Journal of Interprofessional Education and Practice最新文献

{"title":"Survey-based perceptions of impact of clinical pharmacists by attending physicians and medical residents/fellows","authors":"Jon P. Wietholter ,&nbsp;Lena M. Maynor ,&nbsp;Shanthi Manivannan","doi":"10.1016/j.xjep.2024.100700","DOIUrl":"https://doi.org/10.1016/j.xjep.2024.100700","url":null,"abstract":"<div><h3>Background</h3><p>Anecdotal concern existed at our institution that over-reliance on clinical pharmacist recommendations for medication-related decisions could negatively impact medical resident/fellow learning.</p></div><div><h3>Purpose</h3><p>The primary objective of this study was to evaluate perceived rounding clinical pharmacist impact by comparing perceptions of attending physicians with medical residents/fellows.</p></div><div><h3>Method</h3><p>This survey-based cohort study utilized two 10-item, 5-point Likert-scale surveys to evaluate perceptions of impact of clinical pharmacists on medical resident/fellow learning and overall reliance on clinical pharmacists at an academic tertiary care medical center. Mann-Whitney tests were utilized for statistical evaluations and statistical significance was set at a p-value of &lt;0.05.</p></div><div><h3>Discussion</h3><p>Medical residents/fellows perceived that clinical pharmacists positively impacted their overall learning more so than attending physicians’ (p = 0.002). Additionally, attending physicians perceived a greater reliance on clinical pharmacists by medical residents/fellows for information on medication adverse effects (p = 0.02).</p></div><div><h3>Conclusions</h3><p>Both attending physicians and medical residents/fellows believed that clinical pharmacists positively impact medical resident/fellow learning experiences.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"35 ","pages":"Article 100700"},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140041606","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 collaborative practice requirement embedded in a psychiatry clerkship for medical students","authors":"Paul Duesing ,&nbsp;Usman Hameed ,&nbsp;Indira Purushothaman ,&nbsp;Kelly Karpa","doi":"10.1016/j.xjep.2024.100699","DOIUrl":"https://doi.org/10.1016/j.xjep.2024.100699","url":null,"abstract":"<div><p>Embedding interprofessional education (IPE) into medical student curricula in clinically-relevant contexts can be challenging. The goal of this educational activity was to facilitate progression of interprofessional competencies in medical students as they completed a clinical clerkship in psychiatry. Third year medical students were provided with a menu of 18 patient-care activities that they could complete in conjunction with a non-physician member of the healthcare team (e.g. therapist, nurse, social worker, etc.) to advance collaborative practice knowledge and skills. Students were required to complete a minimum of two activities from the menu. Learning objectives focused on demonstrating respect for those with whom they worked (patients and staff); recognizing one's own limitations; engaging with other professionals to collaborate and integrate clinical care; using respectful language, and performing effectively as a team member. To assess the extent to which these objectives were attained, a rubric was developed for students to quantitatively and qualitatively self-reflect on the extent and manner in which they achieved the competencies. All students (n = 144) completed the clerkship assignment, and 82 students opted to allow their data to be used for research (57%). This cohort of students rated themselves highly (≥4.4 out of 5) on all competency statements. Written reflections detailed examples of ways the students demonstrated interprofessional competencies and what they learned from working alongside colleagues from other professions - including gaining new insights from collaboration with the health professionals, the importance of establishing trusting relationships, and the value that non-physician team members provide when caring for psychiatry patients. Clerkships are ideal opportunities for students to engage in interprofessional collaborative practice. Intentional practice experiences provide students with opportunities to execute IPE skills with colleagues while learning new knowledge, practicing new behaviors/skills, and gaining new insights about other professionals.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"35 ","pages":"Article 100699"},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139976032","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":"A multi-institutional framework for building, sustaining, and evaluating a comprehensive interprofessional education curriculum","authors":"Sara E. North ,&nbsp;Jennifer L. Jessen ,&nbsp;Shoshana Sicks ,&nbsp;Cheri L. Friedrich ,&nbsp;Brooke Salzman ,&nbsp;Kimberly A. Beran-Shepler ,&nbsp;Brian Sick","doi":"10.1016/j.xjep.2024.100698","DOIUrl":"https://doi.org/10.1016/j.xjep.2024.100698","url":null,"abstract":"<div><h3>Introduction</h3><p>Challenges in designing institutional interprofessional education (IPE) curricula without an inventory, criterion-based evaluation, or process to categorize and scaffold experiences result in a significant need for models in action.</p></div><div><h3>Methods</h3><p>This report presents the process, framework, and key insights gained from three institutions’ efforts to develop sustainable, criterion-based interprofessional education curricula.</p></div><div><h3>Results</h3><p>The proposed framework was successfully implemented by the three author institutions, with four components to define, build, sustain, and evaluate a comprehensive IPE curriculum.</p></div><div><h3>Discussion</h3><p>The actionable IPE framework offers a flexible approach applied in the context of one's own institution and may serve as a guiding model for other new, growing, and established IPE programs.</p></div><div><h3>Conclusion</h3><p>The authors encourage other institutions to consider the framework and lessons learned shared in this report to advance the pace and intentionality of their own development, then in turn further contribute their lessons learned through progressively expanding cross-institution collaborations.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"35 ","pages":"Article 100698"},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139942461","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":"In memoriam: Al Rundio PhD, DNP, RN, APRN, NEA-BC, FNAP, FIAAN, FAAN","authors":"Devin Nickol","doi":"10.1016/j.xjep.2024.100696","DOIUrl":"https://doi.org/10.1016/j.xjep.2024.100696","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"35 ","pages":"Article 100696"},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2405452624000028/pdfft?md5=da6ed6c0bcc31dc4374fcc87d1e73e94&pid=1-s2.0-S2405452624000028-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139727025","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":"Virtual Young Teen Asthma & Wellness Camp: An online, interprofessional curriculum for teens with asthma (curricular resource)","authors":"Ellen B. Buckner ,&nbsp;Lydia A. Futch Thurston ,&nbsp;Al Keith ,&nbsp;LaBrenda Marshall ,&nbsp;Kristen Johnston ,&nbsp;Mary Worthington ,&nbsp;Felicia Pike ,&nbsp;Jabril Diamond ,&nbsp;Amy Cameron ,&nbsp;Allison Jackson ,&nbsp;Ashlyn Fletcher ,&nbsp;Michael Polcari ,&nbsp;Weily Soong","doi":"10.1016/j.xjep.2024.100695","DOIUrl":"https://doi.org/10.1016/j.xjep.2024.100695","url":null,"abstract":"<div><p>Asthma is the most prevalent chronic illness of youth, and as teens mature self-management of asthma is necessary. For populations in rural areas or with limited health care resources, access to self-management education is critical. The Virtual Young Teen Asthma &amp; Wellness Camp (VYTAWC) was founded in 2020 as an online format in response to COVID-19 restrictions and continued to increase accessibility to self-management strategies for teens with asthma in the current 2023 iteration of the camp. The camp was offered to teens (ages 11–15) and conducted by an interprofessional team. The virtual format allowed students, faculty, and community professionals to facilitate camp programming and used <em>Asthma Blues®</em> music as a teaching tool. Assessments of facilitator collaboration and debriefing of the program contributed to program evolution. This article outlines an interprofessional, music-based approach to connecting teens with the resources and skills needed for self-management of asthma using a virtual camp.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"35 ","pages":"Article 100695"},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139901394","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":"An interprofessional active-learning laboratory on urinary incontinence for pharmacy, nursing, and occupational therapy students","authors":"Krista L. Donohoe,&nbsp;Benjamin Van Tassell,&nbsp;Allison Gregory,&nbsp;Dana Burns,&nbsp;Kerry Mader,&nbsp;Sera Lee,&nbsp;Raelyn Bitor,&nbsp;Emily P. Peron","doi":"10.1016/j.xjep.2024.100697","DOIUrl":"https://doi.org/10.1016/j.xjep.2024.100697","url":null,"abstract":"<div><p>This article describes a novel interprofessional approach to urinary incontinence<span> education. Faculty from the Doctor of Pharmacy, Master of Science in Nursing and Doctor of Nursing Practice<span>, and Doctor of Occupational Therapy programs collaborated to create an active-learning session for their students. Small interprofessional groups were assigned to one of three 2-h lab sessions, during which they rotated through five stations (durable medical equipment, catheters, medications, non-pharmacologic interventions, and absorbent products) then debriefed as a large group. A total of 210 students participated. Most survey respondents (89.2 %) rated the activity as “excellent” or “very good.” A majority endorsed that learning from interprofessional faculty and working with interprofessional students enhanced their learning experience (93.6 % and 90.8 %, respectively). Knowledge and confidence scores improved overall from before-to-after the session; however, profession- and station-specific variability was noted for several knowledge questions. Implementation challenges included scheduling logistics, differences in foundational knowledge by degree program, and fidelity of the learning experiences.</span></span></p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"35 ","pages":"Article 100697"},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139675459","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":"Health humanities-focused interprofessional education for age-friendly care using photography and the 4Ms framework: A curricular short report","authors":"David W.M. Taylor ,&nbsp;Leslie F. Taylor ,&nbsp;N. Beth Collier ,&nbsp;Susan W. Miller ,&nbsp;Mark A. Stillman ,&nbsp;Omolara Fyle-Thorpe","doi":"10.1016/j.xjep.2023.100694","DOIUrl":"10.1016/j.xjep.2023.100694","url":null,"abstract":"<div><p><span><span>An interprofessional education activity (IPE) using visual art was implemented to develop student empathy for older adults’ </span>lived experiences and understanding of the age-friendly healthcare 4Ms framework. Graduate students in clinical psychology, pharmacy, </span>physician assistant<span>, and physical therapy participated. The activity involved an introduction to the 4Ms, submitting original photographs of older adults in the context of the 4Ms, and a photography exhibition. At the exhibition, students viewed images in interprofessional groups and discussed the images using a modified visual thinking strategy followed by a facilitated discussion. Pre/post surveys for 4Ms knowledge, empathy, interprofessional learning, and satisfaction were completed. Positive changes occurred in empathy, attitudes toward IPE, 4Ms knowledge, and satisfaction. Group discussion themes identified include recognition of the ambiguity of the lived experience; awareness of cognitive bias; and changing perspective. Activities combining visual art and IPE may develop empathy and knowledge of age-friendly care in health sciences students.</span></p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"34 ","pages":"Article 100694"},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139394555","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":"An interprofessional healthcare education simulation applying TeamSTEPPS® concepts as an escape room design","authors":"Michelle L. Claypool,&nbsp;Adrienne A. Galbraith,&nbsp;Emily A. Hribek","doi":"10.1016/j.xjep.2023.100692","DOIUrl":"10.1016/j.xjep.2023.100692","url":null,"abstract":"<div><p><span>This article discusses the design and implementation of an interactive interprofessional education experience utilizing an escape room simulation focused on the concepts and strategies of TeamSTEPPS®. This escape room simulation provides an innovative experiential approach to integrate and reinforce teamwork and communication in learners with varying experience levels from different health </span>professions. Learning objectives for this activity include: 1.) Identify an interactive teaching modality of incorporating TeamSTEPPS® strategies into an interprofessional education experience, 2.) Discuss how to incorporate two TeamSTEPPS® strategies into an escape room puzzle, 3.) Summarize one method to incorporate TeamSTEPPS® strategies into an interactive simulation experience. Participant responses strongly supported instituting escape rooms into their practices. This escape room was structured to function as a cost-effective method of a differentiated instruction scenario to ensure a broader impact of the content.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"34 ","pages":"Article 100692"},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139392443","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":"Remote collaboration for interprofessional dysphagia care plan establishment with allied health students","authors":"Misty Tilmon,&nbsp;Joel Ramdial,&nbsp;Lisa Job,&nbsp;Mikaela Pender","doi":"10.1016/j.xjep.2023.100693","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100693","url":null,"abstract":"<div><p><span>The current educational resource was developed to provide an interprofessional education (IPE) experience consisting of undergraduate and graduate students enrolled in nursing, nutrition, and communication sciences and disorders coursework. As a part of each course, students were required to participate in a remote, synchronous IPE experience to collaborate regarding a case-based patient scenario. As a part of this scenario, students were required to establish a </span>treatment plan and problem-solve collaboratively with regard to each discipline's specific knowledge and role. Objectives of the curricular resource included increasing student self-efficacy ratings in each of the IPEC competencies (values/ethics, roles/responsibilities, interprofessional communication, and teams/teamwork). Instructors assessed the effectiveness of the resource by administering a pre-post survey to students as well as through voluntary interviews to obtain student perspectives of the IPE experience. Student self-efficacy ratings increased significantly for all four IPEC core competencies following the IPE experience. Qualitative data indicate participants perceived an improvement in all four IPEC competencies and reported benefits aligned to the core competencies. Authors present an IPE curricular resource to guide other educators in the development of similar IPE experiences.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"34 ","pages":"Article 100693"},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139107329","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":"Utilizing interprofessional education to foster diversity, equity, and inclusion concepts related to gender affirming care","authors":"Heather Hudson,&nbsp;Bridget Scheidler,&nbsp;Kaitlyn Cremer,&nbsp;Lenore Wright","doi":"10.1016/j.xjep.2023.100691","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100691","url":null,"abstract":"<div><p><span>Interprofessional education (IPE) is on the rise in healthcare fields for several reasons. IPE teaches the collaborative skills necessary for healthcare students to succeed in an increasingly diverse workforce. IPE also creates space for </span>healthcare organizations to develop diversity, equity, and inclusion (DEI) objectives within curriculum and clinical practice. IPE's focus on diversity is important because recent research indicates a lag in DEI initiatives in healthcare. To better integrate DEI objectives into healthcare curricula, faculty from an OTD and MAT program developed an interprofessional assignment that could be implemented across multiple programs. The assignment was designed to improve DEI and IPE competence in OT and AT education.</p><p>An OTD and a MAT course were chosen to pilot the IPE assignment. These courses were selected for two reasons: curricular content and logistic feasibility. A virtual synchronous and asynchronous format was determined as the best structure for the assignment. Students were asked to complete assigned readings and review a video about culturally sensitive topics, meet as an interprofessional group to discuss a healthcare encounter between a clinical staff and a transgender individual, and participate in an intraprofessional discussion board activity.</p><p>The primary student learning outcomes for this assignment were threefold 1) Demonstrate use of interprofessional collaborative skills such as communication and roles responsibilities 2) Analyze how interprofessional collaborative skills might be utilized to care for diverse populations and 3) Integrate the use of DEI constructs within discussions of planned care. A rubric was used to assess students in each of these areas. Additionally, a thematic analysis was generated to understand how students’ use of interprofessional education skills and knowledge could enhance the care of diverse populations.</p><p>Both groups of students in the pilot scored well. The average overall grade for occupational students was 37.25/40 (93 %) and the average overall grade for the athletic training students was 36/40 (90 %). The assignment analysis identified three improvements in student understanding, specifically enhanced quality of care, decreased knowledge gaps, and greater ability to check biases and accountability.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"34 ","pages":"Article 100691"},"PeriodicalIF":0.0,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139433760","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}