Moving toward Interprofessional Teaching in the Intensive Care Unit: A Mixed Methods Study.

Abstract

Background: There is an evolving focus on interprofessional education (IPE) to promote teamwork and collaboration in health professions education. Studies in medical students have shown that exposure to IPE leads to perceived improvements in interprofessional communication, effective work in healthcare teams, and understanding of professional limitations. Most research focuses on IPE in undergraduate medical education; less is known about how this functions in graduate medical education.

Objective: To develop and implement a lecture-based intensive care unit (ICU) educational curriculum, incorporating content delivery by interprofessional team members (IPMs), and to use a mixed methods approach to explore learner and IPM perceptions surrounding the benefits and opportunities with this model of education.

Methods: A standardized curriculum of core topics in critical care medicine was designed and implemented as a recurring interactive lecture series over the course of a medical ICU rotation at an academic hospital. The lectures were delivered by pulmonary and critical care attendings or fellows and IPMs, including pharmacists, dietitians, advanced practice providers, and physical therapists. Internal medicine residents' perceptions of faculty engagement in teaching, involvement in interprofessional care teams, and educational value of the rotation were analyzed quantitatively before and after intervention. Semistructured focus groups with residents and IPMs were held after implementation to explore the experience, motivations, and effectiveness of IPMs as educators. Themes were identified using a deductive approach, with coding by multiple team members.

Results: Before lecture series implementation, 57 residents completed end-of-rotation evaluations. The average score for perceived faculty engagement and interest in teaching was 4.16 out of 5 (standard deviation [SD], 1.05). Forty-five residents completed evaluations after implementation, and the perception of faculty interest in teaching was not statistically different at 4.20 (SD, 0.92; P = 0.98). Qualitative themes emerging from the focus groups included investment, shared goals and motivation for teaching, specialized knowledge and mutual respect, improving patient care, engagement and environment, downsides, and, finally, prioritization.

Conclusion: Teaching by IPMs can be integrated into a lecture-based curriculum in an academic ICU. After implementation, residents identified that engagement of IPMs as teachers may lead to improved understanding of roles and responsibilities and mutual respect. IPMs cite sharing of specialized knowledge and return on investment as motivations for teaching.