scholarly journals Home visits as an interprofessional learning activity for students in primary healthcare

2020 ◽  
Vol 21 ◽  
Author(s):  
Eva Toth-Pal ◽  
Cecilia Fridén ◽  
Stefano Torres Asenjo ◽  
Christina B. Olsson
Keyword(s):  
Primary Healthcare ◽  
Interprofessional Collaboration ◽  
Improve Patient Safety ◽  
Home Visits ◽  
Care Plan ◽  
Learning Activity ◽  
Training Experience ◽  
Interprofessional Learning ◽  
Clinical Placements ◽  
Organisational Factors

Abstract Aim: To evaluate person-centred home visits as an interprofessional learning (IPL) activity for undergraduate students during clinical placements in primary healthcare. Background: Interprofessional collaboration is known to improve patient safety, increase job satisfaction, and reduce stress among healthcare professionals. Students should already during their basic training experience interprofessional collaboration. Methods: Students from six different educational programmes and supervisors and adjunct clinical lecturers from different professions participated in the learning activity. The students read a description of the patient history before the visit together with a supervisor. During the home visit, the students were responsible for history-taking and for performing relevant examinations. Afterwards, the students made a joint care plan for the patient. Students, supervisors, and adjunct clinical lecturers discussed the outcomes in a seminar and reflected on each other’s professional roles. The students and the patients answered a questionnaire about the activity, and the supervisors and the adjunct clinical lecturers were interviewed in focus groups. Findings: Thirty interprofessional home visits were conducted, involving 109 students from six different healthcare professions. The students reported that they had gained insights into how different professions could collaborate and an increased understanding of teamwork. All patients were satisfied with the visits and felt that they had been listened to. The interview analysis showed one overarching theme: ‘Interprofessional home visits in primary healthcare were an appreciated and effective pedagogical learning activity with a sustainability dependent on organisational factors’. Conclusions: The students felt that participation in the activity increased their understanding of collaboration and of other professions’ skills. The supervisors found the home visits to be an appreciated and effective learning activity. The results indicate that this learning activity can be used in primary healthcare settings to promote students’ IPL, but organisational factors need to be considered in order to support sustainability.

scholarly journals Optimising student-led interprofessional learning across eleven health disciplines

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Christie van Diggele ◽  
Chris Roberts ◽  
Inam Haq
Keyword(s):  
Large Scale ◽  
Learning Experience ◽  
Exercise Physiology ◽  
Management Plan ◽  
Learning Activity ◽  
Speech Pathology ◽  
Patient Case ◽  
Interprofessional Learning ◽  
Clinical Placements ◽  
Interprofessional Teamwork

Abstract Background Provision of effective Interprofessional learning (IPL) opportunities plays a vital role in preparing healthcare students for future collaborative practice. There is an identified need for universities to better prepare students for interprofessional teamwork, however, few large-scale IPL activities have been reported. Additionally, little has been reported on disciplinary differences in student learning experience. The Health Collaboration Challenge (HCC) is a large-scale IPL activity held annually at the University of Sydney. This study sought to explore students’ experience of early participation in an interprofessional case-based learning activity, and the similarities and differences in the perceived value of interprofessional (social) learning for each discipline. Methods In 2018, 1674 students from 11 disciplines (dentistry, oral health, nursing, pharmacy, medicine, occupational therapy, speech pathology, physiotherapy, dietetics, diagnostic radiography, exercise physiology) participated in the HCC. Students worked in teams to produce a video and patient management plan based on a patient case. Participants completed a questionnaire, including closed and open-ended items. Quantitative data were analysed using descriptive statistics. Thematic analysis was used to code and categorise qualitative data into themes. These themes were then applied and quantified at a disciplinary level to measure prevalence. Results In total, 584/1674 (35%) of participants responded to the questionnaire. Overall, students perceived their experience to be largely beneficial to their learning and interprofessional skill development. Positive aspects included opportunities for peer learning, collaboration, networking, and understanding the different roles and responsibilities of other health professions. Negative aspects included the video form of assessment, inequity in assessment weighting across disciplines, the discipline mix within teams and lack of case relevance. Conclusion The learning activity provided a framework for students to practice and develop their skills in interprofessional teamwork, as they prepare for increased clinical placements. Overall, students perceived their experience as beneficial to their learning and professional development early in their degree. However, they expressed dissatisfaction with the inequity of assessment weighting across the disciplines; lack of relevance of the case across disciplines; and the activity of producing a video. Further research is needed regarding the ideal number of disciplines to include in teamwork specific to a patient case.

Team-based clinical simulation in radiation medicine: value to attitudes and perceptions of interprofessional collaboration

2015 ◽  
Vol 14 (2) ◽  
pp. 117-125 ◽  
Author(s):  
Caitlin Gillan ◽  
Meredith Giuliani ◽  
Olive Wong ◽  
Nicole Harnett ◽  
Emily Milne ◽  
...  
Keyword(s):  
Interprofessional Collaboration ◽  
Survey Design ◽  
Medical Physics ◽  
Care Plan ◽  
Team Interaction ◽  
Entry Level ◽  
High Acuity ◽  
Team Functioning ◽  
Changing Attitudes ◽  
Radiation Medicine

AbstractIntroductionSimulation has been effective for changing attitudes towards team-based competencies in many areas, but its role in teaching interprofessional collaboration (IPC) in radiation medicine (RM) is unknown. This study reports on feasibility and IPC outcomes of a team-based simulation event; ‘Radiation Medicine Simulation in Learning Interprofessional Collaborative Experience’ (RM SLICE).MethodsRadiation therapy (RTT), medical physics (MP) and radiation oncology (RO) trainees in a single academic department were eligible. Scheduled closure of a modern RM clinic allowed rotation of five high-fidelity cases in three 105-minute timeslots. A pre/post-survey design evaluated learner satisfaction and interprofessional perceptions. Scales included the Readiness for Interprofessional Learning Scale (RIPLS), UWE Entry Level Interprofessional Questionnaire (UWEIQ), Trainee Test of Team Dynamics and Collaborative Behaviours Scale (CBS).ResultsTwenty-one trainees participated; six ROs (28·57%), six MPs (28·57%) and nine RTTs (42·86%). All cases were conducted, resolved and debriefed within the allotted time. Twenty-one complete sets (100%) of evaluations were returned. Participants reported limited interaction with other professional groups before RM SLICE. Perceptions of team functioning and value of team interaction in ‘establishing or improving the care plan’ were high for all cases, averaging 8·1/10 and 8·9/10. Average CBS scores were 70·4, 71·9 and 69·5, for the three cases, scores increasing between the first and second case for 13/21 (61·9%) participants. RIPLS and UWEIQ scores reflected positive perceptions both pre- and post-event, averaging 83·5 and 85·2 (RIPLS) and 60·6 and 55·7 (UWEIQ), respectively. For all professions for both scales, the average change in score reflected improved IP perceptions, with agreement between scales for 15/20 (75·0%) participants. Overall, perception of IPC averaged 9·14/10, as did the importance of holding such an event annually.ConclusionsTeam-based simulation is feasible in RM and appears to facilitate interprofessional competency-building in high-acuity clinical situations, reflecting positive perceptions of IPC.

scholarly journals Self-Efficacy Levels Regarding Interprofessional Learning Skills Among Undergraduate Healthcare Students in Malaysia

2020 ◽  
Vol 20 (4) ◽  
pp. e374-379
Author(s):  
Mohd S. Nurumal ◽  
Nurul Q.H. Diyono ◽  
Muhammad K. Che Hasan
Keyword(s):  
Self Efficacy ◽  
Allied Health ◽  
Professional Competence ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Intersectoral Collaboration ◽  
Cross Sectional ◽  
Interprofessional Learning ◽  
Healthcare Students ◽  
Significant Difference

Objectives: Self-efficacy is an important factor in determining the ability of students to execute tasks or skills needed in the implementation of interprofessional learning (IPL). This study aimed to identify levels of self-efficacy with regards to IPL skills among undergraduate healthcare students and to investigate differences according to gender, programme of study and year of study. Methods: This descriptive cross-sectional study was conducted between January and March 2018 at the International Islamic University Malaysia, Kuantan, Malaysia. The Self-Efficacy for Interprofessional Experiential Learning scale was used to evaluate the self-efficacy of 336 students from five faculties including nursing, medicine, dentistry, pharmacy and allied health sciences. Results: Significant differences in self-efficacy scores for the interprofessional interaction subscale were identified according to programme of study, with pharmacy students scoring significantly lower than allied health students (mean score: 54.1 ± 10.4 versus 57.4 ± 10.1; P = 0.014). In addition, there was a significant difference in self-efficacy scores for the interprofessional interaction subscale according to year of study, with first-year students scoring significantly lower compared to fifth-year students (mean score: 52.8 ± 10.4 versus 59.9 ± 11.9; P = 0.018). No statistically significant differences in self-efficacy scores were identified with regards to gender or for the interprofessional team evaluation and feedback subscale. Conclusion: These findings may contribute to the effective implementation of IPL education in healthcare faculties. Acknowledging the influence of self-efficacy on the execution of IPL skills is crucial to ensure healthcare students are able to adequately prepare for future interprofessional collaboration in real clinical settings. Keywords: Self Efficacy; Intersectoral Collaboration; Interdisciplinary Research; Professional Competence; Learning; Undergraduate Medical Education; Malaysia.

Parenteral medications at Role 1: do doctors in the British Army require improved training and experience?

2021 ◽  
pp. bmjmilitary-2021-001841
Author(s):  
Luke John Turner ◽  
A J Martin-Bates
Keyword(s):  
Improve Patient Safety ◽  
New Technology ◽  
Prehospital Emergency Care ◽  
Routine Practice ◽  
British Army ◽  
Clinical Placements ◽  
Technology Application ◽  
E Learning ◽  
Prehospital Emergency ◽  
Short Courses

Role 1 doctors in the British Army work predominantly in primary healthcare, but also provide prehospital emergency care and administer potent parenteral medications in the field. Role 1 doctors have theoretical training in the use of these medications on short courses but then have little refresher training and use them infrequently in their routine practice, introducing the risk of skill fade. This may lead to higher rates of medication errors in an environment where the consequences may be significant. This article explores the current training of Role 1 doctors, the threat of skill fade and how the safety of drug administration can be improved. This includes recommendations for the development of training competencies, bespoke courses and clinical placements, e-learning and the use of new technology. Application of these recommendations has the potential to improve patient safety and the confidence of doctors in the use of parenteral analgesia.

scholarly journals Development and implementation of a structured ward round in acute adult psychiatry

2018 ◽  
Vol 7 (3) ◽  
pp. e000035 ◽  
Author(s):  
Anna Rebecca Mattinson ◽  
Sarah Jane Cheeseman
Keyword(s):  
Improve Patient Safety ◽  
Quality Care ◽  
General Medicine ◽  
Multidisciplinary Care ◽  
Ward Round ◽  
Care Plan ◽  
Care Plans ◽  
Adult Psychiatry ◽  
Paired Male ◽  
Ward Rounds

Delivering high quality care in acute psychiatry requires a coordinated approach from a multidisciplinary team (MDT). Weekly ward rounds are an important forum for reviewing a patient’s progress and developing a personalised care plan for the coming week. In general medicine, structured ward rounds and check lists have been shown to prevent omissions and improve patient safety; however, they are not widely used in psychiatry. At the Royal Edinburgh Hospital, the format of ward rounds differed between psychiatry wards and clinical teams, and care plans were not standardised. An audit in October 2015 found only 5% of acute psychiatric inpatients had a documented nursing care plan. It was agreed that a clear multidisciplinary care plan from the weekly ward round would be beneficial. A group of consultant psychiatrists identified seven key domains for ward round (Social needs, Community Mental Health Team liaison, Assessments required, Mental Health Act, Prescriptions: medication electroconvulsive therapy (ECT), T2/T3, Engagement with relatives and carers, Risk Assessment and Pass Plans). This was given the acronym SCAMPER. Following this, a clinical MDT on a paired male and female ward, developed and introduced a structured ward round sheet. Within 8 weeks this was being used for 100% of patients. It was subsequently introduced into three other acute adult psychiatry wards and the intensive psychiatric care unit. Staff feedback was sought verbally and via a questionnaire. This was positive. The form was widely accepted and staff felt it improved patient care and ward round quality.

Preanalytical errors in primary healthcare: a questionnaire study of information search procedures, test request management and test tube labelling

2009 ◽  
Vol 47 (2) ◽  
Author(s):  
Johan Söderberg ◽  
Christine Brulin ◽  
Kjell Grankvist ◽  
Olof Wallin
Keyword(s):  
Patient Safety ◽  
Primary Healthcare ◽  
Information Search ◽  
Clinical Laboratory ◽  
Improve Patient Safety ◽  
Test Tube ◽  
Laboratory Staff ◽  
Clinical Laboratories ◽  
Test Request ◽  
Request Management

Abstract: Most errors in laboratory medicine occur in the preanalytical phase and are the result of human mistakes. This study investigated information search procedures, test request management and test tube labelling in primary healthcare compared to the same procedures amongst clinical laboratory staff.: A questionnaire was completed by 317 venous blood sampling staff in 70 primary healthcare centres and in two clinical laboratories (response rate = 94%).: Correct procedures were not always followed. Only 60% of the primary healthcare staff reported that they always sought information in the updated, online laboratory manual. Only 12% reported that they always labelled the test tubes prior to drawing blood samples. No major differences between primary healthcare centres and clinical laboratories were found, except for test tube labelling, whereby the laboratory staff reported better practices. Re-education and access to documented routines were not clearly associated with better practices.: The preanalytical procedure in the surveyed primary healthcare centres was associated with a risk of errors which could affect patient safety. To improve patient safety in laboratory testing, all healthcare providers should survey their preanalytical procedures and improve the total testing process with a systems perspective.Clin Chem Lab Med 2009;47:195–201.

scholarly journals Understanding practitioner professionalism in Aboriginal and Torres Strait Islander health: lessons from student and registrar placements at an urban Aboriginal and Torres Strait Islander primary healthcare service

2017 ◽  
Vol 23 (5) ◽  
pp. 446 ◽  
Author(s):  
Deborah A. Askew ◽  
Vivian J. Lyall ◽  
Shaun C. Ewen ◽  
David Paul ◽  
Melissa Wheeler
Keyword(s):  
Health Care ◽  
Primary Healthcare ◽  
Healthcare Service ◽  
Torres Strait Islander ◽  
Medical Curriculum ◽  
Aboriginal Health ◽  
Aboriginal Peoples ◽  
Medical Professionalism ◽  
Clinical Placements ◽  
Torres Strait

Aboriginal and Torres Strait Islander peoples continue to be pathologised in medical curriculum, leaving graduates feeling unequipped to effectively work cross-culturally. These factors create barriers to culturally safe health care for Aboriginal and Torres Strait Islander peoples. In this pilot pre-post study, the learning experiences of seven medical students and four medical registrars undertaking clinical placements at an urban Aboriginal and Torres Strait Islander primary healthcare service in 2014 were followed. Through analysis and comparison of pre- and post-placement responses to a paper-based case study of a fictitious Aboriginal patient, four learning principles for medical professionalism were identified: student exposure to nuanced, complex and positive representations of Aboriginal peoples; positive practitioner role modelling; interpersonal skills that build trust and minimise patient–practitioner relational power imbalances; and knowledge, understanding and skills for providing patient-centred, holistic care. Though not exhaustive, these principles can increase the capacity of practitioners to foster culturally safe and optimal health care for Aboriginal peoples. Furthermore, competence and effectiveness in Aboriginal health care is an essential component of medical professionalism.

scholarly journals Direct phone communication to primary care physician to plan discharge from hospital: feasibility and benefits

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lukas Enzinger ◽  
Perrine Dumanoir ◽  
Bastien Boussat ◽  
Pascal Couturier ◽  
Patrice Francois
Keyword(s):  
Primary Care ◽  
Primary Care Physician ◽  
Interprofessional Collaboration ◽  
Improve Patient Safety ◽  
Discharge Summary ◽  
Care Physician ◽  
University Hospital ◽  
Phone Call ◽  
Cross Sectional ◽  
Telephone Contact

Abstract Background The discharge summary is the main vector of communication at the time of hospital discharge, but it is known to be insufficient. Direct phone contact between hospitalist and primary care physician (PCP) at discharge could ensure rapid transmission of information, improve patient safety and promote interprofessional collaboration. The objective of this study was to evaluate the feasibility and benefit of a phone call from hospitalist to PCP to plan discharge. Methods This study was a prospective, single-center, cross-sectional observational study. It took place in an acute medicine unit of a French university hospital. The hospitalist had to contact the PCP by telephone within 72 h prior discharge, making a maximum of 3 call attempts. The primary endpoint was the proportion of patients whose primary care physician could be reached by telephone at the time of discharge. The other criteria were the physicians’ opinions on the benefits of this contact and its effect on readmission rates. Results 275 patients were eligible. 8 hospitalists and 130 PCPs gave their opinion. Calls attempts were made for 71% of eligible patients. Call attempts resulted in successful contact with the PCP 157 times, representing 80% of call attempts and 57% of eligible patients. The average call completion rate was 47%. The telephone contact was perceived by hospitalist as useful and providing security. The PCPs were satisfied and wanted this intervention to become systematic. Telephone contact did not reduce the readmission rate. Conclusions Despite the implementation of a standardized process, the feasibility of the intervention was modest. The main obstacle was hospitalists lacking time and facing difficulties in reaching the PCPs. However, physicians showed desire to communicate directly by telephone at the time of discharge. Trial registration French C.N.I.L. registration number 2108852. Registration date October 12, 2017.

scholarly journals The use of interprofessional simulation interventions in medical student education: A scoping review

2021 ◽  
Vol 22 (1) ◽  
pp. 33-67
Author(s):  
Victoria Langton ◽  
Dimitra Dounas ◽  
Abby Moore ◽  
Stephen Bacchi ◽  
Josephine Thomas
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Scoping Review ◽  
Student Attitudes ◽  
Interprofessional Collaboration ◽  
Data Extraction ◽  
Medical Student Education ◽  
Interprofessional Learning ◽  
Medical Emergencies ◽  
Teaching Modality

Introduction: Simulation is commonly used by health and education institutions to facilitate interprofessional learning (IPL). The use of simulation in IPL is resource intensive. Evidence of what works, and with whom, is important to inform practice, policymaking and further research. The aim of this scoping review was to summarise the existing literature on IPL involving medical students, where simulation was the teaching modality. This review examined a variety of simulation-based interventions used to teach IPL to medical students and identified key features and outcomes. Methods: The databases Pubmed, Medline, EMBASE and PsychINFO were searched using the terms related to medical student and simulation combined with interprofessional. Included articles involved medical students alongside a student or practitioner from at least one other health profession taking part in at least one simulation session. Data extraction was performed by two authors using a standardised form. Results: It emerged that simulations of medical emergencies were the most common format to deliver IPL interventions. Most studies evaluated the success of their IPL intervention using the Readiness for Interprofessional Learning Scale (RIPLS). Conclusion: All studies were successful in improving student attitudes towards IPL and interprofessional collaboration when these were measured outcomes. Formal team training prior to simulation is effective in improving teamwork skills. IPL interventions with participants from a greater mix of professions have more positive results.

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