scholarly journals Leveraging Interprofessional Education to Improve Physician/Laboratory Cooperation and Patient Outcomes

2022 ◽  
Author(s):  
Benjamin W. Weber ◽  
Kamran Mirza
Keyword(s):  
Patient Outcomes ◽  
Interprofessional Education

scholarly journals Measuring the impact of interprofessional education on collaborative practice and patient outcomes

2016 ◽  
Vol 30 (1) ◽  
pp. 1-3 ◽  
Author(s):  
Malcolm Cox ◽  
Patricia Cuff ◽  
Barbara Brandt ◽  
Scott Reeves ◽  
Brenda Zierler
Keyword(s):  
Patient Outcomes ◽  
Interprofessional Education ◽  
Collaborative Practice ◽  
The Impact

scholarly journals Comparison of Communications Styles Amongst Students in Allied Health Professions Programs: How Do Our Students Communicate with Other Healthcare Providers?

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Amber Virya King Buhler ◽  
Amy E Coplen ◽  
Shawn Davis ◽  
Bobby Nijjar
Keyword(s):  
Patient Outcomes ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Personal Communication ◽  
Health Professions ◽  
Communication Styles ◽  
Patient Treatment ◽  
Healthcare Team ◽  
Interprofessional Communication ◽  
Limited Effectiveness

Background: Optimal patient outcomes require communication between providers in multiple professions to initiate referrals, communicate patient treatment, and coordinate care. While there is a clear need for increased understanding of the terminology, skills, and scopes of practice of professional colleagues, these tools are of limited effectiveness if there is poor interpersonal communication between team members. Multiple bodies for Interprofessional Practice and Education (IPP/IPE) identify communication skills as an integral part of education. In fact, the third competency domain set down by the Interprofessional Education Collaborative, Interprofessional Communication, states that professionals should, “Recognize how one’s own uniqueness, including experience level, expertise, culture, power, and hierarchy within the healthcare team, contributes to effective communication, conflict resolution, and positive interprofessional working relationships” [1].Methods and Findings: As part of a required interprofessional competence course, first-year students in ten health professions programs completed the Personal Coaching Style Inventory (PSCI) to self-identify personal communication styles. A series of one-way analysis of variance (ANOVA) analyses followed by Tukey post-hoc analyses were performed in order to identify significant differences in PSCI component scores between programs. Within groups, students discussed personal and cohort-wide findings as they impact teamwork. The majority of students identified with the Mediator style. Differences in style were also found in relation to profession, gender, and race. The activity prompted discussion of varied roles in team dynamics, and how differences in style could affect interprofessional teamwork.Conclusions: Self-awareness of personal communication styles as well as predominant styles of other health professions may enhance interprofessional communication\skills. The skill with which students approach their team roles in heterogeneous groups following graduation has the potential to increase team functionality and patient outcomes.

scholarly journals Implementation of HIV Palliative Care: Interprofessional Education to Improve Patient Outcomes in Resource-Constrained Settings, 2004–2012

2015 ◽  
Vol 50 (3) ◽  
pp. 350-361 ◽  
Author(s):  
Carla S. Alexander ◽  
Gregory Pappas ◽  
Anthony Amoroso ◽  
Mei Ching Lee ◽  
Yvonne Brown-Henley ◽  
...  
Keyword(s):  
Palliative Care ◽  
Patient Outcomes ◽  
Interprofessional Education ◽  
Resource Constrained ◽  
Improve Patient

Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap

2019 ◽  
Vol 4 (5) ◽  
pp. 971-976
Author(s):  
Imran Musaji ◽  
Trisha Self ◽  
Karissa Marble-Flint ◽  
Ashwini Kanade
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Evaluation Model ◽  
Implementation Strategies ◽  
Future Research ◽  
Successful Implementation ◽  
Interprofessional Practice ◽  
Translational Model ◽  
Key Stakeholders ◽  
Clear Identification

Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.

Interprofessional Education: Teaming for Transition From Adolescence to Adulthood for People With Significant Disabilities

2019 ◽  
Vol 4 (3) ◽  
pp. 492-501 ◽  
Author(s):  
Kimberly F. Frazier ◽  
Peggy J. S. Whitby ◽  
Suzanne Kucharczyk ◽  
Kristi L. Perryman ◽  
Johanna Thomas ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Significant Disabilities

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

Laryngeal Manifestations of Autoimmune Diseases

2020 ◽  
Vol 5 (2) ◽  
pp. 439-456
Author(s):  
Jenny L. Pierce
Keyword(s):  
Autoimmune Disease ◽  
Autoimmune Diseases ◽  
Patient Outcomes ◽  
Correct Diagnosis ◽  
Upper Airway ◽  
Clinical Implications ◽  
Laryngeal Function ◽  
The Past ◽  
Referral Practices ◽  
Timely Referral

Purpose This review article provides an overview of autoimmune diseases and their effects on voice and laryngeal function. Method A literature review was conducted in PubMed. Combinations of the following keywords were used: “autoimmune disease and upper airway,” “larynx,” “cough,” “voice,” “dysphonia,” and “dyspnea.” Precedence was given to articles published in the past 10 years due to recent advances in this area and to review articles. Ultimately, 115 articles were included for review. Results Approximately 81 autoimmune diseases exist, with 18 of those highlighted in the literature as having laryngeal involvement. The general and laryngeal manifestations of these 18 are discussed in detail, in addition to the clinical implications for a laryngeal expert. Conclusions Voice, breathing, and cough symptoms may be an indication of underlying autoimmune disease. However, these symptoms are often similar to those in the general population. Appropriate differential diagnosis and timely referral practices maximize patient outcomes. Guidelines are provided to facilitate correct diagnosis when an autoimmune disease is suspected.

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