Journal of Interprofessional Education and Practice最新文献

{"title":"Increasing interprofessional education experiences and collaboration: Outcomes of a virtually-based continuing education program","authors":"Nicholas M. Hudak ,&nbsp;Mitchell Tod Heflin ,&nbsp;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}

{"title":"Getting everyone on the same page: Assessing interprofessional competencies during student placements","authors":"Sharla King ,&nbsp;Melanie Garrison ,&nbsp;Efrem Violato ,&nbsp;Charlotte McCartan","doi":"10.1016/j.xjep.2024.100728","DOIUrl":"10.1016/j.xjep.2024.100728","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100728"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142538351","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":"Preparing health care learners using an interprofessional virtual simulation: A team-based community intervention","authors":"Veronica Young ,&nbsp;Yiqiu Yan ,&nbsp;Philippa J. Mason ,&nbsp;Lauren El-Assad ,&nbsp;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}

{"title":"Rewarding interprofessional education: Designing and implementing an IPEP Distinguished Scholars Program","authors":"Meg Zomorodi ,&nbsp;Lorraine Alexander ,&nbsp;Ellie Fleming ,&nbsp;Sarah Lindsay Liebkemann ,&nbsp;Phil Rodgers ,&nbsp;Lisa de Saxe Zerden","doi":"10.1016/j.xjep.2024.100727","DOIUrl":"10.1016/j.xjep.2024.100727","url":null,"abstract":"<div><div>The Interprofessional Education and Practice Distinguished Scholar (IPEP DS) program was developed to reward students who go ‘above and beyond’ required interprofessional education and practice events. IPEP Distinguished Scholars (IPEP DS) must participate in at least two semesters of activities outside of their required IPEP coursework, serve on an interprofessional committee, and complete an interprofessional immersion experience. Following completion of these activities, students compose a reflection essay about their learning and experiences and ultimately receive transcript distinction, cords to wear at graduation, and a Credly™ badge (digital credentialing). This article provides an overview of the design of this program and outcomes for replication at other institutions.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100727"},"PeriodicalIF":0.0,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142663640","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":"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 ,&nbsp;TJ Klay Sandum ,&nbsp;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}

{"title":"Response-shift effect for self-assessment: Magnitude and accuracy within an interprofessional education course","authors":"Michael J. Peeters,&nbsp;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}

{"title":"Interprofessional heart failure education for self-care knowledge and medication adherence in cardiac rehabiliation patients: A short report","authors":"Joyce M. Kyung ,&nbsp;MaryDee Fisher ,&nbsp;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}

{"title":"How team-based are rural or underserved clinics where AHEC scholars train?","authors":"Cynthia Taylor ,&nbsp;Patricia A. Carney ,&nbsp;Curt Stilp ,&nbsp;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}

{"title":"Evaluation of alternate form reliability for the 9-item versions of the interprofessional socialization and valuing scale (ISVS-9A/9B)","authors":"Tina P. Gunaldo ,&nbsp;Kelly Lockeman ,&nbsp;Abigale T. Matulewicz ,&nbsp;Harun Mazumder","doi":"10.1016/j.xjep.2024.100722","DOIUrl":"10.1016/j.xjep.2024.100722","url":null,"abstract":"<div><h3>Background</h3><p>The Interprofessional Socialization and Valuing Scale (ISVS) was developed to measure interprofessional socialization as one adopts and integrates learning into practice. While items for the ISVS-9A and 9B were drawn from three subscales of the original 24-item tool, these parallel forms were validated as a unidimensional measure using Canadian health professional and student populations.</p></div><div><h3>Objectives</h3><p>The aim was to investigate if the ISVS-9A and ISVS-9B forms are interchangeable and examine their internal structure.</p></div><div><h3>Design</h3><p>Students completed an 18-question survey that included the nine items from the ISVS-9A followed by the nine items for ISVS-9B.</p></div><div><h3>Settings</h3><p>Two U.S. academic health science centers provided longitudinal interprofessional education (IPE) in a classroom setting.</p></div><div><h3>Participants</h3><p>625 students representing 13 programs from one institution and 512 students representing 7 health professions programs from the second institution were included in the study.</p></div><div><h3>Methods</h3><p>Participants completed the ISVS-9A and 9B as a single form. Intraclass correlation coefficients (ICC) and corresponding 95 % confidence intervals were calculated to measure the absolute agreement between the scores from the ISVS-9A and 9B forms. A factor analysis considering the original tool's three subscales was conducted.</p></div><div><h3>Results</h3><p>592 responses from one institution and 500 responses from the second institution were analyzed. ICC for the ISVS total scores demonstrated good reliability (0.75–0.90). However, the internal structure of the three factors demonstrated moderate reliability (0.5–0.75) and may need further investigation.</p></div><div><h3>Conclusions</h3><p>This study confirms the use of the ISVS-9A and 9B total score to measure interprofessional socialization in health professional students attending U.S. institutions. Additional research is needed to determine potential reasons for mixed outcomes from studies using ISVS-9A and 9B parallel forms.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100722"},"PeriodicalIF":0.0,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141949584","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":"Advancing interprofessional workplace learning: Successful implementation of the ‘WILD Series©’ hybrid professional development model","authors":"Alexandra Zagoloff ,&nbsp;Cheri Friedrich ,&nbsp;Roni Lafky ,&nbsp;Bonnie Horgos ,&nbsp;Sara North","doi":"10.1016/j.xjep.2024.100721","DOIUrl":"10.1016/j.xjep.2024.100721","url":null,"abstract":"<div><h3>Background</h3><p>The 2021 NCICLE <em>Pathways to Excellence</em> framework highlights the need for professional development opportunities promoting interprofessional learning to optimize healthcare provider and learner teaming in the clinical learning environment. Despite this priority, research shows some clinicians are not developing their collaborative practice skills.</p></div><div><h3>Purpose</h3><p>This article describes the hybrid Workplace Interprofessional Learning and Development (WILD) Series, which was developed to promote interprofessional preceptor development through workplace learning.</p></div><div><h3>Method</h3><p>The WILD Series© includes four unique six-week offerings, each dedicated to one Interprofessional Education Collaborative (IPEC) competency area. Each six-week session includes five weeks of one topical, actionable independent email engagement and concludes with a structured, facilitated synchronous debriefing session.</p></div><div><h3>Discussion</h3><p>The WILD Series© is the first IPE program designed for independently practicing clinicians and preceptors that includes synchronous and asynchronous components. Initial feedback was positive regarding the series format, content, and outcomes.</p></div><div><h3>Conclusion</h3><p>The WILD Series© demonstrates that workplace learning can be an effective strategy for addressing gaps in interprofessional preceptor development.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100721"},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141846289","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}