Impact of an Interprofessional Teaching Clinic on Preventive Care Services.

BACKGROUND AND OBJECTIVES: Recent legislative and regulatory initiatives have emphasized preventive medicine and team-based health care delivery and education. Influenced by these initiatives, the investigators created an interprofessional teaching clinic to provide preventive care services (PCS) structured around Medicare's Annual Wellness Visit (AWV). The primary objective of this pilot study was to determine if PCS status improved for participating patients. METHODS: AWV-naïve Medicare beneficiaries aged 66--74 years were recruited for the interprofessional teaching clinic, which involved physicians, pharmacists, and nurses. Patients were screened for 11 PCS variables, underwent medication review, and received recommendations to address identified PCS deficiencies prior to completing a satisfaction survey. Follow-up telephone visits were completed to determine recommendation outcomes and final PCS status for each variable. Descriptive statistics were used to characterize patients, the medication review, PCS status, and satisfaction scores. McNemar tests were used to assess the PCS status of patients before and after participation, and Fisher's Exact tests were used to compare baseline PCS status between the pilot cohort and a comparator group. RESULTS: Thirty-four patients were enrolled in the pilot intervention, and one patient was lost to follow-up. Ninety-one percent (10/11) of PCS variables improved following participation. Significant improvements were observed for pneumococcal vaccination, mammography screening, fecal occult blood testing, and bone mineral density scanning. Patient satisfaction was high (mean scores for all items ?4.7). CONCLUSIONS: This interprofessional teaching clinic provides a promising mechanism to improve patients' PCS status, medication utilization, and satisfaction while training students to function effectively as a team.

Measuring changes in perception using the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument.

BACKGROUND: The Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument contains 10 items, 3 factors (interprofessional teamwork and team-based practice, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice), and utilizes a five-point response scale (1 = strongly disagree, 5 = strongly agree). Given the SPICE instrument's demonstrated validity and reliability, the objective of this study was to evaluate whether it was capable of measuring changes in medical (MS) and pharmacy students' (PS) perceptions following an interprofessional education (IPE) experience. METHODS: In this prospective cohort study, MS and PS completed the SPICE instrument before and after participation in a predefined IPE experience. Descriptive statistics were used to characterize students and pre-post responses. Independent samples t tests and Fisher's Exact tests were used to assess group difference in demographic variables. Mann Whitney U tests were used to assess between-group differences in item scores. Wilcoxon Signed-Rank tests were used to evaluate post-participation changes in item scores. Spearman correlations were calculated to assess associations between ordinal demographic variables and item scores, and whether the number of clinic visits completed was associated with post-test responses. Paired samples t tests were used to calculate mean score changes for each of the factors. RESULTS: Thirty-four MS and 15 PS were enroled. Baseline differences included age (25.3. ± 1.3 MS vs. 28.7 ± 4.4 PS; p = 0.013), years full-time employment (0.71 ± 0.97 MS vs. 4.60 ± 4.55 PS; p < 0.001), and number of prior IPE rotations (1.41 ± 1.74 MS vs. 3.13 ± 2.1 PS; p < 0.001). Two items generated baseline differences; 1 persisted post-participation: whether MS/PS should be involved in teamwork (3.91 MS vs. 4.60 PS; p < 0.001). For all students, significant mean score increases were observed for role clarity ("my role" [3.72 vs. 4.11; p = 0.001] and "others' roles" [3.87 vs. 4.17; p = 0.001]), impact of teamwork on patient satisfaction (3.72 vs. 4.34; p < 0.001), and ideal curricular location for IPE (4.06 vs. 4.34; p = 0.002). Significant increases were observed for all three factors (teamwork, p = 0.003; roles/responsibilities and patient outcomes, p < 0.001). CONCLUSIONS: This study demonstrated the SPICE instrument's ability to measure changes in perception for medical and pharmacy students exposed to an IPE experience, both at the individual item level and at the factor level.

Development and validation of the student perceptions of physician-pharmacist interprofessional clinical education (SPICE) instrument.

OBJECTIVES: To describe the development and validation of an instrument designed to assess student perceptions of physician-pharmacist interprofessional clinical education (SPICE). METHODS: Faculty members from pharmacy and medical schools developed items for the instrument, and 179 medical and pharmacy students completed the scale. Psychometric properties, including reliability and construct validity, were assessed using confirmatory factor analysis. RESULTS: The final instrument consisted of 10 items with 3 subscales measuring student perceptions of interprofessional teamwork and team-based practice, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice. Validity and reliability of the instrument were demonstrated. CONCLUSION: The SPICE instrument demonstrated promise as a valid and reliable measure of pharmacy and medical student perceptions of interprofessional clinical education. SPICE may serve as a useful instrument for educational researchers in assessing the impact of interprofessional educational experiences.