Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

Background: Interprofessional education (IPE) holds great promise in continuing to reform the management of complex chronic conditions such as HIV/AIDS, and Problem-based Learning (PBL) is a suitable format for IPE. This study aimed to evaluate the effectiveness of a large scale, compulsory interprofessional PBL module on HIV/AIDS education. In 2004, 30 physical therapy and 30 medical students at the University of Saskatchewan engaged in the HIV/AIDS PBL module. By 2007 over 300 students from seven healthcare programs were involved.Methods and Findings: The module was evaluated over the years using student satisfaction surveys, focus groups, self-assessments, and in 2007 with written pretest/post-tests. Students rated the learning experience about both HIV/AIDS and about interprofessional collaboration, at 4 or 5 out of 6 and effect sizes fell between d = .70 and 3.19. That only one pre-test/post-test study was conducted at a single institution is one of the limitations of this study.Conclusions: Students generally thought highly of the interprofessional PBL module on HIV/AIDS and learned a considerable amount. Although more research is needed to substantiate the self-assessment data, establish what and how much is being learned, and compare PBL to alternative methodologies, PBL is a promising approach to IPE

Internet Devices and Desires: A Review of Randomized Controlled Trials of Interactive, Internet-mediated, In-home, Chronic Disease Monitoring Programs

Abstract:Background and Objectives: The advent of the Internet has made in-home monitoring a possibility for patients suffering from chronic disease, although few studies have examined this phenomena across different disease states. The goal of this review is to identify and evaluate studies where randomized control trials were used to evaluate Internet-mediated home monitoring systems designed to manage and support patients with chronic diseases.Methods and Results: We reviewed 454 abstracts of articles describing computerbased health interventions and read forty-three articles in depth. Seventeen articles met inclusion criteria and were selected for this review. Only completed randomized, controlled trials that reported physiological health outcomes of the intervention were included. Other results reviewed included the populations studied, the short and long term effectiveness of the interventions, costs and technology-related issues and health care provider communication. Internet-mediated home monitoring interventions appear to have some benefit for specific chronic diseases in specific circumstances. Few studies documented cost savings; none of those that did used consistent measures. Studies seldom addressed the challenges of introducing sophisticated interactive-monitoring systems into patients’ homes, the reasons for attrition from trials, or the effects of the intervention on the work of care providers or interprofessional practices.Conclusions: The interventions reviewed showed potential to enhance chronic disease management in some cases. However, the short duration of the studies made it difficult to generalize the results to wider home care settings or predict the effectiveness of such systems over the long and complicated courses of chronic diseases. Thus, despite hopes for significant cost and labour savings, Internet-mediated systems for monitoring chronic diseases in patients’ homes will likely complement rather than replace usual care

“Mainstreaming” Interprofessional Education within Hospital Settings: Findings from a Multiple Case Study

AbstractBackground: Interest in interprofessional education (IPE) to promote effective interprofessional collaboration (IPC) has gained momentum across healthcare, professional education, and government sectors. In general, the IPE literature tends to report single-site studies. This article presents a rare study that reports a largescale multi-site IPE initiative. It draws upon a newly developed notion of mainstreaming—introduced to the literature by Barr and Ross—that helps illuminate the implementation issues related to an IPE initiative.Methods and Findings: A realistic evaluation framework was employed to explore the overarching impact of this large initiative (involving 6 IPE programs within 13 hospitals) on the teaching hospital network in which it was implemented. Qualitative methods were used to gather a total of 142 interviews with program leaders, facilitators, and learners. Findings provide insight into the mainstreaming of IPE in relation to educational, professional, and organizational outcomes. Educational outcomes detail how inter-organizational partnerships developed among hospitals with the sharing of ideas and resources for implementing IPE and IPC. Professional outcomes describe learners’ experiences of increased awareness of the policy agenda and the meanings and value they attach to IPE and IPC. Organizational outcomes demonstrate that interprofessional champions with senior management support and protected time were core mainstreaming elements, and yet participants outlined a range of concerns and desires for the sustainability of this IPE initiative.Conclusions: This article provided empirical insight into the perceptions, ideas, and experiences of IPE from a wide range of program developers, facilitators, and attendees. Barr and Ross’ concept of mainstreaming and the use of a realistic evaluation framework provide a useful way to illuminate the processes and outcomes of implementing a large multi-institutional IPE initiative

Effectiveness of a Faculty Development Program in Fostering Interprofessional Education Competencies

AbstractBackground: To determine the effectiveness of a faculty development program offered to clinical faculty in fostering interprofessional education competencies.Methods and Findings: A pre-post randomized control group design was used in which only one of two cohorts of clinical faculty received an interprofessional educational intervention. Both cohorts then facilitated case-based interprofessional education sessions for student learners. A variety of outcome measures were used to assess differences between groups in terms of knowledge, skills, and attitudes related to interprofessional education and practice. No significant differences were noted between the control and intervention groups.Conclusions: The use of a pre-post randomized control group design to measure effectiveness of an educational intervention should be considered to demonstrate the impact of educational interventions

The Impact of an Online Learning Resource Designed to Enhance Interprofessional Collaborative Practice in Palliative Care: Findings from the Caring Together Pilot Project

AbstractBackground: This study assessed the effectiveness of an online learning resourcefor staff in long-term care (LTC) homes. The resource was designed to increasepalliative care and interprofessional patient-centred care (IPC) skills and knowledgeand stimulate the transfer of knowledge to the workplace.Methods and Findings: A mixed methods approach was used. The StagedInnovation Design, which uses an experimental group and a control–replicationgroup, was adopted. The resource was piloted in two not-for-profit LTC homeswith 55 staff. Data were collected from four surveys. Individual interviews wereconducted with 15 participants. Participants stated the resource exposed them torelevant, practical information regarding caring for residents at the end of life; thematerial was presented in an engaging, interactive manner; and e-learning was aconvenient way to learn. The resource allowed learners to learn with, from, andabout each other and increased palliative care and IPC skills and knowledge.Evidence regarding changes in learners’ attitudes toward IPC and transfer ofknowledge was weak. Given the short time-frame from completion of the trainingto evaluation, this is not surprising.Conclusions: Suggestions for improving the resource emerged from the evaluation,and these have been implemented.

What’s in a Word? Understanding “Interprofessional Collaboration” from the Students’ Perspective

oai:jripe.org:article/1This short research report examines the definition of “interprofessional collaboration” (IPC) held by students from medicine, nursing, occupational therapy, and physical therapy at a Canadian university. Four consistent themes emerged across all student groups: 1) Different professions working together; 2) As a team; 3) Toward a common goal; 4) Using the skills/expertise of other professions. This study also revealed differences among students from the various professions, including hierarchy, respect, and client-centeredness. The authors conclude that interprofessional educational initiatives need to provide opportunities for students to engage with students from other professions about what these differences are and why they occur, to ensure that future collaborations in the healthcare workplace are effective