Journal of Interprofessional Care最新文献

{"title":"Integrating neuroscience and social psychology in researching interprofessional education: the INSPIRE framework.","authors":"Kimberley C Schenke, Pamela J L Rae, Jaysan J Charlesford, Philip Gee","doi":"10.1080/13561820.2026.2654562","DOIUrl":"https://doi.org/10.1080/13561820.2026.2654562","url":null,"abstract":"<p><p>There is an increasing focus on the importance of interprofessional education as an integral part of health and social care training. However, the fundamental psychological processes underlying successful interprofessional education are not well understood. Here we propose a single framework, Integrating Neuroscience and Social Psychology In Researching Interprofessional Education (INSPIRE), grounded in evidence from social psychology and neuroscience that could be used to generate testable hypotheses to inform the design, development and evaluation of interprofessional education. The application of this framework offers a novel, scientifically grounded approach to improving the learning outcomes of interprofessional education and provides a foundation for future research in this field.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-12"},"PeriodicalIF":2.6,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interprofessional education program administration: the key to collaborative, successful and sustainable pre-registration IPE programs.","authors":"Udara Wickramasinghe, Ashley Symes, Eileen McKinlay","doi":"10.1080/13561820.2026.2664032","DOIUrl":"https://doi.org/10.1080/13561820.2026.2664032","url":null,"abstract":"<p><p>Interprofessional education (IPE) struggles to be sustainable in many educational institutions, whether it adopts a centralized or decentralized model of implementation, and IPE programs sometimes do not endure. One reason for this may be the considerable burden that complex coordination of IPE can place on academic faculty with insufficient, or absent, support staff with the necessary complementary administrative skills. This discussion article contends that the role of support administrators is pivotal in operationalizing IPE. IPE support administrators, who are staff with advanced administration skills, add value to faculty efforts in a cost-effective way, thus maximizing the possibility of delivering high-quality, sustainable IPE programs. We identify seven core areas of focus for IPE support administration and illustrate their application in three case studies, with the aim of identifying effective principles and practices for other institutions as they operationalize IPE and keep it practical and financially sustainable.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-7"},"PeriodicalIF":2.6,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Empowering stroke survivors: interprofessional student tele-teams promote community participation goals.","authors":"Lou E Jensen, Kathleen G Volkman, Victoria Kennel, Miechelle McKelvey, Amanda Klein, Teresa Cochran","doi":"10.1080/13561820.2026.2662901","DOIUrl":"https://doi.org/10.1080/13561820.2026.2662901","url":null,"abstract":"<p><p>Stroke survivors face long-term barriers to participation after rehabilitation discharge, particularly in rural areas with limited access to support services. This mixed-methods pilot study explored the outcomes of nine stroke survivor community participants (CPs) who engaged in six telehealth sessions with interprofessional student teams over 5 months. Although no significant changes were observed in body function or activity measures on the Stroke Impact Scale or Participation Strategies Self-Efficacy Scale, CPs reported a significant increase in perceived mastery of goals (Relative Mastery Scale, <i>p</i> = .039) and goal achievement (<i>p</i> = .047). Perceptions of teamwork also improved (PIVOT, <i>p</i> = .031), and telehealth was viewed as usable and beneficial (mean TUQ = 5.6/7). Qualitative findings highlighted increased self-management and autonomy, social support, benefits of a client-centered team approach, and benefits of telehealth for people with a chronic condition. CPs valued both receiving support and mentoring students and reported lasting psychosocial benefits. Despite limitations such as small sample size and lack of racial diversity, results suggest that student-led tele-teams may support stroke survivors' meaningful engagement and self-efficacy. This model shows promise as a scalable, interprofessional service-learning intervention to bridge gaps in post-rehabilitation care and promote community reintegration.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-9"},"PeriodicalIF":2.6,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of a patient-centered interprofessional education course for undergraduates from five health and medical professions.","authors":"Michal Avrech Bar, Margalit Pade, Ami Fishman, Liat Kishon-Rabin","doi":"10.1080/13561820.2026.2664801","DOIUrl":"https://doi.org/10.1080/13561820.2026.2664801","url":null,"abstract":"<p><p>Interprofessional collaboration (IPC) optimizes patient care by combining diverse expertise. Although interprofessional education (IPE) supports IPC, underreporting of key IPE components may limit its implementation in higher education. The purpose of this paper was to describe the experience of implementing an IPE course and explore the perceptions of the participating students and faculty tutors. The course was based on problem-based learning (PBL) using patient-centered learning (PCL). Peer feedback was crucial to the learning process. A qualitative-ethnographic study was conducted involving 88 students from five professions within the Faculty of Medical and Health Sciences who enrolled in the course. Data were collected using focus groups and semi-structured individual interviews (45 students and 17 tutors), as well as direct observations (36 students and eight tutors). Data analysis was conducted manually by the research team without the use of qualitative data analysis software. Students and tutors found the new course innovative and effective in preparing healthcare students for future collaboration. The strong focus on feedback distinguished it from traditional IPE courses. Due to its successful implementation, the course has become mandatory for all students.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-9"},"PeriodicalIF":2.6,"publicationDate":"2026-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing an interprofessional strategy to address domestic violence in antenatal and postnatal care service: a quality improvement project.","authors":"Odette Del Risco Sánchez, Juliana Vasconcellos Freitas-Jesus, Daniela Machado Labre, Isabelle Monteiro, Fernanda Garanhani Surita","doi":"10.1080/13561820.2026.2636914","DOIUrl":"10.1080/13561820.2026.2636914","url":null,"abstract":"<p><p>Domestic violence is an underreported public health problem and a serious violation of human rights that affects women throughout all life. We proposed a strategy focused on including a domestic violence approach in antenatal and postnatal care through a quality improvement project. The project was based on Continuous Quality Improvement approach and guided by the Plan-Do-Study-Act interactive cycle, adopting an innovative interprofessional perspective. The evidence-based intervention is part of a larger project that has been conducted within an antenatal and postnatal care service at a university hospital in Campinas, São Paulo, Brazil. We designed a strategy based on parallel small cycles: 1) identification of a strategy for screening domestic violence; 2) selection of a risk assessment scale; 3) development of a system for recording information and referrals; 4) meetings with multidisciplinary teams and brief training sessions; and 5) development of informative and educational materials for users and health professionals, including posters in clinic waiting rooms and support materials for multidisciplinary teams. This strategy is being developed by a multidisciplinary team, supported by intersectoral work with the social assistance network of the community, and facilitated by researchers of the hospital. The inclusion of this topic in healthcare settings is an opportunity to identify women in situations of vulnerability and thus facilitate their access to domestic violence resources from a holistic care and health promotion perspective.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"619-628"},"PeriodicalIF":2.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147285690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Speech language pathology certification and licensure requirements on interprofessional education and practice: a content analysis.","authors":"Sundeep Venkatesan, Alessandra Antonacci, Reethee Antony","doi":"10.1080/13561820.2026.2629302","DOIUrl":"10.1080/13561820.2026.2629302","url":null,"abstract":"<p><p>Speech-language pathologists (SLPs) work in diverse settings-including schools, hospitals, skilled nursing facilities, and home health-that require interprofessional practice (IPP). Interprofessional education (IPE) prepares professionals from multiple disciplines to learn with, from, and about each other to enable effective collaboration and improve outcomes. This content analysis examines how state licensure and national certification requirements for SLPs emphasize IPE and IPP. To analyze the extent to which licensing and certification bodies for SLPs in the United States incorporate IPE and IPP requirements into their professional standards. A descriptive content analysis was conducted on 50 U.S. state licensure requirements and the American Speech-Language-Hearing Association (ASHA) national certification standards. Each document was reviewed for the presence of 12 keywords related to IPE and IPP. Frequency counts and qualitative contextual analysis were performed to identify both the occurrence and the context in which the terms were mentioned. This study used a sequential explanatory mixed methods design. None of the state licensure documents explicitly referenced IPE or IPP. The most frequently mentioned related professions were physicians (76%), teachers (40%), and nursing (38%), but these references rarely reflected structured interprofessional roles. ASHA certification standards referenced IPE and IPP more often than state documents but did not consistently identify key collaborative partners such as nursing or dietetics. Findings suggest a limited emphasis on IPE and IPP in U.S. SLP licensure and certification requirements. Strengthening these standards to explicitly address interprofessional competencies could better prepare future SLPs to collaborate effectively across settings and with diverse partners, thereby improving outcomes for clients, and students.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"493-501"},"PeriodicalIF":2.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146167498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing medical and pharmacy students for collaborative working in primary care: the value of interprofessional practice-based course in medicines optimisation.","authors":"E S Anderson, C Sanders, N Lakhani","doi":"10.1080/13561820.2025.2517216","DOIUrl":"10.1080/13561820.2025.2517216","url":null,"abstract":"<p><p>Today more older people are living longer with complex health conditions and social care needs. Multimorbidity is often managed by community practitioners who oversee the use of multiple medications, which can lead to polypharmacy safety concerns. While clinical pharmacists' roles are established in acute settings, they are in the main new in family practice or primary care. To help medical and pharmacy students understand more about clinical pharmacists in primary care, we used an interactive experiential learning model for students over two days. Students in small groups were prepared to visit a patient in their own home to holistically review the patients' medicines and care. This mixed methods study reports on the learning between 2017 and 2020, including 448 pre-post questionnaires with free text comments and one exploratory qualitative case study with two student focus groups, a practice GP and patient. All students valued the clinical relevance of this practice-based course. Medical students highly valued this way of learning and significantly increased their learning on complex medication reviews (<i>p</i> = .000), recognizing the future significance of working closely with pharmacists when qualified because of their contribution to prescribing. Pharmacy students highly rated this learning because they worked as equals alongside the medical students, felt valued, and they perceived the importance of learning with patients (<i>p</i> = .000). The student work highlighted unsafe practice and in some cases actually changed patient management. The interviewed patient and GP welcomed the course. Integrating medical and pharmacy students interprofessional learning in primary care was valued by students and the clinical team.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"444-455"},"PeriodicalIF":2.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144545884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving interprofessional communication skills among healthcare providers: a quasi-experimental design evaluating a clinical improvisation training program.","authors":"Heidi Preis, Clare Whitney, Naveed Nikpour, Elizabeth Bojsza, Susmita Pati","doi":"10.1080/13561820.2026.2625075","DOIUrl":"10.1080/13561820.2026.2625075","url":null,"abstract":"<p><p>Effective interprofessional communication among healthcare teams is integral for the function of health systems. We sought to rigorously evaluate the effectiveness of clinical improvisation training in improving interprofessional communication skills among practicing providers, and to identify factors contributing to training success. We used a quasi-experimental wait-list design (intervention group <i>n</i> = 62; control group <i>n</i> = 66) to evaluate the effects of a clinical improvisational training program on interprofessional communication skills using validated baseline surveys and follow-up surveys several months later. Both groups included physicians and advanced practice nurses from various departments in a single academic medical institution. Statistical analysis was focused on examining changes in communication skills between groups and on contributors to communication change in the intervention group. Within-person changes indicated that communication skills significantly modestly improved from baseline to follow-up for the intervention group but not for the control group. Among the intervention group, we observed a significant interaction between excitement about the training and uncertainty tolerance in predicting improvement in communication skills. Clinical improvisation is likely to be effective in improving interprofessional communication skills among practicing healthcare workers. Increasing excitement about the clinical improvisation training programs and reducing uncertainty about it could bolster the success of these programs.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"485-492"},"PeriodicalIF":2.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146221728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Jefferson scale of attitudes toward interprofessional collaboration: Spanish validation and relationship with empathy and personality traits in medical residents.","authors":"Adelina Alcorta-Garza, Oscar Vidal-Gutiérrez, Celia Beatriz González-Alcorta, Fernando Alcorta-Núñez, Mónica Lizeth Garza-García, Camila Alejandra Martínez-Roque, Juan Francisco González-Guerrero","doi":"10.1080/13561820.2026.2642954","DOIUrl":"10.1080/13561820.2026.2642954","url":null,"abstract":"<p><p>No information is available on the validation of the Jefferson Scale of Attitudes Toward Interprofessional Collaboration in Spanish (JeffSATIC-S). Few studies have examined attitudes toward collaborative work among medical residents, and research focusing specifically on medical residents in Mexico is currently absent. We evaluated the validity and reliability of the JeffSATIC-S. We then examined attitudes toward interprofessional collaboration among medical residents and their associations with empathy, personality traits - including covert narcissism - and affective - cognitive dysregulation. All medical residents at a public tertiary care teaching hospital were invited to participate in the survey; 213 completed the anonymous online questionnaire (77% response rate). Exploratory factor and reliability analyses were performed. Partial Spearman's correlation coefficients (r_s) were calculated, adjusting for sex, age, specialty, and year of residence. The factor structure resembled the original instrument. Cronbach's alpha was 0.90 for working relationships and 0.73 for accountability. Empathy was significantly and positively correlated with the two domains (working relationships: r_s = 0.557; accountability: r_s = 0.495; <i>p</i> < .001). In contrast, aggression - hostility (r_s =  -0.212 and -0.241, respectively; <i>p</i> < .001) and affective - cognitive dysregulation (r_s=-0.328 and -0.347, respectively; <i>p</i> <0.001) were significantly negatively correlated. Covert narcissism, impulsive sensation seeking, and neuroticism-anxiety were significantly and negatively linked to accountability, but not to working relationships. The JeffSATIC-S is valid and reliable. Individual factors influence teamwork attitudes in different ways: some affect both working relationships and accountability, whereas others affect only the latter. Medical educators should anticipate interpersonal variability when designing training to enhance attitudes toward interprofessional collaboration. At the organizational level, teamwork-supportive cultures and learning environments should benefit all learners while accommodating additional support when needed.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"534-541"},"PeriodicalIF":2.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147391150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Where is the voice of lived experience in interprofessional education? A scoping review.","authors":"E S Anderson, A Bennett-Weston, J S Ford","doi":"10.1080/13561820.2025.2452977","DOIUrl":"10.1080/13561820.2025.2452977","url":null,"abstract":"<p><p>The main goal of interprofessional education (IPE) is to improve services and the quality of care for patients, their families, and communities. Enabling different professional learners, or others with relevant care roles, to learn together, is expected to advance care delivery. For both pre and post-registration learning, it therefore follows that listening to and working with service users is essential to underpin interprofessional learning. We completed a scoping review to identify how service users were involved in the design, delivery, and management of IPE. We searched the literature from the rise of curriculum alignment for IPE in 2000 to 2023, we identified 13 papers. Our analysis of these 13 papers showed that pre-registration students appreciated learning from service users' experiences of care but often the user input was not combined with a deeper appreciation for what this means for effective interprofessional practice. Post-qualified clinical teams involved service users in the design and development of services, often with care and support. Theoretical understandings about service user involvement in IPE for how learning took place or to explain the concepts involved, were limited. Where service users were involved in IPE, there was often little support with little attention to the skills of interprofessional facilitation. Theoretically informed research on the involvement of the service users voice in IPE requires further consideration.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"468-480"},"PeriodicalIF":2.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143033928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}