Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 100 de 3.423
Filtrar
1.
Hum Resour Health ; 19(1): 110, 2021 Sep 14.
Artículo en Inglés | MEDLINE | ID: mdl-34521441

RESUMEN

BACKGROUND: Shortages and maldistribution of healthcare workers persist despite efforts to increase the number of practitioners. Evidence to support policy planning and decisions is essential. The World Health Organization has proposed National Health Workforce Accounts (NHWA) to facilitate human resource information systems for effective health workforce planning and monitoring. In this study, we report on the accreditation practices for accelerated medically trained clinicians in five countries: Ethiopia, Ghana, Kenya, Malaysia, and Mongolia. METHOD: Using open-ended survey responses and document review, information about accreditation practices was classified using NHWA indicators. We examined practices using this framework and further examined the extent to which the indicators were appropriate for this cadre of healthcare providers. We developed a data extraction tool and noted any indicators that were difficult to interpret in the local context. RESULTS: Accreditation practices in the five countries are generally aligned with the WHO indicators with some exceptions. All countries had standards for pre-service and in-service training. It was difficult to determine the extent to which social accountability and social determinants of health were explicitly part of accreditation practices as this cadre of practitioners evolved out of community health needs. Other areas of discrepancy were interprofessional education and continuing professional development. DISCUSSION: While it is possible to use NHWA module 3 indicators there are disadvantages as well, at least for accelerated medically trained clinicians. There are aspects of accreditation practices that are not readily coded in the standard definitions used for the indicators. While the indicators provide detailed definitions, some invite social desirability bias and others are not as easily understood by practitioners whose roles continue to evolve and adapt to their health systems. CONCLUSION: Regular review and revision of indicators are essential to facilitate uptake of the NHWA for planning and monitoring healthcare providers.

2.
Child Adolesc Psychiatr Clin N Am ; 30(4): 713-726, 2021 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-34538443

RESUMEN

To identify elements of effective interprofessional education (IPE) within child and adolescent mental health (CAMH), we conducted a scoping literature review. A search of four databases revealed 32 studies that met inclusion criteria describing IPE interventions regarding CAMH. Studies included a range of medical, mental health, allied health, educational, and community professionals in clinical, school-based, and community-based settings. The majority of studies have focused on autism or general child mental health. Outcomes were generally positive but skewed toward attitudinal and knowledge-based measures. Practice-based interventions tended to support higher levels of educational outcomes, including behavioral, patient-level, or systems-level changes.

3.
BMC Med Educ ; 21(1): 475, 2021 Sep 06.
Artículo en Inglés | MEDLINE | ID: mdl-34488723

RESUMEN

BACKGROUND: Interprofessional education has emerged as a key concept in education of health professionals over the last 20 years. Positive effects of interprofessional education have been shown, but it has proved to be more time-consuming than traditional teaching methods. We therefore developed a 30-minute interprofessional learning activity, using peer-teaching methods. We were interested in effects on and ways of interprofessional learning, including conditions and resources that make it successful despite limited time. METHODS: Speed InterprofESsional Peer Teaching PaediAtric (SIESTA) was developed in the context of an interprofessional training ward. 20 paediatric nursing trainees and 20 medical students were enrolled in the study. Two students from each profession participated in a total of four SIESTA sessions each, supervised by registered paediatric nurses and paediatricians. We used a mixed-methods approach of quantitative and qualitative data (questionnaires, semi-guided focus group interviews) to evaluate self-perceived interprofessional competencies, interprofessional learning gains and ways of interprofessional learning. RESULTS: Questionnaires were obtained from all participants (n = 40) and n = 26 took part in the group interviews. Participants from both professions reported an increase in self-perceived understanding of interprofessional roles and tasks. Communication and cooperation emerged as important aspects. The workplace-based nature of SIESTA promoted interprofessional learning, while peer teaching fostered a safe learning environment. Regarding time constraints participants suggested thorough preparation and structuring by facilitators as a solution. CONCLUSIONS: Our short interprofessional peer teaching activity showed promising results. Participants reported enhanced interprofessional competencies and provided suggestions for successful learning in limited time. Further studies should include an objective assessment of the interprofessional learning progress. The SIESTA concept can be easily adapted to other medical fields, providing interprofessional learning opportunities for many more health care professionals to come.


Asunto(s)
Estudiantes de Medicina , Estudiantes de Enfermería , Niño , Comunicación , Curriculum , Humanos , Relaciones Interprofesionales , Aprendizaje , Enfermería Pediátrica
4.
J Nurs Educ ; 60(9): 494-499, 2021 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-34467810

RESUMEN

BACKGROUND: To prepare students adequately for the workplace, training on interprofessional practice should be included in the curricula of future health professionals. This study evaluated the effect of an interprofessional education session on undergraduate students' attitudes toward interprofessional collaboration. METHODS: A total of 225 medicine, nursing, physiotherapy, and nutrition and dietetics students were randomized to either an intervention (working together interprofessionally, n = 111) or control group (working together with their own profession, n = 114). Pre- and posttest assessment was performed with an adapted version of the Interdisciplinary Education Perception Scale. RESULTS: A statistically significant improvement in attitude for Perception of Competence Own Profession (0.82, p = .008) and Perception of Actual Cooperation (1.10, p = .004) was found for students in the intervention group compared with students in the control group. CONCLUSION: Interprofessional education sessions were likely to be effective on undergraduate students' attitudes toward interprofessional collaboration. [J Nurs Educ. 2021;60(9):494-499.].


Asunto(s)
Educación Interprofesional , Estudiantes de Enfermería , Actitud del Personal de Salud , Humanos , Relaciones Interprofesionales , Grupo de Atención al Paciente , Percepción
5.
J Interprof Care ; : 1-8, 2021 Sep 12.
Artículo en Inglés | MEDLINE | ID: mdl-34514934

RESUMEN

Telehealth can be used to improve rural communities' access to specialized healthcare services and ameliorate rural care barriers. Use of telehealth quickly increased with the COVID-19 pandemic, and universities shifted to online instruction for the safety of students and faculty. This rapid uptake of telehealth and online instruction has created an urgent need for examples of online training for health professional students in telehealth. Participants for this study included 44 students enrolled in an interprofessional online mental health telehealth course and four health care professionals from rural clinics. Qualitative data were collected and analyzed from students and providers. Four primary themes were identified: student benefits from the IPE telehealth course, patient benefits, clinic benefits, and technological challenges. Student subthemes included learning skills needed for telehealth, improving team skills, learning about professional roles and responsibilities, and understanding rural health needs. Clinic benefits included improving telehealth readiness. This study presents an early example of online interprofessional mental health telehealth training using an academic-community partnership. Our pilot findings suggest that this course experience resulted in positive benefits for students and rural clinic providers.

6.
Curr Pharm Teach Learn ; 13(10): 1370-1375, 2021 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-34521534

RESUMEN

BACKGROUND: An interprofessional (IP) experience was created that demonstrated the roles and responsibilities of pharmacists and physicians in clinical implementation of pharmacogenomics (PGx). The IP experience focused on PGx-themed patient cases and application of genotyping results to drug therapy management. INTERPROFESSIONAL EDUCATION ACTIVITY: In 2016 and 2017, third-year pharmacy students and first-year medical students were placed on interprofessional teams with two to three students each. The teams resolved PGx patient cases, medical students wrote prescriptions for altered drug therapy based on the PGx profiles of the patients, and pharmacy students assessed and provided feedback to medical students about the prescriptions. Student could also volunteer to be genotyped for CYP2C19*2, and the results were compared. DISCUSSION: The IP experience significantly enhanced PGx knowledge and increased the confidence of using PGx in patient cases for the majority of participants. The experience did not increase the recognition of each discipline's role in precision medicine in a statistically significant manner. Accurate prescription writing was challenging for the first-year medical students (44.3% prescriptions written correctly). The genotyping results did not deviate from a Hardy Weinberg equilibrium for this population. IMPLICATIONS: IP experiences focused on PGx present an ideal opportunity to educate and initiate collaborations between pharmacists and physicians and to promote utilization of PGx in precision medicine. The roles and responsibilities for each discipline can be easily recreated in an IP experience to provide robust training to the students.

7.
Crisis ; 2021 Sep 14.
Artículo en Inglés | MEDLINE | ID: mdl-34519541

RESUMEN

The COVID-19 pandemic has raised concerns regarding possible spikes in suicidal behavior in light of heightened risk factors such as social isolation and financial strain; thus, comprehensive suicide prevention training for emerging health service providers is increasingly vital. This article summarizes an interprofessional education (IPE) suicide prevention course delivered in-person in Spring 2020. Pilot data demonstrate that despite the impact of COVID-19 on higher education, this course had long-term impacts on trainee suicide prevention efficacy, IPE attitudes, and use of course content in practice. Discussion serves to address enhancements for interprofessional and suicide prevention education during and after the pandemic. Emphasis is placed on adaptable training strategies, considerations in the delivery format, guidelines for intensive virtual meetings with trainee teams, and future directions in IPE suicide prevention training research.

8.
Pediatrics ; 2021 Sep 15.
Artículo en Inglés | MEDLINE | ID: mdl-34526350

RESUMEN

BACKGROUND: Neonatal tracheal intubation (TI) is a high-risk procedure associated with adverse safety events. In our newborn and infant ICU, we measure adverse tracheal intubation-associated events (TIAEs) as part of our participation in National Emergency Airway Registry for Neonates, a neonatal airway registry. We aimed to decrease overall TIAEs by 10% in 12 months. METHODS: A quality improvement team developed an individualized approach to intubation using an Airway Bundle (AB) for patients at risk for TI. Plan-do-study-act cycles included AB creation, simulation, unit roll out, interprofessional education, team competitions, and adjusting AB location. Outcome measure was monthly rate of TIAEs (overall and severe). Process measures were AB initiation, AB use at intubation, video laryngoscope (VL) use, and paralytic use. Balancing measure was inadvertent administration of TI premedication. We used statistical process control charts. RESULTS: Data collection from November 2016 to August 2020 included 1182 intubations. Monthly intubations ranged from 12 to 14. Initial overall TIAE rate was 0.093 per intubation encounter, increased to 0.172, and then decreased to 0.089. System stability improved over time. Severe TIAE rate decreased from 0.047 to 0.016 in June 2019. AB initiation improved from 70% to 90%, and AB use at intubation improved from 18% to 55%. VL use improved from 86% to 97%. Paralytic use was 83% and did not change. The balancing measure of inadvertent TI medication administration occurred once. CONCLUSIONS: We demonstrated a significant decrease in the rate of severe TIAEs through the implementation of an AB. Next steps include increasing use of AB at intubation.

9.
J Allied Health ; 50(3): 182-189, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34495028

RESUMEN

There has been a dramatic expansion in the development of models and methods for interprofessional education (IPE) in health and social care. This achievement calls for a corresponding development of methods to critically examine the unique organizational contexts of academic institutions that are critical for designing strategies to promote and sustain IPE. Organizational theories and their application to IPE have become increasingly important in providing new perspectives on how to promote it, and particularly approaches that uncover underlying factors and forces in the academic setting. This discussion first develops an integrated analytic framework based on both political and moral economy and force field analysis crucial for understanding the drivers and barriers for IPE. Secondly, it explores the IPE academic arena and how conflicting forces have shaped efforts to promote IPE in higher educational institutions. Thirdly, it reviews how universities in the US have been shaped by the growing corporatization of higher education and the specific implications for IPE. Finally, to put theory into practice, reflections and conclusions based on the framework for promoting and sustaining IPE within educational systems are offered.

10.
J Allied Health ; 50(3): e87-e90, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34495037

RESUMEN

Our interprofessional team examined the mental health effects of a pilot mindfulness meditation workshop for college students (n = 39) from 4 health professions. A mixed-methods survey examined students' self-compassion (short form; SCS-sf), perceived stress (PSS-10), and self-reported mindfulness behaviors pre-workshop and at 2 months. The survey captured attitudes, beliefs, and intentions to continue mindfulness practices over time and perceived barriers to mindfulness practice. Participants (69%; 27/39) indicated significantly improved SCS-sf (p=0.016) and significantly reduced PSS (p=0.009) at 2 months post-workshop. Students reported improved mental health after 2 months, but the small sample size limits generalizability of findings. Interprofessional education promoting mindfulness skills may help prevent burnout and empathy fatigue for health professionals entering the workplace.

11.
Nurse Educ Pract ; 56: 103190, 2021 Sep 04.
Artículo en Inglés | MEDLINE | ID: mdl-34536789

RESUMEN

AIM/OBJECTIVE: To describe and analyse the use of a station within an OSCE to assess interprofessional competence performance in undergraduate nursing students. The specific objectives were: - To measure the students' level of competence performance in relation to the interprofessional competences Roles and Responsibilities, Communication and Teamwork. - To determine inter-observer concordance in the assessment of the interprofessional competences. BACKGROUND: Teamwork competencies are key to improving patient safety and avoiding medical errors. Today, healthcare professionals work in interdisciplinary teams. To foster a culture of safety, some of the measures that can be taken at the individual, team and organisational levels include fostering clear communication among team members, knowledge of respective roles and functions, and deepening team functioning through respect and trust in judgement and capabilities. The World Health Organization recommends starting to develop these competencies in university studies, through interprofessional education. There are numerous programmes in universities all over the world, but more research is needed on the assessment of interprofessional education activities, preferably through objective methods. Competency performance can be assessed by an external evaluator, in a simulated environment, with the Objective Structured Clinical Examination, which is widely used in nursing. DESIGN: Cross-sectional study. METHODS: 63 second-year nursing undergraduate students completed an interprofessional competencies station within an 8-station OSCE. Communication, Roles and Responsibility and Teamwork competences were assessed. The Interprofessional Collaborator Assessment Rubric (ICAR) was used as a model to assess the performance of students. Inter-observer concordance analysis was performed using the kappa coefficient and the concordance rate. RESULTS: 92.1% of students reached a good level in communication competence, 88.9% in roles and responsibility competence, and 55.6% in teamwork competence. The global concordance rate was 83.8%, and the kappa coefficient was 0.67. CONCLUSIONS: Most students have demonstrated interprofessional competence performance at a good level. However, the inter-observer concordance obtained for some of the items was not as expected. The assessment of interprofessional competencies, as it deals mainly with relational and communicative aspects, requires greater preparation both in terms of the specification of assessment items and in agreement between examiners.

12.
Am J Pharm Educ ; 85(7): 8513, 2021 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-34544743

RESUMEN

Objective. With the inclusion of the Pharmacists' Patient Care Process (PPCP) in the most recent Accreditation Council for Pharmacy Education standards, institutions must determine how best to vertically and horizontally integrate and assess the PPCP in the curriculum. The objective of this study was to identify the breadth and depth of PPCP implementation as well as faculty involvement in teaching the PPCP at ACPE-accredited institutions.Methods. A survey to address the study objectives was developed, piloted, and distributed electronically to all US pharmacy institutions in candidate or accredited status. Electronic reminders were implemented to improve response rates. The data were analyzed descriptively.Results. Approximately 70% of institutions responded to the survey. Integration of the PPCP was most often championed by an individual faculty member and/or a committee. Practice faculty taught PPCP at nearly all institutions, while only a third of survey respondents reported that foundational and social administrative faculty taught the PPCP. Development related to PPCP curricular integration mainly focused on preceptors. Most institutions integrated the PPCP through the didactic and experiential curriculum in an approach that allowed for reinforcement or mastery of concepts. There were limited integration efforts into interprofessional education. Institutions had a plan for assessing the effectiveness of the integration, but were varied in their approach.Conclusion. Institutions have embraced integrating the PPCP into their curricula, didactically and experientially. Progress still needs to be made regarding inclusion of all faculty in teaching the PPCP as well as integrating the PPCP into other key curricular areas, such as interprofessional learning. Faculty development efforts may be beneficial to address these aspects.

13.
MedEdPORTAL ; 17: 11177, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34504950

RESUMEN

Introduction: Treatment of acute ischemic stroke is challenging because it requires prompt management, interdisciplinary collaboration, and adherence to specific guidelines. This resource addresses these challenges by providing in situ simulated practice with stroke codes by practicing clinicians at unannounced times. Methods: An emergency department team was presented with a 55-year-old simulated patient with speech difficulty and right-sided weakness. The team had to assess her efficiently and appropriately, including activating the stroke team via the hospital paging system. The stroke team responded to collaboratively coordinate evaluation, obtain appropriate imaging, administer thrombolytic therapy, and recognize the need for thrombectomy. Learners moved through the actual steps in the real clinical environment, using real hospital equipment. Upon simulation completion, debriefing was utilized to review the case and team performance. Latent safety threats were recorded, if present. Participants completed an evaluation to gauge the simulation's effectiveness. Results: Six simulations involving 40 total participants were conducted and debriefed across New York City Health + Hospitals. One hundred percent of teams correctly identified the presenting condition and assessed eligibility for thrombolytic and endovascular therapy. Evaluations indicated that 100% of learners found the simulation to be an effective clinical, teamwork, and communication teaching tool. Debriefing captured several latent safety threats, which were rectified by collaboration with hospital leadership. Discussion: Impromptu, in situ simulation helps develop interdisciplinary teamwork and clinical knowledge and is useful for reviewing crucial times and processes required for best-practice patient care. It is particularly useful when timely management is essential, as with acute ischemic stroke.


Asunto(s)
Isquemia Encefálica , Accidente Cerebrovascular Isquémico , Accidente Cerebrovascular , Isquemia Encefálica/terapia , Femenino , Humanos , Persona de Mediana Edad , Grupo de Atención al Paciente , Accidente Cerebrovascular/terapia , Trombectomía
14.
Artículo en Inglés | MEDLINE | ID: mdl-34399569

RESUMEN

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.


Asunto(s)
Curriculum , Relaciones Interprofesionales , Chile , Docentes , Empleos en Salud , Humanos
15.
BMC Med Educ ; 21(1): 457, 2021 Aug 30.
Artículo en Inglés | MEDLINE | ID: mdl-34455976

RESUMEN

BACKGROUND: Interprofessional education (IPE) encompasses integration, communication, mutual trust and shared decision-making with a common goal of improved patient care and safety. Despite its crucial role, IPE has not gained its anticipated popularity. This study aims to determine the impact of an online educational intervention about IPE on medical, dental and health sciences students in the University of Sharjah (UoS). METHODS: This quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of UoS; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students' attitudes towards IPE. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students' understandings and attitudes about IPE. RESULTS: Out of 800 invited students, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of students' attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPE during intervention except for a median of 3 for group dynamics. CONCLUSION: The present data, derived from the application of a brief online educational intervention, underpins the readiness and positive attitudes of undergraduate medical students towards IPE. The positive impact of online intervention necessitates the development of a structured and unified IPE curriculum to enhance the receptiveness and application of IPE in the medical field.


Asunto(s)
Intervención basada en la Internet , Estudiantes de Medicina , Actitud del Personal de Salud , Femenino , Humanos , Educación Interprofesional , Relaciones Interprofesionales , Masculino , Grupo de Atención al Paciente
16.
J Interprof Care ; : 1-9, 2021 Aug 09.
Artículo en Inglés | MEDLINE | ID: mdl-34372750

RESUMEN

The provision of holistic care for athletes often involves interprofessional teams with specialists to support athletic performance and overall wellness. Yet, regarding psychological support, some have advocated for a single professional to attain both a certified mental performance consultant (CMPC) credential and any type of mental health license (e.g., Licensed Psychologist [LP], Licensed Social Worker [LSW], or Licensed Professional Counselor [LPC]) to address the mental performance and mental health needs of athletes. Unfortunately, this approach may hinder interprofessional collaboration and ignore distinctions between CMPCS and other types of mental health professionals. Alternatively, CMPCs and various types of mental health professionals may work together on interprofessional psychological support teams. The purpose of this paper is to clarify the distinct historical and theoretical foundations of mental performance consulting, clinical psychology, social work, and professional counseling in sport contexts to serve as a resource for enhancing interprofessional competence within such teams. The distinct training pathways of CMPCs, LPs, LSWs, and LPCs are outlined with attention to how each can serve a valuable role on an interprofessional support team for athletes. Applications of the World Health Organization's framework for interprofessional education and collaborative practice (IPECP) to psychological support teams in sport contexts is discussed.

17.
JBI Evid Synth ; 2021 Aug 09.
Artículo en Inglés | MEDLINE | ID: mdl-34374688

RESUMEN

OBJECTIVE: The objective of this scoping review is to identify, collate, and map the evidence on simulation interprofessional education activities in any setting for the education of health professional students. INTRODUCTION: Simulation interprofessional education activities comprise in-person and collaborative online learning embedded in formal curricula. Though the number of simulation interprofessional education activities has increased with the knowledge of the importance of effective interprofessional collaboration, the literature still lacks a description of the characteristics of existing activities. INCLUSION CRITERIA: This scoping review will consider interprofessional education activities taking place within a simulation environment. Included papers will report on activities with two or more types of learners in health professional programs. METHODS: The proposed scoping review will be conducted in accordance with the JBI methodology for scoping reviews. Databases searched will include PubMed, CINAHL, and ERIC. Results will be limited to English-language publications from 2016 to the present year. Data extraction will be performed using a purposefully developed data extraction tool. Teams of reviewers will screen abstracts and full texts of articles for potential inclusion, and decisions will be determined via consensus of two out of three reviewers. Extracted data will be presented in diagrammatic or tabular form in a manner that aligns with the objective of this scoping review. A narrative summary will accompany the tabulated and/or charted results and will describe how the results relate to the review's objective and questions, and how the results might inform future simulation interprofessional education activities in health professions education.

18.
BMC Med Educ ; 21(1): 416, 2021 Aug 03.
Artículo en Inglés | MEDLINE | ID: mdl-34344334

RESUMEN

BACKGROUND: Primary care providers assume responsibility for patients with increasingly complex problems requiring interprofessional collaboration. Introducing interprofessional education in healthcare curricula prepares healthcare students for this reality. Solving simulation scenarios as an educational strategy is promoted to support interprofessional education in health care, and is mostly used in acute clinical situations. This paper aims to explore how healthcare students' actions influence interprofessional collaboration and treatment plan identification when they solve common, sub-acute patient scenarios in primary care situations. METHODS: Interaction analysis of video recordings from the simulation scenarios was performed with a focus on the students' joint actions; specifically how these actions unfold and how productive the students were in terms of developing treatment plans. RESULTS: We found variation in the groups' interactions, the paths they followed, and the quality of their knowledge output in their shared treatment plan. The groups with the capacity to collaborate and engage in sharing information, and explain and elaborate on concepts, were more successful in developing comprehensive treatment plans. Furthermore, these groups managed the duality of defining and solving the immediate problem and collaboratively preparing for future care. CONCLUSIONS: Analysis of the activities in our scenarios showed the students' potential to practice interprofessional collaboration. Our study illustrates that simulation of sub-acute scenarios in primary care is an underexplored but suitable arena to train communication and teamwork in complex situations. The simulation scenarios are also feasible for use on-site in an educational facility or in practice with minimal equipment and resources.


Asunto(s)
Relaciones Interprofesionales , Estudiantes de Enfermería , Actitud del Personal de Salud , Conducta Cooperativa , Humanos , Grupo de Atención al Paciente , Atención Primaria de Salud
19.
J Nurs Educ ; 60(8): 445-448, 2021 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-34346813

RESUMEN

BACKGROUND: Disaster simulation exercises provide a unique opportunity for nursing students to experience interprofessional collaboration. The limited study of interprofessional education using disaster simulation has focused on two to three health disciplines. In reality, teams comprise members from multiple disciplines in health care and emergency management. METHOD: A simulated disaster was held at a community college in Toronto, Canada. A total of 121 nursing students participated in the event, alongside students and providers from six health care and emergency management professions. A survey was used to evaluate nursing students' experiences. RESULTS: Nursing students (n = 78) reported a high level of satisfaction, and 90% reported the simulation demonstrated the importance of inter-professional practice. Two themes arose from participants' comments: communicating with patients and collaborating with health care and emergency management providers. CONCLUSION: There is a need for follow-up to evaluate the impact of this event on nursing students' future practice. [J Nurs Educ. 2021;60(8):445-448.].


Asunto(s)
Desastres , Estudiantes de Enfermería , Canadá , Humanos , Relaciones Interprofesionales
20.
J Interprof Care ; : 1-10, 2021 Aug 12.
Artículo en Inglés | MEDLINE | ID: mdl-34382494

RESUMEN

Given the sociodemographic challenges facing the Belgian primary care system, it is essential to strengthen interprofessional collaboration (IPC) between healthcare providers. Therefore, our aims for this study were to assess IPC between general practitioners (GPs) and nurses; identify target priorities for improving IPC; and facilitate the planning and implementation of the proposed improvement strategies. Based on diversity criteria, six groups of GPs and nurses were chosen for a participatory action research. Participants performed a SWOT analysis of their IPC to identify strengths and weaknesses of their collaboration practice configurations. Main factors limiting IPC were related to the type of financing system which impeded or facilitated multidisciplinary team meetings, a weak functional integration, and a lack of interprofessional education. Overall, communication and task delegation were co-identified as common priorities. Actions prioritized by each group were related to these two priorities and accounted for local, specific needs. Communication could be supported through improved tools and dedicating time for multidisciplinary team meetings. Task delegation was more challenging and raised questions related to nurses' training, legislation, and payment systems. IPC seems to be easier to achieve when healthcare professionals belong to the same organization and consider themselves a team.

21.
J Interprof Care ; : 1-10, 2021 Aug 12.
Artículo en Inglés | MEDLINE | ID: mdl-34382506

RESUMEN

Interprofessional education (IPE) has been promoted as one way to prepare healthcare students for interprofessional encounters they might experience in the workplace. However, the link between IPE, interprofessional care in the workforce, and better patient outcomes is tenuous, perhaps in part due to the inability of IPE programs to adequately address barriers associated with interprofessional care (e.g., power differentials, role disputes). Empathy, or understanding the experiences of others, has emerged as a critical tool to breaking down barriers inherent to working in teams. Given the evidence connecting empathy to stronger team collaboration and better patient care, researchers significantly revamped programming from a prior training called Interprofessional Education for Complex Neurological Cases (IPE Neuro) to enhance empathy, foster stronger team collaboration, and improve information integration among participants. In this improved three-session program, participants from seven different professions were grouped into teams, assessed a patient volunteer with neurological disorder, and created and presented an integrated, patient-centric treatment plan. Students (N = 31) were asked to report general empathy levels, as well as attitudes, team skills, and readiness toward interprofessional care, before and after the program. We conducted paired samples t-tests and thematic analysis to analyze the data. Results showed that participants reported higher empathy levels, more positive attitudes, and greater team skills pre- to posttest with moderate to large effects. Results bolster IPE Neuro programming as one approach to prepare students for interprofessional care while underscoring the potential implications of IPE to improve empathy levels of healthcare professionals.

22.
Gerontol Geriatr Educ ; : 1-16, 2021 Aug 04.
Artículo en Inglés | MEDLINE | ID: mdl-34348587

RESUMEN

Social isolation and loneliness present significant challenges for the mental and physical health of older adults. Social distancing, mask wearing, and other precautions necessitated by the COVID-19 pandemic add to these challenges. This article details a telecollaborative service-learning project to engage older adults online and provide applied experiences for students. From March through October 2020, 54 students from Social Work (Master, Bachelor), the College of Osteopathic Medicine (COM; DO), and Occupational Therapy (Master) provided telephone support and Zoom™ based programming for older adults affiliated with the University of New England. Creative offerings were piloted weekly and debriefed on Friday afternoons in the spring, leading to more structured 8-week schedules in summer and fall. Peer-to-peer support took place between older adults with experience in video meetings and those willing to learn. Bidirectional and intergenerational benefits were noted as older adults and students navigated the exigencies of the pandemic and learned important lessons with and from each other to advance knowledge and improve quality of life.

23.
J Interprof Care ; : 1-10, 2021 Aug 04.
Artículo en Inglés | MEDLINE | ID: mdl-34346795

RESUMEN

Higher education institutions commonly prepare future healthcare workers to engage in increasingly complex, interprofessional healthcare environments through interprofessional education. Development of appropriate teamwork skills is complex and takes time. However, much of the research on student engagement with teamwork in higher education has been focused on the end goal of teamwork. This obscures the process of how students learn to work in interprofessional healthcare teams and in what ways, over time. The current study used an exploratory interpretive approach to obtaining students' experiences, perceptions and developing understanding of teamwork from the start of their undergraduate studies, through to completion of five semesters of group or teamwork projects. Through qualitative methodology, educators explored student experiences of teamwork, their focus at designated points of their undergraduate teamwork, and the meaning they attributed to being a member of a team. Student perceptions of successful teamwork developed over time to a positive and purposeful orientation toward teamwork, learner attributes that enhanced team function, and a growing awareness of how the assessment context affected team function. By mapping these processes of learning over time, educators can gain a clearer understanding of influences and experiences that impact on student learning in teamwork.

25.
Gerontol Geriatr Educ ; : 1-13, 2021 Aug 16.
Artículo en Inglés | MEDLINE | ID: mdl-34392804

RESUMEN

Introducing health policy to interprofessional graduate students, anchoring health policy to older adult health needs, while conveying how current policy issues will affect their individual careers is challenging, yet essential, for health profession education. This novel program integrated graduate level health profession learners from medicine, nurse practitioner, pharmacy, psychology, social work, physical therapy and occupational therapy disciplines. The aim was to embed health policy into an existing interprofessional (IP) geriatrics course at an academic medical center. Selection of disciplines was based on prior collaborative work and faculty interest. The objectives were to 1. Introduce current health policies that affect older adults; 2. Understand the effects of health policy and social determinants of health on the older adults in their future practice; 3. Challenge learners to apply their knowledge and develop health advocacy strategies for older adults; and 4) Teach the importance of teamwork in interprofessional practice within a geriatric population.The health policy curriculum impacted 487 learners for 12 sessions over three years. Four themes emerged with the sessions: health policy awareness, interprofessional appreciation, patient care "pearls," and pharmacological considerations in geriatrics. Each of the eight modules generated thoughtful recommendations by the learners, providing a glimpse into future workforce priorities.

26.
J Interprof Care ; : 1-6, 2021 Aug 15.
Artículo en Inglés | MEDLINE | ID: mdl-34396885

RESUMEN

Interprofessional education is a key driver for patient-centered care. Interprofessionality in healthcare encourages team engagement and commitment, resulting in better outcomes and adherence to treatment. The present study aimed to use the adapted Readiness for Interprofessional Learning Scale (RIPLS) to analyze and correlate receptiveness to interprofessional education among Brazilian undergraduate students, to improve educational strategies. This research conducted a cross-sectional observational study of the perceptions and attitudes of healthcare students using an electronic questionnaire based on the RIPLS. The sample consisted of 938 students from seven healthcare courses of study at a public university. Students in psychology scored lowest overall. Men scored slightly higher (M = 103.9) than women (M = 101.9; p = .002). No significant differences were found in age, year of study, and previous higher education experience. The differences observed between students in the various courses reflects a process of curriculum improvement and promotion of change in institutional teaching and learning. The current study from Brazil presents the receptiveness of students from seven healthcare-related higher education courses to interprofessional education, providing a panel of data that can inform discussions of the possible causes of discrepancy between different courses of study.

27.
Med Educ Online ; 26(1): 1955645, 2021 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-34344286

RESUMEN

Pharmacotherapy training for pediatric residents is an important part of their overall education. Limited data exist describing formal engagement of clinical pharmacists in residency training. The objective of this study was to evaluate a novel pharmacotherapy rotation for learner gains and program feasibility. We designed a novel pharmacotherapy rotation (PTR) involving a pharmacist preceptor, pediatric resident, and final-year pharmacy students in the pediatric intensive care unit (PICU). Rotation objectives and content were based on learning gaps identified in a review of the resident curriculum. Data from PTRs completed 2014-2020 were used to evaluate PTR impact on residents' knowledge and confidence in pharmacotherapy decision-making, and interprofessional valuing. We also addressed PTR feasibility for long-term and for adoption by others. Measures for demographic, knowledge, and confidence measures were administered to intervention and control groups. Measures for interprofessional valuing and post-PTR feedback were administered only to the intervention group. Pre-post gains were greater for intervention residents (n = 7) than for control (n = 10), (knowledge: p = 0.02, confidence: p < 0.0001). Interprofessional valuing gain for the intervention group was significant (p = 0.004). Few PTR changes have been necessary since initial implementation. Residents provided high ratings of PTR experiences and specific value-added benefits. Designing an inter-professional PTR within the existing PICU and pharmacy rotation enhanced feasibility, curriculum consistency, and flexibility to optimize inter-professional learning.Participation in the PTR enhanced resident pharmacotherapy knowledge and decision-making, and engagement in interprofessional practice. Next steps include expanding the PTR to other settings and specialties with further evaluation study.


Asunto(s)
Internado y Residencia , Niño , Curriculum , Estudios de Factibilidad , Humanos , Farmacéuticos , Rotación
28.
J Interprof Care ; : 1-11, 2021 Aug 29.
Artículo en Inglés | MEDLINE | ID: mdl-34459330

RESUMEN

Initiatives to implement interprofessional simulation education programs (ISEP) often fail due to lack of support, resources from management or proper integration into the organization system. This paper aims to identify factors that ensure the successful implementation of an ISEP. Further, the study explores the potential effects an ISEP can have on organizational processes and culture. The case study describes the implementation process of an ISEP in a non-academic community hospital using interviews, participative observations and archival data over six years. A thematic approach has been used to analyze the data guided by Kotter's 8-step model for organizational change. Strategies for a successful implementation of an ISEP include: 1) make a case for interprofessional simulation-based education (SBE), 2) search for healthcare champions, 3) define where the ISEP will lead the organization, 4) spread the word about interprofessional SBE, 5) ensure that structures, skills and supervisors align with the change effort, 6) win over smaller entities, 7) enable peer feedback and create more change, 8) institutionalize the ISEP. Indicators of how the ISEP impacted hospital culture are presented and discussed. ISEPs - if implemented effectively - provide powerful opportunities to span boundaries between professional groups, foster interprofessional collaboration, and eventually improve patient care.

29.
J Interprof Care ; : 1-10, 2021 Aug 17.
Artículo en Inglés | MEDLINE | ID: mdl-34402733

RESUMEN

Integrated working can be a means of providing efficient and cost-effective care, which benefits both service users and health professionals. However, it does require readiness of practitioners to work in new and innovative ways to achieve integration. This paper describes the findings of a qualitative study exploring the nature of practice-based education and training underpinning successful integrated care teams using an ecological systems theory lens. Nine teams in the West Midlands region of the United Kingdom (UK) participated in this study. A total of 27 participants were involved in semi-structured interviews during which they shared their views and experiences of learning in practice. Thematic analysis of interview transcripts highlighted the shifting context of working in integrated teams impacting on learning, the influence of leadership on education and training, the nature of in-service training, and the knowledge-sharing culture. The findings highlight that the learning climate is highly dependent on the leadership ethos in the practice context, which influences the allocation of time and resources for training and clinical supervision. Whilst formal education and training has an important role to play in fostering integrated working, informal learning is pivotal to successful integration and potentially has greater impact making it worthy of further study.

30.
Med Teach ; : 1-6, 2021 Aug 28.
Artículo en Inglés | MEDLINE | ID: mdl-34455903

RESUMEN

PURPOSE: In addition to the damaging public health, social and economic effects of COVID-19, health professions faculty around the world have faced staggering upheaval in the education of their students and junior doctors. Despite the formidable challenges, some silver linings have emerged in health professions education. The paper aims to describe themes from reflections of international health professions educators on these silver linings using an appreciative inquiry framework. MATERIALS AND METHODS: We performed a qualitative analysis of written reflections from a group of 115 international educators from medicine, nursing, dentistry, and the allied health professions describing a personal experience with an educational approach or work strategy arising during the COVID-19 pandemic that should be sustained. RESULTS: We identified 13 thematic units of reflections regarding advances in health professions education during the pandemic. The most notably optimistic and pioneering were Advancement of the Profession, Professional Connections, and Accelerating Change. Other frequent themes included unexpected successes in Virtual Teaching and Clinical Teaching. CONCLUSION: Several points of optimism from this otherwise catastrophic world event have emerged. This analysis serves as a useful guide for further research to understand, sustain and promote positive changes during a global pandemic on health professions education.

31.
J Interprof Care ; : 1-8, 2021 Aug 26.
Artículo en Inglés | MEDLINE | ID: mdl-34433361

RESUMEN

The purpose of this study was to evaluate participants' feedback related to their experience in the Interprofessional Education Exchange (iPEX) program, a training initiative for faculty development in interprofessional oncology palliative care education. Participants voluntarily submitted a written reflection using a guide. The research team used qualitative content template analysis techniques to determine codes and categories based on the reflections and selected representative quotations (meaning units) from the data. Fifty-three reflections (100%) submitted by those completing the training were included in the analysis. The most appreciated aspects of the training were the opportunity for exchange of ideas and programs and the time allowed during the workshop for each team to work on developing their unique plan for interprofessional education (IPE) in oncology palliative care at their home institution. The iPEX program proved to be feasible, well-accepted, and valued by participants who reported personal, professional, and team growth and expressed appreciation for program support, content, and the exchange of ideas in a face-to-face setting. The results demonstrate that a faculty development program built on recommendations in the literature contributed to successful efforts to plan and initiate IPE in oncology palliative care.

32.
Artículo en Inglés | MEDLINE | ID: mdl-34380009

RESUMEN

PURPOSE: Verification of patient position through pretreatment setup imaging is crucial in modern radiation therapy. As treatment complexity increases and technology evolves, physicist-physician collaboration becomes imperative for safe and successful radiation delivery. Despite the importance of both, residency programs lack formal interprofessional education (IPE) activities or structured training for image verification. Here we show the impact of an interprofessional image verification workshop for residents in a multi-institutional setting. METHODS: The workshop included a lecture by the attending physicist and physician, and hands-on image registration practice by learners (medical physics residents, MP; and radiation oncology residents, RO). All participants filled out pre- and postactivity surveys and rated their comfort from 1 to 10 in (A) selecting what type of imaging to order for a given case and (B) independently assessing the setup quality based on imaging. A paired 1-tailed t test (α = 0.05) was used to evaluate significance; Spearman rank correlation coefficient was used to assess correlation of ratings and RO postgraduate year (PGY). Surveys had free-response questions about IPE and image verification activities in residency. RESULTS: A total of 71 residents from 7 institutions participated between 2018 and 2020. Pre- and postsurveys were completed by 50 residents (38RO, 12MP) and showed an increase in (A) from 5.5 ± 2.2 to 7.1 ± 1.6 (P < .001) and in (B) from 5.1 ± 2.3 to 6.8 ± 1.5 (P < .001), with significant increases per subgroup (AΔ, RO = 1.8 ± 1.7, P < .001; BΔ, RO = 1.9 ± 1.8, P <. 001; AΔ, MP = 1.1 ± 1.4, P = .012; BΔ, MP = 1.2 ± 1.6, P = .016). RO confidence scores moderately correlated with PGY. Survey responses indicated that image verification training is mostly unstructured, with extent of exposure varying by program and attending; most with little-to-no training. Time constraints were identified as the main barrier. IPE was noted as a useful way to incorporate different perspectives into the process. CONCLUSIONS: Formal image verification training increases resident comfort with setup imaging review and provides opportunities for interprofessional collaboration in radiation oncology residency programs.

33.
Health Expect ; 2021 Aug 08.
Artículo en Inglés | MEDLINE | ID: mdl-34369034

RESUMEN

OBJECTIVE: This study aimed to explore patients' experiences of their involvement in the design and delivery of interprofessional education interventions focussing on mental ill-health for students studying in undergraduate healthcare and healthcare-related programmes. DESIGN: A qualitative methodology using a Grounded Theory approach was used to undertake an iterative series of focus groups with members of a university's Patient, Carer and Public Involvement (PCPI) Group who have a history of mental ill-health and were involved in the development and delivery of educational interventions for students on undergraduate healthcare and healthcare-related programmes. Their experiences of being involved in teaching and learning activities, collaboration with academic staff and integration into the academic faculty were explored. Constant comparative analysis facilitated the identification and prioritisation of salient themes. RESULTS: Five salient inter-related themes emerged from the data: (1) reduced stigma and normalisation of experience of illness; (2) enhanced self-worth; (3) improved well-being; (4) community and connection; and (5) enduring benefits. CONCLUSIONS: A supportive university community and a designated academic PCPI co-ordinator facilitate a supportive environment for patients and carers to develop as educators, contribute to the training of future healthcare professionals and improve their own personal well-being. Appropriately resourced and well-supported initiatives to integrate patients, carers and the public into the functions of an academic faculty can result in tangible benefits to individuals and facilitate meaningful and enduring connections between the university and the wider community within which it is situated. PATIENT AND PUBLIC INVOLVEMENT: Patients have been involved in the design of the teaching and learning initiatives that this study was primarily focused on. Patients were given autonomy in determining how their experiences should be incorporated into teaching and learning experiences.

34.
J Dent Hyg ; 95(4): 32-40, 2021 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-34376542

RESUMEN

Purpose: Interprofessional collaboration in health care is needed for comprehensive patient care and improved health outcomes. The purpose of this study was to assess dental hygienists' attitudes and behaviors on past interprofessional education experiences to determine how those experiences influence the ways they collaborate with other health care professionals.Methods: Licensed dental hygienists in the United States were recruited to participate in this mixed methods study via social media sites and through the constituents of the American Dental Hygienists' Association. The survey instrument consisted of 23 items incorporating quantitative Likert-style, multiple-choice and qualitative open-ended questions designed to measure participants' attitudes towards interprofessional collaboration (IPC) and interprofessional education (IPE), IPC behaviors in practice and previous IPE experiences.Results: Of the 184 participants who opened the survey, 165 respondents met the inclusion criteria and completed the survey (n=165). Most of the participants indicated the belief that IPC was important (90%, n=147) and felt confident collaborating with other health care professionals (81%, n=133). While two-thirds of the respondents did not report previous IPE experience (66%, n=109), the majority reported collaborating with other health care professionals within the past six months (63%, n=102). Respondents who reported prior IPE, collaborated with other health care professionals more frequently, on average, than those without IPE experience. Most IPE experiences were case studies and on- and off-campus clinical rotations.Conclusion: Findings suggest dental hygienists appreciate the importance of IPC and collaborate with other health care providers based on those attitudes, regardless of prior IPE experiences. Further research examining the best practices of IPE experiences could enrich the value of future collaborations between dental hygienists and other health care providers.


Asunto(s)
Higienistas Dentales , Educación Interprofesional , Actitud , Actitud del Personal de Salud , Humanos , Relaciones Interprofesionales , Encuestas y Cuestionarios , Estados Unidos
35.
J Clin Nurs ; 2021 Aug 17.
Artículo en Inglés | MEDLINE | ID: mdl-34405476

RESUMEN

AIMS AND OBJECTIVES: The aim of this integrative review was to synthesise empirical reports of interprofessional collaborative practice (IPCP) for community-dwelling older adults and uncover barriers and facilitators related to its success as a model of care for this population. BACKGROUND: IPCP is a model of care that has demonstrated positive outcomes for community-dwelling older adults. However, a summary of barriers and facilitators to IPCP models has not been presented. METHODS: An integrative review using the method posited by Whittemore and Knafl was completed to identify barriers and facilitators to IPCP for community-dwelling older adults. The literature search was reported following PRISMA guidelines. RESULTS: Four themes emerged as barriers to IPCP: (1) A (Potential) Logistical Nightmare, (2) All About the Money, (3) If We Can't Test It, Can We Recommend It? and (4) Challenging for the Team, Challenging for the Client. Three themes emerged as facilitators to IPCP: (1) Reducing Resource Waste, (2) The "C" in IPCP and (3) What Matters Most. CONCLUSIONS: IPCP models for community-dwelling older adults must adapt to the setting of care and client needs. Interprofessional education opportunities for team members facilitate effective IPCP. Healthcare policies and funding structures need to address IPCP for community-dwelling older adults for this model to be successful and sustainable. RELEVANCE TO CLINICAL PRACTICE: Nurses participate on and lead IPCP teams caring for community-dwelling older adults and, therefore, need to be aware of barriers and facilitators to this model of care.

36.
Artículo en Inglés | MEDLINE | ID: mdl-34353753

RESUMEN

INTRODUCTION: The onset of the COVID-19 pandemic halted in-person activities in universities and caused disruption in the usual iteration of the semesters. When the clinical environment resumed student placement, the potential health risks caused additional anxiety to the students and clinical faculty. This paper aims to examine the measures implemented to support the radiation therapy students during their first clinical placement during the COVID-19 pandemic. BACKGROUND: The 2nd year radiation therapy students' first clinical placement was organized around pandemic restrictions that required new activities to support student safety and wellness. The clinical faculty team redesigned the clinical course to integrate enhanced communication, additional safety measures and mental wellness sessions, as well as making COVID-19 related resources available during the week-long orientation and throughout the semester. METHODS: Registered students were asked to participate in a 9-item survey questionnaire to gather their perspective on the effectiveness of the orientation and clinical activities during the pandemic. The responses were tabulated and independently analyzed for emergent themes by the clinical faculty. DISCUSSION: The students reported that the combination of activities, workshops, exposure to the treatment unit and feedback from both clinical faculty and learning mentors provided the support needed for physical safety and wellness in the clinic. Identified challenges included communication with continuous masking, the timeliness of communicating evolving clinical safety protocols, and the need for enhanced coordination of interprofessional education. CONCLUSION: The COVID-19 pandemic brought new challenges and opportunities for students and clinical faculty at the University of Alberta's Radiation Therapy department. The results of the quality improvement survey highlighted the importance and effectiveness of the redesigned clinical course, which integrated COVID-19 related activities, enhanced communication strategies, safety, wellness resources and check-ins throughout the course.

37.
Artículo en Inglés | MEDLINE | ID: mdl-34431202

RESUMEN

INTRODUCTION: Transgender and nonbinary peoplehave been identified as vulnerable and clinically underserved and experience health disparities. Lack of health care provider knowledge about transgender and gender diverse populations is a barrier to care, impacting health outcomes. The aim of this project was to develop, implement, and evaluate a simulation learning activity for midwifery and women's health nurse practitioner students and obstetrics and gynecology residents to interact with transgender and nonbinary individuals, with the goal of enhancing health history taking comfort and skills. METHODS: A partnership was formed among University faculty and simulation educators, a community clinic providing gender-affirming care, and members of transgender and gender diverse populations who served as patient-teachers. Two cases frequently encountered in clinics providing care to transgender individuals were developed for the simulation. Learners were divided into interprofessional groups of 3 and completed one of 2 case scenarios with a patient-teacher. Learners and patient-teachers debriefed after the simulation to discuss and reflect on the experience. RESULTS: Thirty-three learners participated in the simulation, 12 midwifery students, 16 women's health nurse practitioner students and 5 obstetrics and gynecology residents. Significant differences were observed for all comfort and skills questions, showing increased perceived comfort and skills from pre- to postsimulation. There were no significant differences in attitude responses. DISCUSSION: We successfully created and implemented a new sexual and reproductive history taking skills simulation in partnership with community clinic staff and transgender and nonbinary persons. The session was well received by learners and patient-teachers. Learners demonstrated significant improvements in comfort and skills in history taking in this setting and provided favorable feedback about the experience. This simulation can serve as a guide to others providing education to future midwives, women's health nurse practitioners, and obstetrician-gynecologists.

38.
PLoS One ; 16(8): e0256776, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34437641

RESUMEN

Interprofessional Education (IPE) is one approach to improving communication and collaborative practice between professions, which are essential for the optimal delivery of healthcare. Common barriers include negative attitudes, professional stereotypes, professional cultures and power differentials between professional groups. The aim of this qualitative study was to explore how professional hierarchies and power differentials shape interprofessional interactions between preregistration pharmacy and medicine students. Data were gathered via semi-structured interviews and subject to thematic analysis. Four main themes were identified: Reproducing traditional hierarchies; Social norms around respect; Hierarchies in care values and goals; and Challenging the narrative is possible. Students' interactions with and views of the other profession largely reflected traditional stereotypes and power differentials. Hierarchy was evident in how respect was accorded and in how care values and goals were managed. Despite this, students overwhelmingly perceived and reported a sense of agency in changing the status quo. Emerging professional identity and conceptualisation of future roles is heavily influenced by the hierarchical relationship between the professions and can pose a significant barrier to collaborative practice. Greater support for collaborative interprofessional practice is needed at the level of policy and accreditation in health education and healthcare to ensure greater commitment to change.

39.
J Occup Environ Med ; 2021 Aug 18.
Artículo en Inglés | MEDLINE | ID: mdl-34412100

RESUMEN

OBJECTIVE: The present study aimed to develop a competency framework for interprofessional collaboration in an occupational health team. METHODS: This study was carried out in three stages. In the first stage, the viewpoints of different stakeholders on the essential competencies of interprofessional team members in occupational health services (OHS) were assessed. In the second stage, extracted codes were converted into competencies in expert panels. After that, the extracted items were categorized by inductive content analysis approach into competency framework. In the third stage, the content validity of interprofessional competencies in OHS was evaluated. RESULTS: The competency framework was finalized in six competency domains including prevention, occupational disease management, occupational health assessments, inter-disciplinary and interprofessional collaboration, education, and evidence-based practice and professionalism. CONCLUSION: The framework could be developed in interprofessional education in OHS based on competency-based education approach.

40.
Acad Med ; 2021 Aug 24.
Artículo en Inglés | MEDLINE | ID: mdl-34432715

RESUMEN

PURPOSE: Team-based learning (TBL) has gained popularity across the health professions, including in interprofessional contexts. The authors conducted this systematic review to summarize the published evidence regarding the extent, design, and practice of interprofessional TBL within health professions (including medical) degree programs to inform interprofessional education (IPE) educators and curricula designers. METHOD: In June 2020, the authors searched PubMed Central, CINAHL, Web of Science, and ERIC for original research articles describing TBL programs with student representation from multiple health professions degree programs that were published between January 2010 and June 2020. Included articles underwent data extraction for study characteristics (e.g., country of origin, topics covered, class descriptors) and the 7 core design elements of TBL: team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the 4 Ss (significant problem, same problem, specific choice, and simultaneous reporting), incentive structure, and peer review. RESULTS: Twelve articles were included. Significant variability was noted in the application and reporting of the 7 core design elements of TBL, which highlighted challenges to the implementation of interprofessional TBL. CONCLUSIONS: Although the structured format of TBL provides a suitable pedagogy for IPE, this review identified challenges associated with the effective integration of IPE into TBL, including: the unequal distribution of students to teams as a result of there being multiple disciplines from different programs; varied levels of student experience with the pedagogy of TBL; a lack of resources required for large groups of students; timetabling requirements for multiple disciplines from different programs; inability to provide more than one TBL session; design of patient cases that suit multiple disciplines; alignment of topics within the curricula of multiple disciplines, programs, and universities; inequities in grading for different students within the same TBL program; and limited opportunity for peer review.

41.
Anat Sci Educ ; 2021 Jul 04.
Artículo en Inglés | MEDLINE | ID: mdl-34218523

RESUMEN

Despite human (HUM) and veterinary (VET) medical institutions sharing the goal of educating future clinicians, there is little collaboration between them regarding curricular and pedagogical practices during the preclinical/basic science training years. This may be, at least in part, due to a lack of understanding of each type of curriculum. This study presents data about curricula, student populations, pedagogical methodologies applied, and anatomy educators' training at both HUM and VET institutions. Preclinical curricula, admissions criteria, and student demographics were analyzed for 21 institutions in the United States having both HUM and VET schools. This dataset was augmented by a questionnaire sent to anatomists internationally, detailing anatomy curricula, pedagogies applied, and anatomy educators' training. Many curricular similarities between both training programs were identified, including anatomy education experiences. However, VET programs were found to include more preclinical coursework than HUM programs. Students who matriculate to VET or HUM schools have similar academic records, including prerequisite coursework and grade point average (GPA). Median HUM class size was significantly larger, and the percentage of women enrolled in VET institutions was significantly higher. Training of anatomy educators was identical with one exception: VET educators are far more likely to hold a clinical degree. This study elucidates the substantial similarities between VET and HUM programs, particularly in anatomy education, underscoring the potential for collaboration between both types of programs in areas such as interprofessional education, bioethics, zoonotic disease management, and postgraduate training.

42.
MedEdPORTAL ; 17: 11165, 2021 06 21.
Artículo en Inglés | MEDLINE | ID: mdl-34222649

RESUMEN

Introduction: Root cause analysis (RCA) is a widely utilized tool for investigating systems issues that lead to patient safety events and near misses, yet only 38% of learners participate in an interdisciplinary patient safety investigation during training. Common barriers to RCA education and participation include faculty time and materials, trainee time constraints, and learner engagement. Methods: We developed a simulated RCA workshop to be taught to a mix of medical and surgical specialties from over 11 GME programs and to third-year medical students. The workshop was a single 90-minute session formatted as a gamified mystery dinner including characters and sequentially revealed clues to promote engagement. Participant satisfaction and subjective knowledge, skills, and attitudes were assessed with a pre/post survey. Results: The workshop was completed by 134 learners between October 2018 and October 2019. The short workshop duration and premade simulation allowed a small number of faculty to train a wide variety of learners in various educational settings. Participants' presurvey (124 out of 134, 92%) versus postsurvey (113 out of 134, 84%) responses showed that attitudes about RCA were statistically improved across all domains queried, with an average effect size of 0.6 (moderate effect); 91% of participants would recommend this course to a colleague. Discussion: A 90-minute, gamified, simulated RCA workshop was taught to medical students and multiple GME specialties with subjective improvements in patient safety attitudes and knowledge while alleviating faculty time constraints in case development.


Asunto(s)
Análisis de Causa Raíz , Estudiantes de Medicina , Curriculum , Humanos , Comidas , Seguridad del Paciente
43.
Public Health Nurs ; 2021 Jul 10.
Artículo en Inglés | MEDLINE | ID: mdl-34245176

RESUMEN

As part of a new directive, the Human Resources Services Administration (HRSA) mandated Area Health Education Center (AHEC) Programs across the nation to implement an interprofessional education (IPE) program for health professional students, with the goal of fostering collaborative practice among health profession students and motivating students to work in medically underserved areas post-graduation. The South Texas AHEC Program collaboratively developed and implemented a co-curricular IPE initiative, the AHEC Scholars Program, including didactic and practicum components, focused on the needs of communities in our area. A pre-post quasi-experimental design was used to evaluate the student outcomes related to IPEC Competencies and knowledge and preparation for the practice of core topic areas mandated by HRSA. Student outcomes showed statistically significant improvement in all measures. In order to obtain more detailed accounts of students' practicum experiences, students were asked to complete reflective journals after each practicum. The AHEC Scholars Program provides students with opportunities to work with underserved populations and enables students to explore the benefits of team-based care. This article summarizes the collaborative process of the development and implementation of the AHEC Scholars Program; secondly, it details student outcomes from a 3-month pilot study.

44.
Thorac Surg Clin ; 31(3): 229-235, 2021 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-34304831

RESUMEN

In this chapter, the authors review and discuss the literature on multidisciplinary cancer conferences (MCCs, aka tumor boards), clarifying the terminology, showing the evolution of the field, and providing an evidence-based perspective on positive outcomes, best practices, factors influencing the quality of MCCs, evaluation tools to assess the quality of MCCs, and quality improvement interventions for MCCs. The authors then discuss some perspectives from their MCC and initiatives that they undertook to improve the work of their team and the care that they provide to patients in the area of thoracic oncology.

45.
Gerontol Geriatr Educ ; : 1-9, 2021 Jul 24.
Artículo en Inglés | MEDLINE | ID: mdl-34308798

RESUMEN

In response to a statewide stay-at-home order during the COVID-19 pandemic, the Seniors Clinic launched an interprofessional student-led, telephone-based outreach initiative targeting older adults deemed high risk for social isolation. The initiative primarily aimed to enhance students' geriatric and interprofessional education during a time when clinical learning opportunities were limited, as well as supporting geriatric patients and providers through outreach during the COVID-19 quarantine period. Nurse practitioner, medical, and pharmacy students participated in virtual patient contact, geriatric case-based learning, and team-based interprofessional development. We conducted pre-and post-outreach assessments with students and geriatric providers to determine the effects of this initiative. After participating in the 3-month outreach initiative, interprofessional students reported increased confidence in conducting outreach calls, participating in interdisciplinary team discussions, and reviewing geriatric cases. This student-led telephone-based outreach to older adults improved students' exposure to and confidence with interprofessional teamwork and geriatric medicine. Our experience can inform future interprofessional initiatives to improve outreach to populations affected by public health emergencies.

46.
Curr Pharm Teach Learn ; 13(8): 1061-1066, 2021 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-34294248

RESUMEN

BACKGROUND: We implemented and evaluated communication and interprofessional socialization after a unique rotation between final year pharmacy students and medical residents. INTERPROFESSIONAL EDUCATIONAL ACTIVITY: Pharmacy students on an advanced pharmacy practice experience (APPE) in pediatric critical care completed a standard experience with (i.e. intervention group) or without (i.e. control group) a medical resident as part of the pharmacy team. The objectives of this study were to evaluate pharmacy student social phobia, communication apprehension, interprofessional socialization, value placed on interprofessional teams, and comfort interacting with a physician as a result of the APPE. Practicality and sustainability were also evaluated. DISCUSSION: Forty-six students participated (28 control, 18 intervention). Both groups had similar baseline characteristics and measure scores. No changes were observed in social phobia or communication apprehension. Both control and intervention groups showed improved scores in interprofessional socialization and valuing. Scores on the Self-Perceived Ability subscale of the Interprofessional Socialization and Valuing Scale increased for the intervention group, but not for the control group. Comfort interacting with a physician was higher in the intervention than the control group. Minimal changes to the APPE were made during the six-year study, and practicality and sustainability were positive. IMPLICATIONS: Limited data describe interactions between pharmacy students and medical residents on APPEs. Participating students increased their comfort and self-perceived ability in interacting with a physician. Due to the limited need for extra time or financial resources, this experience could be applied and studied in additional settings to assist in preparing practice ready pharmacists.

47.
Curr Pharm Teach Learn ; 13(8): 1067-1072, 2021 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-34294249

RESUMEN

BACKGROUND: This report describes a telehealth-based interprofessional education (IPE) module that connected medical and pharmacy students across different geographical locations. The IPE module focused on developing strategies aimed at reducing health inequities related to social determinants of health. INTERPROFESSIONAL EDUCATION ACTIVITY: Teams of one doctor of osteopathic medicine and one or two doctor of pharmacy students were created by the course faculty member. Teams were instructed to meet at least four times via videoconferencing technology to discuss their assigned health inequity. Teams were instructed to design possible interventions to reduce the health inequity in their communities. Students completed the Interprofessional Collaborative Competency Attainment Scale (ICCAS) and a peer evaluation to provide feedback to their team member(s). DISCUSSION: Four hundred and seventy teams comprising 1099 students have participated in this IPE module. On the ICCAS, significant improvement was noted on all items with highest gains on items related to communication and collaboration. On the 2018-2019 peer evaluations, 84.5% of students rated their teammates as exceptional on the item "rate your team member's respect for you and others on the team." On the 2019-2020 peer evaluations, highest agreement was noted on the statement "this student is able to act with honesty and integrity in relationships with other team members." A total of 81% of students felt that the IPE module was useful to their learning. IMPLICATIONS: Improvement in the ICCAS and positive peer evaluations support a telehealth-based model for provision of IPE.

48.
Curr Pharm Teach Learn ; 13(8): 1078-1098, 2021 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-34294251

RESUMEN

BACKGROUND: To identify and classify methods for assessing professionalism across health profession degree programs and identify gaps in the literature regarding types of assessments. METHODS: The authors conducted a scoping review of articles published from database inception through 24 January 2020. Included articles described an assessment approach for professionalism in health profession degree programs available in full-text in the English language. Articles were classified based on profession, timing of assessment, feedback type, assessment type, professionalism dimension, and Barr's modified Kirkpatrick hierarchy. RESULTS: Authors classified 277 articles meeting inclusion criteria. Most articles were from medical education (62.5%) conducted during didactic (62.1%) or experiential/clinical curriculum (49.8%). Few articles (15.5%) described longitudinal assessment. Feedback type was formative (32.2%) or summative (35%), with only 8.3% using both. Assessment types frequently reported included self-administered rating scales (30%), reflections (18.8%), observed clinical encounters (17.3%), and knowledge-based tests (13.4%). Ethical practice principles (65%) and effective interactions with patients (48.4%) were the most frequently assessed dimensions of professionalism. Authors observed balanced distribution among Barr's modified Kirkpatrick model at levels of reaction (38.3%), modification of perceptions and attitudes (33.6%), acquisition of knowledge and skills (39%), and behavioral change (36.1%). IMPLICATIONS: The classification scheme identified in current literature on professionalism assessment does not align with International Ottawa Conference Working Group on the Assessment of Professionalism recommendations. Gaps identified were limited description of professionalism assessment during admissions, infrequent longitudinal assessment, limited use of methods for both formative and summative assessment, and limited reports of assessments applicable to interprofessional education settings.

49.
Simul Healthc ; 2021 Jul 26.
Artículo en Inglés | MEDLINE | ID: mdl-34319267

RESUMEN

SUMMARY STATEMENT: On-site interprofessional education (IPE) simulation is primarily used to teach students teamwork, communication, and crisis resource management. Participants view it as an educational environment in which to acquire and consolidate skills. Virtual IPE simulation is traditionally seen as an opportunity to supplement, complement, and reinforce on-site IPE (OI). We used VI as the sole simulation method during the COVID-19 pandemic to provide IPE because of constraints of social distancing. The VI resulted in substantially achieving similar learning outcomes to OI. This suggests that VI, which has the advantage of being cheaper and more easily scalable than OI, may be an effective remote learning modality for IPE.

50.
Simul Healthc ; 2021 Jul 26.
Artículo en Inglés | MEDLINE | ID: mdl-34319271

RESUMEN

INTRODUCTION: Nonaccredited simulation fellowships have multiplied resulting in fellowship differences. Standardization of fellowship content and requirements is needed, especially if accreditation is to be achieved. Simulation fellowship criteria were developed using expert consensus and the Accreditation Council for Graduate Medical Education requirements to frame the supporting pillars for accreditation. METHODS: Core curricular components, subelements, and requirements for graduation were derived from a literature review and existing fellowship curricula. A modified Delphi process was performed to establish fellowship program content and requirements. A priori criteria for inclusion or exclusion were used during 3 iterative rounds. Experts could recommend items for inclusion. RESULTS: Fourteen publications and 71 curricula were reviewed with 7 core curriculum components and 44 subelements identified for subsequent expert panel review. All core components were included by consensus: application of teaching and debriefing, business and leadership, curriculum development, educational theory, operational support, research, and assessment and evaluation. Thirty-eight subelements reached consensus. Graduation requirements included a research or scholarly project and a minimum number of debriefing activities, evaluation activities, original simulation curricula, skill-based teaching activities, scenario-based activities, and interprofessional education activities. The maximum number of clinical hours per week was 16 to 20. CONCLUSIONS: Using a modified Delphi process, experts reached consensus on core curriculum components, subelements, graduation requirements, and maximum number of clinical hours to establish Accreditation Council for Graduate Medical Education accreditation criteria for a simulation standardization of simulation fellowships for physicians. Further work is needed to define other parameters including program infrastructure and assessment.

51.
PLoS One ; 16(7): e0253491, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34242240

RESUMEN

There are challenges related to collaboration among health professionals in resource-limited settings. Continuing Interprofessional Education initiatives grounded on workplace dynamics, structure and the prevailing attitudes and biases of targeted health professionals may be a vehicle to develop collaboration among health professionals. Workplace dynamics are revealed as health professionals interact. We argue that insights into the interaction patterns of health professionals in the workplace could provide guidance for improving the design and value of CIPE initiative. The study was conducted through rapid ethnography and data were collected from non-participant observations. The data were transcribed and analysed through an inductive iterative process. Appropriate ethical principles were applied throughout the study. Three themes emerged namely "Formed professional identities influencing interprofessional interaction", "Diversity in communication networks and approaches" and "Professional practice and care in resource limited contexts". This study revealed poor interaction patterns among health professionals within the workplace. These poor interaction patterns were catalyzed by the pervasive professional hierarchy, the protracted health professional shortages, limited understanding of professional roles and the lack of a common language of communication among the health professionals. Several recommendations were made regarding the design and development of Continuing Interprofessional Education initiatives for resource-limited settings.

52.
GMS J Med Educ ; 38(5): Doc91, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34286071

RESUMEN

Background: Patient-centredness (PCN) is an increasingly demanded objective in health care and has gained importance for the care situation, for research, and the education of healthcare professions. The literature shows that the term PCN is not uniformly defined. Key aspects for the concept of PCN can be found in the integrative model and its dimensions by Scholl and colleagues (2014), which are incorporated into the acquisition of competencies in Objective Structured Clinical Examination (OSCE) examination formats. The inclusion of subjective experiences of persons directly affected in health-related situations is recognized as an important factor for continuous improvement in health care. In the interprofessional education of healthcare professions, subjective experiences serve as a starting point in relation to OSCE exams. In this context, the project "DIPEx" "Database of Individual Patients' Experiences" stands for the systematic collection and evaluation of subjective experiences of illness using scientific methods. Aim: The aim of this interprofessional training workshop was to show how PCN can support the writing of case vignettes based on real experiences from systematically collected narratives within the DIPEx project, as well as the preparation of simulation subjects for OSCE examinations in the healthcare professions. Methods: Interactive, moderated workshop with two theory-based input presentations on the systematic development of interprofessional case vignettes based on four steps, group work with synthesis in the form of statements, and a concluding outlook. Results: With regard to the aims of the workshop, the synthesis included results at two levels: exemplary results on aims not explicitly addressed: Interprofessional teaching is full of presuppositions and requires clarification of four different perspectives in advance to be included in case development;exemplary results on explicitly addressed aims: Listening to and incorporating the real-life experiences and narratives of persons directly affected in health-related situations and their families was seen as an important learning aspect for PCN in relation to the practitioner-patient relationship. Five key statements on explicit aims for case development involving PCN emerged from the group work. Conclusion: Competency-based interprofessional education of health professionals and PCN can benefit from real patient narratives of health and illness as simulated patients can portray roles in OSCE formats in a realistic and convincing manner.

53.
Fam Med ; 53(7): 548-555, 2021 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-34289500

RESUMEN

The practice of family medicine is undergoing rapid transformation, with increasing recognition that family physicians can most effectively meet the needs of individual patients and populations within the context of highly effective interprofessional teams. A substantive evidence base exists to support effective workplace learning by practicing health care teams and learners, much of which has been developed in primary care teaching practices. A strong national consensus now emphasizes the importance of the interprofessional clinical learning environment, including in graduate medical education. Evidence for the impact of improved team function on quadruple aim outcomes is increasingly robust. The World Health Organization, Interprofessional Education Consortium, National Collaborative for Improving the Clinical Learning Environment, and National Center for Interprofessional Practice and Education have developed evidence-based approaches and tools for improving interprofessional collaboration to improve important health outcomes in the clinical learning environment. Embracing the practice as the curriculum and preparing our residency graduates to work within high-functioning interprofessional collaborative practice teams, family medicine has the opportunity to lead the way in demonstrating the value of effective interprofessional practice across health care settings, including virtual teaming, to improve the health of the communities we serve, and across the nation.

54.
MedEdPORTAL ; 17: 11166, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34277932

RESUMEN

Introduction: Imposter syndrome (IS) is a feeling of being an intellectual fraud and is common among health professionals, particularly those underrepresented in medicine. IS is accompanied by burnout, self-doubt, and beliefs of decreased success. This workshop aims to discuss the impact of IS and develop strategies to confront IS at the individual, peer, and institutional levels. Methods: During the 75-minute interactive workshop, participants listened to didactics and engaged in individual reflection, small-group case discussion, and large-group instruction. Workshop participants and facilitators included medical students, residents, fellows, faculty, staff, and program leadership. Anonymous postworkshop evaluations exploring participants' satisfaction and intentions to change their behavior were collected. Descriptive statistics were used to analyze the quantitative data, and content analysis was used to analyze participants' intentions to change their behavior. Results: The workshop was presented at three local academic conferences and accepted at one national conference. Data were collected from 92 participants. Ninety-two percent of participants felt the workshop met its objectives, and 90% felt the workshop was a valuable use of their time. Furthermore, 90% of participants stated they would apply information learned at the workshop in the future. The participants indicated an intent to change behavior on individual, peer, and institutional levels, while recognizing that barriers exist at all those levels. Discussion: This workshop proved to be an effective means to discuss strategies on how to address IS at the individual, peer, and institutional levels. The materials can be adapted for relevance to various audiences.


Asunto(s)
Agotamiento Profesional , Estudiantes de Medicina , Personal de Salud , Humanos , Liderazgo , Aprendizaje
55.
GMS J Med Educ ; 38(5): Doc90, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34286070

RESUMEN

Background: In the bachelor degree program Interprofessional Health Care that combines professional training and study, students work part-time in their chosen professions after completing training. The increase in students' working hours due to COVID-19 and the switch to a digital teaching format raised the question as to how a successful and flexible educational concept can be created online in this context. A blended-learning strategy in combination with a competency model for interprofessional learning was chosen as theoretical reference point for implementation. Based on a module for academic poster presentation in front of an interprofessional plenum, the sequence of the learning process organization in the phases "kick-off", "self-directed learning" and "online seminar" is exemplified and discussed with regard to its suitability for digital interprofessional teaching. Implementation: During implementation it was important to clearly define the module's scope and sequence at the very beginning. The use of screencasts enabled students to individually pace their learning during the preparatory self-directed learning phase. Embedding assignments in the screencasts served to aid students in their learning. The synchronous exchange in interprofessional small groups was experienced as profitable for the own poster production. Several students perceive their own poster presentation in digital format as an increase in competence and a basis for future academic presentations. Summary: In summary, the entire interprofessional module was successfully implemented digitally in the phases "kick-off", "self-directed learning" and "online seminar". For synchronous learning, virtual small group workspaces seem particularly suitable for learner activation. The practical implementation of the acquired competencies in the form of the poster presentation is crucial for ensuring the learning success.


Asunto(s)
COVID-19 , Comunicación , Curriculum , Empleos en Salud/educación , Internet , Educación Interprofesional/métodos , Pandemias , Éxito Académico , Humanos , Aprendizaje , Competencia Profesional , Estudiantes , Enseñanza
56.
Med Teach ; 43(sup2): S32-S38, 2021 07.
Artículo en Inglés | MEDLINE | ID: mdl-34291717

RESUMEN

Promoting optimal health outcomes for diverse patients and populations requires the acknowledgement and strengthening of interdependent relationships between health professions education programs, health systems, and the communities they serve. Educational programs must recognize their role as integral components of a larger system. Educators must strive to break down silos and synergize efforts to foster a health care workforce positioned for collaborative, equitable, community-oriented practice. Sharing interprofessional and interinstitutional strategies can foster wide propagation of educational innovation while accommodating local contexts. This paper outlines how member schools of the American Medical Association Accelerating Change in Medical Education Consortium leveraged interdependence to accomplish transformative innovations catalyzed by systems thinking and a community of innovation.


Asunto(s)
Educación Médica , Personal de Salud , Servicios de Salud Comunitaria , Empleos en Salud , Personal de Salud/educación , Humanos , Relaciones Interprofesionales , Estados Unidos
57.
Nurse Educ Today ; 105: 105023, 2021 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-34198160

RESUMEN

BACKGROUND: Interprofessional education initiatives can be used as effective means to influence students' perceptions of their own and others' roles and interactions as health professionals. There is a need to better understand how interprofessional education learning outcomes are appreciated by students. AIM: The aims of this study were to describe and compare evaluation feedback from students in undergraduate nursing and medicine programmes about the learning outcomes of an interprofessional education initiative. METHODS: A mixed methods pre-post-study design was used to collect data using evaluation questions about the initiative and two interprofessional learning outcomes: communication and teamwork. Ratings were analysed with a two-way repeated measures analysis of variance or a t-test. Written responses were analysed using a general inductive approach. RESULTS: Data from 30 nursing students and 12 medical students were analysed. A noteworthy finding was a significantly higher average rating for nursing students than medicine students before and after the session for the statement about valuing interprofessional learning. Three themes represented comments from both groups: positive experiences, relevance to practice, and learning design issues. DISCUSSION: Findings were interpreted to indicate that students from both programmes valued the learning outcomes session and was greater at the end of the session. Notably, the perceived value of interprofessional learning was higher for nursing students than medical students before and after the session. This finding may be related to the familiarity nursing students may have with the teaching methods used in the initiative. Further exploration of this finding is needed so educators can better understand how they can provide optimal learning experiences for all students who participate in interprofessional education. CONCLUSION: Nursing and medicine students appear to value the interprofessional learning outcomes in an undergraduate health professional initiative. However, differences between these two groups of students are an area for further exploration.


Asunto(s)
Bachillerato en Enfermería , Estudiantes de Medicina , Estudiantes de Enfermería , Humanos , Educación Interprofesional , Relaciones Interprofesionales , Aprendizaje
58.
J Contin Educ Nurs ; 52(8): 362-366, 2021 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-34324376

RESUMEN

Ambulation is one of the most frequently reported components of unfinished nursing care, yet early mobilization can prevent patient deconditioning. This project was designed as an interprofessional mobility training program by using educational neuroscience theory to engage learners in appreciating the need for early ambulation and change behaviors. This article reviews one initiative that incorporated neuroscience and learning science in the teaching methodologies to achieve high rates of successful educational outcomes. [J Contin Educ Nurs. 2021;52(8):362-366.].


Asunto(s)
Ambulación Precoz , Educación Continua en Enfermería , Educación Interprofesional , Difusión de Innovaciones , Ambulación Precoz/enfermería , Educación Continua en Enfermería/métodos , Humanos
59.
Nurse Educ Pract ; 54: 103118, 2021 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-34198185

RESUMEN

AIM: This study explores the faculty perspective of an interprofessional clinical scholars program to identify recommendations for strengthening team collaboration between academia and clinical practice. BACKGROUND: Interprofessional evidence-based practice, pairing higher education and clinical practice, is a critical part of nursing education. DESIGN: This qualitative study consisted of two phases of participant engagement, in both data collection and data analysis. METHODS: Specifically, faculty participated in a focus group discussion followed by a card sort of initial codes. RESULTS: The major themes identified are Unifying the Team and Navigating Layers of Challenge, encompassing concepts of teamwork and programmatic context that supported or disrupted interprofessional collaboration. This study affirms the importance of role clarity, connectedness, intentionality and continuity within clinical teams. Moreover, faculty identified barriers to teamwork based on workload, leadership turnover and constraining environmental forces. CONCLUSIONS: Recommendations for effective teamwork in an interprofessional setting will strengthen future collaboration between higher education and clinical settings.


Asunto(s)
Docentes , Relaciones Interprofesionales , Humanos , Liderazgo , Investigación Cualitativa
60.
Sr Care Pharm ; 36(8): 375-380, 2021 Aug 01.
Artículo en Inglés | MEDLINE | ID: mdl-34311815

RESUMEN

The COVID-19 pandemic has radically changed how the world operates and introduced a multitude of unprecedented challenges for all health professionals, especially for those responsible for training learners, including pharmacy residents and students. Due to density and social distancing restrictions, many pharmacy schools and residency programs had to transition to virtual experiential learning-with little to no existing literature, structure, or adequate time for planning. This article offers a variety of approaches to ensure that pharmacy learners meet accreditation requirements, engage in interprofessional education and collaboration, reflect on their learning, prioritize self-care, and are adequately prepared to enter geriatric pharmacy practice despite current challenges with the COVID-19 pandemic. Authors address both challenges, as well as opportunities to expand future experiential education for all pharmacy learners.


Asunto(s)
COVID-19 , Educación en Farmacia , Farmacia , Anciano , Humanos , Pandemias/prevención & control , Aprendizaje Basado en Problemas , SARS-CoV-2
61.
J Homosex ; : 1-30, 2021 Jul 30.
Artículo en Inglés | MEDLINE | ID: mdl-34328062

RESUMEN

In the 2015 United States Trans Survey, trans people overwhelmingly indicated that training health-care providers about trans health is an urgent policy priority within the US. This literature review examines the types of educational training interventions health professional schools have developed from 2015-2020 focused on trans health. This review revealed that the fields of medicine and interprofessional education have created the majority of interventions, which tend to increase students' knowledge, comfort, and confidence working with trans patients. Schools of counseling, social work, and public health are not adequately developing curriculum and interventions that prepare students in health professional schools to work with trans people. Recommendations include schools of medicine developing more faculty expertise in trans medicine, professional organizations requiring trans content on licensure exams, state licensure boards requiring continuing education in trans health, and health professional schools increasing the use of trans standardized patients and trans panels.

62.
J Interprof Care ; : 1-12, 2021 Jul 30.
Artículo en Inglés | MEDLINE | ID: mdl-34328390

RESUMEN

As use of complementary medicine (CM) is increasing, health professionals may require proper training in CM to offer evidence-based advice to their patients. The aim of this study was to explore interprofessional collaboration (IPC) in CM in order to gain a comprehensive overview of determinants and to facilitate the definition of objectives for an undergraduate interprofessional educational module. Pursuant to a sequential mixed-methods approach, focus groups and individual interviews with health professionals, who actively use CM in patient care, were conducted. All hospital employees at the University Hospital Lübeck, Germany, were asked to complete an online questionnaire that was based on the previously obtained qualitative results. The interviews with 20 participants revealed four main themes: profession-specific aspects, communication, health care system-associated factors, and the influence of CM on interprofessional dynamics. An analysis of the 157 responses in the online questionnaire showed that team meetings (n = 124, 79%) were most frequently stated as promoting IPC. In binary regression analyses, nursing (OR = 6.17 [2.02-18.84]) and medical professions (OR = 3.77 [1.27-11.18]) predicted evidence-based care as enabler for IPC. Hence, teaching professional competencies and an equal understanding of evidence-based medicine seems necessary to promote IPC within CM.

63.
Healthc Q ; 24(2): 27-32, 2021 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-34297660

RESUMEN

The onset of the COVID-19 pandemic in March 2020 required hospitals to respond quickly and effectively to ensure the availability of healthcare professionals to care for patients. The Ottawa Hospital in Ottawa, ON, used a five-step process to ensure organizational readiness for redeployment of regulated health professionals as and when necessary: (1) define current scopes of practice; (2) obtain discipline-specific input; (3) develop strategies based on literature review and government dictates; (4) identify potential duties; and (5) ensure support for staff. With hospital management support, this plan was readily implemented. Results are discussed in terms of operational outcomes (e.g., number and type of deployments) and staff experience. Outcomes were positive and led to recommendations for improved organizational readiness.


Asunto(s)
COVID-19/epidemiología , Educación Interprofesional , Administración de Personal en Hospitales , Planificación Hospitalaria , Humanos , Educación Interprofesional/métodos , Educación Interprofesional/organización & administración , Liderazgo , Ontario/epidemiología , Administración de Personal en Hospitales/métodos , Personal de Hospital/provisión & distribución
64.
Pharmacology ; 106(9-10): 534-541, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34304231

RESUMEN

INTRODUCTION: Pharmacogenomics, which emerged from disciplines such as pharmacology and genetics, is an increasingly important interdisciplinary field of health research, as indicated by the rapid growth of related literature. The aim of this study was to evaluate knowledge among genetics and pharmacology health-care students and to evaluate their exposure to and perceptions of pharmacogenomics. METHODS: An anonymous, 28-item online survey was distributed to medical and pharmacy students enrolled at Yarmouk University, Jordan. RESULTS: The respondents (n = 300) had an overall moderate level of knowledge regarding genetics and pharmacology. Most respondents recognized the benefits of pharmacogenomics for therapy optimization, but they had insufficient exposure to the topic. Most respondents supported providing pharmacogenetic testing in Jordan. The most preferred educational format in pharmacogenomics was integration in pharmacology courses. DISCUSSION/CONCLUSION: Medical and pharmacy students are becoming increasingly aware of the importance of pharmacogenomics in therapy optimization. Challenges such as the complexity of the topic and low retention of previous knowledge should be addressed to promote pharmacogenomics education. More work is needed to increase students' exposure to pharmacogenomics information. A deeper integration of pharmacogenomics applications into pharmacology courses is proposed to emphasize applications of pharmacogenomics.

65.
Am J Pharm Educ ; 85(3): 848116, 2021 03.
Artículo en Inglés | MEDLINE | ID: mdl-34283775

RESUMEN

Objective. To teach interprofessional communication and teamwork skills to health professions students through a standardized patient simulation on acute patient stabilization and measure the impact on learners' perceptions of interprofessional collaboration.Methods. Medical and pharmacy students in their final year and post-licensure nurses in their initial six-month probationary period worked together to stabilize a simulated acutely ill standardized patient. Perceptions of IPE were assessed pre- and post-simulation using the Student Perceptions of Interprofessional Clinical Education-Revised Instrument, version 2 (SPICE-R2). Medical student participants' scores were compared to those of a concurrently enrolled cohort of medical students who did not participate in the simulation.Results. Eighty learners participated in the simulation and all completed pre and post SPICE-R2 assessments. Learners' perceptions increased significantly in all domains, including understanding of roles in collaborative practice, interprofessional teamwork and team-based practice, and patient outcomes from collaborative practice. Compared to the control cohort, participants' perceptions of team-based practice and the impact on patient outcomes improved significantly, while a statistically similar improvement in scores for understanding of roles and responsibilities was seen. The SPICE-R2 scores increased similarly among students in each profession. Repeat exposure to the simulation continued to improve perceptions but not as robustly as the initial simulation.Conclusion. This simulation changed learners' perceptions of how interprofessional collaboration affects patient care, which supports the incorporation of standardized patient-based interprofessional education even in the late-stage education of health professionals.

66.
J Physician Assist Educ ; 32(3): 176-181, 2021 Sep 01.
Artículo en Inglés | MEDLINE | ID: mdl-34313652

RESUMEN

PURPOSE: The purpose of this 4-year study was to explore the efficacy of a multimodal interprofessional education (IPE) curriculum that was developed for learners at rural campuses. METHODS: Over the study period, participants included 113 learners and 7 faculty facilitators from 4 degree programs: Physician Assistant Studies, Social Work, Imaging Sciences, and Medicine. The study used a mixed-methods design, which included a combination of rating scale items (quantitative) and open response items (qualitative). RESULTS: The results demonstrated statistically significant gains in the development of interprofessional competencies and a medium-large effect size for practical significance. The overall program evaluation ratings demonstrated learner satisfaction at or above the midpoint (benchmark) for each of the 4 years evaluated. The faculty facilitation was also rated highly. CONCLUSION: The results of this 4-year study indicate that the Rural IPE program curriculum effectively employed technology to meaningfully engage rural learners in the acquisition and application of interprofessional competencies.

68.
Acad Radiol ; 2021 Jun 28.
Artículo en Inglés | MEDLINE | ID: mdl-34210613

RESUMEN

Interprofessional education (IPE) brings educators and learners from two or more health professions together in a collaborative learning environment, specifically assuring that learners function as a team to provide patient-centered care, with each team member contributing a unique perspective. The Liaison Committee on Medical Education, the Accreditation Council for Graduate Medical Education, and the American Board of Radiology have endorsed interprofessional and team communication as essential core competencies. Radiology educators must understand, include, and optimize IPE in their pedagogy; as a specialty, radiology must innovate more interprofessional experiences for medical students, residents and other allied health professions.

69.
PLoS One ; 16(7): e0255086, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34293058

RESUMEN

BACKGROUND: Interprofessional education (IPE) is crucial in dentistry, medicine, and nursing. However, scant mixed methods studies have compared the IPE outcomes across these disciplines to develop evidence-based IPE. This study explored the differences in the readiness of dental, medical, and nursing students for interprofessional learning before and after IPE workshops and elucidated reasons for this disparity. METHODS: Data were obtained from dental, medical, and nursing students who participated in IPE workshops conducted at Tokyo Medical and Dental University in Japan in 2019 and 2020. The participants filled the validated Japanese version of the Readiness for Interprofessional Learning Scale (RIPLS) before and after attending the workshops (n = 378). Paired t-tests were performed to assess differences between the pre- and post- workshop RIPLS scores. Welch's t-tests were deployed to evaluate interdisciplinary differences in their scores. Qualitative analyses were conducted using an explanatory sequential design with focus group discussions (FGDs) held with 17 dental students to explain the quantitative results. RESULTS: Total RIPLS scores increased significantly for every discipline after the workshops (p < 0.001). Dental students scored significantly lower pre- and post- workshop aggregates than medical and nursing students, respectively (p < 0.001). The FGDs yielded three principal themes in the explanations tendered by dental students on their lower scores: 1) dental students rarely felt the need for interprofessional collaborations, 2) dentists often worked without the need for interprofessional collaborations, and 3) dental students believed their contribution to the workshop was insufficient. CONCLUSIONS: The results revealed divergences in the readiness of dental, medical, and nursing students for interprofessional learning, and the study illuminated possible reasons for these disparities. These outcomes will help develop evidence-based IPE by indicating approaches to place a higher value on interprofessional collaborations in educational environments, ameliorate the awareness of educators, and enhance the workshop facilitation style.

70.
Curr Pharm Teach Learn ; 13(9): 1127-1134, 2021 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-34330389

RESUMEN

INTRODUCTION: The goal of this initiative was to provide a meaningful introductory pharmacy practice experience (IPPE) to third-year students when opportunities for direct patient interaction are limited. METHODS: A single, pretest/posttest quasi-experiment was used to evaluate the impact of a structured pharmacy-based education series (intervention 1) and an interprofessional simulation (intervention 2) during combined internal medicine (IM) and infectious diseases (ID) IPPEs. Intervention 1 consisted of five, three-part pharmacy-based educational sessions, while intervention 2 consisted of an interprofessional simulated rounding experience. Pre- and post-rotation examinations were given to evaluate the impact of the interventions on student knowledge. Confidence was measured in 11 or 12-question pre- and post-surveys using a four-point Likert scale: strongly disagree, disagree, agree, strongly agree. RESULTS: Thirty-six students (30 in intervention 1 and six in intervention 2) were included. In intervention 1, there was a 19% improvement in IM knowledge (45% vs. 64%) and 10% improvement in ID knowledge (40% vs. 50%). In intervention 2, there was a significant improvement in both IM (30% vs. 40%) and ID (50% vs. 65%) and knowledge questions (10% and 15% improvements, respectively). In both interventions, most students reported increased confidence. CONCLUSIONS: Knowledge and confidence improved in both intervention groups, demonstrating that there are ways to enhance IPPEs without direct patient interaction.

71.
Curr Pharm Teach Learn ; 13(9): 1135-1140, 2021 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-34330390

RESUMEN

INTRODUCTION: Globalization, combined with health professional students increasingly seeking international interprofessional service learning (IISL) experiences, presents new challenges and opportunities for faculty establishing these programs. This paper describes the novel process of utilizing a faculty-led team of health professions graduate students to evaluate IISL opportunities with an international partner. METHODS: An interprofessional task force recruited student volunteers to travel abroad for the purpose of evaluating the potential learning opportunities at an international site. Faculty and students utilized an assessment tool adapted from the University of Minnesota's "Health and Safety Site Visit Checklist" to evaluate various aspects of the site. Findings were compiled, and students developed a program-specific list of potential collaborative opportunities with a corresponding evaluation of the value and feasibility of these learning experiences. RESULTS: Five students representing the schools of pharmacy, physical therapy, and physician assistant studies were accompanied by two faculty task force members. Compilation of faculty and student assessments revealed general congruence between both evaluation findings and subsequent recommendations for collaboration. There was an expected difference in the focus of faculty and student observations, though all evaluators were in agreement regarding the potential to develop a seven to 10 day IISL experience at the site. Overall, students provided positive feedback regarding their experience as part of the site evaluation team. CONCLUSIONS: Incorporating students as part of the site evaluation process is a valuable and effective method for assessing the logistical and educational characteristics of an IISL experience when developing a relationship with an international partner.

72.
Curr Pharm Teach Learn ; 13(9): 1252-1258, 2021 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-34330406

RESUMEN

BACKGROUND: The establishment of interprofessional education (IPE) as an effective method for training future health care providers, the subsequent establishment of IPE requirements in accreditation standards, and the challenges to integrating IPE into professional-centric curricula have created an environment that encourages opportunity for innovation and collaboration in curriculum design. INTERPROFESSIONAL EDUCATION ACTIVITY: Interprofessional Education Collaborative (IPEC) Core Competencies were integrated into an Interprofessional Case Conference (ICC) model that included six annual case conferences involving students from eight health professions across multiple campuses. Students worked in groups of eight with no more than two students from each profession per group. Interprofessional teams facilitated live progressive cases consisting of iterative guided student discussion alternating with group problem solving, followed by "talk-show style" reports. A retrospective pre-post study design using the validated IPEC Competency Self-Assessment V3 and Student Perspective of Interprofessional Clinical Education tools assessed student perspectives of the ICC model. The online survey was sent to participants who attended at least one ICC in 2015-2016 and 2016-2017. DISCUSSION: Pre-/post-data was available from 94 students. Results revealed modest, but significant, score changes across both instruments, confirming the value of IPE and the ICC training model. IMPLICATIONS: The ICC formula allowed flexibility in applying IPE, resolved scheduling and resources challenges, complemented other IPE programming, and assisted in meeting pharmacy accreditation requirements and the diverse IPE needs of health professions education. The model is flexible, inexpensive, and could be readily replicated at other institutions.

73.
Acad Psychiatry ; 2021 Jul 22.
Artículo en Inglés | MEDLINE | ID: mdl-34292538

RESUMEN

OBJECTIVE: The USA needs to produce more psychiatrists to meet projected workforce deficits. The American Association of Directors of Psychiatric Residency Training Directors (AADPRT) sought to examine opportunities for and obstacles to expanding or creating residencies and fellowships. METHODS: In November 2019, the authors conducted a survey of residency and fellowship directors. The survey gathered information about new positions, new programs, participation in interprofessional education, and loss of residency or fellowship positions. RESULTS: The survey was distributed to psychiatry residency (N=231) and fellowship (N=194) directors, with a response rate of 33.4%. One quarter of responding residencies and fellowships reported creating new programs; 24.7% of residency and 17.5% of fellowships reported expansion. The most common reason to develop or expand programs was the shortage of psychiatrists, with the local institution as the most common funding source. Fifty-seven percent reported that they had wanted to expand, but faced barriers, primarily lack of funding. Recruitment and retention of faculty are major challenges. Psychiatry departments frequently (87.5%) participate in interprofessional education, generally perceived as positive. Unfortunately, 15.7% of respondents reported loss of positions or closure of programs. CONCLUSIONS: Creating and expanding residencies and fellowships are common strategies for addressing the shortage of psychiatrists. Barriers include lack of funding and challenges recruiting/retaining faculty. The loss of residency/fellowship positions or closure of programs is a worrisome trend.

74.
Am J Pharm Educ ; : 8578, 2021 Jul 22.
Artículo en Inglés | MEDLINE | ID: mdl-34301551

RESUMEN

Objective. A direct observation and rating of students' interprofessional teamwork skills was added as a required activity to an advanced pharmacy practice experience (APPE) curriculum using the Individual Teamwork Observation and Feedback Tool (iTOFT). The objective of this evaluation was to determine the appropriateness and feasibility of iTOFT implementation during APPEs. Methods. In the academic year 2018-2019, preceptors administered iTOFT at least once during required acute care and ambulatory care APPEs. After administration, which involved direct observation of students' behavior on an interprofessional team, preceptors evaluated iTOFT results and offered feedback to students. To determine implementation success of the iTOFT activity, an implementation satisfaction survey was administered to preceptors and students, which included questions on appropriateness and feasibility. Results. The iTOFT activity was completed 149 times each during required acute care and ambulatory care APPEs. Results demonstrated positive teamwork behaviors; for example, no students received an 'inappropriate' rating on any iTOFT item. The implementation survey response rate was 33% (34/102) for preceptors and 40% (50/125) for students. Both groups reported that the iTOFT activity was feasible. Respondents also reported that completing the iTOFT activity did not interfere with workflow and that it was not difficult to find opportunities to complete it. Per preceptor report, mean time to complete the iTOFT activity was 37.7 minutes, but there were concerns identified about fidelity to all iTOFT steps. Conclusion. Incorporation of the iTOFT activity into required acute and ambulatory care APPEs was feasible. Future directions include determining ways to increase iTOFT fidelity.

75.
Am J Pharm Educ ; : 8720, 2021 Jul 22.
Artículo en Inglés | MEDLINE | ID: mdl-34301582

RESUMEN

EXECUTIVE SUMMARYEXECUTIVE SUMMARYThe 2020-21 Professional Affairs Committee was charged to (1) Read all six reports from the 2019-20 AACP standing committees to identify elements of these reports that are relevant to the committee's work this year; (2) Identify opportunities and models of integration of pharmacist care services in physician and other health provider practices beyond primary care; (3) Differentiate and make the case for the integration of pharmacist care services from that of other mid-level providers; and (4) From the work on the aforementioned charges, identify salient activities for the Center To Accelerate Pharmacy Practice Transformation and Academic Innovation (CTAP) for consideration by the AACP Strategic Planning Committee and AACP staff. This report provides information on the committee's process to address the committee charges, describes the rationale for and the results from a call to colleges and schools of pharmacy to provide information on their integrating pharmacist care services in physician and other health provider practices beyond primary care practice, and discusses how pharmacist-provided patient care services differ from those provided by other healthcare providers. The committee offers a revision to a current association policy statement, a proposed policy statement as well as recommendations to CTAP and AACP and suggestions to colleges and schools of pharmacy pertaining to the committee charges.

76.
Am J Pharm Educ ; : 8722, 2021 Jul 22.
Artículo en Inglés | MEDLINE | ID: mdl-34301583

RESUMEN

The 2020-21 AACP Argus Commission was charged to 1) review the 2019-2020 standing committee reports; 2) describe the impact of COVID-19 on healthcare delivery with an emphasis on health equity and social justice, 3) identify strategies to work with other health professions associations to advance interprofessional education and practice, and 4) offer recommendations for activities for the Center to Accelerate Pharmacy Practice Transformation and Academic Innovation (CAPT). Two work groups divided charges 2 and 3 and provided assessments of how health care and education might change due to all we have experienced over the 12-plus months of the pandemic. A review of plans for the first year of the CAPT activities and recommendations for additional activities are included in report. The Commission has proposed two new policy statements on digital health, five recommendations for AACP and five suggestions for colleges and schools of pharmacy. The Argus Commission affirms academic pharmacy's adaptability, agency, and association to influence changes in healthcare delivery and interprofessional education and practice.

77.
J Interprof Care ; : 1-9, 2021 Jul 26.
Artículo en Inglés | MEDLINE | ID: mdl-34311658

RESUMEN

Numerous teamwork competency frameworks are designed for co-located, procedure-driven teams delivering care in acute settings. Little is known about their applicability or evaluation among larger teams-of-teams, known as multiteam systems (MTS), involved in delivering care for complex chronic conditions like cancer. In this review we aimed to identify studies examining teamwork competencies or teamwork competency frameworks developed or tested in healthcare teams, identify the extent to which they have been applied or evaluated in cancer care, and understand their applicability to larger MTSs involved in coordinating cancer care. We identified 107 relevant original articles, consensus statements, and prior systematic reviews published from 2013-2019. Most original papers (n = 96) were intervention studies of inpatient acute care teams (52, 54%). Fifty-eight articles (60%) used existing frameworks to define competency domains. Four original articles and two consensus statements addressed teamwork competencies for cancer care. Few frameworks or interprofessional education (IPE) curricula specifically addressed teamwork among larger, distributed teams or examined competencies necessary to overcome care coordination challenges in cancer care MTSs. Research guiding the development of frameworks and IPE that consider challenges to effective coordination among larger MTSs and studies of their impact on patient and clinical outcomes is essential to optimal, high-quality care.

78.
J Dent Educ ; 2021 Jul 26.
Artículo en Inglés | MEDLINE | ID: mdl-34312837

RESUMEN

BACKGROUND: Primary care training schools and programs lack a validated tool to assess their oral health curriculum, and researchers lack a tool to compare oral health curricula across programs/schools and different disciplines. OBJECTIVE: This study describes the process and results of creating a 15-item oral health curriculum evaluation tool (OHCET). METHODS: Three-phased development of the OHCET from 2018 to 2020 including (a) Delphi group/tool development; (b) tool pilot test; and (c) tool validation/cognitive interviews. RESULTS: A total of 23 program deans/directors participated in the tool validation/cognitive interviews. Summarizing accuracy scores of all 15 items, the mean accuracy score was 87.1. There was a high correlation (0.917) between the program's total score and the program director's self-assessed competence of their learners at the time of graduation. CONCLUSIONS: The OHCET was validated and can be used in primary care training programs and schools across the country for institutional evaluation and for research purposes. Program directors and deans can also have some confidence that their ability to subjectively assess their learner's oral health knowledge and skills at graduation is accurate.

79.
N Z Med J ; 134(1539): 9-20, 2021 Jul 30.
Artículo en Inglés | MEDLINE | ID: mdl-34320611

RESUMEN

AIM: Any transition of patient care is a high-risk time for communication error. This paper explores whether the presence of a pharmacist as part of an interprofessional group provides additional benefit and safety in transitions of care. METHOD: Six pharmacy interns and newly qualified pharmacists joined participants from seven other health professional training programmes to take part in an interprofessional education activity. Participants were assigned to 24 mixed-professional groups. Each group was required to craft a discharge summary for the same simulated patient. Groups without a pharmacist were given additional written documentation, including medication reconciliation, discharge prescription and discharge recommendations. The 24 discharge summaries were assessed for any medication-related information, both positive and negative. Groups with a pharmacist (6) were compared with groups who did not have a pharmacist (18) for completeness and accuracy of medication management. RESULTS: An in-person pharmacist provided more thorough, comprehensive, accessible and accurate information for the community team (p=0.003). Although there was no difference in the absolute number of medication errors between the groups (p=0.057), the groups with a pharmacist showed a significant reduction in the severity of the errors (p=0.009). This result happened despite the groups without a pharmacist being provided with all the required medication information for safe transition of care. CONCLUSION: These findings support the case for greater involvement from a pharmacist in a patient's healthcare team, particularly for any transition of care. Healthcare teams that include a pharmacist are more likely to exceed minimum safety expectations and make less severe errors.

80.
J Chiropr Educ ; 2021 Jul 28.
Artículo en Inglés | MEDLINE | ID: mdl-34320646

RESUMEN

OBJECTIVE: To describe perceptions of knowledge of interprofessional teams and value of interprofessional education (IPE) among 3 distinct years of chiropractic students at 1 chiropractic college. METHODS: A 24-item cross-sectional survey was administered to 247 chiropractic students in years 1-3 within a single institution. Surveys included 5 demographic questions and the 19-item Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS collected information on perceptions and value of interprofessional health care in a health care training program. Each question is scored on a 1-5 scale, with 5 indicating a stronger agreement. Multivariable analysis was used for comparison. RESULTS: Out of a total 321 eligible students, 247 (148 male) students completed the survey from year 1 (n = 66), year 2 (n = 102), and year 3 (n = 79), respectively. Most students (68%) were 18-25 years old. The mean compiled score of all 3 years (n = 231) was 77.2 (SD = 9.1). Each individual's year scores were as follows: year 1 (n = 60, mean = 79.7, SD=7.4), year 2 (n = 95, mean = 76.9, SD = 9.1), and year 3 (n = 76, mean = 75.4, SD = 9.9). Of the 247 students who responded, 87% of participantsagreed with "shared learning with other health care students will increase my ability to understand clinical problems." CONCLUSION: Most participants demonstrated a positive response to IPE and collaborating with health care teams. Participants in earlier years demonstrated a more positive response compared to later years. While positive perceptions to IPE were demonstrated, chiropractic students lacked knowledge and understanding of their role within an interprofessional health care team.

82.
J Dent Educ ; 2021 Jul 06.
Artículo en Inglés | MEDLINE | ID: mdl-34227693

RESUMEN

PURPOSE/OBJECTIVES: To pilot an online interprofessional education (IPE) applied learning activity (ALA), to understand students' socialization and values towards IPE teams, and evaluate the IPE learning activity for future implementation. METHODS: A pre-and post-test design was used to assess interprofessional socialization and values utilizing the (ISVS-9A/9B) surveys before and after the IPE ALA among dental hygiene (DH) and Master of Public Health (MPH) students (n = 86). Three statements from the ISVS-9A/9B surveys were not included due to the nature of the activity. The IPE ALA was a case study related to a federally funded community health center seeking funding for a dental van within 14 local targeted communities (i.e., children, senior citizens, special needs). Student groups were randomly assigned to one targeted community and completed questions that required application of prevention, systems thinking and management and solutions of oral health issues. Students collaboratively developed an executive summary and presentation through an online learning platform. RESULTS: A total of 73 DH (n = 38) and MPH (n = 35) students (84.8% response rate) completed the ISVS 9-A (modified), and 57 students DH (n = 33) and MPH (n = 24) students (66.3% response rate) completed the ISVS-9B (modified) and IPE activity evaluation. A positive change (pre-post) was observed based on the students' responses (p < 0.05) and 64% agreed that the skills obtained from the IPE ALA would help them in their careers. CONCLUSIONS: Overall, student learners' ISVS toward IPE improved after engaging in the online ALA. The use of online platforms is one low resource strategy to integrate IPE experiences into allied health and dental education.

83.
Pharmacy (Basel) ; 9(3)2021 Jul 13.
Artículo en Inglés | MEDLINE | ID: mdl-34287364

RESUMEN

The utilization of serious games and simulations in health professional education has increased. The Pharmacy Game is one such concept that intersects gamification and simulation, in which pharmacy student teams competitively manage simulated pharmacies; a concept included in the pharmacy curricula of seven international universities. This study aimed to compare the implementation and conduct of the Pharmacy Game of participant universities and their students' performance in the same educational task. Data were collected via a questionnaire completed by academic staff in April 2020, and the collation of results of the same patient case was conducted at each university (April 2020 to March 2021). The main results reflected differences in the game frequencies and the curricular approach (standalone or integrated course) and in the learning outcomes for the Pharmacy Game. Other differences were identified in the extent to which students of other professions were part of the game such as medical students or pharmacy assistants. Student case outcomes revealed similar strengths across the universities in patient communication and focus on safety, with variations identified as areas for improvement. Collation of the international utilization of the Pharmacy Game identified a broad spectrum of similar learning outcomes, inspiring a model of international core and aspirational learning outcomes. While the Pharmacy Game has been implemented with flexibility regarding the numbers of teams (4-10) and the duration of activity (12-36 days), all universities reported positive experiences and student outcomes, suggesting that the intervention represents a potential tool to deliver capstone learning experiences, promote interprofessional education, reinforce patient safety, and prepare pharmacy graduates for future practice.

84.
Am J Hosp Palliat Care ; : 10499091211019316, 2021 Jun 07.
Artículo en Inglés | MEDLINE | ID: mdl-34096333

RESUMEN

CONTEXT: Advance care planning (ACP) can improve patients' outcomes at end of life, and interprofessional collaboration has been recommended to facilitate ACP. However, role confusion in ACP facilitation among team members from different disciplines exists, and health professional disciplines' expectations for interprofessional collaboration in ACP are unclear. OBJECTIVE: To review expectations of major health professional organizations for ACP competencies, in order to identify gaps and opportunities for promoting interprofessional collaboration in ACP facilitation. METHODS: Guidelines and recommendations for ACP across disciplines including chaplaincy, medicine, nursing, psychology, and social work were identified and analyzed using content analysis. Main themes were then reviewed against national consensus statements on 4 ACP outcomes (process outcomes, action outcomes, quality of care outcomes, and healthcare outcomes) and mapped into existing domains for interprofessional education competency: values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork. RESULTS: Three major content themes were identified: professional commitment to advocating for patients' values and self-determination, professional responsibility to facilitate ACP, and specific tasks in ACP. These themes addressed mostly process and action outcomes of ACP but not quality of care outcomes or healthcare outcomes. Few disciplines included interprofessional collaboration as part of ACP competency. CONCLUSION: There is a need for standardized competency guidelines for interprofessional collaboration in ACP as an important first step in reducing confusion among roles and other challenges in facilitating ACP. Further efforts in practice, research, and policy are needed to facilitate interprofessional ACP, achieve competencies, and improve patients' outcomes.

85.
Physiother Theory Pract ; : 1-11, 2021 Jun 07.
Artículo en Inglés | MEDLINE | ID: mdl-34096459

RESUMEN

The inappropriate use of opioids is a national concern. Experts suggest a multifaceted, collaborative practice approach to reduce mortality rates in complex healthcare issues is effective. Before practice, students require education to address the development of interprofessional (IP) skills. The purpose of this mixed-methods cohort study was to identify changes in student self-perceived value of IP socialization skills and to explore student perceptions of IP engagement in the context of the opioid crisis, before and after a combined IP panel and focus group discussion using a healthcare professional's journey from addiction into recovery. Thirty-three pre-licensure healthcare students in Schools of Counseling, Nursing, Occupational Therapy, Pharmacy, and Physical Therapy assessed their IP experience using the Interprofessional Socialization and Valuing Scale (ISVS). The IP event included interactive discussions with a panel of healthcare providers, a pharmacist in recovery from opioid use disorder, and a local prescription drug awareness and prevention advocate. Significant differences occurred between pre and post ISVS scores in the perceived value of IP collaborative work. Results from the qualitative analysis revealed a need for student-driven self-reflection before the discussions evolved to address the perspectives of future practitioner, the patient, and the healthcare system. Creating a real-time, face-to-face interaction with a panel of healthcare practitioners, an opioid survivor in concert with a local prescription drug prevention advocate may be an effective means toward improving teaching IP value and progressing student outcomes toward IP skill attainment.

86.
J Nurs Educ ; 60(6): 346-351, 2021 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-34077322

RESUMEN

BACKGROUND: The COVID-19 pandemic necessitated sweeping changes in a neonatal nurse practitioner (NNP) program's approach to distance-accessible learning. Prioritizing student learning and safety, we developed a new alternative model for individualized simulation. METHOD: The scenario created for a student to deliver an unexpected diagnosis of trisomy 21, or Down syndrome, to a postpartum mother was redesigned to take place using web-conference technology. RESULTS: We successfully transitioned the planned in-person individualized simulation for NNP students delivering an unexpected diagnosis to a web-conference environment and added nurse-midwifery (NM) students. CONCLUSION: This simulation presented an authentic clinical situation encountered in practice, supporting the specialty-specific competencies for the NNP, NM, and core competencies for interprofessional collaborative practice. The web-conference platform is an effective strategy for simulation. Advanced practice nurses completing individualized simulation through technology are uniquely poised to leverage these skills as telemedicine increasingly influences their future clinical practice. [J Nurs Educ. 2021;60(6):346-351.].


Asunto(s)
COVID-19 , Educación a Distancia , Educación en Enfermería , Educación Interprofesional , Educación en Enfermería/organización & administración , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estudiantes de Enfermería/psicología
87.
Korean J Med Educ ; 33(2): 107-114, 2021 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-34062642

RESUMEN

PURPOSE: Since the World Health Organization began recommending interprofessional education (IPE) in 2007, it has been applied to all fields of health care related education worldwide. There is an emerging need for IPE in Korea in the context of developing strategies for continuous quality control and improvement of medical services in hospitals and especially avoidance of patient safety. However, despite its importance and necessity, IPE in Korea appears to remain in its starting stage. The aim of this study is to introduce "CHA IPE Bridge", a center for IPE that was established CHA University in Korea in 2018. METHODS: According to the subject and purpose of this study, I have to conduct a "case study" with "literature search" as a basic research method. After conducting a literature (books and articles) & websites search on the history and trends of IPE in the world and the current status of IPE in Korea, I intend to examine the status and meaning of the CHA IPE Bridge based on those backgrounds. RESULTS: According to Harden's 11 steps of IPE, IPE courses and programs developed CHA IPE Bridge have reached the level of "multidisciplinary'" belonging to the ninth step. In fact, few cases in Korea have achieved that level of IPE. Furthermore, CHA IPE Bridge develops IPE courses that go beyond the range of doctors and nurses to other occupations related to the field of health care. In view of such differences, the introduction of CHA IPE Bridge is expected to provide a positive stimulus to other universities in Korea. CONCLUSION: The greatest achievement of this study is that the CHA IPE Bridge's status in the field of domestic and international medical education and its positive impact has been revealed. Although this case only shows examples of the development and operation of IPE programs at the undergraduate level, it can be seen that even in Korea, if the operation strategy is well established, the application of IPE is never impossible.

88.
JBI Evid Synth ; 2021 Jun 23.
Artículo en Inglés | MEDLINE | ID: mdl-34171890

RESUMEN

OBJECTIVE: This scoping review will explore the depth, breadth, and nature of existing literature on educational approaches to Indigenous health within interprofessional education learning activities, and provide a summary of available literature, identify gaps in research, and recommend areas for further exploration. INTRODUCTION: Interprofessional education learning activities comprise sessions where health care learners work collaboratively to address and improve the health outcomes of a given population, such as health needs among Indigenous communities. A preliminary search for existing reviews was conducted across several databases. Published literature on Indigenous health within interprofessional education learning activities exists; however, there is no comprehensive review on this topic. INCLUSION CRITERIA: This review will consider literature on existing educational approaches to Indigenous health within interprofessional education learning activities, in particular the approaches used to teach cultural awareness, sensitivity, competency, safety, and/or humility. It will consider all forms of English-language evidence, including quantitative studies, qualitative studies, mixed-method studies, and gray literature. Participants include health care and social care professionals, educators, and students within interprofessional education learning activities. METHODS: The JBI scoping review methodology will be used to guide our research. The following databases will be searched: MEDLINE, CINAHL Plus, PsycINFO, ProQuest ASSIA, Indigenous Studies Portal, and ERIC. We will also hand search, search reference lists, and explore gray literature. Two reviewers will screen search results and extract included studies using data extraction forms. The data will be presented in summary tables and through narrative summary.

89.
J Interprof Care ; : 1-8, 2021 Jun 27.
Artículo en Inglés | MEDLINE | ID: mdl-34180359

RESUMEN

The aim of this study was to offer new insight into assessments of interprofessional education (IPE) by evaluating the association between students' self-assessment for teamwork and expert assessment of simulation and team-based writing examination. We also evaluated the relationship between students' demographic factors and their teamwork skill. A total 112 of medical and pharmacology students were divided into 36 interprofessional groups and participated interprofessional patient safety session. During the session, all students answered self-assessment for teamwork (SAT) individually. Teamwork skill of the student groups were rated by simulation assessment (SA) and team-based writing examination (WX). As a result, there was a weak correlation between the score of SAT and SA and no correlation between the score of SAT and WX. Also, as a demographic analysis, medical students assessed their teamwork higher than pharmacology students, and male students assessed their teamwork higher than female students. The duration of club activities including sports and arts correlated negatively with the score of WX. From this result, student's high self-assessment for teamwork could be an indication of good team performance in simulation assessment, but not in team-based writing examination.

90.
J Interprof Care ; : 1-7, 2021 Jun 28.
Artículo en Inglés | MEDLINE | ID: mdl-34182862

RESUMEN

The aim of the study was to describe nursing and medical students' experiences of participation in an interprofessional education (IPE) activity, "round school," during their clinical rotations in psychiatric care. Data were collected in six focus groups with 32 students from nursing and medical programs, focusing on their experiences of the IPE activity and their reflections on interprofessional collaboration. The students considered the round school to be meaningful and true-to-life. Important conditions for learning were well-informed staff, sufficient time for preparation and feedback, clear routines, instructions, and an open climate. Non-explicit instructions and limited preunderstanding of psychiatric care left the students feeling uncertain. Students' reflections regarding interprofessional competences encompassed both similarities and differences in roles, responsibilities, and collaboration. Evidence of hierarchical and stereotypical images of the nurse-physician relationship was identified. Round school is an example of how IPE can be integrated into the units' regular ward rounds. However, if the clinical everyday work is not based on collaboration between different professions, it can be arduous to implement IPE. Well-planned preparations are necessary, both in the clinic and at the faculty.

91.
Rev Lat Am Enfermagem ; 29: e3450, 2021.
Artículo en Inglés, Portugués, Español | MEDLINE | ID: mdl-34190941

RESUMEN

OBJECTIVE: to know the experiences lived during the residency by graduates of a Multiprofessional Residency Program in Family Health that could contribute to the development of Interprofessional Education and/or Collaborative Practice. METHOD: a qualitative study with residents who entered a Multiprofessional Residency Program of a Brazilian public university in 2017, a period in which the theme of interprofessionality was implemented in the activities of the residency. Data was collected using an electronic form built from the theoretical framework of interprofessional education. Content analysis was used to process the data. RESULTS: nine residents participated, distributed among the professions of Physical Education, Nursing, Nutrition, Dentistry, Psychology and Social Work, five of whom were female and with a mean age of 28.4. Two categories emerged: the Residency as a setting for learning from the other, and the Residency as a setting for understanding the role of the other. Interprofessional education and practice provided opportunities for the development of collaborative skills, enhancing teamwork and interprofessional work. CONCLUSION: the multiprofessional logic was evidenced in the resident's practice; and the gradual insertion of activities such as case discussions, shared services and inter-sectoral actions aligned with the theoretical-methodological framework of interprofessionality favored an approach to interprofessional work.


Asunto(s)
Internado y Residencia , Brasil , Competencia Clínica , Salud de la Familia , Femenino , Humanos , Investigación Cualitativa
92.
Geriatr Nurs ; 42(4): 880-886, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34090234

RESUMEN

INTRODUCTION: The overall objective of this study was to establish an interprofessional oral health training program for nursing personnel at Oregon Health & Science University. METHODS: Fifteen registered nurses participated in didactic and clinical training and screened the oral health of patients. Nurses completed confidence assessments and patients completed satisfaction surveys. Data analysis included descriptive statistics and non-parametric tests for comparisons of mean scores. RESULTS: Pre- and post-training surveys demonstrated significant increases in nurses' knowledge, confidence in discussing dental problems, performing dental screenings, and referring patients to dentists (p < 0.05). Patient satisfaction surveys (n = 89) denoted satisfaction with oral screenings and willingness for nurses to perform them. CONCLUSIONS: Nurses participating in oral health and clinical screening training programs supervised by dentists significantly increased their confidence in providing dental referrals. Longitudinal studies are needed to determine the impact of such training programs on patient health.

93.
J Osteopath Med ; 121(8): 673-685, 2021 Jun 04.
Artículo en Inglés | MEDLINE | ID: mdl-34090320

RESUMEN

CONTEXT: Many medical schools have a distributed model for clinical clerkship education, challenging our ability to determine student gaps during clinical education. With the graduating class of 2017, A.T. Still University's School of Osteopathic Medicine in Arizona (ATSU-SOMA) began requiring additional online curricula for all clerkship courses. OBJECTIVES: To determine whether third year and fourth year students receiving ATSU-SOMA's online curricula during core clerkships performed better overall on national standardized examinations than students from previous years who had not received the curricula, and whether scores from online coursework correlated with outcomes on standardized examinations as possible early predictors of success. METHODS: This retrospective cohort study analyzed existing data (demographics and assessments) from ATSU-SOMA classes of 2017-2020 (curriculum group) and 2014-2016 (precurriculum group). The effect of the curriculum on national standardized examinations (Comprehensive Osteopathic Medical Achievement Test [COMAT] and Comprehensive Osteopathic Medical Licensing Examination of the United States [COMLEX-USA]) was estimated using augmented inverse probability weighting (AIPW). Correlations between assignment scores and national standardized examinations were estimated using linear regression models. RESULTS: The curriculum group had 405 students with a mean (standard deviation [SD]) age of 25.7 (±3.1) years. Two hundred and fifteen (53.1%) students in the curriculum group were female and 190 (46.9%) were male. The precurriculum group had 308 students (mean ± SD age, 26.4 ± 4.2 years; 157 [51.0%] male; 151 [49.0%] female). The online curriculum group had higher COMAT clinical subject exam scores in obstetrics and gynecology, osteopathic principles and practice (OPP), psychiatry, and surgery (all p≤0.04), as well as higher COMLEX-USA Level 2-Cognitive Evaluation (CE) family medicine and OPP subscores (both p≤0.03). The curriculum group had a 9.4 point increase in mean total COMLEX-USA Level 2-CE score (p=0.08). No effect was found for the curriculum overall on COMAT mean or COMLEX-USA Level 2-Performance Evaluation scores (all p≥0.11). Total coursework scores in each core clerkship, excluding pediatrics, were correlated with COMAT mean score (all adjusted p≤0.03). Mean scores for five of the seven assignment types in core clerkships, excluding evidence based medicine types, were positively correlated with COMAT mean scores (all adjusted p≤0.049). All assignment types correlated with COMLEX-USA Level 2-CE total score (all adjusted p≤0.04), except interprofessional education (IPE). CONCLUSIONS: Results from this study of 713 students from ATSU-SOMA suggested that our online curriculum supplemented clinic based learning during clerkship courses and improved student outcomes on national standardized examinations.

94.
Nurse Educ Today ; 104: 104995, 2021 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-34126324

RESUMEN

Working effectively with other disciplines has become an important competency as a graduate attribute in higher education institutions. Educational experiences should begin to foster the prerequisite competencies needed to collaborate successfully with other healthcare professionals. The purpose of this study was to determine how ready first year students are for interprofessional learning, and whether this readiness improves along the continuum of learning into their final year of undergraduate studies. First year undergraduate students from ten disciplines completed the Readiness for Interprofessional Learning Scale prior to participating in a compulsory interprofessional module, and the results were compared with that of senior students who completed the same questionnaire. Results for the study show that there were significant differences between first and senior-year level students on the subscales of negative professional identity (0.02 < 0.05); positive professional identity (0.00 < 0.05); and teamwork and collaboration (0.00 < 0.05). There was no significant difference found on the subscale roles and responsibilities (0.54 > 0.05). The results clearly show that senior students are more ready for learning interprofessionally compared to first year students. It is recommended that a scaffolded approach to learning be adopted, to ensure that students attain competence in all Interprofessional Education (IPE) core competencies when reaching their final year of study. This type of curriculum, with its specific activities and assessment methods, should be packaged in the form of an IPE model to create a clear understanding of the type of health profession graduate that will be produced.


Asunto(s)
Estudiantes del Área de la Salud , Universidades , Actitud del Personal de Salud , Conducta Cooperativa , Humanos , Relaciones Interprofesionales , Sudáfrica , Estudiantes
95.
Nurse Educ Today ; 105: 105018, 2021 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-34175564

RESUMEN

BACKGROUND: In an age disrupted by COVID-19 pandemic, three-dimensional virtual world (3DVW) offers an opportunity for healthcare students from different higher education institutions to participate in interprofessional education. Despite its growing evidence, there is a need to unravel the complex learning process in order to ensure high quality of interprofessional education delivery. AIM: This study aimed to explore the experiences of healthcare students and facilitators on the use of 3DVW for interprofessional team-based virtual simulation. METHODS: Interprofessional teams, each comprising six different healthcare students (Medicine, Nursing, Pharmacy, Physiotherapy, Occupational Therapy, and Medical Social Work) and two clinicians who acted as facilitators, logged into the 3DVW from their own remote locations to participate in team-based care delivery that included an interprofessional bedside round and a family conference. A qualitative descriptive study was conducted on a purposive sample of 30 healthcare students and 12 facilitators using focus group discussions and individual interviews. RESULTS: Four themes emerged from their experiences: the "wow experience", authentic experience on collaborative care, ease of learning, and preeminent role of the facilitator. The simulation provided the "wow" experiences through contextual, collaborative and experiential learning approaches. Despite technical challenges, the participants were wooed by the comforts of learning from home and the psychological safety in virtual environment. The facilitators played a critical role in optimizing learning engagement to win learners over. CONCLUSION: Our study explicates how attention to the "wow, woo and win" trilateral factors can transform the interprofessional learning experiences offered by 3DVW simulation. Future developments in the use of this learning technology should include developing the clinicians' facilitation skills and the provision of technical support to make this 3DVW a success calls in winning students' learning engagement.


Asunto(s)
COVID-19 , Estudiantes de Enfermería , Atención a la Salud , Humanos , Relaciones Interprofesionales , Pandemias , SARS-CoV-2
96.
Artículo en Inglés | MEDLINE | ID: mdl-34153380

RESUMEN

PURPOSE: Achieving competency as educators is increasingly recognized as a critical part of residents' training in graduate medical education across specialties. In addition to teaching medical students, radiation oncology residents often play a vital role in peer and interprofessional education. We conducted a survey to identify the needs of radiation oncology residents for developing skills in teaching. METHODS AND MATERIALS: An anonymous, web-based survey was developed and distributed to resident physicians at US radiation oncology programs. Analyses describe respondent demographics, experiences with teaching, and interest in various aspects of a formal "residents-as-teachers" curriculum. RESULTS: There were 171 completed survey responses (27.5% response rate). A total of 146 residents (85.4%) reported receiving no formal training in teaching before residency, and 121 (70.8%) reported no formal training during residency. Residents who had formal training in teaching were significantly more likely to be "quite" or "extremely" confident about teaching compared with residents who had no prior formal training (76.0% vs 51.4%; P = .022). Residents most commonly taught other residents and medical students (163 [95.3%] and 160 [93.6%] respondents, respectively). The most common settings for teaching were one-on-one teaching (164 respondents [95.9%]), small-group lectures (135 respondents [78.9%]), and intradepartmental lectures (136 respondents [79.5%]). In response to open-ended questions regarding desired teaching opportunities and domains for teaching development, many residents expressed a lack of confidence in teaching and were interested in improvement across many aspects of teaching. CONCLUSIONS: Radiation oncology residents are expected and desire to teach in a multitude of settings across a wide variety of audiences. However, a significant proportion of radiation oncology residents lack formal training and rarely receive feedback for their teaching skills. The results of this national survey support the development of a residents-as-teachers curriculum for radiation oncology residents that would address the needs for and significant interest in this area.

97.
Nurse Educ Pract ; 54: 103102, 2021 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-34089973

RESUMEN

AIM: This article seeks to describe how clinical practice can be used to facilitate community engagement in the Faculty of Health Science. DESIGN: The study followed a qualitative exploratory, descriptive and contextual design. METHODS: The study was conducted in the Faculty of Health Science at a public university in Namibia, Southern Africa. A total of 19 academic staff were purposively selected to participate in the focus group interviews. Thereafter, Giorgi's method of phenomenological data analysis was used to analyse data. Lincoln and Guba's strategies were used to establish trustworthiness. The ethical considerations followed Dhai and McQuoid-Mason's four principles. RESULTS: The three themes that emerged as findings were: facilitation of community engagement through home visits as part of clinical practice; facilitation of community engagement through clinical rural placements; and facilitation of community engagement through interprofessional education and practice. CONCLUSIONS: It is concluded that health science students and academic staff should conduct home visits, students' placement should also include rural based facilities and allow inter-professional education and practice in clinical practice. However, there remains an overall need to explore for community engagement projects that may be conducted in rural settings. Additionally, a generic service-learning course for all undergraduate health science students may help facilitate community engagement through interprofessional education and practice.


Asunto(s)
Educación Profesional , Docentes , Humanos , Aprendizaje , Estudiantes , Universidades
98.
J Nurs Educ ; 60(6): 309-316, 2021 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-34077316

RESUMEN

BACKGROUND: Providing interprofessional education (IPE) is mandated by accrediting agencies for health professions education; however, pedagogical, logistical, and financial challenges exist in implementing and sustaining high-quality IPE. After executing several IPE activities, an IPE team developed a structured approach for organizing, sustaining, and ensuring high-quality IPE. This article introduces the Design-Implement-Assess-Modify (DIAM) Model. A portfolio spreadsheet was developed and includes components from each of the DIAM phases. METHOD: The team documented characteristics from five IPE activities conducted annually for 5 years and tracked progress. RESULTS: The DIAM approach has allowed the team to develop a detailed and living portfolio to design, implement, assess, and modify several IPE activities across different professions. CONCLUSION: This approach has led to the intentional planning and development of multiple IPE activities that include the integration of standards of best practice and accreditation, while preparing practitioners for collaborative practice. [J Nurs Educ. 2021;60(6):309-316.].


Asunto(s)
Educación Interprofesional , Acreditación , Conducta Cooperativa , Educación en Enfermería , Humanos , Educación Interprofesional/métodos , Relaciones Interprofesionales
100.
Rev Esc Enferm USP ; 55: e03733, 2021.
Artículo en Portugués, Inglés | MEDLINE | ID: mdl-34105683

RESUMEN

This was a reflective theoretical essay that was based on the national and international literature. The goal was to analyze the interfaces and historical-conceptual distinctions between permanent education in health and interprofessional education in health. In the international context, there have been educational movements aimed at health workers with an emphasis on the incentives of the Pan-American Health Organization. In Brazil, both proposals highlight a commitment to the quality of practice in the Unified Health System, focused on health needs, with approaches that have a lot in common. Permanent education in health is geared toward on-the-job training to transform work processes, with the objective of delivering comprehensive care. Interprofessional education in health involves shared interactive learning of collaborative skills for effective teamwork, guided by interprofessional collaboration. The purpose of both is to qualify health practices through the education of workers in groups; however it is essential to distinguish the theoretical, conceptual, and methodological frameworks that support them.


Asunto(s)
Personal de Salud , Educación Interprofesional , Brasil , Competencia Clínica , Conducta Cooperativa , Personal de Salud/educación , Humanos , Relaciones Interprofesionales , Grupo de Atención al Paciente
SELECCIÓN DE REFERENCIAS
DETALLE DE LA BÚSQUEDA
...