scholarly journals Interprofessional sepsis education module: a pilot study

CJEM ◽  
2015 ◽  
Vol 18 (2) ◽  
pp. 143-145 ◽  
Author(s):  
Han-Oh Chung ◽  
Damien Medina ◽  
Alison Fox-Robichaud
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Health Care Systems ◽  
Management Skills ◽  
Medical Topic ◽  
Learner Engagement ◽  
Sepsis Management ◽  
Respiratory Therapists ◽  
Education Experience ◽  
Care Systems

ABSTRACTAlthough there is an increasing emphasis on interprofessional collaboration for safer health care systems, there remains a paucity of opportunities for postgraduate trainees to engage in formal interprofessional education (IPE). Current opportunities for interprofessional learning, such as simulation sessions, typically do not provide true IPE because they often utilize actors or confederates as support staff, making residents the only stakeholders in the education experience.Here, we describe a flexible educational module designed to provide genuine IPE for physicians, nurses, and respiratory therapists. We outline how simulation, feedback, and group discussions can be used to teach interprofessional team communication, collaboration, and crew resource management skills—while, at the same time, also teaching a highly relevant medical topic (sepsis management) and thus resulting in learner engagement and motivation.

Interprofessional Podiatric Surgical Simulation

2015 ◽  
Vol 105 (4) ◽  
pp. 331-337 ◽  
Author(s):  
Shaun Mendel ◽  
Donald Curtis ◽  
Jeffrey C. Page
Keyword(s):  
Interprofessional Education ◽  
Educational Opportunity ◽  
Surgical Simulation ◽  
Interprofessional Collaboration ◽  
Health Care Systems ◽  
Nurse Anesthesia ◽  
Educational Strategies ◽  
Quality Outcomes ◽  
Care Systems ◽  
The Impact

Background Interprofessional collaboration is key to quality outcomes in the health-care systems of today. Simulation is a common tool in podiatric medical education, and interprofessional education has become more common in podiatric medicine programs. Interprofessional simulation is the blending of these educational strategies. Methods A quantitative design was used to determine the impact of an isolated interprofessional podiatric surgical simulation between nurse anesthesia and podiatric medical students. Results Statistically significant differences were observed among participants between preintervention and postintervention surveys using the revised Interdisciplinary Education Perception Scale. Conclusions Interprofessional simulation can be an effective educational opportunity for podiatric medical and nurse anesthesia students.

scholarly journals Challenges to and Resources for Participation in Interprofessional Collaborative Practice: Perceptions of Collegiate Athletic Trainers

2019 ◽  
Vol 54 (1) ◽  
pp. 106-114
Author(s):  
Sarah A. Manspeaker ◽  
Dorice A. Hankemeier
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Health Care Systems ◽  
Athletic Trainers ◽  
Health Care Team ◽  
Collaborative Practice ◽  
College And University ◽  
Interprofessional Collaborative Practice ◽  
Care Systems ◽  
Collegiate Athletic Trainers

Context Health care systems are increasing their emphasis on interprofessional collaborative practice (IPCP) as a necessary component to patient care. However, information regarding the challenges athletic trainers (ATs) perceive with respect to participating in IPCP is lacking. Objective To describe collegiate ATs' perceptions of challenges to and resources for participation in IPCP. Design Qualitative study. Setting College and university. Patients or Other Participants The response rate was 8% (513 ATs [234 men, 278 women, 1 preferred not to disclose sex], years in clinical practice = 10.69 ± 9.33). Data Collection and Analysis Responses to survey-based, open-ended questions were collected through Qualtrics. A general inductive qualitative approach was used to analyze data and establish relevant themes and categories for responses. Multianalyst coding and an external auditor confirmed coding saturation and assisted in triangulation. Results Challenges were reported in the areas of needing a defined IPCP team structure, respect for all involved health care parties, and concerns when continuity of care was compromised. Communication was reported as both a perceived challenge and a resource. Specific resources seen as beneficial to effective participation in IPCP included communication mechanisms such as shared patient health records and educational opportunities with individuals from other health care professions. Conclusions As ATs become more integrated into IPCP, they need to accurately describe and advocate their roles, understand the roles of others, and be open to the dynamic needs of team-based care. Development of continuing interprofessional education opportunities for all relevant members of the health care team can help to delineate roles more effectively and provide more streamlined care with the goal of improving patient outcomes.

Family medicine physicians’ report strong support, barriers and preferences for Registered Dietitian Nutritionist care in the primary care setting

2020 ◽  
Author(s):  
Lauren R Sastre ◽  
Leslie T Van Horn
Keyword(s):  
Family Medicine ◽  
Online Survey ◽  
Interprofessional Collaboration ◽  
Health Care Systems ◽  
Descriptive Analysis ◽  
Strong Support ◽  
Full Time ◽  
Registered Dietitian ◽  
Cross Sectional ◽  
Care Systems

Abstract Background Previous studies have examined barriers (e.g. time) for Family Medicine Providers (FMPs) to provide nutrition and lifestyle counseling, however, to date no studies have examined access or interest to Registered Dietitian Nutritionist (RDN) care for patients. Objective The objective of this study was to explore FMP access, referral practices, barriers and preferences for RDN care. Methods A cross-sectional online survey, with content and face validation was conducted with Family Medicine Departments within large academic health care systems in the Southeastern United States. The main variables of interest included: FMP access, interest, current referrals and referral preferences for RDN care, barriers to referrals and overall perceptions regarding RDN care. Descriptive analysis of close-ended responses was performed with SPSS 26.0. Open-ended responses were analysed using inductive content analysis. Results Over half of the respondents (n = 151) did not have an RDN on-site (64%) yet were highly interested in integrating an RDN (94.9%), with reported preferences for full-time on-site, part-time on-site or off-site RDN care (49.1%, 39.5% and 11.4% respectively). The greatest reported barriers to RDN referrals were perceived cost for the patient (64.47%) and uncertainty how to find a local RDN (48.6%). The most consistent theme reported in the open-ended responses were concerns regarding reimbursement, e.g. ‘Insurance does not cover all of the ways I would like to use an RDN’. Conclusions FMPs report interest and value in RDN services despite multiple perceived barriers accessing RDNs care. Opportunities exist for interprofessional collaboration between dietetic and FMP professional groups to address barriers.

Evaluation of a Distance Learning Curriculum for Interprofessional Quality Improvement Leaders

2018 ◽  
Vol 33 (6) ◽  
pp. 590-597 ◽  
Author(s):  
Megan E. Gregory ◽  
Jennifer L. Bryan ◽  
Sylvia J. Hysong ◽  
Isabelle S. Kusters ◽  
Rebecca S. Miltner ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Interprofessional Collaboration ◽  
Health Care Systems ◽  
Job Skills ◽  
Web Based ◽  
Knowledge Application ◽  
Care Systems ◽  
Geographically Distributed ◽  
Care Training ◽  
Value Based Care

As health care systems move toward value-based care, training future leaders in quality improvement (QI) is essential. Web-based training allows for broad dissemination of QI knowledge to geographically distributed learners. The authors conducted a longitudinal evaluation of a structured, synchronous web-based, advanced QI curriculum that facilitated engagement and real-time feedback. Learners (n = 54) were satisfied (overall satisfaction; M = 3.31/4.00), and there were improvements in cognitive (immediate QI knowledge tests; P = .02), affective (self-efficacy of QI skills; P < .001), and skill-based learning (Quality Improvement Knowledge Application Tool; P < .001). There was significant improvement in affective transfer (interprofessional attitudes on the job; p < .01) but no significant change on cognitive (distal QI knowledge test; P = .91), or skill-based transfer (self-reported interprofessional collaboration job skills; P = .23). The findings suggest that this model can be effective to train geographically distributed future QI leaders.

scholarly journals Increasing Awareness of the Roles, Knowledge, and Skills of Respiratory Therapists Through an Interprofessional Education Experience

2018 ◽  
Vol 63 (5) ◽  
pp. 510-518 ◽  
Author(s):  
John B Zamjahn ◽  
Ellen O Beyer ◽  
Kelly L Alig ◽  
Donald E Mercante ◽  
Katherine L Carter ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Knowledge And Skills ◽  
Respiratory Therapists ◽  
Education Experience

scholarly journals Nurse practitioner and physician assistant students' knowledge, attitudes, and perspectives of chiropractic

2016 ◽  
Vol 30 (2) ◽  
pp. 114-120 ◽  
Author(s):  
Briana S. Bowden ◽  
Lisa Ball
Keyword(s):  
Health Care ◽  
Nurse Practitioner ◽  
Interprofessional Collaboration ◽  
Multinomial Logistic Regression ◽  
Physician Assistant ◽  
Health Care Systems ◽  
Scientific Evidence ◽  
Graduate Studies ◽  
Logistic Regression Models ◽  
Care Systems

Objective: The purpose of this study was to assess nurse practitioner (NP) and physician assistant (PA) students' views of chiropractic. As the role of these providers progresses in primary care settings, providers' views and knowledge of chiropractic will impact interprofessional collaboration and patient outcomes. Understanding how NP and PA students perceive chiropractic may be beneficial in building integrative health care systems. Methods: This descriptive quantitative pilot study utilized a 56-item survey to examine attitudes, knowledge, and perspectives of NP and PA students in their 2nd year of graduate studies. Frequencies and binomial and multinomial logistic regression models were used to examine responses to survey totals. Results: Ninety-two (97%) students completed the survey. There were conflicting results as to whether participants viewed chiropractic as mainstream or alternative. The majority of participants indicated lack of awareness regarding current scientific evidence for chiropractic and indicated a positive interest in learning more about the profession. Students who reported prior experience with chiropractic had higher attitude-positive responses compared to those without experience. Participants were found to have substantial knowledge deficits in relation to chiropractic treatments and scope of practice. Conclusion: The results of this study emphasize the need for increased integrative initiatives and chiropractic exposure in NP and PA education to enhance future interprofessional collaboration in health care.

scholarly journals The Time Is Now: A Plan to Redesign Family Medicine Residency Education

2022 ◽  
Vol 54 (1) ◽  
pp. 7-15
Author(s):  
Larry A. Green ◽  
William L. Miller ◽  
John J. Frey ◽  
Hilliard Jason ◽  
Jane Westberg ◽  
...  
Keyword(s):  
Primary Care ◽  
Family Medicine ◽  
Interprofessional Education ◽  
Health Care Systems ◽  
Well Being ◽  
Community Based ◽  
Family Medicine Residency ◽  
Medical Education Program ◽  
New Graduate ◽  
Care Systems

A new graduate medical education program in family medicine is urgently needed now. We propose an innovative plan to develop community-based, community-owned family medicine residency programs. The plan is founded on five guiding principles in which residencies will (1) transition to independent, community-owned organizations; (2) sustain comprehensiveness and generalism; (3) emphasize collaborative learning and interprofessional education; (4) develop local educators with national guidance; and (5) share resources, responsibilities, and learning. We describe actionable steps to begin the process of transforming residencies and strengthening primary care. As community-based and locally-run organizations, residencies will gain self-determination in how time is allocated, budgets are spent, and teams function. Building on the momentum of the National Academy of Medicine’s 2021 primary care implementation plan and recommendations by family medicine organization leaders, we propose a Decade of Family Medicine Residency Transformation. We encourage individuals and organizations spanning disciplines, health care systems, and communities, to join forces to reimagine and recreate the preparation of outstanding personal physicians dedicated to individual and community health and well-being.

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.

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