Realist evaluation of interprofessional education in primary care through transprofessional role play: what primary care professionals learn together

2020 ◽  
pp. 1-9
Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Manabu Yoshimura
Keyword(s):  
Primary Care ◽  
Interprofessional Education ◽  
Role Play ◽  
Realist Evaluation ◽  
Primary Care Professionals

Impact of Interprofessional Education on Collaboration Attitudes, Skills, and Behavior Among Primary Care Professionals

2012 ◽  
Vol 32 (3) ◽  
pp. 196-204 ◽  
Author(s):  
Sarah Robben ◽  
Marieke Perry ◽  
Leontien van Nieuwenhuijzen ◽  
Theo van Achterberg ◽  
Marcel Olde Rikkert ◽  
...  
Keyword(s):  
Primary Care ◽  
Interprofessional Education ◽  
And Behavior ◽  
Primary Care Professionals

Interprofessional Education in An Orthodontic Outreach Training Centre

2016 ◽  
Vol 5 (4) ◽  
pp. 63-69
Author(s):  
Richard Cure
Keyword(s):  
Primary Care ◽  
Patient Care ◽  
Interprofessional Education ◽  
Clinical Care ◽  
Realist Evaluation ◽  
Care Hospital ◽  
Integrated Education ◽  
Training Centre ◽  
Team Members ◽  
The Uk

Interprofessional education (IPE) describes those occasions when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes. In the UK, orthodontic treatment is now delivered by a highly skilled team. Historically, education and training for orthodontic team members has been delivered ‘uniprofessionally’ in secondary care hospital settings, despite 96% of dental care, including orthodontics, being delivered in primary care. This paper describes an evaluation of IPE in Leamington Spa Orthodontics (LSO), a University-approved, primary care outreach training centre, where all members of the orthodontic team deliver patient care and are educated together in an IPE environment. The study methodology is realist evaluation, which aims to describe and understand the educational environment and identify how stakeholders perceive their experiences. This study describes a quality assured, primary care model of integrated education and patient care, which enhances interprofessionality and offers an alternative strategy for the future for commissioning of education and clinical care.

scholarly journals Louisiana Geriatric Workforce Enhancement Program: Analysis of Learning Outcomes From Dementia Training

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 58-58
Author(s):  
Katherine Kirsch ◽  
Catherine Lemieux ◽  
Laura Ainsworth ◽  
Sarah Choate ◽  
Ashleigh Borgmeyer ◽  
...  
Keyword(s):  
Primary Care ◽  
Program Analysis ◽  
Training Session ◽  
Cohen’S D ◽  
Response Formats ◽  
Cohen's D ◽  
Item Knowledge ◽  
South Louisiana ◽  
Severe Shortage ◽  
Primary Care Professionals

Abstract A recent Alzheimer’s Association report noted that by year 2050, the number of Americans diagnosed with Alzheimer’s disease and related dementias (ADRD) will triple to over 15 million. The report referred to primary care as the front line for meeting this demand, yet the nation faces a severe shortage of ADRD trained, primary care professionals (PCPs). Louisiana Geriatric Workforce Enhancement Program (LA-GWEP) addresses this demand. The purpose of this study was to examine preliminary data respective to LA-GWEP effectiveness with interdisciplinary education and training seminars, primarily aimed at medical, nursing, and social work PCPs. Three seminars were conducted in south Louisiana: Seminars 1 and 2 addressed effective communication, verbal and nonverbal, among persons with ADRD and caregivers; Seminar 3 offered basic overview of dementia symptomology, stages, and behaviors. Pre- and post-training session data were collected on-site. Participants completed questionnaires that included a 10-item knowledge assessment and 20-item Dementia Attitudes Scale (DAS). These measures contained Likert response formats; higher scores indicating greater levels of ADRD knowledge, in patient and caregiver contexts. Paired sample t-tests were conducted to observe any significant pre-to-post improvement, Cohen’s d for effect size. Seminar 1 revealed no significant pre-to-post difference: t = -1.019, p = 0.320. Adjusting content from audience feedback, Seminar 2 revealed significant pre-to-post difference: t = -7.516, p < .001, Cohen’s d = 1.2. Seminar 3 yielded significant improvement on DAS scores: t = -2.96, p < .01, Cohen’s d = 0.34. Implications for seminars in future years of LA-GWEP are discussed.

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

scholarly journals Development and evaluation of a primary care interprofessional education intervention to support people with dementia

2018 ◽  
Vol 33 (5) ◽  
pp. 579-582 ◽  
Author(s):  
Aisling Jennings ◽  
Kathleen McLoughlin ◽  
Siobhan Boyle ◽  
Katherine Thackeray ◽  
Anne Quinn ◽  
...  
Keyword(s):  
Primary Care ◽  
Interprofessional Education ◽  
Education Intervention ◽  
People With Dementia

Training primary care professionals in multimorbidity management: Educational assessment of the eMULTIPAP course

2020 ◽  
Vol 192 ◽  
pp. 111354
Author(s):  
Francisca Leiva-Fernández ◽  
Juan Daniel Prados-Torres ◽  
Alexandra Prados-Torres ◽  
Isabel del-Cura-González ◽  
Marcos Castillo-Jimena ◽  
...  
Keyword(s):  
Primary Care ◽  
Educational Assessment ◽  
Primary Care Professionals

scholarly journals Open communication strategies between a triad of ‘experts’ facilitates death in usual place of residence: A realist evaluation

2018 ◽  
Vol 32 (5) ◽  
pp. 980-989 ◽  
Author(s):  
Sonia Dalkin ◽  
Monique Lhussier ◽  
Diana Jones ◽  
Pete Phillipson ◽  
William Cunningham
Keyword(s):  
Primary Care ◽  
Logistic Regression Model ◽  
Care Pathway ◽  
Communication Strategies ◽  
Realist Evaluation ◽  
Mixed Effects ◽  
Place Of Residence ◽  
Open Communication ◽  
Audit Data ◽  
Integrated Care Pathway

Background: In order to meet policy drivers on death in usual place of residence, it is key to understand how shared decision-making can be facilitated in practice. An integrated care pathway was implemented in primary care in the North East of England to facilitate death in usual place of residence. Aim: To understand how, for whom and in which circumstances death in usual place of residence is facilitated. Design: A mixed method realist evaluation was employed. Local primary care practice death audit data were analysed to identify outcomes using a mixed effects logistic regression model. Focus groups and interviews with staff of the integrated care pathway and bereaved relatives were analysed to identify the related contexts and mechanisms. Setting/participants: Death audit data of 4182 patients were readily available from 14 general practitioner practices. Three focus groups were conducted with primary and secondary care staff, voluntary sector organisations and care home representatives. Interviews with bereaved relatives were carried out in participants’ homes ( n = 5). Results: A mixed effects logistic regression model indicated a significant effect of year on death in usual place of residence when compared to a model without year using an analysis of deviance ( p = 0.016). Qualitative analysis suggested that this outcome was achieved when a triad of ‘experts’ (comprising patient, family members/family carers/formal carers and healthcare professionals) used open communication strategies. Conclusion: An empirically supported theory of how, for whom and in which circumstances death in usual place of residence happens is provided, which has important implications for both policy and practice.

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