Journal of Interprofessional Education and Practice最新文献

{"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}

{"title":"Family members’ experience of involvement in the patient care process on an interprofessional training ward: A qualitative interview study","authors":"Sofia Hemle Jerntorp,&nbsp;Jenny Jakobsson,&nbsp;Malin Axelsson,&nbsp;Elisabeth Carlson,&nbsp;Anna Carin Aho","doi":"10.1016/j.xjep.2025.100742","DOIUrl":"10.1016/j.xjep.2025.100742","url":null,"abstract":"<div><h3>Background</h3><div>Involving family members in the care process leads to higher-quality patient care. However, this requires collaboration among various healthcare professionals. At interprofessional training wards, healthcare students learn to work together across different disciplines. However, there is limited knowledge about family member's involvement in the patient care process during interprofessional education in clinical settings.</div></div><div><h3>Aim</h3><div>This study aimed to explore family members’ experience of involvement in the patient care process on an interprofessional training ward.</div></div><div><h3>Method</h3><div>An inductive content analysis was applied on data from individual interviews with 19 family members of patients admitted to an interprofessional training ward.</div></div><div><h3>Results</h3><div>Family members experienced that they had to be involved in the patient care process to bridge knowledge between the patient and the interprofessional student team in order to influence healthcare and have control over the situation. Moreover, they wanted to be acknowledged as family members and needed transparency in the patient care process. Family members' involvement was governed by the patient's needs and influenced by the degree of trust in the interprofessional student team.</div></div><div><h3>Conclusion</h3><div>Interprofessional education activities should focus more on family members’ involvement in the interprofessional training ward.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"39 ","pages":"Article 100742"},"PeriodicalIF":0.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143592011","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":"Food for Thought Movie Night: A humanities-based, interprofessional discussion focused on food insecurity (curricular resource)","authors":"Kathryn K. Neill ,&nbsp;Zeketra M. Grandy","doi":"10.1016/j.xjep.2025.100740","DOIUrl":"10.1016/j.xjep.2025.100740","url":null,"abstract":"<div><div>Food insecurity is a worldwide concern contributing to health disparities and poor health outcomes. Health professionals must consider social determinants or drivers of health at the community level as well as resulting health-related social needs of the individual to guide care. The Food for Thought Movie Night employed a documentary film and interprofessional, collaborative discussion to integrate food insecurity information with patient-focused application to target health disparities. The humanities-based delivery method using film as visual media supported integration of aspects of the human condition with health-related outcomes. The activity is intended for novice level health professions and sciences students and has been completed in face-to-face and online, virtual learning environments. Pre/post quiz scores reflect increase in food insecurity knowledge, and qualitative evaluation of reflective essays revealed themes related to change in knowledge, skills, and attitudes, and intended future action. Visual media delivered as a student “movie night” successfully paired interprofessional education (IPE) and social determinants of health learning endpoints.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"39 ","pages":"Article 100740"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654635","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":"Analysis of interprofessional education perceptions at the team level: A study across three student cohorts","authors":"Tina Gunaldo ,&nbsp;Kelsey Witmeier ,&nbsp;Harun Mazumder ,&nbsp;Sharon Duffy ,&nbsp;Colette Baudoin ,&nbsp;Henry Sauviac ,&nbsp;Susanne Straif-Bourgeois ,&nbsp;Scott Edwards","doi":"10.1016/j.xjep.2025.100741","DOIUrl":"10.1016/j.xjep.2025.100741","url":null,"abstract":"<div><div>The interprofessional education (IPE) literature showcases many studies reporting results at the all-student and academic program levels. However, if the purpose of <span>IPE</span> is to develop collaborative-practice ready professionals, analysis at the team level would better support the advancement of the <span>IPE</span> literature and future health care goals. Pre-licensure students engaged in a two-year IPE curriculum and individually completed the Student Perceptions of Interprofessional Clinical Education-Revised survey, version 2 (SPICE-R2), at the end of the first and second year. Teams were comprised of health profession students from 12 academic programs associated with the university. Exploratory and longitudinal analyses of the change in mean SPICE-R2 scores from post-year 1 and post-year 2 were conducted. Overall positive changes were seen at the all-student level. However, exploration at a team level revealed more divergent outcomes. Further research into the determinants of these team-level disparities is required to improve IPE curriculum design.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"39 ","pages":"Article 100741"},"PeriodicalIF":0.0,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143592012","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":"Psychometric evaluation of scales assessing interprofessional practice attitudes and skills for collaborative classroom-based language intervention","authors":"Gerard H. Poll ,&nbsp;Tracey K. Hoffman","doi":"10.1016/j.xjep.2025.100739","DOIUrl":"10.1016/j.xjep.2025.100739","url":null,"abstract":"<div><h3>Background</h3><div>Developing professionals’ skills for interprofessional practice is critical for both healthcare and educational settings. To refine interprofessional education curricula, validated outcome measures are needed.</div></div><div><h3>Purpose</h3><div>This study evaluated the measurement properties of an item set for assessing attitudes toward school-based interprofessional practice, and used the scales to assess the attitudes of preservice teachers and preservice speech-language pathologists (SLPs).</div></div><div><h3>Method</h3><div>Forty-seven preservice teachers and preservice SLPs completed 18 rating scale items designed to assess their attitudes toward collaborating on language interventions in classrooms. Four sets of items were analyzed using Rasch techniques to determine their psychometric properties.</div></div><div><h3>Results</h3><div>Four unidimensional scales were identified, three with sufficient internal consistency. Preservice teachers and preservice SLPs attitudes were similar toward interprofessional practice, but differed in their perceived skills for classroom child language work.</div></div><div><h3>Conclusions</h3><div>Curricula designed to foster interprofessional skills can have a similar starting point for both preservice teachers and preservice SLPs, but preservice teachers may require more support to gain confidence in their ability to recognize children's language development.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"38 ","pages":"Article 100739"},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143402944","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":"The state of interprofessional education within family medicine Graduate Medical Education: A 2022 CERA survey","authors":"Brooke Salzman ,&nbsp;Lauren Hersh ,&nbsp;Amy Cunningham ,&nbsp;Richard W. Hass","doi":"10.1016/j.xjep.2025.100738","DOIUrl":"10.1016/j.xjep.2025.100738","url":null,"abstract":"<div><h3>Background and purpose</h3><div>The need for interprofessional education (IPE) to enable effective team-based care has been well-established. This study describes IPE in family medicine residency programs and identifies barriers and facilitators to IPE implementation.</div></div><div><h3>Methods</h3><div>Ten survey questions addressing IPE were part of a national survey of family medicine residency program directors. Statistical analysis of survey data included chi-square analyses and descriptive statistics.</div></div><div><h3>Results</h3><div>The response rate was 42.18 % (286/678). Nearly 83 % of program directors agreed that IPE is essential to training competent family medicine physicians. Approximately 62 % reported learning objectives pertaining to interprofessional collaborative practice. Barriers to implementing IPE included lack of time and scheduling conflicts. Facilitators included ties with other health professions training programs and leadership support.</div></div><div><h3>Conclusion</h3><div>This survey demonstrated interprofessional collaborative practice as a highly valued component of family medicine training; yet shows a need for deliberately designed IPE with explicit learning objectives and competency-based assessment strategies.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"38 ","pages":"Article 100738"},"PeriodicalIF":0.0,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143422624","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":"Interprofessional quality improvement simulation: A virtual simulation activity for geographically distributed learners","authors":"Joshua D. Hamer ,&nbsp;Roma Nayyar ,&nbsp;Sudha Yarlaggadda ,&nbsp;Kelley Arredondo ,&nbsp;Judith Pechacek ,&nbsp;Molly J. Horstman ,&nbsp;Kyler M. Godwin","doi":"10.1016/j.xjep.2024.100737","DOIUrl":"10.1016/j.xjep.2024.100737","url":null,"abstract":"<div><div>There is a recognized need for distance learning approaches to overcome barriers to traditional QI training. Virtual learning environments present challenges for delivering interprofessional learning activities. Therefore, we drew from the knowledge of subject matter experts in education, distance learning, and team science to appropriately adapt a QI simulation for the virtual environment as part of a national QI training program. The virtual simulation integrated aspects of team development (i.e., team formation, communication, designation of team member roles, developing a team charter) into the Model for Improvement to train geographically distributed fellows. The developmental strategy of the simulation activity was guided by a learner-centered design approach such that expected outcomes and behaviors of the learning activity were identified <em>a priori</em>. The activity garnered good participant responsiveness from interdisciplinary postdoctoral learners (Advanced Practice Nurse Practitioners, Registered Nurses, Pharmacists, Physicians, Clinical Psychologists, Licensed Clinical Social Works, other clinical and postdoctoral healthcare trainees) such that 81 % (<em>n</em> = 54) of learners’ responses on a 5-point Likert scale (1 = Poor, 5 = Very Well) indicated the learning activity was effective at helping them improve their knowledge of principles and tools to enhance team performance and data utilization. This adaptation of a QI learning activity fostered QI competence among a group of nationally distributed interprofessional fellows.</div></div><div><h3>Format</h3><div>Flexible hybrid virtual and/or in-person activity, small group simulation activity, large group discussion, and large group debrief.</div></div><div><h3>Target audience</h3><div>Interprofessional QI trainees that range from beginner to intermediate levels of experience using QI methodologies.</div></div><div><h3>Objectives</h3><div>By the end of this activity, learners will be able to:<ul><li><span>1.</span><span><div>Apply improvement principles and tools to improve team performance</div></span></li><li><span>2.</span><span><div>Utilize effective team-building and communication strategies for improvement work</div></span></li><li><span>3.</span><span><div>Interpret data to guide improvement in team performance</div></span></li></ul></div><div><ul><li><span>1.</span><span><div>Apply improvement principles and tools to improve team performance</div></span></li><li><span>2.</span><span><div>Utilize effective team-building and communication strategies for improvement work</div></span></li><li><span>3.</span><span><div>Interpret data to guide improvement in team performance</div></span></li></ul></div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"38 ","pages":"Article 100737"},"PeriodicalIF":0.0,"publicationDate":"2024-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097966","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}