An interprofessional approach to collaborative management of low-back pain in primary care: A scholarly analysis of a successful educational module for prelicensure learners.

OBJECTIVE: In 2008, an interprofessional education (IPE) working group was formed to develop a module on interdisciplinary low-back pain management to fill a curricular gap at our institution. This article describes the program evaluation outcomes and highlights factors contributing to its successful implementation over 8 years through reference to Brigg's Presage-Process-Product (3-P) Model of Teaching and Learning. METHODS: Program evaluation occurred through administration of a pre- and postmodule Health Professional Collaborative Competency Perception Scale, with scores compared using paired t tests. Descriptive statistics were analyzed from 5-point Likert scales for module session components. RESULTS: A total of 853 students from 9 health care occupations (medicine, chiropractic, physiotherapy, pharmacy, nursing, nurse practitioner, occupational therapy, physiotherapy assistants, and occupational therapist assistants) participated in 51 iterations of the module from 2011 to 2019, averaging 16 participants each session. All Health Professional Collaborative Competency Perception Scale items significantly improved from pre- to postintervention (p < .001) for learners from 6 health professions. Module components were rated highly, with the majority of learners rating these as 4 (helpful) or 5 (very helpful) for their learning. Participants also improved their scores in perceived history and physical exam comfort, knowledge of pharmacotherapy, management options, and attitudes regarding an interprofessional approach to back pain (p < .001). CONCLUSION: This article describes the presage, process factors, and products of this model IPE program that provides learners from various health care professions with an opportunity to gain a deeper understanding of the interdisciplinary management of low-back pain, as demonstrated through improvement in collaborative competencies.

Widening the Lens on Needs Assessment: Identifying Profession-Specific and Interprofessional Learning Needs Across Professions in an Academic Health Sciences Institution.

Traditionally, education planning for the health professions is conducted in a reactive manner, with profession-specific learning opportunities being organized in response to educational issues arising or based upon speaker availability. Moreover, limited information exists to guide organizations on systematic approaches to planning and implementing large-scale interprofessional learning programs, despite clear evidence for benefits of team-based learning in the workplace. Our organizational approach to the learning needs assessment process was in need of updating to enhance pedagogical rigor and to proactively inform ongoing education planning with respect to both profession-specific and interprofessional learning needs. To address this, a novel mixed methods approach integrated within a quality improvement framework was developed to elicit participant engagement. The approach included use of a questionnaire, focus groups, and key stakeholder interviews. Ranking of learning priorities of respondents indicated that highest priority was placed on learning needs related to profession-specific clinical and technical skills. A number of distinct inter¬professional learning needs were identified through this novel needs assessment process, including a selection of clinical topics that were deemed to be well-suited for interprofessional learning forums. Utilization of a multi-method interprofessional approach to needs assessment thus enabled elicitation of more comprehensive results than could have been achieved through a traditional profession-specific needs assessment, and hence changing our ongoing approach to education planning at our organization.

Are nonphysician health care providers prepared and supported to teach in family medicine?

BACKGROUND AND OBJECTIVES: Understanding how nonphysician health care providers (NPHCPs) teach medical trainees is integral to optimizing family medicine education. The objective of this study was to examine the teaching roles, level of preparation and support, and the challenges encountered by NPHCPs. METHODS: A cross-sectional web-based survey of NPHCPs was conducted across academic teaching units affiliated with the University of Toronto's Department of Family and Community Medicine (DFCM). The level of preparation for educational roles, perceived support, challenges encountered, and educational training needs of NPHCPs were examined. Variables associated with preparedness to teach were also identified. RESULTS: Of the 193 NPHCPs surveyed, 166 (86%) completed the questionnaire. A total of 126 (82%) of NPHCP educators (nurses, social workers, dietitians, and pharmacists) reported teaching medical trainees. Most did not hold faculty appointments. The majority had no formal training in teaching, and less than half felt prepared for their academic responsibilities. NPHCPs perceived a lack of support for their teaching. NPHCPs also identified predictable challenges such as lack of time and lack of funding. Challenges specific to cross-professional teaching were also identified. NPHCPs expressed an interest in receiving continuing education to improve their teaching skills. NPHCPs' self-reported level of preparedness to teach was variable and associated with years of teaching experience, information received about trainees, challenges faced, and continuing education needs. CONCLUSIONS: NPHCPs are extensively involved in teaching medical trainees. There is variability in their preparation level, and they encounter significant challenges. To advance effective and sustainable inter-professional education (IPE) within family medicine, addressing these issues is crucial.

Examining the teaching roles and experiences of non-physician health care providers in family medicine education: a qualitative study.

BACKGROUND: Primary Care reform in Canada and globally has encouraged the development of interprofessional primary care initiatives. This has led to significant involvement of non-physician Health Care Providers (NPHCPs) in the teaching of medical trainees. The objective of this study was to understand the experiences, supports and challenges facing non-physician health care providers in Family Medicine education. METHODS: Four focus groups were conducted using a semi-structured interview guide with twenty one NPHCPs involved in teaching at the University of Toronto, Department of Family & Community Medicine. The focus groups were transcribed and analyzed for recurrent themes. The multi-disciplinary research team held several meetings to discuss themes. RESULTS: NPHCPs were highly involved in Family Medicine education, formally and informally. NPHCPs felt valued as teachers, but this often did not occur until after learners understood their educator role through increased time and exposure. NPHCPs expressed a lack of advance information of learner knowledge level and expectations, and missed opportunities to give feedback or receive teaching evaluations. Adequate preparation time, teaching space and financial compensation were important to NPHCPs, yet were often lacking. There was low awareness but high interest in faculty status and professional development opportunities. CONCLUSIONS: Sharing learner goals and objectives and offering NPHCPs feedback and evaluation would help to formalize NPHCP roles and optimize their capacity for cross-professional teaching. Preparation time and dedicated space for teaching are also necessary. NPHCPs should be encouraged to pursue faculty appointments and to access ongoing Professional Development opportunities.