Using a Mixed Methods Approach to Explore Perceptions of Early Learners in Classroom-Based Interprofessional Education Experiences

Background: - Interprofessional education (IPE) is a global imperative - Health profession education programs, motivated by accreditation requirements, have added IPE activities into their required curricula. - Curriculum development varies considerably across institutions and debate exists regarding appropriate timing for introducing learners to IPE in order to optimally improve health outcomes. - Some evidence shows benefit of early learner IPE in professional identity development, interprofessional socialization and positive attitude development toward interprofessional practice. - At Virginia Commonwealth University (VCU), IPE is integrated longitudinally through the curriculum for several of the health professions programs via IPEC courses

Redesigning Instruction for Inter-Professional Education

Purpose: A pilot project created a curriculum model infusing Interprofessional Education (IPE) in Mercy College’s School of Health and Natural Sciences (SHNS), allowing students and faculty to integrate IPE within programmatic courses. Background: As institutions focus on patient safety, quality and cost effective care, the call for interprofessional collaboration among providers continues to rise (Chen, Delnat & Gardner, 2015). This program included innovative teaching strategies and curriculum development in the health care programs within the SHNS. Description of Program: Pilot projects focused on history taking and IPE patient case scenarios, allowing students to experience interactive hands on learning of IPE concepts and competencies. Two workshops were held to educate the faculty in developing IPE cases and debriefing strategies. The first program used real patients with chronic conditions allowing students to gain confidence in interviewing while understanding the commonalities between disciplines. This project included students from communication disorders, nursing, occupational therapy, physical therapy and physician assistant programs. Participants completed an adapted version of the Attitudes Towards Health Care Teams Scale (ATHCTS) (Kim & Ko, 2014) before and after each pilot program, and a one minute reflection after each program. Findings identified significant changes in five variables on the adapted ATHCTS. The qualitative one minute reflection identified themes of commonalities between disciplines. All students identified a need to provide more IPE education among all of the disciplines. This project demonstrated a new way to use strategies to engage patients as partners in developing new models of IPE and care. This project also addressed approaches to prepare and engage both students and faculty in the IPE process. IPE activities will be broadened in the upcoming years and continue to include patients in the IPE education process. Learning Objectives: By the end of this presentation participants will be able to - Identify new modalities of creating IPE initiatives for implementation across disciplines that incorporate patients into the IPE process. - Identify methods of training faculty in creating IPE strategies and debriefing. Reference: Kim, K & Ko, J. (2014). Attitudes toward interprofessional health care teams scale: a confirmatory factor analysis. Journal of Interprofessional Care, 2014; 28(2): 149–154

National Interprofessional Education Initiatives

Purpose: The goal of this presentation is to define the IPE activities that meet the national competencies and share strategies for designing, implementing, and assessing IPE programs. Background: According to the World Health Organization (WHO), interprofessional education is defined as students from 2 or more professions learning about, from, and with each other to enable effective collaborations and improve health outcomes. The institute of Medicine (IOM) reports that IPE must be included in the education and training of health care professionals to enhance the delivery of health care services. Most recently, many accrediting agencies have refined IPE to be Interprofessional Practice and Education. Accreditation Council for Pharmacy Education (ACPE) included IPE in the 2016 Accreditation Standards. Many colleges and schools of pharmacy have successfully developed and implemented IPE programs at their institutions. Description of Intervention: Faculty and administrators from various U.S. pharmacy programs will describe didactic and experiential IPE programs at their institutions. The presenters will share innovative examples of IPE programs and provide “lessons learned” for developing, implementing, and assessing IPE programs. Results: A group of academicians will highlight their national IPE initiatives to better meet the WHO framework, International Pharmaceutical Federation (FIP) Global Competencies, and ACPE standards. In addition, the presenters will describe innovative strategies for designing, implementing, and assessing the quality of IPE programs in various schools and colleges of pharmacy. Conclusions: Re-designing the education and training of health care professionals by including IPE will enhance the quality and safety of health care services, reduce costs, and improve health outcomes. Relevance to IPE or Practice: Initiatives used to design, implement, and assess various IPE programs can be applied to other healthcare disciplines delivering IPE. Educational and training outcomes of these initiatives can be mapped to national and global IPE standards to enhance the quality of pharmacy education. Learning Objectives: 1. Describe various national programs for designing, implementing, and assessing IPE. 2. Identify successful examples of IPE pharmacy programs applicable to other health care professions. 3. Share “lessons learned” for designing, implementing, and assessing IPE programs

Curriculum renewal in interprofessional education in health: establishing leadership and capacity

The Curriculum Renewal for Interprofessional Education in Health: ‘Establishing Leadership and Capacity’ (ELC) project builds from a number of Australian and global studies and reports that address a range of critical issues associated with the development of interprofessional education (IPE) and interprofessional practice (IPP) within Australia and globally2.The Curriculum Renewal for Interprofessional Education in Health: ‘Establishing Leadership and Capacity’ (ELC) project builds from a number of Australian and global studies and reports that address a range of critical issues associated with the development of interprofessional education (IPE) and interprofessional practice (IPP) within Australia and globally2

The case of veterinary interprofessional practice: From one health to a world of its own

BACKGROUND: Research regarding the veterinary professions' involvement in interprofessional practice and education (IPE), either with health care professionals as part of One Health, or specifically within the veterinary health care team, is sparse. PURPOSE: To investigate veterinary interprofessional working and learning in veterinary practices; then ultimately to make recommendations for IPE. METHOD: Two case studies in typical but contrasting practices were conducted. The study consisted of three sequential and complementary weeks: 1) observing the whole team, 2) shadowing selected focus individuals from each profession and 3) interviewing focus individuals regarding teamwork. Triangulation was achieved by synthesis of emergent themes from observational field notes and interview transcripts. DISCUSSION: Facilitators to interprofessional practices included hierarchy, trust and value, different perspectives, formal infrastructure and professionalization. Challenges included hierarchy, spatial and temporal work patterns, professional motivations, and error and blame. CONCLUSION: The veterinary and human health care fields face similar interprofessional challenges. Real life observations, as described here, can provide important insight relevant to the design of IPE initiatives

An Interprofessional Clinical Placement in a Primary Healthcare Setting: A Pilot Study

Purpose: Internationally, and in Australia, interprofessional education (IPE) is becoming typical in primary healthcare delivery and is core to delivering patient-centred care. It is essential that primary healthcare education develop interprofessional capacity in order to produce a skilled workforce. An IPE clinical placement for undergraduate health students was developed and piloted in primary healthcare settings. The aim of this study was to evaluate the impact of the IPE clinical placement in a primary healthcare setting on students’ perceptions of interprofessional education. Method: A pre-post placement validated questionnaire (n=19) indicated overall perceptions of IPE significantly increased over the course of the IPE clinical placement. Results: There was a significant increase in competency and autonomy and understanding of roles over time. There was no significant increase in the reported perception of need for interprofessional cooperation, however there was a significant increase in actual interprofessional cooperation. Conclusion: This was a successful pilot program that warrants further development and research to include longer-term follow up of students’ perceptions towards IPE and analyze whether collaboration and teamwork skills obtained during the IPE primary healthcare experience are transferrable to future professional practice

Interprofessional Education in Teaching Hospital

Context: This paper describes the innovative features of interprofessional education (IPE) model implementation experienced by the faculty of medicine and health sciences, Universitas  Muhammadiyah Yogyakarta (UMY), Indonesia. IPE had been implemented in the teaching hospital as the clinical experience of the students. IPE in this teaching hospital is managed by teaching hospital coordinator together with the clinical education coordinator in the Faculty. Faculty of Medicine and health sciences UMY consists of school of medicine, nursing, dentistry, and pharmacy. At the moment IPE is running down for the nursing and medical students. We have motto : The integration of medical science and health sciences and islamic values. This is the first step to develop IPE in the teaching hospital. Objective: This brief communication describes an interprofessional education at teaching hospital. Method: An interprofessional education based on development of triangel: faculty member, student, and teaching hospital coordinator. Discussion: Interprofessional education implementation in teaching hospital needs role and responsibility strengthening from the three  elements which are faculty member, student, and teaching hospital coordinator. It needs similar understanding in the importance of IPE to support collaborative practice among healthcare team. Later on there will be inter-professional collaboration in the healthcare service and finally there will be quality service improvement as the outcome. Recommendation: Interprofessional education should be start in the academic phase of education and include in the curriculum. So that the students will used to it when they are doing practice in the teaching hospital. Keywords: Interprofessional education, Teaching Hospita

Efektivitas Interprofessional Education (IPE) Terhadap Kompetensi Antar Profesi Kesehatan

Background: Interprofessional Education (IPE) is a learning process between various students or health workers with various educational backgrounds who interact and collaborate to produce and provide promotive, preventive, curative and rehabilitative health services. Objective: The purpose of this study is to find out how effective interprofessional education is towards competantion between health profession. Method: The research method in this study is a literature study article or narrative review in the form of a study of several research journals related to the effectiveness of interprofessional education on competention between health profession obtained through Google Scholar, PubMed, and Science Direct. Results: The benefits of IPE activities are students can learn to collaborate and function in a team and bring this knowledge, skills and attitudes into future practice through enhancing several aspects such as communicating, collaborating, determining the roles and responsibilities of each profession, conflict management, decision making, sharing knowledge and skills and finally mutual respect between friends. Conclusion: Based on the cited literature review, it can be concluded that interprofessional education (IPE) on collaboration between health services can create professional health workers, can collaborate and collaborate with other professions, understand and respect inter-profession of health services.   Keywords: Interprofessional Education (IPE), Health ProfissionLatar Belakang: Interprofessional Education (IPE) merupakan proses pembelajaran antara berbagai mahasiswa atau tenaga kesehatan dengan berbagai latar belakang pendidikan yang berinteraksi dan berkolaborasi untuk menghasilkan dan menyediahkan pelayanan kesehatan yang promotif, preventif, kuratif dan rehabilitatif. Tujuan: Tujuan penelitian ini adalah mengetahui bagaimana efektivitas interprofessional education terhadap kompetensi antar profesi kesehatan. Metode: Metode penelitian pada studi ini adalah studi literatur artikel atau narrative review berupa kajian dari beberapa jurnal penelitian yang berhubungan dengan efektivitas interprofessional education terhadap kompetensi antar profesi kesehatan yang didapatkan melalui Google Scholar, PubMed, dan Science Direct. Hasil: Manfaat dari kegiatan IPE adalah mahasiswa dapat belajar berkolaborasi dan berfungsi didalam suatu tim dan membawa pengetahuan, keterampilan dan sikap ini ke dalam praktek di masa depan melalui peningkatan beberapa aspek seperti berkomunikasi, berkolaborasi, menentukan peran dan tanggung jawab dari masing-masing profesi, memanajemen konflik, pengambilan keputusan, berbagi pengetahuan dan keterampilan dan yang terakhir rasa saling menghormati antar teman. Kesimpulan: Berdasarkan kajian pustaka yang disitasi dapat disimpulkan bahwa interprofessional education (IPE) terhadap kolaborasi antar pelayanan kesehatan dapat menciptakan tenaga kesehatan yang professional, dapat berkolaborasi dan bekerjasama dengan antar profesi, memahami dan menghargai antar profesi dari pelayanan kesehatan.   Kata Kunci: Interprofessional Education (IPE), Kompetensi, Profesi Kesehata

The Development of a Novel Interprofessional Education Curriculum for third year medical and pharmacy students

Abstract Introduction: The Liaison Committee on Medical Education and the Accreditation Council for Pharmacy Education, agencies responsible for the accreditation of medical and pharmacy schools respectively, require interprofessional education (IPE) to be integrated into both curricula. Institutions are given the autonomy to design and implement this requirement, however research is equivocal in regards to when and how best to implement IPE. The development of a new IPE curriculum is often met with a number of challenges, such as a lack of faculty support and resources. Methods: This study describes a newly created pilot IPE curriculum developed with minimal existing organizational IPE structure and resources, led by faculty champions from two complementary healthcare professions, Internal Medicine and Pharmacy. The validated 10-item Student Perceptions of Interprofessional Clinical Education- Revised (SPICE-R) instrument was used to assess the medical and pharmacy students’ attitudes towards interprofessional healthcare teams and the team approach to patient care. Results: Overall, students demonstrated a statistically significant increase in their perception of interprofessional healthcare teams and team approach to patient care. Conclusion: Prior to this IPE curriculum no formal IPE curriculum existed in this setting. This IPE curriculum was successfully implemented with minimal existing resources, the use of faculty champions and student’s perception of IPE improved using the validated SPICE-R instrument. IPE curriculum integration at our institution is in various stages of development. As IPE integration moves forward this pilot can serve as one example of how IPE could be implemented

Interweaving Teaching Strategies in Interprofessional Education: A Pilot Study with Graduate Occupational Therapy and Physician Assistant Students

The importance of interprofessional education (IPE) has been emphasized by the World Health Organization and is currently required by both the occupational therapy (OT) and physician assistant (PA) education accreditation agencies in the United States. Moreover, a growing body of evidence suggests that IPE fosters learners’ understanding of the roles different disciplines play in healthcare delivery and prepares future health professionals for patient-centered care. Authors designed and implemented an IPE event aimed to foster the following core Interprofessional Education Collaborative (IPEC) competencies among graduate OT and PA students: Values/Ethics for Interprofessional Practice, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. The specific content of this event addressed pharmacological and non-pharmacological treatment for older adult clients with complex clinical presentation (with emphasis on OT- and PA- specific clinical interventions) and incorporated a discussion of a clinical case study. Team-Based Learning approach, Jigsaw technique and role-play were used as teaching strategies during this activity. Students’ perceptions of IPE were measured by administering the Students Perceptions of Interprofessional Clinical Education Revised (SPICE-R) survey before and after the IPE event. This project is unique, because it incorporates a novel combination of teaching strategies to augment the IPE experience