Journal of Interprofessional Care最新文献

{"title":"Exploring Interprofessional Primary Care (IPPC) teams' impact on chronic disease management: a narrative review on guiding features and reported outcomes.","authors":"Melanie Dissanayake, Emma Wardhaugh, Carri Hand, Sheila Moodie, Shannon L Sibbald","doi":"10.1080/13561820.2026.2707572","DOIUrl":"https://doi.org/10.1080/13561820.2026.2707572","url":null,"abstract":"<p><p>Interprofessional care involves two or more professionals from different disciplines working in partnership to achieve a common goal and deliver high-quality care. In primary care, this can be implemented through Interprofessional Primary Care (IPPC) teams, which are a recommended approach to support chronic disease management. However, there is a scarcity of literature describing the organizational and interpersonal features that facilitate successful IPPC team outcomes, particularly in the field of chronic disease management. This review examined guiding features, and clinical, humanistic, and economic outcomes related to IPPC teams and chronic disease management. MEDLINE, Scopus, CINAHL, Embase, and The Cochrane Database of Systematic Reviews were searched for full-text English articles from 2000-2023. Primary research studies evaluating outcomes related to IPPC teams providing chronic disease management interventions were included. 24 studies on IPPC ignterventions were included. 15 reported humanistic outcomes, 12 studies reported clinical outcomes, and 3 studies reported economic outcomes. IPPC teams were impactful in improving outcomes for patients and providers. Studies also reported specific interactional components (such as communication, knowledge sharing, and shared decision-making) and practice features (such as team meetings, patient education, asynchronous care organization) that facilitated successful interventions. Implementation of IPPC teams is complex owing to the heterogeneity of primary care contexts. IPPC teams can demonstrate benefits clinically and for patient/provider satisfaction. Organizational features such as structured team and patient interactions, clear role division, and a culture of mutual respect are valuable to improve communication and care coordination in chronic disease management.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-17"},"PeriodicalIF":2.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148654986","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":"Facilitating and hindering factors in interprofessional clinical reasoning: a scoping review.","authors":"Fernanda Petrini Rodrigues Das Neves, Erika Yinqi Wu, Dario Cecilio-Fernandes, Alessandra Mazzo","doi":"10.1080/13561820.2026.2707571","DOIUrl":"https://doi.org/10.1080/13561820.2026.2707571","url":null,"abstract":"<p><p>Interprofessional clinical reasoning is essential for ensuring quality and safety in healthcare, yet evidence remains fragmented, with limited integration of contextual and organizational factors. This scoping review aimed to identify facilitating and hindering factors influencing interprofessional clinical reasoning in healthcare and their implications for patient safety and quality of care. The review followed the JBI methodology and the PRISMA-ScR checklist. Searches were conducted in five databases, with additional studies identified through reference screening. Eligible empirical studies published in English, Portuguese, or Spanish were analyzed thematically using a combined deductive and inductive approach and organized into three domains: organizational culture, non-technical skills, and decision-making. Forty studies were included. Facilitating factors comprised process systematization, supportive organizational culture, structured communication, shared leadership, role clarity, and collaborative decision-making, particularly when supported by simulation-based interprofessional education. Hindering factors included disorganized environments, hierarchical structures, communication failures, cognitive and emotional biases, and limited mutual understanding among team members. Most interventions lacked theoretical frameworks or long-term evaluation. Interprofessional clinical reasoning emerges from the interplay between interpersonal, cognitive, and contextual factors. These findings support the development of targeted educational strategies and assessment tools to strengthen collaborative reasoning and improve patient outcomes while informing future research grounded in theoretical frameworks.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-15"},"PeriodicalIF":2.3,"publicationDate":"2026-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148594397","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":"A general teamwork measure's use in interprofessional education: item response theory analysis.","authors":"Matthew J Kerry, Patricia Schwärzler, Emanuel Feusi, Marion Huber","doi":"10.1080/13561820.2026.2702993","DOIUrl":"https://doi.org/10.1080/13561820.2026.2702993","url":null,"abstract":"<p><p>This short report aims to bring evidence from modern psychometric methods (item response theory; IRT) to bear on a general team measure (Teamwork Questionnaire; FAT) adopted specifically for interprofessional education (IPE). The FAT was administered to <i>n</i> = 160 mixed-health‑profession participants in a post-IPE questionnaire. IRT analyses examine the following three aspects of the FAT: 1) scale dimensionality, 2) subscale reliability, and 3) item bias. Firstly, findings support FAT overall reliability but fail to support subscale reliabilities. Secondly, findings indicate a strong, general factor underlying the FAT that supports unidimensional interpretations. Thirdly, item bias assessment indicated insubstantial differences across student and facilitator groups, supporting the retention of all FAT items in future IPE administrations. Taken together, we find sufficient evidence to support the FAT's application within an IPE context, and future research should aim to inspect its responsivity (change) over time.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-5"},"PeriodicalIF":2.3,"publicationDate":"2026-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148551270","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":"SCOPE-K: development and initial validation of a novel self-referential expertise-mapping instrument for interprofessional education.","authors":"Colin John Greengrass, Kianna Thelen, Shelie Vacek, Valeriy Kozmenko","doi":"10.1080/13561820.2026.2698727","DOIUrl":"10.1080/13561820.2026.2698727","url":null,"abstract":"<p><p>Interprofessional education (IPE) evaluation often relies on attitudes and satisfaction rather than case-anchored judgments about expertise distribution. We developed the Scope of Practice Evaluation, Knowledge Domain (SCOPE-K) to measure learners' self-referential expertise-mapping judgments; whether a clinical question falls within their own profession's knowledge domain. Undergraduate medical, nursing, and pharmacy students (<i>N</i> = 126) completed SCOPE-K before and after an interprofessional simulation. For each of eight, profession-linked clinical questions, participants rated relevance to their own profession on a four-point scale and completed a profession-attribution ranking task. Analyses examined internal consistency, internal structure, expert-referenced concordance against an 11-member panel, and own-versus-other profession comparisons. Among students with complete pre-post data (<i>N</i> = 99), McDonald's ω was .87 pre-simulation and .91 post-simulation (bootstrap CI for the difference including zero). Exploratory factor analysis indicated a two-factor pattern with a strong inter-factor correlation (|Φ| = .69), broadly consistent with an underlying unidimensional construct. Benchmark coherence was substantial (Kendall's W = .72). In the subset with complete relevance and ranking data (<i>N</i> = 62), student - expert concordance increased from <math><mrow><mrow><mover><mi>r</mi><mo>-</mo></mover></mrow></mrow></math> s = .38 to .60 (<i>p</i> = .024) and profession-attribution ranking concordance from τ̄ = .35 to .59 (<i>p</i> = .017). Students rated own-profession items higher than other-profession items at both time points, with the difference narrowing post-simulation. SCOPE-K shows promising initial psychometric properties as a novel, scenario-based measure of learners' self-referential expertise-mapping judgments within simulation-based IPE. The pattern of improved expert-referenced concordance, improved ranking concordance, and stronger association with profession-attribution performance provides encouraging initial validity evidence. SCOPE-K offers a distinct complement to attitudinal and behavioral assessment approaches by targeting a cognitive component of interprofessional learning that existing instruments do not directly elicit. Further validation with expanded item sampling, response-process evidence, and multi-center cohorts is warranted before SCOPE-K is used as a program-level IPE evaluation measure.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-11"},"PeriodicalIF":2.3,"publicationDate":"2026-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148438607","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 collaboration for palliative primary care teams: results from the Canada-wide CAPACITI randomized controlled trial.","authors":"Anish K Arora, Kayla McMillan, Daryl Bainbridge, Hsien Seow","doi":"10.1080/13561820.2026.2698726","DOIUrl":"https://doi.org/10.1080/13561820.2026.2698726","url":null,"abstract":"<p><p>Interprofessional primary care providers play a central role in delivering palliative care, although it remains challenging to implement. We evaluated a virtual interprofessional education program called CAPACITI, aiming to increase early identification of palliative care needs in the context of interprofessional primary care teams. A three-module two-arm version of CAPACITI was delivered in a randomized controlled trial, with teams assigned to either a self-directed or facilitated learning arm. Participants completed surveys before and after each module, including the Assessment of Interprofessional Team Collaboration Scale-II (AITCS-II). The pre-intervention survey also included the Organizational Readiness to Change Assessment (ORCA) measure. Descriptive statistics, paired <i>t</i>-tests, and generalized linear models were conducted. Of the 566 enrolled, 380 (67.1%) completed Module 1, 274 (48.4%) completed Module 2, 202 (35.7%) completed Module 3, and 192 (33.9%) completed all three modules. AITCS-II scores improved significantly (<i>p</i> < .001) following CAPACTI, with no difference between self-directed and facilitated groups for any module. Participants with lower ORCA scores at baseline experienced greatest improvement in team collaboration. CAPACITI demonstrates promise as an effective and scalable intervention to enhance interprofessional collaboration in palliative primary care. These findings support the integration of virtual team-based training as a strategy to strengthen collaborative care across primary care settings.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-8"},"PeriodicalIF":2.3,"publicationDate":"2026-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431046","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":"A framework to guide the integration of interprofessional education in the classroom and practice setting - underpinned by findings from a sequential mixed methods study.","authors":"Susanne Lindqvist, Frøydis Vasset, Synnøve Hofseth Almås, Stephanie Howard Wilsher, Elisabeth Willumsen, Hans Petter Iversen, Atle Ødegård","doi":"10.1080/13561820.2026.2698731","DOIUrl":"https://doi.org/10.1080/13561820.2026.2698731","url":null,"abstract":"<p><p>Health and social care systems face increasing demands for interprofessional education and collaborative practice (IPECP) to meet complex patient needs. In response, global leaders advocate for interprofessional education (IPE) to prepare professionals for effective IPECP. An initial study conducted by the authors revealed skepticism among university educators about IPE approaches and their ability to translate into workplace practice. This prompted a follow-up study aimed at developing an evidence‑based framework to support educators in overcoming barriers to integrating meaningful IPE into curricula that bridge the theory-practice gap. A sequential mixed‑methods design, theoretically underpinned by social-innovation-informed experiential learning, enabled cumulative validity across three research strands, each published separately. Drawing on insights from both the initial and follow-up study, incorporating data from more than 220 participants, this article presents the emergent 4P Framework, which identifies four core considerations for effective IPE integration: Priority, Professional value, Professional commitment, and Person-centredness. The development of the framework is described and situated within the existing evidence base. To support practical application, the 4P Framework is mapped to an established transitions model, providing educators and leaders with a structured and theoretically aligned tool to guide IPE implementation and highlighting empirically informed areas for future research.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-11"},"PeriodicalIF":2.3,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148413057","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":"Enhancing clinical skills and interprofessional collaboration: exploring the benefits of visual thinking strategies in a pediatric hospital setting.","authors":"Jessica Remedios, Renee Baysarowich, Nicholas Denomey, Andrea Gumpert, Taylor Johansen, Sarah Raza","doi":"10.1080/13561820.2026.2697176","DOIUrl":"https://doi.org/10.1080/13561820.2026.2697176","url":null,"abstract":"<p><p>Visual Thinking Strategies (VTS), an art-based pedagogical method, has demonstrated efficacy in enhancing observation, critical thinking, and communication among healthcare professionals. In this mixed-methods study we assessed the impact of a single VTS session on clinical skill development and team collaboration within a newly integrated interprofessional pediatric team. In a secondary aim we explored the influence of delivery modality - virtual, in-gallery, or in-hospital - on participant outcomes. A total of 103 pediatric hospital healthcare staff completed pre- and post-session surveys evaluating observational skills, tolerance of ambiguity, communication attitudes, and perceived value. Quantitative findings revealed significant improvements (<i>p<</i>.05) in self-rated observational abilities (e.g. memory, objectivity, critical analysis), critical thinking, and openness to diverse perspectives. Although changes in ambiguity tolerance and communication attitudes were not statistically significant, qualitative data indicated enhanced comfort with uncertainty, active listening, and appreciation for team viewpoints. Participants described VTS as a catalyst for team cohesion, psychological safety, and shared understanding - drawing parallels between VTS interpretive processes and clinical reasoning. No significant differences emerged across delivery modalities, suggesting VTS is equally effective in virtual and in-person formats. Overall, VTS emerged as a feasible, adaptable, and impactful strategy for fostering observational skills, critical thinking, and openness to diverse perspectives in pediatric healthcare settings, particularly during early stages of interprofessional team formation.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-10"},"PeriodicalIF":2.3,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148370585","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":"Psychometric evaluation of the four-factor Korean version of the Care process self-evaluation tool.","authors":"Jee-In Hwang, Fien Claessens, Miyoung Choi, Eunjung Park, Kris Vanhaecht","doi":"10.1080/13561820.2026.2652498","DOIUrl":"10.1080/13561820.2026.2652498","url":null,"abstract":"<p><p>Organizing collaborative care in hospitals can increase healthcare quality and patient safety. As a validated instrument, the Care Process Self-Evaluation Tool (CPSET) has been internationally utilized to measure the quality of care process organization from the perspective of interprofessional teams. This study aimed to evaluate the psychometric properties of the Korean version of the modified four-factor CPSET with cultural adaptation. Cross-sectional survey design was employed with 350 healthcare professionals (208 in 2016 and 142 in 2024) to assess construct validity through confirmatory factor analyses (CFA), convergent, and discriminant validity with average variance extracted, composite reliability, and interfactor correlations, and concurrent validity by Pearson's correlation between CPSET and Teamwork Perceptions Questionnaire (TPQ) scores. Reliability was assessed using Cronbach's alpha. In total, 345 participants completed the Korean CPSET. CFA showed acceptable fit (SRMR = 0.061 and CFI = 0.926), except for the RMSEA showing mediocre fit (RMSEA = 0.091). Convergent and discriminant validity was supported. Significant correlation was found between CPSET and TPQ scores (<i>r</i> = 0.67, <i>p</i> < 0.001). Cronbach's alpha of the scale was 0.98. The findings indicate that the Korean CPSET is valid and reliable, making it a valuable tool to assess the quality of collaborative care organization and guide quality improvement efforts in Korean hospitals.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"697-707"},"PeriodicalIF":2.3,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624240","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":"Competency framework for interprofessional preceptorship.","authors":"Camila Mendes da Silva Souza, Hossein Khalili, Nathália Romeu de Mazzi, Thalita Cristine Ramirez Duarte, Valéria Marli Leonello","doi":"10.1080/13561820.2026.2652516","DOIUrl":"10.1080/13561820.2026.2652516","url":null,"abstract":"<p><p>Clinical learning in health professions education relies heavily on skilled, well-prepared preceptors. In Brazil's Unified Health System (SUS), where interprofessional education (IPE) is embedded in service delivery, preceptors play a critical role in facilitating collaborative learning among students from diverse professional backgrounds. In Brazil, most interprofessional preceptorship occurs in primary care with undergraduates and multiprofessional health residents enrolled in postgraduate residency training programs across 14 programs and 10 professional fields. The Programa de Educação pelo Trabalho para Saúde (PET-Saúde program) has become a significant driver of progress in interprofessional education at the national level. This study aimed to develop and validate a competency framework tailored specifically to interprofessional preceptorship in service-based learning environments. Using a qualitative competency-based design, the study followed four phases: a scoping review, semi-structured interviews, competency construction, and expert validation via the Delphi method. The resulting framework consists of 10 interdependent competencies: three transversal (Commitment to Interprofessionality, User-Centered IPE, and Interprofessional Communication) and seven specific (Pedagogical Mediation through Problematization, Interprofessional Conflict Management, Fostering a Safe and Supportive Learning Environment, Understanding of Professional Roles, Designing Interprofessional Learning Through Service, Assessment of IPE, and Leveraging Digital and Communication Technologies for Learning). Each competency is accompanied by a conceptual description and observable professional actions. This framework is innovative in its integration of pedagogical and contextual elements specific to SUS. It serves as a practical tool for faculty development, interprofessional curriculum design, and health policy planning. By reinforcing the pedagogical role of preceptors, the framework supports the development of collaborative competencies in future health professionals.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"673-687"},"PeriodicalIF":2.3,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624183","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":"Turkish adaptation of Chiba interprofessional competency scale CICS29-TR.","authors":"Giray Kolcu, Mukadder İnci Başer Kolcu, Mustafa Emre Ünver","doi":"10.1080/13561820.2026.2651758","DOIUrl":"10.1080/13561820.2026.2651758","url":null,"abstract":"<p><p>This study aimed to adapt the Chiba Interprofessional Competency Scale (CICS29) into Turkish to measure competencies related to interprofessional collaboration. The scale was translated using a multistep process involving translation, back-translation, and expert reviews. A total of 332 students who received health profession education participated in this study. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to evaluate the scale's psychometric properties. The EFA yielded a six-factor structure consistent with the original scale, accounting for 57.65% of the variance. CFA confirmed the fit of the model, with all indices falling within acceptable ranges. The scale demonstrated high internal consistency, with Cronbach's alpha coefficients ranging from 0.86 to 0.91 for the six subscales. The correlations between the subscales ranged from 0.56 to 0.81, supporting the scale's multidimensional structure. The content validity index for the overall scale was 0.915. The Turkish version of the CICS29 (CICS29-TR) has a robust psychometric structure, with construct validity, high internal consistency, and successful cultural adaptation. The CICS29-TR can be used as a valid and reliable tool to assess interprofessional competencies among different health professions in the Turkish healthcare system and to monitor the effectiveness of interprofessional education programs.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"708-715"},"PeriodicalIF":2.3,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147595896","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}