Embedding Interprofessional Activities with Physical Therapy and Athletic Training Students in Shared Professional Course

Introduction and Background: Interprofessional education (IPE) is outlined in many health professions education standards creating an increased demand for its inclusion in already crowded curricula with limited faculty and financial resources. The Interprofessional Education Collaborative (IPEC) developed “Core Competencies for Interprofessional Collaborative Practice” that outline a framework for meaningful IPE experiences. Case-based learning activities have been used to foster improvements in interprofessional role clarity, communication, and rapport among student groups. The authors describe one trial of incorporating interprofessional and team work activities in a shared professional course and report on student learning outcomes in the context of IPEC competencies. Course Design: In an existing shared professional course, athletic training (AT) and physical therapy (PT) students were exposed to an interprofessional teaching team and engaged in team work activities during lab sessions. Students were also assigned to interprofessional (IP) and uniprofessional (UP) teams to complete four case-based learning activities regarding the application of therapeutic modalities in various patient cases. Students then wrote critical reflections of their experiences working in teams. Instructors evaluated these reflections in the context of eight relevant IPEC sub-competencies. Outcomes: Both IP and UP groups of students were able to articulate the demonstration of each of the eight IPEC sub-competencies, suggesting that incorporating a variety of interprofessional and team work activities in a shared professional course may offer a valuable IPE experience that promotes development of students’ collaboration skills. Discussion and Conclusion: Embedding IPE in existing curricula could be a viable way to overcome many of the challenges faced by health professions programs, meet IPE accreditation standards, and prepare students for interprofessional collaborative practice

Interprofessional Role Clarity, Case-Based Learning, and Perceptions of Group Effectiveness Among Athletic Training and Physical Therapy Students in a Shared Professional Course

Purpose: Health professions students experience professional socialization during their program of study. Institutions have turned to interprofessional education as a means of preparing students for their role as collaborative health care professionals. This study examines the effect of case-based learning experiences in a shared professional Therapeutic Modalities course on student’s interprofessional role clarity as well as the relationship between interprofessional role clarity and measure of group effectiveness. Methods: 112 students (22 Athletic Training and 90 Physical Therapy) were assigned to one of 18 interprofessional and 18 uniprofessional teams and asked to complete four case-based learning activities. All students completed pre-test, retrospective pre-test, and post-test role clarity/ambiguity scales. Measures of team viability, team member satisfaction, and self-rated output were collected post-intervention. Results: Results suggest the experience of interacting with one another in this course, including during case-based learning activities, may lead to increased knowledge of other’s roles and responsibilities as shown in the retrospective pre-test and post-test role clarity differences. Additionally, role clarity has meaningful relationships with measures of perceived group effectiveness, particularly team viability and self-rated output. Conclusion: We suggest that health professions educators consider incorporating case-based learning activities into existing curricula to introduce other professions’ roles and engage students in teamwork

The Effectiveness of an Introductory Interprofessional Course in Building Readiness for Collaboration in the Health Professions

INTRODUCTION Interprofessional Education (IPE) prepares collaborative-ready health professionals although the actual process of learning “about, from and with” each other is widely debated in the literature (World Health Organization, 2010). The goal of the study was to examine the effectiveness of an introductory IPE course in improving students’ collaboration skills. METHODS Undergraduate, health professions students completed the 11-item Self-Assessed Collaboration Skills (SACS) survey before and after completing an introductory IPE course. RESULTS Results of paired samples t-tests suggest that there were significant improvements in students’ self-assessed collaboration skills and on the learning, information sharing, and team support dimensions. DISCUSSION This study highlights the role of an introductory IPE course in improving self-assessed collaboration and teamwork skills of entry-level learners. Features of the course design that contribute to its effectiveness include: interactive class sessions, a culminating team project, and using in-class time for team meetings. CONCLUSION An introductory IPE course can be effective in improving learners’ self-assessed collaboration skills and can prepare them for future IPE courses

Outcomes for continuous subcutaneous insulin infusion users in young adults from lower socioeconomic backgrounds

OBJECTIVE: Diabetes technology is available and its efficacy and safety have been demonstrated; however, there is little evidence as to how this technology is being utilized and its effectiveness in vulnerable populations. This study evaluated differences in outcomes for young adults in the United States (U.S.) from lower socioeconomic (SES) backgrounds with type 1 diabetes (T1D) managed on continuous subcutaneous insulin infusion (CSII) versus multiple daily injections (MDI) or fixed-dose insulin (FDI). RESEARCH DESIGN METHODS AND PARTICIPANTS: Utilizing the Optum® de-identified Electronic Health Record data set between 2008 and 2018 to perform a retrospective, cohort study, we identified 805 subjects with T1D aged 18-30 years with Medicaid. We evaluated median difference in HbA1c between CSII and MDI/FDI users for 24 months. Predictors of diabetic ketoacidosis (DKA)-associated hospitalizations by CSII use were evaluated using logistic regression. RESULTS: CSII users showed statistically significant lower median HbA1c values at 24 months of follow-up compared to individuals on MDI/FDI. Non-white individuals were at lower odds of receiving treatment with CSII. Subjects on CSII were not more likely to be hospitalized for DKA compared to subjects treated with MDI/FDI. Older subjects were at lower odds of being hospitalized for DKA. Males and subjects followed by Endocrinologists were at higher odds of being hospitalized for DKA. CONCLUSIONS: Young adults with T1D from lower SES backgrounds show improved glycaemic control when in CSII compared to MDI/FDI without increases in hospitalizations for DKA

Evaluating the Implementation of a Twitter-Based Foodborne Illness Reporting Tool in the City of St. Louis Department of Health

Foodborne illness is a serious and preventable public health problem affecting 1 in 6 Americans with cost estimates over $50 billion annually. Local health departments license and inspect restaurants to ensure food safety and respond to reports of suspected foodborne illness. The City of St. Louis Department of Health adopted the HealthMap Foodborne Dashboard (Dashboard), a tool that monitors Twitter for tweets about food poisoning in a geographic area and allows the health department to respond. We evaluated the implementation by interviewing employees of the City of St. Louis Department of Health involved in food safety. We interviewed epidemiologists, environmental health specialists, health services specialists, food inspectors, and public information officers. Participants viewed engaging innovation participants and executing the innovation as challenges while they felt the Dashboard had relative advantage over existing reporting methods and was not complex once in place. This study is the first to examine practitioner perceptions of the implementation of a new technology in a local health department. Similar implementation projects should focus more on process by developing clear and comprehensive plans to educate and involve stakeholders prior to implementation

The Role of Interprofessional Education in the Development of Healthcare Professionals’ Team Skills

Purpose: Interprofessional education (IPE) across the health professions learning continuum is suggested to prepare health professionals for interprofessional collaborative practice (IPCP) through development of necessary attitudes, knowledge, behaviors, and skills. The purpose of this study was to investigate the flow-on effects of previous IPE experiences across the learning continuum on existing IPCP skills and behaviors in healthcare professionals. Methods: A retrospective observational study design was used to survey a convenience sample of healthcare professionals working in IPCP clinics about their self-reported team and collaboration skills via the pre-existing Team Skills Scale (TSS) and Self-Assessed Collaborative Skills (SACS) tools. Additional survey items were created by the research team based on self-reported prior IPE exposure, timing of initial IPE exposure, and number of IPE exposures. Sixty-three participants completed the survey (28% response rate). Results: No statistically significant differences were found between groups across all categories of IPE exposure. Non-significant trends suggest higher team and collaboration skills are related to earlier and cumulative IPE exposures throughout learning and professional development. Conclusion: IPE as a broad definition is not sufficient to detect significant relationships with healthcare professionals’ IPCP skills. Future studies should investigate the longitudinal effectiveness of specific IPE interventions on distal IPCP skills and account for other contributing factors

Association of Oral Health Literacy and Dental Visitation in an Inner-City Emergency Department Population

To examine the association between oral health literacy (OHL) with sociodemographic variables and dental visitation in adults presenting to an urban emergency department (ED). Methods: This was a cross-sectional study of a convenience sample of 556 adults aged 18–90. Interview data from the study were used to collect self-reported sociodemographic characteristics and dental visitation history. The OHL of the study participants was measured using the Health Literacy in Dentistry scale (HeLD-14), and the score was dichotomized into low and high OHL. Bivariate associations between sociodemographic variables and OHL were conducted using chi-square tests, and logistic regression was used to examine the association between OHL and dental visitation within the past year. Results: Sixty percent of participants reported having visited a dentist within the past year. Over two-thirds of the sample was classified as having low OHL. Low OHL was more common in non-White races, less-educated, single, unemployed, and lower-income individuals, and those without a primary care physician or dental insurance (p < 0.05). Patients with low oral health literacy were 39% less likely to have visited the dentist in the past year (OR = 0.61; 95% CI 0.38, 0.96). Conclusions: This study highlights significant disparities in OHL. Interventions targeted toward the unique needs of underserved populations should be developed to improve health outcomes

Exploring Treatment for Depression in Parkinson’s Patients: A Cross-Sectional Analysis

Depression is a highly prevalent, often underrecognized and undertreated comorbidity of Parkinson’s disease closely correlated to health-related quality of life. National trends in depression care for patients with Parkinson’s disease are not well documented. This paper identifies a cohort of patients with Parkinson’s disease from nationally representative survey data and analyzes trends in depression care. Using data from the 2005–2006 through 2015–2016 waves of the National Health and Nutrition Examination Survey (NHANES), individuals were classified as Parkinson’s patients by reported medication use. PHQ-9 scores were used to identify individuals screening positive for depression. A composite treatment variable examined the reported use of mental health services and antidepressant medication. Survey participants with probable PD screened positive for depression, reported the use of antidepressant medication, and reported visits to mental health services more frequently than the control group. Survey participants with PD who screened positive for depression were more likely to report limitations in physical functioning due to an emotional problem than controls. While depression is highly prevalent among individuals with Parkinson’s disease, they are more likely to receive any treatment. Further research is required to investigate differences in patterns of treatment, contributing factors of emotions to limitations in physical functioning, and appropriate interventions

Teaching Health Outcomes Research from an Interprofessional Perspective

Background: Considering the importance of interprofessional, collaborative practice and the ability to understand and evaluate health outcomes research in delivering efficient and quality care, health profession education curriculum should include a team-based, health outcomes research course. The ability to work collaboratively in assessing and interpreting health outcomes is an important next step. Purpose: We sought to determine the perceived effectiveness of a health outcomes research course to an interprofessional group of health profession students at the undergraduate level. Method: We offered and delivered a semester-long health outcomes research course. As part of this course, students completed critical reflections at the end of the semester which served as the qualitative data for our analyses. Students were instructed to reflect upon the course objectives and purpose as well as the overall structure of the course. Discussion: Students reported that the sequence of learning material, use of stable teams, and group projects and assignments helped facilitate learning as well as an increased awareness of the role of interprofessional teamwork in the health care process. Conclusion: An interprofessional health outcomes research course appears to improve learning and attitudes toward interprofessional collaborative practice and health outcomes research

Uniting Saint Louis University\u27s Interprofessional Education Program with Organizational Learning: A Theory-Based Model to Guide IP Education and Practice

Background: Strengthening the bridge between interprofessional education and interprofessional collaborative practice to expand the integration of effective team-based health care requires new models within the health care system. Recent calls in the literature have asked for interprofessional research to do a better job of incorporating theories and explanatory models. We propose the use of organizational learning theory as an approach to modeling and supporting interprofessional collaborative practice. Methods: The current paper applies the five disciplines of organizational learning to the organization of interprofessional education competencies and course objectives in a university interprofessional education program. Results: The model also provides a guide for healthcare administrators who may utilize organizational learning theory and who support the enhancement of interprofessional collaborative practice. Conclusion: Future research could work to evaluate these objectives and competencies of health professions graduates to see how individuals contribute to organizational learning and change once in the field