Journal of Interprofessional Education and Practice最新文献

{"title":"The Power of Narrative: Empowering interprofessional teams to promote health equity by reflecting on bias and unpacking stigmatizing language","authors":"Lydia A. Futch Thurston ,&nbsp;Laurel Daniels Abbruzzese ,&nbsp;Barbara Maxwell ,&nbsp;Kathy Lee Bishop ,&nbsp;Travis Threats ,&nbsp;Olaide Oluwole-Sangoseni ,&nbsp;Phyllis Simon ,&nbsp;Andrea Pfiefle","doi":"10.1016/j.xjep.2023.100690","DOIUrl":"10.1016/j.xjep.2023.100690","url":null,"abstract":"<div><p>Reflecting on one's personal narrative can expose language that unwittingly expresses bias. As healthcare providers, unpacking one's narrative can promote more equitable interprofessional communication and patient care. This article describes an interactive workshop at the 2023 National Academies of Practice (NAP) Annual Meeting and Forum, where participants wrote and reflected on their personal narratives to identify bias, hierarchies, and positionality. Use of equity-focused language to empower an inclusive interprofessional healthcare culture and strategies for promoting access, removing structural barriers to care, and enabling anti-racist behaviors were explored. Workshop synthesis occurred using an innovative “fishbowl” discussion to enable feedback and identify themes, barriers, and facilitators. Program evaluation showed high participant satisfaction (4.73/5). Used as a curricular resource, this approach outlines an effective framework for engaging participants in writing, reflection, and dialogue to promote equitable, accessible, and collaborative healthcare.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"34 ","pages":"Article 100690"},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139017362","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":"Assessing the value of selected organizational characteristics on IPE success at a sample of big 10 universities: A multi-case qualitative analysis","authors":"Frank J. Ascione ,&nbsp;Kelly Karpa ,&nbsp;Mary T. Keehn ,&nbsp;Ghaidaa Najjar ,&nbsp;Andrea L. Pfeifle ,&nbsp;Brian Sick ,&nbsp;Alexa S. Valentino ,&nbsp;Zachary A. Weber","doi":"10.1016/j.xjep.2023.100688","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100688","url":null,"abstract":"<div><p>Existing research indicates that selected organizational characteristics are important to an institution’s successful Interprofessional education (IPE) effort. However, the relationship between those factors and successful IPE efforts are not completely described. The aim of this multi-case study is to explore particular IPE leaders' perceptions of the nature of these relationships at their respective academic institutions. Case descriptions of IPE efforts at seven large universities were analyzed through qualitative analysis and modified Delphi consensus building to explore these relationships. Our research suggests that a “holistic” approach to creating the proper organizational structure is needed. A centralized administrative structure managed by a strong leadership team with adequate resources is necessary at the beginning of the IPE effort to manage stakeholders and perform the strategic planning. This structure provides support to the leadership team’s subsequent development of programs needed to reach the faculty and learner participation levels necessary to create a successful, sustainable IPE outcome.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"33 ","pages":"Article 100688"},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138490514","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":"Outcomes of an interprofessional peer facilitators program: Building a confident, competent, and collaboration ready healthcare workforce","authors":"Regina F. Doherty ,&nbsp;Midge (Anna Maria) Hobbs ,&nbsp;Mary S. Knab ,&nbsp;John Wong ,&nbsp;Annika Chan","doi":"10.1016/j.xjep.2023.100687","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100687","url":null,"abstract":"<div><p><span>Peer facilitation during interprofessional simulation-based learning enables students from diverse professions and backgrounds to enrich each other's learning in small groups. Peer facilitators are interprofessional role models and serve to maintain neutrality, listen actively, and respond to group dynamics supporting </span>interprofessional education (IPE). This paper will report the outcomes of an interprofessional peer facilitation program as part of a larger IPE curriculum in a graduate program in the health professions. The authors conducted a mixed methods evaluation of peer facilitators' development measured through a peer facilitator knowledge and self-efficacy tool. Results of qualitative and quantitative data from four years of the program are discussed, documenting the outcomes serving as a peer facilitator has on entry-level health professions learners.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"33 ","pages":"Article 100687"},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138439705","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":"Mind the gaps: Building communication bridges during medical codes","authors":"Leon Chen ,&nbsp;Joanna Yohannes-Tomicich ,&nbsp;Elizabeth McAvoy ,&nbsp;Stephen Wisely ,&nbsp;Tara Buchholz ,&nbsp;Kathleen Atlas ,&nbsp;Sanjay Chawla ,&nbsp;Gabriela Bambrick-Santoyo","doi":"10.1016/j.xjep.2023.100686","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100686","url":null,"abstract":"<div><p>We describe the development and implementation of a program to identify and address gaps in code response at Memorial Sloan Kettering Cancer Center (MSKCC), a tertiary cancer center in New York City. The program aimed to assess the challenges faced by Rapid Response Team (RRT) and Medical Code Team (MCT) members, classify these challenges into medical knowledge/skills or team functioning/communication categories, develop a plan to address the identified challenges, and evaluate its effectiveness within the RRT/MCT teams. Based on survey responses and ongoing quality assurance (QA) reviews the two main challenges identified were chaos or crowd control and role identification. A tailored simulation-based training session was designed and implemented, leading to improved crowd management and the establishment of an ongoing training program.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"33 ","pages":"Article 100686"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92096424","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":"Cross-college collaboration to implement an interdisciplinary simulation for healthcare students to deliver difficult news: A short report","authors":"Christina R. Quick ,&nbsp;Sherri L. Fannon ,&nbsp;Martina I. Reinhold ,&nbsp;Paul J. Christensen ,&nbsp;Molly J. Paulson ,&nbsp;Barbara L. Hooper ,&nbsp;Allison M. Metz ,&nbsp;Michael P. Mendez","doi":"10.1016/j.xjep.2023.100685","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100685","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"33 ","pages":"Article 100685"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92100736","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":"Transforming interprofessional pedagogies: Pivoting from the flipped classroom to an online approach","authors":"Steven Taylor ,&nbsp;Janice A. Odiaga ,&nbsp;Theresa Gierlowski ,&nbsp;Mary Jo Guglielmo ,&nbsp;Lauren M. Little ,&nbsp;Grisel Rodríguez-Morales ,&nbsp;Lynette Richter ,&nbsp;Samantha Souza","doi":"10.1016/j.xjep.2023.100683","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100683","url":null,"abstract":"<div><p><span>The COVID-19 pandemic prompted increased use of online education, including for interprofessional education (IPE). This study evaluates the comparative efficacy of two pedagogical approaches (i.e., flipped classroom, and 100 % online education) used to deliver a two semester long, IPE course offered at a large academic medical center. Through this quasi-experimental investigation of retrospective outcomes, this study compares the impact of these two pedological approaches on student learning outcomes. Pre- and post-course </span><em>Interprofessional Collaborative Competencies Attainment Survey</em><span> (ICCAS) student scores were collected across two academic years where either the flipped-classroom approach or online approach was utilized, 2019–2020 (n = 442) and 2020–2021 (n = 515) respectively. Using a general linear model, changes in total mean ICCAS scores were determined; then t-tests assessed for item level changes. Findings from this study reinforce the idea that 100 % online learning is not only possible for IPE but is a powerful way to engage learners from differing professions.</span></p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"33 ","pages":"Article 100683"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50183723","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":"Developing and teaching an interprofessional service-learning undergraduate course for pre-health and human services students","authors":"Jennifer T. Alderman ,&nbsp;Helyne Frederick ,&nbsp;Kristel Maes ,&nbsp;Meg Zomorodi","doi":"10.1016/j.xjep.2023.100684","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100684","url":null,"abstract":"<div><p>This interprofessional service-learning course focused on exploring how social determinants of health such as economic stability, education, social and community environment, and health and health care affect populations. Through reading narratives and eliciting stories from participants and students during their volunteer hours at a local hospital, students increased their understanding of social determinants and learned effective interprofessional communication and collaboration strategies. The paper outlines the process and steps to building a partnership with a health care institution and supporting students as they engaged in service learning. Reflections from the instructors, facilitators, and students are discussed.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"33 ","pages":"Article 100684"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50183788","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":"Medical and pharmacy student outcomes from an interprofessional education transitions of care simulation","authors":"Valerie Nemov ,&nbsp;Erik Feldtmann ,&nbsp;Presley G. Busch ,&nbsp;Vinita Kiluk ,&nbsp;Andrew Galligan ,&nbsp;Amy Weiss ,&nbsp;Scott Coon ,&nbsp;Aimon C. Miranda ,&nbsp;Dawn Schocken ,&nbsp;Erini S. Serag-Bolos","doi":"10.1016/j.xjep.2023.100680","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100680","url":null,"abstract":"<div><p>Interprofessional education<span><span><span><span> is a requirement for both medical and pharmacy graduate program accreditation and it prepares students to work as high functioning healthcare teams. Since patients with chronic diseases often require care from various providers across multiple healthcare settings, efficient care coordination directly correlates with improved clinical outcomes and cost savings based on prudent use of resources. This curricular resource describes outcomes from an interprofessional transitions of care simulation completed by third year medical (MD) and pharmacy (PharmD) students at the University of South Florida in 2021 and 2022. We evaluate changes in students' perceptions about working with interprofessional teams and changes in their clinical knowledge following the simulation. This simulation presented students with one of two clinical vignettes (a pediatric<span><span> asthma exacerbation<span> or an acute chest syndrome sickle cell crisis), and students progressed through patient management in the emergency room, intensive care unit, medical floor, and </span></span>discharge planning. This activity was conducted via Microsoft Teams in 2021 secondary to the </span></span>coronavirus pandemic, and implementation continued to be on Microsoft Teams thereafter due to its success. Student outcomes were measured with matched pre- and post-simulation surveys including nine questions regarding perceptions and knowledge. In total, 300 </span>medical students and 261 </span>pharmacy students participated in the surveys. Students showed statistically significant improvement in each domain, including perceived understanding of roles and abilities to work in an interprofessional environment. Cohorts benefited to similar extents both years, and interprofessional and clinical knowledge improved for both medical and pharmacy students, although not equally. This experience provides an interactive, efficient, and effective method to fulfill accreditation requirements while improving students’ perceptions of healthcare teams and their ability to clinically manage a patient. The evaluation methods used in this study are available in Tables 1–3 The clinical vignettes, preparation materials, standardized patient scripts, and faculty evaluation form to guide feedback can be found in a Box Drive link provided in section eight.</span></p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"33 ","pages":"Article 100680"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50183768","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":"Implementing a primary care simulation to improve interprofessional competencies","authors":"Lee Ann Waltz ,&nbsp;J Nile Barnes ,&nbsp;Amy F. Crocker ,&nbsp;Jeffrey R. Doeringer ,&nbsp;Lynn T. Downs ,&nbsp;Yutaka Maki ,&nbsp;Natalie Slater ,&nbsp;Cynthia Voyce","doi":"10.1016/j.xjep.2023.100681","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100681","url":null,"abstract":"<div><p><span>Learners from six health professions programs (athletic training, nursing, </span>optometry<span><span><span>, osteopathic medicine, pharmacy, and physical therapy) participated in a </span>telehealth </span>primary care<span> simulation. The learners’ purpose of the simulated visit was to evaluate and manage a patient experiencing complications of type 2 diabetes, including vision changes, frequent falls, and a foot wound.</span></span></p></div><div><h3>Objectives</h3><p>The objectives of the activity were to: 1) assess changes in perceived interprofessional abilities in the areas of communication, collaboration, roles and responsibilities, patient/family-centered care, conflict management and resolution, and team functioning, and 2) assess learner perceptions regarding the value of the interprofessional primary care simulation.</p></div><div><h3>Activity</h3><p>Learners were divided into teams with 1–2 learners from each program (8–9 total learners per team) and each team interacted face-to-face in small individual classrooms. Trained faculty served as simulation facilitators in each classroom. Each team conducted a two-phase videoconference encounter with a trained standardized patient and family member. Between the two phases, each team conducted an interprofessional care planning session. Learner evaluation of the exercise used two validated tools, the revised Interprofessional Collaborative Competency Attainment Survey (ICCAS-R), and the modified Simulation Effectiveness Tool (SET-M) to inform the faculty.</p></div><div><h3>Findings</h3><p>Paired <em>t</em><span>-test values on all 20 items of the ICCAS-R indicated statistically significant results (p &lt; .001), and SET-M results indicated that over 88 % of learners strongly agreed or somewhat agreed with questions pertaining to their satisfaction with the activity. Findings from this activity can be used by other educational institutions to develop a primary care simulation based on the health professions available, thus enhancing interprofessional learning opportunities and overcoming a common barrier of limited clinical sites for interprofessional practice.</span></p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"33 ","pages":"Article 100681"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50183767","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":"Infant oral health education curriculum for medical, nursing, and social work trainees","authors":"Jacqueline M. Burgette ,&nbsp;Emyli Peralta ,&nbsp;Cynthia Chew ,&nbsp;Katherine I. Watson ,&nbsp;Alene M. D'Alesio ,&nbsp;Daniel Rosen","doi":"10.1016/j.xjep.2023.100682","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100682","url":null,"abstract":"<div><p><span>Tooth decay is the most common chronic disease in children, and children often see their primary care<span><span> practitioners more frequently than dentists (Adjaye-Gbewonyo and Black 2019-2020; National Center for Health Statistics 2019-2020). This Infant Oral Health Education Program included two online training sessions for trainees in social work, nursing, medicine, and dentistry. Trainees were assessed on anticipated changes to their practice related to children's oral health. During the first training session, trainees received a lecture on infant oral health, and then discussed a case study in interprofessional groups to reinforce the content. Trainees in medicine and nursing completed training to receive Medicaid </span>reimbursement<span><span> for performing preventive oral health services. The second training session was profession specific with tailored instructions in the form of videos, as well as a demonstration on </span>fluoride varnish application. Of the 78 trainees (22 social work, 4 </span></span></span>pediatric nurse practitioner<span>, 38 pediatric<span> medicine residents, and 14 pediatric dentistry residents), 91 % (n = 70) reported that they were introduced to at least one new health information resource or tool. Four-fifths of the eligible trainees (n = 16/20, 80 %) who completed the evaluation had fulfilled the State's requirements to receive Medicaid reimbursement for performing preventive oral health services. Three-fourths of trainees (n = 22/29, 75 %) reported that they are likely to promote children's oral health in future clinical practice. Trainees from all four professions provided positive feedback about the content.</span></span></p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"33 ","pages":"Article 100682"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50183769","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}