Journal of Interprofessional Education and Practice最新文献

{"title":"An interprofessional education and practice curriculum for occupational therapy and speech language pathology graduate students to support writing in schoolchildren","authors":"Ruth Segal ,&nbsp;Vikram N. Dayalu ,&nbsp;Karen Hoover ,&nbsp;Anthony D. Koutsoftas","doi":"10.1016/j.xjep.2025.100756","DOIUrl":"10.1016/j.xjep.2025.100756","url":null,"abstract":"<div><div>The importance of interprofessional education (IPE) for health science students is well established and while many programs offer graduate students opportunities to gain knowledge across professions, there are fewer opportunities to gain clinical skills across professions. This curricular resource describes the curriculum for Project Write to Learn (PWTL), an interprofessional graduate training program for preparing occupational therapists (OT) and speech language pathologists (SLP) to improve written expression in schoolchildren with specific learning disabilities (SLD). The curriculum was designed to be administered by an interprofessional pair of instructors (one OT and one SLP faculty) and provided to an interprofessional cohort of OT and SLP graduate students across one academic year. There were three program outcomes that were targeted through five units of study each with unique learning objectives aligned with the program outcomes. Assessment procedures included ongoing assessment of coursework using instructor designed rubrics, surveys of interprofessional readiness and practice from research literature, and case study presentations at state conferences. Evaluation of outcomes utilized rubrics for assignments and presentations at state conferences, descriptive analyses of surveys, and coding of responses to open-ended questions. The PWTL curriculum provided an IPE experience that connected knowledge and skill gained from respective programs toward a common goal of supporting students with SLD in writing, the impact of which was demonstrated through increases on measures of readiness for interprofessional practice. A resource manual and suggested adaptations are provided to meet unique facilitators and barriers across programs.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"40 ","pages":"Article 100756"},"PeriodicalIF":0.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143923644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preliminary empirical validation of the framework for evaluation of interprofessional education and collaboration: A mixed-methods multi-level model","authors":"Matthew Kerry,&nbsp;Patricia Schwärzler,&nbsp;Marion Huber","doi":"10.1016/j.xjep.2025.100753","DOIUrl":"10.1016/j.xjep.2025.100753","url":null,"abstract":"<div><div>This study brings latent-variable measurement to bear on mixed-methods, multi-level data examining a newly developed model of interprofessional education (IPE). A cross-sectional design with n = 206 students and faculty from five health professions was used to assess participants two weeks after a clinical IPE training. A multilevel model comprising quantitative self-reports, qualitative-interviews, and administrative patient data is used to examine structural relations between theoretical constructs. Results supported training's positive effect on IPvariables, including facilitator competencies, as well as patient satisfaction. Qualitative codings were also generally supported, such that “hindering factors” exhibited negative relations on interprofessional (IP) variables, facilitator competencies, and patient satisfaction, whereas “promoting factors” exhibited positive effects on said variables. Findings contribute to preliminary empirical validation of a newly developed IPE/collaboration (C) evaluation framework. Future testing will require new data from both qualitative and quantitative methods, as well as from multilevels of analysis.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"40 ","pages":"Article 100753"},"PeriodicalIF":0.0,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring locus of control and vicarious trauma in therapeutic service providers","authors":"Brittany Stahnke ,&nbsp;Morgan Cooley ,&nbsp;Bridget Schneiderman Tuttle ,&nbsp;Heather Thompson","doi":"10.1016/j.xjep.2025.100755","DOIUrl":"10.1016/j.xjep.2025.100755","url":null,"abstract":"<div><div>The primary purpose of this study is to examine whether there is a relationship between locus of control and vicarious trauma among a sample of therapeutic service providers across fields of counseling, social work, marriage and family, and psychology. The secondary purpose is to examine whether demographic characteristics (age, years of practice, and type practice setting) were associated with vicarious trauma. This study utilized data from a sample of 172 therapeutic service providers from various locations in the United States; practitioners were surveyed to explore locus of control and vicarious trauma. Results indicated that locus of control was associated with levels of vicarious trauma. Those in agency settings, as opposed to private practice, were more at risk of vicarious trauma. Furthermore, it was found that older practitioners reported a higher level of locus of control and lower vicarious trauma. Implications for preventive programs, policy changes, and the need to explore differences across disciplines are discussed.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"40 ","pages":"Article 100755"},"PeriodicalIF":0.0,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Person-centredness of multiprofessional ward rounds in a stroke setting: Reality or chimaera?","authors":"Inger K. Holmström ,&nbsp;Samuel Edelbring ,&nbsp;Maria Elvèn","doi":"10.1016/j.xjep.2025.100751","DOIUrl":"10.1016/j.xjep.2025.100751","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"40 ","pages":"Article 100751"},"PeriodicalIF":0.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of the AI Acceptance Scale for Interprofessional Education (AAIPE) and Collaborative Practice Settings","authors":"Andrew Wiss ,&nbsp;Dawn Joosten-Hagye ,&nbsp;Jennifer Pattershall-Geide ,&nbsp;Mary Showstark ,&nbsp;Elke Zschaebitz ,&nbsp;Kirsten Potter ,&nbsp;Erin Embry ,&nbsp;Heather Hageman ,&nbsp;Patti Brooks","doi":"10.1016/j.xjep.2025.100752","DOIUrl":"10.1016/j.xjep.2025.100752","url":null,"abstract":"<div><h3>Background</h3><div>As artificial intelligence (AI) based tools become a more prevalent part of the work taking place in health and healthcare settings, students preparing for health profession roles will be asked with increasing frequency to adopt and integrate these tools into their developing knowledge and skills-sets. Because of this, developing an understanding of levels of AI acceptance, and the factors that play into that acceptance will be essential for supporting individuals training for health workforce roles and their collaborative work within and across disciplines.</div></div><div><h3>Purpose</h3><div>This paper describes the methodology utilized to create and then validate the Artificial Intelligence Acceptance Scale for Interprofessional Education (AAIPE). This validated scale is intended to measure health sector student levels of acceptance of artificial intelligence as a part of their workplace roles and responsibilities.</div></div><div><h3>Method</h3><div>The AAIPE scale was utilized at the conclusion of multi-discipline interprofessional education activity (N = 161).</div></div><div><h3>Results</h3><div>Analysis of the AAIPE results indicated moderate-to-high levels of internal consistency for scale items. Student participant AAIPE scores indicated neutral-to-moderately positive levels of acceptance overall without significant difference between students from different health sector academic programs.</div></div><div><h3>Conclusions</h3><div>This research uncovered lower levels of student acceptance of artificial intelligence's influence on professional ethics and AI's influence on role clarity. Higher levels of acceptance relating to AI as an evolving component of health sector work were also found. A discussion of these results relating to interprofessional education and practice is conducted.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"40 ","pages":"Article 100752"},"PeriodicalIF":0.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching interprofessional collaborative skills in primary care using team-based learning with simulation: A pilot study","authors":"Elaine B. Cruz ,&nbsp;John Sweetko ,&nbsp;Mamta K. Singh","doi":"10.1016/j.xjep.2025.100750","DOIUrl":"10.1016/j.xjep.2025.100750","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"39 ","pages":"Article 100750"},"PeriodicalIF":0.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143800164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validity evidence for a feedback tool for an interprofessional standardized patient experience: A qualitative pilot study with evaluation of content, response processes, consequences of testing, and feedback quality","authors":"Lauren East ,&nbsp;Alison Stevens ,&nbsp;Heather Hageman ,&nbsp;Monica Perlmutter ,&nbsp;Favour Garuba ,&nbsp;Tamara Burlis ,&nbsp;Dennis Chang ,&nbsp;Angela McConachie ,&nbsp;Janice Hanson","doi":"10.1016/j.xjep.2025.100749","DOIUrl":"10.1016/j.xjep.2025.100749","url":null,"abstract":"<div><div>The Interprofessional Standardized Patient Team Experience (SPTE) occurred three times during academic year 2020–2021 and involved medicine, nursing, occupational therapy, pharmacy, and physical therapy students. Teams comprising a mix of these professional students practiced clinical skills with a standardized patient and developed a discharge plan for the patient. Prior to this academic year, student teams had received verbal feedback during a debriefing session at the end of the experience but had not received written feedback, and there had not been a way to verify that the feedback provided aligned with the session objectives. There were few available comprehensive validated tools for interprofessional simulation feedback and debriefing, none of which were ideal for SPTE.</div><div>The SPTE Feedback and Reflection Form was developed to address these issues. Our study aimed to provide evidence of validity for the SPTE Feedback and Reflection Form and assess the quality of the feedback provided on the form. Validity evidence was collected using Messick's framework, qualitative data were used to evaluate consequences of testing, and the quality of the feedback was evaluated using a tool for narrative feedback assessment called EFeCT.</div><div>Facilitators reviewed course objectives and team development measures prior to the simulations and grouped observed team actions accordingly. Faculty provided specific examples of team behaviors that were aligned with session objectives. Use of the SPTE Feedback and Reflection Form fostered provision of high-quality feedback that addressed interprofessional objectives and prepared students to participate in interprofessional teams in clinical settings. The form is not SPTE-specific and potentially applies to other institutions’ interprofessional simulation activities.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"40 ","pages":"Article 100749"},"PeriodicalIF":0.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of an online interprofessional dementia-focused experiential learning activity for occupational and physical therapy students: A curricular resource","authors":"Brandy Schwarz ,&nbsp;Mike V. Richardson ,&nbsp;Sarah Blaylock ,&nbsp;Qing Zhang ,&nbsp;Nicole Rodriguez ,&nbsp;Emerson Hart","doi":"10.1016/j.xjep.2025.100748","DOIUrl":"10.1016/j.xjep.2025.100748","url":null,"abstract":"<div><div>The demand for hybrid graduate healthcare education increases the need for effective, virtual interprofessional (IP) experiences. This curricular resource describes a one-time, 2-h, IP experiential learning activity (ELA) utilizing Dementia Live® for first year Doctor of Occupational Therapy (OTD) and Doctor of Physical Therapy (DPT) students. Students completed the Dementia Knowledge Assessment Tool, Version 2 (DKAT2) and the Attitudes Toward Health Care Teams Scale (ATHCTS) pre- and post-ELA. Learning objectives were met, as the DKAT2, ATHCTS Total, ATHCTS Team Value and ATHCTS Team Efficiency subscale scores all indicated a significant improvement following the ELA. Effective online learning activities may improve accessibility of IP opportunities in healthcare professions education.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"39 ","pages":"Article 100748"},"PeriodicalIF":0.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143714699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unique beginnings but similar endings: A 5-year exploration of differences in interprofessional competency attainment following the health professions foundational experience","authors":"Sara North ,&nbsp;Amy Greminger ,&nbsp;Christine Arenson ,&nbsp;Brian Sick ,&nbsp;Peter Scal","doi":"10.1016/j.xjep.2025.100747","DOIUrl":"10.1016/j.xjep.2025.100747","url":null,"abstract":"<div><h3>Background</h3><div>Differences in interprofessional competency attainment between health professions and/or learner degree level following participation in a foundational interprofessional education (IPE) experience are not well established in the literature.</div></div><div><h3>Purpose</h3><div>The purpose of this report is to explore similarities and differences in interprofessional competency attainment outcomes between and among various health professions students.</div></div><div><h3>Method</h3><div>This study utilized a retrospective analysis of Interprofessional Collaborative Competency Attainment Scale (ICCAS) scores collected for over 5000 learners from 17 health professions programs over 5 years from one academic institution.</div></div><div><h3>Discussion</h3><div>Significant differences presented between professions and between degree levels (bachelor's, master's, and doctoral) in pre-test and difference scores, with all professions ultimately trending toward a similar level of competency attainment following exposure to a shared foundational IPE curriculum.</div></div><div><h3>Conclusions</h3><div>While a foundational IPE curriculum is critical for setting a baseline, it should not be over-emphasized to the exclusion of moving IPE into the clinical learning environment.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"39 ","pages":"Article 100747"},"PeriodicalIF":0.0,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analyzing the clinical and professional impact of interprofessional practice & education activities on the facilitator","authors":"Kathryn L. Hoffman,&nbsp;Jason F. Craig,&nbsp;Gina M. Baugh","doi":"10.1016/j.xjep.2025.100743","DOIUrl":"10.1016/j.xjep.2025.100743","url":null,"abstract":"<div><div>Many studies of educational activities are focused on results gathered from surveys and performance data of the learner. However, the impact of participation in educational activities on the facilitator, particularly those involving interprofessional practice and education (IPE), should not be ignored. By facilitating these sessions, educators and healthcare providers may be exposed to professions unfamiliar to them as compared to their normal professional practice. In this study, a retrospective pre-post survey was utilized to evaluate the impact of facilitation on IPE facilitators’ (1.) understanding of the IPE Core Competencies as described by the Interprofessional Education Collaborative (IPEC), (2) clinical communication, and (3) collaboration opportunities.</div><div>Results indicated statistical significance related to the improved understanding of roles and responsibilities of professions and IPE Core Competencies. Neither impact on collaboration nor communication in the clinical setting was found to be significant during this study. Further investigation narrowing the scope of professions and their concurrent interactions with other disciplines may be warranted.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"39 ","pages":"Article 100743"},"PeriodicalIF":0.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143578820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}