Journal of Interprofessional Education and Practice最新文献

Watch a therapist get sued: A medicolegal interprofessional simulation on rehabilitation therapy documentation 观看治疗师被起诉：关于康复治疗记录的医学法律跨专业模拟活动

Journal of Interprofessional Education and Practice Pub Date : 2024-11-19 DOI: 10.1016/j.xjep.2024.100735

Maureen Ellen Johnson , Nicole Rodriquez , Norman Cadiz Belleza , Nicole Stark

{"title":"Watch a therapist get sued: A medicolegal interprofessional simulation on rehabilitation therapy documentation","authors":"Maureen Ellen Johnson , Nicole Rodriquez , Norman Cadiz Belleza , Nicole Stark","doi":"10.1016/j.xjep.2024.100735","DOIUrl":"10.1016/j.xjep.2024.100735","url":null,"abstract":"<div><div>Health science educators are charged with the responsibility to teach paper and electronic medical documentation to include accuracy of documentation aligned with standards of practice and ethical principles. Characteristically, ethical principles are taught in discipline-specific curriculum. This article describes an interprofessional education (IPE) medicolegal simulation-based learning activity designed for and implemented with occupational therapy (OT) and physical therapy (PT) graduate students. Activities included watching a simulated student OT and PT co-treatment vignette, reviewing student documentation in a simulated medical chart that was co-signed by the simulated clinical supervisors, observing a live deposition with the simulated clinical supervisors by legal representation, and debriefing the simulation focusing on the Interprofessional Education Collaborative Core Competency Domain: Values and Ethics.<sup>1</sup> The learning objectives for this simulation were for students to better understand the values and ethics of professional written and verbal communication and to be able to explain the significance of accurate medical documentation for safe and effective delivery of patient care. A reflective assignment for students to expand on their IPE experience was used to assess students. Most students provided insightful perspectives and authentic comments demonstrating a better understanding of standards of ethical conduct through written documentation. This article will provide the means to integrate an immersive medicolegal IPE simulation, focusing on the importance of medical documentation that can be modeled in respective educational and clinical programs.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100735"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142699479","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}

引用次数: 0

Interprofessional values and ethics curriculum for first year health professions students 为卫生专业一年级学生开设的跨专业价值观和道德课程

Journal of Interprofessional Education and Practice Pub Date : 2024-11-13 DOI: 10.1016/j.xjep.2024.100734

Jesse Gilreath , S. Alicia Williams , Jodi Polaha

引用次数: 0

Increasing interprofessional education experiences and collaboration: Outcomes of a virtually-based continuing education program 增加跨专业教育经验与合作：虚拟继续教育项目的成果

Journal of Interprofessional Education and Practice Pub Date : 2024-11-09 DOI: 10.1016/j.xjep.2024.100730

Nicholas M. Hudak , Mitchell Tod Heflin , Diana McNeill

{"title":"Increasing interprofessional education experiences and collaboration: Outcomes of a virtually-based continuing education program","authors":"Nicholas M. Hudak , Mitchell Tod Heflin , Diana McNeill","doi":"10.1016/j.xjep.2024.100730","DOIUrl":"10.1016/j.xjep.2024.100730","url":null,"abstract":"<div><h3>Purpose</h3><div>An academic medical center implemented a yearlong virtual continuing education program to prepare health professions educators to develop, deploy and evaluate new interprofessional educational experiences for providers and learners.</div></div><div><h3>Materials and methods</h3><div>Primary program outcome measures were the number of participants who (1) completed the program, (2) presented a medical education topic to program participants, and (3) designed an interprofessional educational experience in collaboration with fellow participants or colleagues. Participation outcomes were measured by session attendance and completion of presentations on the medical education topic and designed interprofessional educational experience. Surveys administered at 3 time points assessed participants’ perceptions of the program. Changes in knowledge, skills, and attitudes were analyzed using paired t-tests.</div></div><div><h3>Results</h3><div>Nineteen participants (100 %) from 7 professions achieved the primary program participation outcomes and met their own goals. There were statistically significant increases in knowledge and skills at the end of the program. High rates of implemented interprofessional educational experiences (57 %) were reported one year after program completion. Participants also identified program strengths and areas for improvement.</div></div><div><h3>Conclusions</h3><div>Longitudinal continuing education programs in virtual formats can support both individuals and teams of educators in their own professional development and in designing interprofessional education experiences.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100730"},"PeriodicalIF":0.0,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142663639","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}

引用次数: 0

Getting everyone on the same page: Assessing interprofessional competencies during student placements 让每个人都站在同一起跑线上：在学生实习期间评估跨专业能力

Journal of Interprofessional Education and Practice Pub Date : 2024-10-24 DOI: 10.1016/j.xjep.2024.100728

Sharla King , Melanie Garrison , Efrem Violato , Charlotte McCartan

引用次数: 0

Preparing health care learners using an interprofessional virtual simulation: A team-based community intervention 利用跨专业虚拟模拟为医疗保健学习者做好准备：以团队为基础的社区干预

Journal of Interprofessional Education and Practice Pub Date : 2024-10-22 DOI: 10.1016/j.xjep.2024.100729

Veronica Young , Yiqiu Yan , Philippa J. Mason , Lauren El-Assad , Mary Mulvaney

{"title":"Preparing health care learners using an interprofessional virtual simulation: A team-based community intervention","authors":"Veronica Young , Yiqiu Yan , Philippa J. Mason , Lauren El-Assad , Mary Mulvaney","doi":"10.1016/j.xjep.2024.100729","DOIUrl":"10.1016/j.xjep.2024.100729","url":null,"abstract":"<div><div>The COVID-19 pandemic illuminated the complexities of a public health crisis and the health disparities associated with social determinants of health (SDOH). Health care practitioners are uniquely positioned to address SDOH. The goal of this virtual interprofessional simulation is to prepare health care learners to engage with stakeholders during team-based community interventions. The 3-h experience includes small group discussions on SDOH in interprofessional teams, simulation with role-play modeling a community task force meeting, and debrief. An internally developed survey was administered at the end of each simulation to assess impact on knowledge, skills, attitudes, and commitment to change. At least seven health professions participated. Findings showed the activity was well received, met learning objectives, and addressed IPEC core competencies. Learners gained the knowledge and skills essential to collaboratively develop an intervention plan. Thematic analysis revealed commitment to community involvement and advocacy and seeking collaboration to promote change.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100729"},"PeriodicalIF":0.0,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533506","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}

引用次数: 0

Rewarding interprofessional education: Designing and implementing an IPEP Distinguished Scholars Program 奖励跨专业教育：设计和实施 IPEP 杰出学者计划

Journal of Interprofessional Education and Practice Pub Date : 2024-10-22 DOI: 10.1016/j.xjep.2024.100727

Meg Zomorodi , Lorraine Alexander , Ellie Fleming , Sarah Lindsay Liebkemann , Phil Rodgers , Lisa de Saxe Zerden

引用次数: 0

The impact of a microaggressions-themed interprofessional education curriculum on attitudes, confidence, and collaboration competencies: A curricular resource for health professions learners 以微侵害为主题的跨专业教育课程对态度、信心和协作能力的影响：卫生专业学习者的课程资源

Journal of Interprofessional Education and Practice Pub Date : 2024-10-11 DOI: 10.1016/j.xjep.2024.100726

Skye A. McKennon , TJ Klay Sandum , Megan N. Willson

{"title":"The impact of a microaggressions-themed interprofessional education curriculum on attitudes, confidence, and collaboration competencies: A curricular resource for health professions learners","authors":"Skye A. McKennon , TJ Klay Sandum , Megan N. Willson","doi":"10.1016/j.xjep.2024.100726","DOIUrl":"10.1016/j.xjep.2024.100726","url":null,"abstract":"<div><div>While attention has been paid to microaggressions (MAs) and interprofessional (IP) education independently, little attention has been paid to how training IP learners in MA can impact confidence and willingness to respond to MAs. We developed an online IPE activity, for six health professions, with asynchronous and synchronous components utilizing standardized patients (SPs) aiming to educate on MAs, their impacts, and how to appropriately respond as recipient, bystander, and source. Students from senior undergraduate nursing (BSN), second-year medical (MD), third-year pharmacy (PharmD), physician assistant/associate (PA) students<em>,</em> athletic training (BS), and graduate nursing (DNP) health professions programs participated.</div><div>Objectives included: define MA; respond to a MA as the source, bystander, and recipient using Ackerman-Barger's Microaggressions Triangle model; respond to a MA when the source is lateral, in a position of authority, and a patient; and identify the ability of the activity to allow interprofessional collaboration across the six Interprofessional Collaborative Competencies Attainment Scale (ICCAS) domains. The synchronous virtual session began with a large group didactic mini lecture and transitioned to IP small group activities. Within groups, students completed SP simulations where students role played responding to MAs as the recipient, bystander, and source. The session concluded with a faculty-led large group debrief. Students were pleased with the learning experience and demonstrated improvements in attitudes/confidence responding to MAs and ICCAS domains. The curriculum can be customized to meet the needs of a variety of health profession learners and is available for use from the authors.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100726"},"PeriodicalIF":0.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533505","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}

引用次数: 0

Response-shift effect for self-assessment: Magnitude and accuracy within an interprofessional education course 自我评估的响应转移效应：跨专业教育课程的幅度和准确性

Journal of Interprofessional Education and Practice Pub Date : 2024-10-05 DOI: 10.1016/j.xjep.2024.100725

Michael J. Peeters, Michelle M. Masterson

{"title":"Response-shift effect for self-assessment: Magnitude and accuracy within an interprofessional education course","authors":"Michael J. Peeters, Michelle M. Masterson","doi":"10.1016/j.xjep.2024.100725","DOIUrl":"10.1016/j.xjep.2024.100725","url":null,"abstract":"<div><h3>Objective</h3><div>Response-shift has described a shift in respondents' self-assessment following an impactful experience—where a respondent may initially score themselves higher than their true ability on Pre-assessment, though shifted/lowered their initial ability-score (on Post-assessment) after they learned further. While the psychological literature had described this ‘response-shift’ effect decades ago, our objective at this time was to evaluate the magnitude that response-shift was occurring in our interprofessional education (IPE) context and using our own self-assessment instrument.</div></div><div><h3>Methods</h3><div>Using a standard response-shift study design, first-year health-professions students within a foundational IPE course completed <em>beginning-of-course</em> (Pre) and <em>end-of-course</em> (Post) self-assessments based on that IPE course's student-learning-objectives; additionally at course-end, students completed a <em>retrospective</em>-<em>beginning-of-course</em> (RetroPre) self-assessment (to reflect and score themselves retrospectively for course's beginning). Paired t-tests compared each student's Post minus Pre (Conventional) versus Post minus RetroPre (Adjusted-effect); effect-sizes used Cohen's-d.</div></div><div><h3>Results</h3><div>Among 267 students, conventional change had a 0.5 effect-size (medium), while adjusted-effect change was 1.5 (very-large). Notably, some students’ conventional change was negative, though <em>none</em> of those same students reported negative-change in their adjusted-effect.</div></div><div><h3>Conclusion</h3><div>We found a substantial response-shift in our educational context, and evidence for improved accuracy. Moreover, RetroPre/Post appeared <em>more</em> efficient for students (as they could complete both in one sitting at course-end, instead of twice with conventional Pre/Post), and staff (no one needed to match each student's Pre and Post assessments).</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100725"},"PeriodicalIF":0.0,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142417927","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}

引用次数: 0

Interprofessional heart failure education for self-care knowledge and medication adherence in cardiac rehabiliation patients: A short report 针对心脏康复患者自我护理知识和服药依从性的跨专业心力衰竭教育：简短报告

Journal of Interprofessional Education and Practice Pub Date : 2024-08-30 DOI: 10.1016/j.xjep.2024.100724

Joyce M. Kyung , MaryDee Fisher , David DeCarlucci

{"title":"Interprofessional heart failure education for self-care knowledge and medication adherence in cardiac rehabiliation patients: A short report","authors":"Joyce M. Kyung , MaryDee Fisher , David DeCarlucci","doi":"10.1016/j.xjep.2024.100724","DOIUrl":"10.1016/j.xjep.2024.100724","url":null,"abstract":"<div><p>Heart failure (HF), a costly and often deadly syndrome, is associated with hindered cardiac functioning. Suboptimal HF disease knowledge and related poor self-care practices result in worsening heart failure, increased rehospitalizations, decreased quality of life, and potential death. Provision of interprofessional education is essential to encourage disease understanding and reliable adoption of appropriate self-care behaviors. This short report describes the timely implementation of an evidence-based practice educational project (EBP) designed to augment heart failure knowledge and vital self-care management strategies, among phase II cardiac rehabilitation (CR) patients. Individual sessions led by interprofessionals included nursing, advanced nursing, nutrition, information technology, and exercise physiology clinicians. Post-intervention results suggest collaborative interprofessional patient education effectively enhanced knowledge (19.1 % increase) about overall heart failure and specifically improved medication adherence rates (5.4 % increase). Efficient and effective interprofessional self-care-focused education should become routine practice in phase II CR patients to address complex care challenges, decrease costs and improve overall outcomes.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100724"},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142172710","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}

引用次数: 0

How team-based are rural or underserved clinics where AHEC scholars train? AHEC 学者接受培训的农村或服务不足的诊所的团队基础如何？

Journal of Interprofessional Education and Practice Pub Date : 2024-08-06 DOI: 10.1016/j.xjep.2024.100723

Cynthia Taylor , Patricia A. Carney , Curt Stilp , Eric M. Wiser

{"title":"How team-based are rural or underserved clinics where AHEC scholars train?","authors":"Cynthia Taylor , Patricia A. Carney , Curt Stilp , Eric M. Wiser","doi":"10.1016/j.xjep.2024.100723","DOIUrl":"10.1016/j.xjep.2024.100723","url":null,"abstract":"<div><h3>Background</h3><p>Interprofessional collaborative practice is an important feature of delivering high quality patient-centered care. Understanding what students learn during their clinical rotations about how healthcare teams function, particularly in rural and underserved settings is important for addressing health disparities in these populations.</p></div><div><h3>Purpose</h3><p>To determine the extent to which healthcare teams located in rural or underserved clinics that host AHEC Scholars engage in teamwork and team-based care.</p></div><div><h3>Methods</h3><p>The 15-item Assessment for Collaborative Environments (ACE-15) instrument, measuring interprofessional teamwork and team cohesion was administered to team members at 17 rural or underserved clinics and demographic information was collected.</p></div><div><h3>Results</h3><p>Several significant differences in mean ACE-15 scores were found among team types, clinic types and settings: community-based clinics scored higher compared to their university-based counterparts and clinics in rural settings scored higher compared to those in urban settings. Primary care-based teams scored higher compared to non-primary care-based teams.</p></div><div><h3>Conclusions</h3><p>Training students within healthcare teams across multiple settings and locations is paramount to their preparation for interprofessional work.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100723"},"PeriodicalIF":0.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142076985","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}

引用次数: 0