Interprofessional education in health professions education programmes in the Arab world: a scoping review protocol.

Mié, 23/11/2022 - 04:25
INTRODUCTION: Interprofessional education is a relatively new addition to health professional education curricula in the Arab world. To understand current practice in this area, a scoping review will enable reporting of essential elements for the implementation of interprofessional education. The objective of this scoping review is to report on the implementation components, including presage, process and product, of interprofessional education in prelicensure health professions education programmes in the Arab world. METHODS AND ANALYSIS: A comprehensive and systematic search for literature will be conducted using eight electronic databases from their inception to September 2022. A presearch was devised in PubMed, Scopus and CINAHL using a combination of terms related to population, context and concept. The Covidence Systematic Review tool will be used for blind screening, selection and conflict resolution. Data will be presented in tabular format and as a narrative synthesis and will include elements that support the implementation of interprofessional education. This review will be presented according to the Joanna Briggs Institute methodology.Studies conducted with students and/or faculty in prelicensure health professions education programmes will be included. The concept to be explored is interprofessional education. The context is the region commonly known as the Arab world, which includes 18 countries, sharing many common social and cultural traditions and where Arabic is the first language.Excluded will be studies conducted on collaborative practice of health professionals and postlicensure interprofessional education. ETHICS AND DISSEMINATION: No ethical approval was required. Findings will be disseminated in conference presentations and peer-reviewed articles.

A Odontologia na Residência Multiprofissional em Saúde: experiência da formação na rede de atenção à saúde

Lun, 07/11/2022 - 05:07
A Residência Multiprofissional em Saúde, modalidade de pós-graduação lato sensucom formação em serviço e duração de dois anos, permite a articulação de conhecimentos específicos, comuns e de trabalho em equipe, para o alcance do cuidado integral e humanizado ao usuário e comunidade. Esse artigo tem por objetivo relatar a experiência de formação em serviço na área de Odontologia de um Programa de Residência Multiprofissional em Atenção Integral à Saúde na Rede de Atenção à Saúde Bucal. O programa de residência, tem carga horária semanal de 60 horas, envolve atividades teóricas e práticas de ensino divididas em eixos transversais, comum às diferentes áreas, e específico para cada profissão, sendo 60% da carga horária na atenção primária, 20% na atenção secundária e 20% naatenção terciária, em diferentes cenários de prática da rede de atenção à saúde bucal. Conta com 36 residentes multiprofissionais, dentre esses, 6 cirurgiões-dentistas. Nos módulos teóricos, específico e comum, utilizaram-se metodologias ativas e ambientevirtual de aprendizagem para discussão teórica, e a tutoria de campo deu subsídios ao desenvolvimento de práticas interprofissionais colaborativas e à organização do processo de trabalho na atenção primária. A integração com diferentes áreas da saúde e a reflexão e problematização das práticas tem potencializado o trabalho em equipe, visando àintegralidade do cuidado em saúde. Essa modalidade de formação para a área da Odontologia tem se mostrado importante para o desenvolvimento de habilidades e competências colaborativas dos cirurgiões-dentistas e qualificação do Sistema Único de Saúde (AU). The Multiprofessional Residency in Health, a two-year lato sensupost-graduate program with training in service, allows the articulation of specific, common and teamwork knowledge, to achieve comprehensive and humanized care to the user and community. This article aims to report the experience of in-service training inthe field of Dentistry of a Multiprofessional Residency Program in Integral Health Care in the Oral Health Care Network. The residency program, with weekly workload of 60 hours, involves theoretical and practical teaching activities divided into transversal axes, common to different areas, and specific for each profession, being 60% of the workload in primary care, 20% in secondary care and 20% in tertiary care, in different scenarios of practice of the oral health care network. It has 36 multiprofessionalresidents, including 6 dentists. In the theoretical, specific and common modules, active methodologies and virtual learning environment were used for theoretical discussion, and field mentorship support the development of collaborative interprofessional practices and the organization of the work process in primary care. The integration with different areas of health, and reflecting on and problematizing practices, enhanced teamwork aiming at a comprehensive health care. This modality of training for the area of Dentistry has proved important for the development of collaborative skills and competences of dentists and qualification of the Unified Health System (AU).

Estágio Comunitário Interprofissional na formação do estudante de Odontologia: relato de experiência da Universidade Federal de Goiás

Lun, 07/11/2022 - 05:07
O Sistema Único de Saúde configura-se como um potente cenário de atuação e campo de formação interprofissional, principalmente,no que se refere aos estágios supervisionados. Esse relato de experiência (RE) tem como objetivo descrever o processo de construção do Estágio Comunitário Interprofissional (ECI) da Universidade Federal de Goiás na perspectiva da formação do cirurgião-dentista. A construção parte das experiências vivenciadas e refletidas pelas autoras/sujeitos do RE: as professoras do estágio em cada curso (enfermagem, nutrição, medicinae odontologia) e a coordenadora da integração ensino-serviço-comunidade do campus do município onde ocorre o estágio. Foram ainda consultados os planos de ensino e projetos pedagógicos dos cursos envolvidos, as memórias das oficinas avaliativas realizadas ao longo do estágioe o Manual do Estágio Comunitário. O contexto do ECI, o processo ensino-aprendizagem na formação interprofissional do estudante de odontologia, a busca da sustentabilidade do estágio e a potencialidade da aprendizagem informal são apresentados e discutidos. Considera-se os avanços históricos alcançados no percurso do ECI e os dispositivos que favorecem tais mudanças na perspectiva da educação e prática interprofissional, além dos potenciais pontos de evolução do estágio para garantir a formação integral do cirurgião-dentista, no que tange às competências colaborativas (AU). The Unified Health System (SUS) in Brazil is a powerful scenario for action and a field of interprofessional education, particularly with regard to supervised internships. This experiencereport (ER) describes the structure of the interprofessional community internship (ICI) at the Federal Universityof Goiás from the perspective of dental education. The articleis based on the experiences and reflectionsofthe authorsand subjectsof the ER: the faculty of each study program (Dentistry, Medicine, Nursing, and Nutrition) and the coordinator for the integration of teaching, service, and community on the campus where the internshiptakes place. The pedagogical projects and teaching plans of the participating programs, the evaluation workshops during the internship, and the community internship manualwere also consulted.The ICI context, the learning process in interprofessional dental student education, the sustainability of the internship, and the potential of informal learning are presented and discussed. The historical advances made during the ICIand the means by which such changes in the perspective of education and interprofessional practice are fostered, as well as the potential points of development of the internshipto ensure the holistic education of dental studentsin terms of collaborativeskills, are considered (AU).

Acadêmicos de Odontologia no combate à COVID-19: percepção discente sobre um projeto de extensão interprofissional

Lun, 07/11/2022 - 05:07
Esteartigo tem como objetivo relatar a percepção dos discentes de Odontologia quanto sua participação nas ações extensionistas interprofissionais no enfrentamento da pandemia de COVID-19.Para tanto, foi realizado um estudo qualitativo, transversaledescritivo, por meio de roteiro com perguntas abertas e questionário estruturado autoaplicado, enviado para estudantes participantes no Projeto de ExtensãoUniversitária por meio da atenção às divisas rodoviárias do Estado do Paraná e/ou da atuação como atendentes em serviço de telessaúde para enfrentamento da COVID-19 (Central de Informações COVID-19) e/ou na Farmácia Especial do Estado do Paraná. A análise dos relatos foi realizada por meio do Discurso do Sujeito Coletivo. Todos os estudantesde Odontologia que participaram do projetoaceitaram responder a essa pesquisa. Foram identificadas como principais contribuições do Projeto de Extensão para a sua formação a obtenção de novos conhecimentos, a oportunidade de atuação interprofissional, a aplicação prática dos conhecimentos teóricos, o aprendizado técnico-científico, a promoção de acolhimento, da escuta qualificada e de atendimento humanizado. Deste modo, conclui-se que está atendendo às diretrizes para a Extensão na Educação Superior Brasileira, promovendo a formação integral e cidadã dos estudantes, propiciando a vivência dos seus conhecimentos, de modo interprofissional e interdisciplinar (AU). Thispaper reportsthe perception of Dentistry students concerning their participation in interprofessional extension actions in the management of the COVID-19 pandemic. For that purpose, a qualitative, cross-sectional and descriptive study was performed, using a script with open questions and a self-applied structured questionnaire sent to students participating in the University Extension Project by attention to the road borders of the State of Paraná and/or as attendants in the telehealth service in the management of COVID-19 (COVID-19 Information Center) and/or the Special Pharmacy of the State of Paraná. The reports were analyzed by the Collective SubjectDiscourse. All Dentistry students who participated in the project agreed to respond to this survey. The main contributions of the Extension Project to their training were identified as acquisition of new knowledge, opportunity for interprofessional action, practical application of theoretical knowledge, technical-scientific learning, promotion of reception, qualified listening and humanized care. Thus, it is concluded that the guidelines for Extension in Brazilian Higher Educationare being met, promoting the integral and citizen training of students, providing the experience of their knowledge in an interprofessional and interdisciplinary manner (AU).

Can We Realize Our Collaborative Potential? A Critical Review of Faculty Roles and Experiences in Interprofessional Education.

Mié, 02/11/2022 - 05:03
PURPOSE: Faculty within interprofessional education (IPE) are essential contributors to IPE implementation efforts. Although the majority of existing IPE literature consists of reports on IPE innovations, few insights are available into the experiences of the faculty members who deliver IPE. This critical narrative review was designed to synthesize the knowledge available about (1) roles assigned to IPE educators and (2) IPE faculty members' experiences of fulfilling these roles. METHOD: Six databases for English-language studies published between 2000 and March 2021 were searched: PubMed, Embase, Web of Science, MEDLINE, CINAHL, PsycINFO, ERIC, and MedEdPortal. A total of 1,717 manuscripts were identified for possible inclusion. After applying inclusion/exclusion criteria, 214 articles constituted the final literature corpus. Harden and Crosby's original framework of 6 roles of medical educators augmented with the manager role introduced in Harden and Lilley's 2018 framework informed the analysis. RESULTS: IPE faculty take on all 6 roles identified by Harden and Crosby: facilitator, planner, information provider, examiner, role model, and resource developer, as well as the manager role. Faculty were most commonly identified as facilitator and planner, and rarely as role models. The authors identified 3 main struggles experienced by IPE faculty: personal (e.g., confidence as a cross-professions educator), interpersonal (e.g., co-teaching IPE), and institutional (e.g., supporting IPE logistics). CONCLUSIONS: This review highlights the complexity of the roles taken on by IPE faculty and the struggles they experience in the process. The results suggest that attention to the different roles that IPE faculty play in educational interventions and to equipping faculty with the necessary competencies, tools, and support, is fundamental to the success of IPE. Future research should harness the explanatory power of theories to help explain dynamics at play between personal, interpersonal, and institutional barriers to identify interventions that can aid IPE faculty in delivering collaboration-ready professionals.

A multimodal interprofessional education program including case-based problem solving focused on pain management increases student's knowledge and interprofessional skills.

Mié, 02/11/2022 - 05:03
Interprofessional education (IPE) activities are recommended to reflect current and future practice. The opioid epidemic is one of the most significant current health challenges; recently declared a United States public health crisis. Thus, an IPE program centered on interprofessional roles in pain management during the opioid crisis was developed at the Eugene Applebaum College of Pharmacy and Health Sciences. Professional students from pharmacy, physical therapy, occupational therapy, physician assistant, and nurse anesthesia programs were included. The program included a lecture about each profession, small group case-based problem-solving sessions (group activity), and a panel discussion led by representative pain management experts from each profession. We conducted a retrospective review of data from 251 professional students attending the IPE program, and assessed students' knowledge of each profession and their respective roles in pain management. We evaluated interprofessional skills using the Interprofessional Collaborative Competency Attainment Survey and gathered qualitative student feedback. Participants gained knowledge about other professions. Each represented profession had improvements in five constructs related to interprofessional skills. Students found the most value from the group activity, which encouraged interaction among professions. Overall, the program design was effective in enhancing student knowledge and attitudes regarding collaborative interprofessional team skills.

Interprofessional education in the clinical learning environment: a mixed-methods evaluation of a longitudinal experience in the primary care setting.

Mié, 02/11/2022 - 05:03
Team collaboration in our healthcare workforce is necessary to effectively address multifaceted medical and social needs, especially for those impacted by systemic inequities. Effective interprofessional practice and education models including curricula are needed to prepare a practice ready healthcare workforce for team collaboration. Most healthcare trainee interprofessional experiences take place episodically in classroom settings. However, creating a culture that supports team-based learning and interprofessional clinical practice requires teaching skills (e.g., communication, collaboration, shared decision-making, coordination of care) longitudinally in the clinical setting. A weekly interprofessional clinic for patients/clients with chronic health conditions was organized in three primary care practices. Trainees from nutrition, social work, medicine, and physician assistant programs worked with supervising clinicians from each field. Surveys, interviews, and focus groups assessed the effects of interprofessional education and training in the primary care setting. Results show the longitudinal experiential IPE program significantly improved knowledge, attitudes, skills, and values addressing key interprofessional competencies. Qualitative results complement survey data and highlight key themes addressing patient-centered care and team dynamics. These findings demonstrate the importance of longitudinal, immersive team-based interprofessional training in the clinical learning environment.

A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities.

Mié, 02/11/2022 - 05:03
Despite the increasing emphasis on interprofessional education (IPE) in curricula and the potential benefits for student learning, there appears to be a lack of evidence directing authentic and accurate assessment of student-learning outcomes and translation of assessment data into scores and grades. Given the increasing importance of reflection and simulation in IPE, the purpose of this systematic review was to identify, appraise, and synthesize published literature using reflection and simulation as summative assessment tools to evaluate student outcomes following IPE activities. The Crowe Critical Appraisal Tool was used to appraise the included articles for quality. This systematic review yielded only five studies of marginal quality that could highlight the limited rigorous use of either reflection or simulation for summative assessment purposes. This review has identified a need for summative IPE assessment alongside formative assessments. Furthermore, training needs to be offered to both faculty assessors, to ensure they are competent and results are reproducible, and students, to equip them with the knowledge, critical thinking skills, and attitude for becoming reflective practitioners who are able to practice interprofessionally. The assessment of IPE remains a challenge, and there is a clear gap in the literature where research needs to grow.

A national survey to map IPE in Ireland.

Mié, 02/11/2022 - 05:03
Interprofessional education (IPE) in Ireland is at an early stage. Currently, there is no data to reflect the amount and type of IPE occurring across the Island of Ireland. To support IPE implementation, data is needed on existing IPE which will identify gaps and foundations on which to build. We designed a cross-sectional, online, anonymous survey to map geographical IPE locations, IPE setting, and type of IPE offered. Results were analyzed by exporting raw data to Microsoft Excel. The survey was completed by 21 participants. Over half of participants (n = 12) came from two professions: physiotherapy and speech and language therapy. Participants were from 4 counties (from a potential 32): Cork, Dublin, Galway, and Limerick. There were twice as many university educator participants (n = 14) as compared to clinical educators (n = 7). Shared modules and guest lectures from other professions were frequent methods of shared learning. At university level the most frequent IPE activity was interprofessional problem-based learning/case study. At clinical sites students interact with a range of qualified professionals and have limited opportunities to work with students from other professions. This may impact the range of collaborative work skills developed and thus readiness for workforce entry.

Attitudes of Filipino health profession students toward interprofessional education: a descriptive study.

Mié, 02/11/2022 - 05:03
The thrust of interprofessional education is to prepare health professions students to deliberately learn and work together with a common goal of providing better and safer care for service users. This study sought to describe the attitudes of health profession students toward interprofessional education and to identify which among the variables (i.e., sex, programme, year level, prior clinical and interprofessional education experiences, and level of moral development) are determinants of their attitudes toward interprofessional education. A total of 485 participants were surveyed using a validated, three-part Interprofessional Education-Attitude Scale (IPE-AS). No statistically significant difference was found between the attitudes toward interprofessional education and variables such as sex, prior clinical and interprofessional education experiences among medical, nursing, and pharmacy students. Our findings found that those with more agreeable attitudes toward interprofessional education were students in the medical programme, those from the lower year levels and those with higher stages of morality (based on Kohlberg's stages of moral development). This suggests that IPE must be introduced across health science curricula with an intentional profiling of students about their experiences related to learning and working with students from different programmes. Moral development, as a variable in the study, also provides information as to how it can improve IPE programmes, competencies, and experiences of students in the fields of health sciences.

Análisis psicométrico y validez de la Escala de Disposición al Aprendizaje Interprofesional en estudiantes de enfermería en Chile

Lun, 24/10/2022 - 05:53
Introducción: La educación interprofesional ofrece a los estudiantes de salud una oportunidad para aprender, practicar y mejorar las habilidades de comunicación y colaboración a través de la experiencia de aprendizaje con otras profesiones. Es importante determinar la disposición que tienen de involucrarse activamente con otros estudiantes en su proceso de aprendizaje, lo que se evalúa a través de la Escala de disposición al aprendizaje interprofesional, una de las más usadas internacionalmente. El objetivo fue adaptar y validar al español la Escala de disposición al aprendizaje interprofesional (RIPLS) en estudiantes de enfermería.Método: Diseño de estudio cuantitativo transversal, a una muestra de 330 estudiantes de enfermería de diferentes años, se realizó Alfa de Cronbach y análisis factorial exploratorio y confirmatorio.Resultados: La escala original tenía 23 ítems, solo 16 cumplen con los criterios de validez y confiabilidad. Los 16 ítems, se distribuyen en las dimensiones: Colaboración y trabajo en equipo (CyTE: 10 ítems), Trabajo centrado en el paciente (PC: 4 ítems) y Sentido e Identidad Profesional (PI: 2 ítems). El índice alfa de Cronbach de la escala completa fue de 0.8259 (CyTE α=0.81; PC α= 0.77 and PI α=0.61).Conclusión: La escala RIPL validada en este estudio tiene confiabilidad y validez adecuada para las dimensiones Trabajo en equipo y colaboración y Trabajo centrado en el paciente. Se requiere elaborar nuevos ítems para Sentido e Identidad profesional. (AU) Introduction: Interprofessional education offers health students an opportunity to learn, practice, and improve communication and collaboration skills through learning experiences with other professions. It is important to determine their willingness to actively engage with other students in their learning process, which is assessed through the Readiness for Interprofessional Learning scale, one of the most widely used internationally. The objective was to adapt and validate the Readiness for Interprofessional Learning Scale to Spanish among nursing students. Method: The study design was cross-sectional quantitative, with a sample of 330 nursing students of different years. Cronbach's Alpha and exploratory and confirmatory factor analysis were performed. Results: The original scale had 23 items, only 16 met the validity and reliability criteria. The 16 items are distributed in the dimensions: Teamwork and collaboration (T: 10 items), Patient Centered Work(EP: 4 items) and Professional identity (PI: 2 items). Cronbach's alpha index for the full scale was 0.8259 (CyTE α=0.81; PC α= 0.77 and PI α=0.61). Conclusion: the RIPL scale validated in this study has adequate reliability and validity for the dimensions Teamwork and collaboration and Patient Centered Work. Elaboration of new items are required for Professional Identity. (AU)

Educação Interprofissional no Brasil: formação e pesquisa

Lun, 24/10/2022 - 05:53
Esta coletânea é uma obra de muitas mãos e muitas referências! Seus 22 capítulos, foram organizados em 3 partes, a saber: Aproximações Conceituais; Educação Interprofissional em Saúde como estratégia de formação e prática; e Avaliação em Educação Interprofissional em saúde. Com a obra, busca-se retratar parte das experiências e das pesquisas produzidas no Instituto Saúde e Sociedade do Campus Baixada Santista da Universidade Federal de São Paulo (Unifesp/BS), no Grupo de Estudos e Pesquisas em Educação Interprofissional em Saúde (GPEIS), nos Programas de Pós-Graduação Interdisciplinar em Ciências da Saúde (níveis Mestrado e Doutorado) e no de Ensino em Ciências da Saúde (nível Mestrado Profissional). Através da obra expressamos o compromisso com a qualidade da formação profissional e com o sistema de saúde público e universal, assim como esperamos estar colaborando com o avanço do conhecimento sobre a formação interprofissional no país.

Análisis psicométrico y validez de la Escala de Disposición al Aprendizaje Interprofesional en estudiantes de enfermería en Chile

Lun, 17/10/2022 - 05:47
Introducción: La educación interprofesional ofrece a los estudiantes de salud una oportunidad para aprender, practicar y mejorar las habilidades de comunicación y colaboración a través de la experiencia de aprendizaje con otras profesiones. Es importante determinar la disposición que tienen de involucrarse activamente con otros estudiantes en su proceso de aprendizaje, lo que se evalúa a través de la Escala de disposición al aprendizaje interprofesional, una de las más usadas internacionalmente. El objetivo fue adaptar y validar al español la Escala de disposición al aprendizaje interprofesional (RIPLS) en estudiantes de enfermería.Método: Diseño de estudio cuantitativo transversal, a una muestra de 330 estudiantes de enfermería de diferentes años, se realizó Alfa de Cronbach y análisis factorial exploratorio y confirmatorio.Resultados: La escala original tenía 23 ítems, solo 16 cumplen con los criterios de validez y confiabilidad. Los 16 ítems, se distribuyen en las dimensiones: Colaboración y trabajo en equipo (CyTE: 10 ítems), Trabajo centrado en el paciente (PC: 4 ítems) y Sentido e Identidad Profesional (PI: 2 ítems). El índice alfa de Cronbach de la escala completa fue de 0.8259 (CyTE α=0.81; PC α= 0.77 and PI α=0.61).Conclusión: La escala RIPL validada en este estudio tiene confiabilidad y validez adecuada para las dimensiones Trabajo en equipo y colaboración y Trabajo centrado en el paciente. Se requiere elaborar nuevos ítems para Sentido e Identidad profesional. (AU) Introduction: Interprofessional education offers health students an opportunity to learn, practice, and improve communication and collaboration skills through learning experiences with other professions. It is important to determine their willingness to actively engage with other students in their learning process, which is assessed through the Readiness for Interprofessional Learning scale, one of the most widely used internationally. The objective was to adapt and validate the Readiness for Interprofessional Learning Scale to Spanish among nursing students. Method: The study design was cross-sectional quantitative, with a sample of 330 nursing students of different years. Cronbach's Alpha and exploratory and confirmatory factor analysis were performed. Results: The original scale had 23 items, only 16 met the validity and reliability criteria. The 16 items are distributed in the dimensions: Teamwork and collaboration (T: 10 items), Patient Centered Work(EP: 4 items) and Professional identity (PI: 2 items). Cronbach's alpha index for the full scale was 0.8259 (CyTE α=0.81; PC α= 0.77 and PI α=0.61). Conclusion: the RIPL scale validated in this study has adequate reliability and validity for the dimensions Teamwork and collaboration and Patient Centered Work. Elaboration of new items are required for Professional Identity. (AU)

Building a theoretical model for virtual interprofessional education.

Lun, 17/10/2022 - 05:47
BACKGROUND: Virtual interprofessional education (IPE) has emerged as a promising alternative to traditional in-person IPE. However, theoretical frameworks to support virtual interprofessional learning are not well established. Two theoretical frameworks emerged as relevant to virtual IPE: (1) the Canadian Interprofessional Health Collaborative (CIHC) interprofessional learning framework and (2) Dornan's Experience-Based Learning Model (ExBL) of workplace learning. In this study, we sought to explore virtual IPE using both frameworks to develop new theoretical understandings and identify assumptions, gaps and barriers. METHODS: This was a qualitative study. Semi-structured interviews were conducted with medical and nursing student participants (n = 14) and facilitators (n = 3) from virtual IPE workshops. Transcripts were analysed using directed content analysis methodology, informed by the CIHC and ExBL frameworks. Themes were explored using mind-mapping transitional coding. Data collection and analysis were continued iteratively until themes with adequate conceptual depth, relevance and plausibility were identified. RESULTS: Three themes were identified: (1) a shift in the balance of personal and professional, (2) blunted sociologic fidelity and (3) uncertainty and threats to interpersonal connections. Professional distinctions and hierarchies are blurred virtually. This contributed to an increased sense of psychological safety among most learners and lowered the threshold for participation. Separation from workplace sociologic complexity facilitated communication and role clarification objectives. However, loss of immersion may limit deeper engagement. Interprofessional objectives that rely on deeper sociological fidelity, such as conflict resolution, may be threatened. Informal interactions between learners are hindered, which may threaten organic development of interprofessional relationships. CONCLUSIONS: Role clarification and communication objectives are preserved in virtual IPE. Educators should pay close attention to psychological safety and sociologic fidelity-both to leverage advantages and guard against threats to connection and transferability. Virtual IPE may be well suited as a primer to in-person activities or as scaffolding towards interprofessional workplace practice.

Improved Self-Assessed Collaboration Through Interprofessional Education: Midwifery Students and Obstetrics and Gynecology Residents Learning Together.

Lun, 17/10/2022 - 05:47
INTRODUCTION: Research suggests that interprofessional education, bringing learners together to learn about, with, and from each other, improves health professions education and can improve health outcomes. Little research has measured outcomes of interprofessional education between midwifery students and obstetrics and gynecology residents. The purpose of this study was to examine self-assessed interprofessional and collaborative competencies among midwifery students and obstetrics and gynecology residents. METHODS: Baseline self-assessed interprofessional and collaborative competencies were compared with follow-up measurements to evaluate learners' experiences over an 11-month study period. Participants were midwifery students and obstetrics and gynecology residents who experienced interprofessional learning activities. The Interprofessional Education Collaborative Competency Self-Assessment Survey (IPEC Survey) and Interprofessional Collaborative Competency Attainment Survey (ICCAS) were used. RESULTS: Of 256 learners at 4 demonstration sites, 223 (87%) completed the baseline, and 121 of 237 eligible learners (51%) completed the follow-up surveys. The IPEC Survey total score (t = 2.31, P = .02) and interaction subscale (t = 2.85, P = .005) and ICCAS score (t = 4.04, P = .001) increased for midwifery students but not obstetrics and gynecology residents on the IPEC Survey (t = 0.32, P = .75) and ICCAS (t = -0.05, P = .96) measures. Midwifery students (87%) and residents (57%) reported improved overall ability to collaborate. Learners responding to 3 open-ended questions valued team-based experiences, including learning how to communicate with each other; appreciated learning each other's education and scope of practice; and recommended skills development including uncommon clinical events, case discussions, and direct clinical care. DISCUSSION: This study advanced knowledge about interprofessional education between midwifery students and obstetrics and gynecology residents. Midwifery students improved in self-assessed interprofessional and collaborative competencies. Most learners reported better interprofessional collaboration skills and were positive about future interprofessional learning. This evaluation approach is available for other programs implementing or extending interprofessional education.

Considerations for Faculty and Presenters in Interprofessional Continuing Education.

Vie, 07/10/2022 - 05:36
Interprofessional (IP) continuing education (IPCE) has evolved to focus on team performance and a commitment to education delivery that enables team members to learn from, with, and about each other. Evidence shows substantial benefits from IPCE that improve team-work, care delivery, and patient outcomes. Continuing professional development and IPCE faculty and presenters play a key role in IPCE and must understand the tenets of IPCE and how to facilitate the learning of an IP team. This column will focus on the role of faculty and presenters in IPCE activities to enhance effective collaboration and improve health outcomes. [J Contin Educ Nurs. 2022;53(10):432-435.].

Is interprofessional education a valued contributor to interprofessional practice and collaboration within allied health in Australia and New Zealand: A scoping review.

Vie, 07/10/2022 - 05:36
Research on the value of interprofessional education (IPE), collaboration and practice in the health sector at both a pre- and post-registration level has increased in recent years. A scoping review of Australian and New Zealand studies was conducted on the value of IPE to interprofessional practice in allied health professionals from 2013 to 2019. A scoping review framework was used to identify 109 studies. Twenty-one articles met the eligibility criteria. The studies were grouped into undergraduate students in academic and WIL settings, allied health professionals and clinical educators. Results suggest that IPE is necessary for the maintenance of interprofessional practice and that it is strongly connected to the development of successful communication within the interprofessional environment. Authentic IPE experience and socialization opportunities appear to be major facilitators of interprofessional practice but no consensus regarding the ideal length of time or timing of IPE was found. The studies also provided an insight into facilitators and barriers to successful implementation of IPE and interprofessional practice in rural environments. As IPE has been shown to contribute to improved interprofessional practice and patient outcomes, future research should explore how to create IPE opportunities for implementation within rural communities where adequate resourcing is most challenged.

Defining and classifying co-curricular interprofessional education in the health professions: a scoping review protocol.

Lun, 03/10/2022 - 05:32
OBJECTIVE: This scoping review will identify, characterize, and classify co-curricular interprofessional education activities and practices. INTRODUCTION: According to the World Health Organization, interprofessional education occurs when students from two or more professions learn about, from, and with one another to enable effective collaboration and improve health outcomes. As such, interprofessional education is imperative to health professions education. Globally, competency frameworks and guidelines have urged educators to reach consensus about interprofessional education terminology and to integrate this form of education into formal curricula. Voluntary interprofessional education that takes place outside formal curricula (ie, co-curricular) is frequently used to overcome well-documented barriers (eg, discordant academic calendars). We will explore the global literature to identify, characterize, and classify published examples of co-curricular interprofessional education activities. INCLUSION CRITERIA: This review will consider voluntary interprofessional education involving students from at least two different health professions. These education activities will take place outside the formal curriculum and will not result in transcript designation. METHODS: The search strategy will aim to locate primary studies from peer-reviewed journals indexed in MEDLINE, CINAHL, Scopus, ERIC, and Academic Search Complete. The results will be limited to English-language publications from 2009 until the present. Two independent reviewers will screen titles and abstracts, and potentially relevant papers will be assessed in detail. Data will be extracted using a tool developed by the reviewers. Descriptive statistics will be used to characterize the data, which will be presented in diagrammatic, tabular, or other relevant formats.

Faculty Perspective on Interprofessional Education Competencies: Respiratory Therapy Compared to Other Allied Health Professions.

Lun, 03/10/2022 - 05:32
BACKGROUND: Interprofessional Education (IPE) provides a framework for collaborative education between health care specialties to improve patient care. In 2010, the Interprofessional Education Collaborative Expert Panel established the competencies of communication, ethics, roles and responsibilities, and teams and teamwork. Studies have assessed knowledge and attitudes about IPE in several allied health educational programs including respiratory therapy (RT). METHODS: We compared RT faculty to athletic training (AT), nutrition (NT), occupational therapy (OT), physical therapy (PT), and dental hygiene (DH) faculty. Faculty were asked to rank the IPE competencies according to importance. RESULTS: RT faculty ranked communication first, then teams and teamwork, roles and responsibilities, and last ethics. A Kruskal-Wallis Dwass-Steel-Chritchlow-Fligner pairwise analysis showed statically significant differences among allied health faculty rankings of IPE competencies. In communication, RT faculty responded statistically higher than AT (P < .001), DH P < .001), NT P < .001), and OT (P = .003). In ethics, RT faculty responded statistically lower than DH (P < .001), NT (P = .01), and PT (P < .001). In roles and responsibilities, RT faculty responded statistically higher than AT (P = .007) and OT (P < .001). In teamwork, RT faculty responded statistically higher than AT (P = .02), DH (P < .001), OT (P = .002), and PT (P < .001). CONCLUSIONS: RT faculty who teach at different degree levels (associate's degree programs vs bachelor's and master's degree programs) had the same ranking of competencies, but they had a statistically significant difference for teamwork, with associate's degree faculty ranking teamwork lower than bachelor's and master's degree faculty.

Promoting Person-Centered Care for Health Baccalaureate Students: Piloting an Interprofessional Education Approach to Wound Management.

Lun, 26/09/2022 - 05:25
OBJECTIVE: To describe and analyze the implementation of a wound management interprofessional education experience for nursing, podiatry, pharmacy, and exercise and nutrition science health baccalaureate students. The disciplines outside of nursing were invited to join the classes of a wound care elective unit in nursing. METHODS: This study included the development and implementation of a wound care program and observation of all students enrolled in the health disciplines where wound management education was relevant. RESULTS: Results indicated an increase in students' recognition of their roles and the roles of others within an interprofessional healthcare team. Facilitators reported that students learned to share information and work collaboratively to plan care for people with wounds. CONCLUSIONS: The outcomes confirm that the structured wound management program of interprofessional education within a Faculty of Health course promoted student recognition of wound management and the essential shared approach to person-centered care.

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