also improved over the three sessions (p = 0.01). Students found the educational sessions useful and relevant. CONCLUSION: This online IPE intervention provided the students with an authentic opportunity to work collaboratively. At the end of each iteration, students received feedback about their work as a team and about the discharge letter, helping students to reflect and purposefully develop their performance. The IPE intervention with this assessment strategy is feasible and allows student development to be captured but has proved to be time and resource intensive.

Introduction: Opioid pain management is complex and requires a collaborative approach. To prepare health professions students to care for patients who have chronic pain, we developed an interprofessional education (IPE) session for delivery using a virtual platform that featured a standardized patient (SP) interaction. Methods: The SP case highlighted a patient on opioids for chronic low back pain resulting from a car accident. Despite no improvement in pain or function, the patient continued taking opioids and developed behaviors that could represent opioid misuse. During the synchronous, online session, interprofessional teams of students interviewed an SP and collaborated to develop a holistic care plan to address the patient's pain and potential opioid misuse. The session evaluation included pre- and postsession surveys. Results: Over 750 students from medicine, pharmacy, nursing, and social work programs participated in the virtual IPE sessions during a single year. Students rated the session positively. Matched survey responses suggested improved confidence in knowledge and skills, and learning through Zoom was rated favorably. Discussion: We successfully implemented a synchronous online IPE session involving SP interactions that allowed students to practice team-based care of a patient with chronic pain who was taking opioids. Based on the success of this IPE session, including the success of the online delivery model, future IPE sessions will continue virtually.

Introducción: El programa Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS®) ha demostrado mejorar el trabajo interprofesional entre los profesionales sanitarios mejorando el trabajo en equipo. Se formó a profesionales de cuidados intensivos en esta metodología mediante el Curso «Instructor/a en simulación: Mejorando el Trabajo en Equipo a Través de TeamSTEPPS®». Objetivos: Analizar el desempeño del trabajo en equipo y las buenas prácticas en simulación de los profesionales de cuidados intensivos asistentes al curso y explorar sus percepciones sobre la experiencia formativa llevada a cabo durante el mismo. Métodos: Se llevó a cabo un estudio descriptivo transversal y fenomenológico mediante una metodología mixta. Se aplicaron a los 18 asistentes al curso los cuestionarios «TeamSTEPPS™ 2.0 Team Performance Observation Tool» para evaluar el desempeño del trabajo en equipo y «Educational Practices Questionnaire» para las buenas prácticas en simulación tras los escenarios simulados. Posteriormente se realizó una entrevista grupal a través de un grupo focal a ocho asistentes mediante la plataforma de videoconferencias Zoom™. Se realizó un análisis temático y de contenido de los discursos desde el paradigma interpretativo. Los datos cuantitativos y cualitativos se analizaron mediante los programas IBM SPSS Statistics™ 27.0 y MAXQDA Analytics Pro™, respectivamente. Resultados: Tanto el nivel de desempeño del trabajo en equipo (media = 96,25; DT = 8.257) como las buenas prácticas en simulación (media = 75; DT = 1.632) tras los escenarios simulados fueron adecuados. Se identificaron los siguientes temas principales: satisfacción con la metodología TeamSTEPPS®, utilidad de la metodología, barreras de implementación de la misma y habilidades no técnicas mejoradas a través del TeamSTEPPS®. Conclusiones: La metodología TeamSTEPPS® puede ser una buena estrategia de educación interprofesional para la mejora de la comunicación el...(AU) Introduction: The Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS®) programme has been shown to improve interprofessional work among healthcare professionals by enhancing teamwork. Intensive care professionals were trained in this methodology through the course «Simulation Trainer: Improving Teamwork through TeamSTEPPS®». Objectives: To analyse the teamwork performance and good practice in simulation of the intensive care professionals attending the course and to explore their perceptions of the training experience carried out during the course. Methods: A cross-sectional descriptive and phenomenological study was carried out using a mixed methodology. The 18 course participants were administered the questionnaires «TeamSTEPPS™ 2.0 Team Performance Observation Tool» to evaluate teamwork performance and «Educational Practices Questionnaire» for good practices in simulation after the simulated scenarios. Subsequently, a group interview was conducted through a focus group with 8 attendees using the Zoom™ videoconferencing platform. A thematic and content analysis of the discourses was carried out using the interpretative paradigm. Quantitative and qualitative data were analysed using IBM SPSS Statistics™ 27.0 and MAXQDA Analytics Pro™, respectively. Results: Both the level of teamwork performance (mean = 96.25; SD = 8.257) and good practice in simulation (mean = 75; SD = 1.632) following the simulated scenarios were adequate. The following main themes were identified: satisfaction with the TeamSTEPPS® methodology, usefulness of the methodology, barriers to methodology implementation and non-technical skills improved through TeamSTEPPS®. Conclusions: TeamSTEPPS® methodology can be a good interprofessional education strategy for the improvement of communication and teamwork in intensive care professionals, both at the care level (through on-site simulation strategies)...(AU)

PURPOSE/OBJECTIVE: To assess the impact of local anesthesia (LA) course for physician assistant (PA) and adult gerontology-acute care nurse practitioner (NP) program students on knowledge, attitudes, confidence, and intention to incorporate skills in clinical practice. METHODS: The course was conducted by dental faculty for forty-eight PA and seven NP students and consisted of two lecture hours on anatomy of the oral cavity, anesthesia and pain management, 2 hours of preclinic lab where participants practiced injection technique on mannikins, and a clinical practicum conducted by dental school faculty and residents where students observed dental treatment including administration of LA, and discussed symptom triage by NPs and PAs for patients with dental problems including orofacial pain, initial management including LA, and patient referral to dentists. An online survey was administered to all students before and after the course to assess changes in knowledge, attitudes, confidence, and intention to incorporate LA administration skills into clinical practice and elicit students' perception of program quality. Pre- to post-changes were analyzed by two-tailed t-tests and analysis of variance (ANOVA) with significance at 0.05. RESULTS: The response rate for pre- and post-course assessment was 96.4% and 87.3% respectively. Students' overall scale score for self-assessment of dental knowledge increased significantly from pre- (2.34) to post-assessment (4.19). An increase was seen in students' attitudes regarding management of dental emergencies (t = 2.181; p < 0.05). Furthermore, overall confidence of students related to managing patients with dental problems increased significantly (2.00 to 3.85) after taking the course. CONCLUSION: The LA course was well received by PA and NP students and resulted in increased knowledge and confidence in recognizing common oral health conditions, understanding dental pain management including administration of LA, and making referrals to dentists to optimize patient care.