scholarly journals Interprofessional education-relevant accreditation standards in Canada: a comparative document analysis

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Mohammad Azzam ◽  
Anton Puvirajah ◽  
Marie-Andrée Girard ◽  
Ruby E. Grymonpre
Keyword(s):  
Health Outcomes ◽  
Interprofessional Education ◽  
Educational Program ◽  
Health Professions ◽  
Patient Centered ◽  
Eligibility Criteria ◽  
Accreditation Standards ◽  
Canadian Health ◽  
Standards Documents ◽  
The Impact

Abstract Background Increasing evidence suggests that sustainable delivery of interprofessional education (IPE) has the potential to lead to interprofessional collaborative practice (IPCP), which in turn has the potential to lead to enhanced healthcare systems and improved patient-centered care health outcomes. To enhance IPE in Canada, the Accreditation of Interprofessional Health Education (AIPHE) project initiated collaborative efforts among accrediting organizations of six health professions to embed IPE language into their respective accreditation standards. To further understand the impact of the AIPHE project, this study evaluated the accountability of the IPE language currently embedded in Canadian health professions’ accreditation standards documents and examined whether such language spanned the five accreditation standards domains identified in the AIPHE project. Methods We conducted a comparative content analysis to identify and examine IPE language within the “accountable” statements in the current accreditation standards for 11 Canadian health professions that met our eligibility criteria. Results and discussion A total of 77 IPE-relevant accountable statements were identified across 13 accreditation standards documents for the 11 health professions. The chiropractic, pharmacy, and physiotherapy documents represented nearly 50% (38/77) of all accountable statements. The accountable statements for pharmacy, dentistry, dietetics, and nursing (registered) spanned across three-to-four accreditation standards domains. The remaining nine professions’ statements referred mostly to “Students” and “Educational program.” Furthermore, the majority of accreditation standards documents failed to provide a definition of IPE, and those that did, were inconsistent across health professions. Conclusions It was encouraging to see frequent reference to IPE within the accreditation standards of the health professions involved in this study. The qualitative findings, however, suggest that the emphasis of these accountable statements is mainly on the students and educational program, potentially compromising the sustainability and development, implementation, and evaluation of this frequently misunderstood pedagogical approach. The findings and exemplary IPE-relevant accountable statements identified in this paper should be of interest to all relevant stakeholders including those countries, where IPE accreditation is still emerging, as a means to accelerate and strengthen achieving desired educational and health outcomes.

scholarly journals A Comparative Review of Canadian Health Professional Education Accreditation Systems

2006 ◽  
Vol 36 (1) ◽  
pp. 79-102 ◽  
Author(s):  
Vernon R. Curran ◽  
Lisa Fleet ◽  
Diana Deacon
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
Interprofessional Education ◽  
Health Professions ◽  
Educational Process ◽  
Health Professional Education ◽  
Care Providers ◽  
Comparative Review ◽  
Canadian Health

Canadian governments and various stakeholder groups are advocating greater interprofessional collaboration amongst health care providers as a fundamental strategy for enhancing coordination and quality of care in the health care system. Interprofessional education for collaborative patient-centred practice (IECPCP) is an educational process by which students/learners (or workers) from different health professions learn together to improve collaboration. The educational system is believed to be a main determinant of interprofessional collaborative practice, yet academic institutions are largely influenced by accreditation, certification and licensure bodies. Accreditation processes have been linked to the continuous improvement of curricula in the health professions, and have also been identified as potential avenues for encouraging educational change and innovation. The purpose of this paper is to summarize the characteristics of the national accreditation systems of select Canadian health professional education programs at both the pre- and post-licensure educational levels and to show how these systems support and/or foster IECPCP. A review of the educational accreditation systems of medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy was undertaken through key informant interviews and an analysis of accreditation process documentation. The results of this comparative review suggest that accreditation systems are more prevalent across the health professions at a pre-licensure level. Accreditation at the post- licensure level, particularly at the continuing professional education level, appears to be less well established across the majority of health professions. Overall, the findings of the review also suggest that current accreditation systems do not appear to promote nor foster interprofessional education for collaborative patient-centred practice in a systematic manner through either accreditation processes or standards. Through a critical adult learning perspective we argue that in order for traditional uni-professional structures within the health professional education system to be challenged, the accreditation system needs to place greater value on interprofessional education for collaborative patient-centred practice.

Bridging didactic, interdisciplinary service learning and practice in health professions education

2014 ◽  
Vol 56 (5) ◽  
pp. 447-466 ◽  
Author(s):  
Halcyon St Hill ◽  
Hulya Julie Yazici
Keyword(s):  
Service Learning ◽  
Interprofessional Education ◽  
Health Professions ◽  
Integrated Model ◽  
Health Professions Education ◽  
Interdisciplinary Education ◽  
Equation Modeling ◽  
Content Type ◽  
Interdisciplinary Course ◽  
The Impact

Purpose – The purpose of this paper is to present an integrated model of didactic, practice and interdisciplinary service learning in healthcare education, and determine the students’ perceptions on the benefits of this integration. Design/methodology/approach – A pre and post survey design was utilized to examine health professions students’ perspectives with respect to learning outcomes relevant to professional benefits of a service learning capstone. The surveys consisted of 36 items for measuring the interdisciplinary course characteristics and perceived benefits of the integrated approach. The required interdisciplinary (used interchangeably with interprofessional) course was constructed as an integrated didactic, practice interdisciplinary service learning model. The sample consisted of undergraduate students (n=53) who completed the interdisciplinary senior seminar capstone course taught by one faculty member in one of three course sections. Structural equation modeling based on partial least squares was used to analyze the significance of constructs. Students’ reflections on interdisciplinary service learning were also collected and summarized. Findings – The study demonstrated the significance of interdisciplinary course and team preparation on perceived professional benefits and positive community service learning experience. Research limitations/implications – Further studies are needed and being pursued to address practitioners’ perceptions of interdisciplinary education. To fully complete the assessment of interdisciplinary education, longitudinal studies must be pursued with graduates and their employers. A larger sample size could be used to repeat this study. Practical implications – The model employed in this study may be utilized as a component of practice education and clinical practice to address accreditation requirements, quality patient-centred care, and engaging students in valuing interprofessionalism and service. Originality/value – This study presents an integrated model of didactic, practice and interdisciplinary service learning in health professions education, and demonstrates the benefits of the model with health profession students’ perceptions of interprofessional education (IPE). This study contributes to professional learning research as the impact of IPE has been questionable due to lack of rigorous evidence.

scholarly journals Exposure to outdoor air pollution and its human-related health outcomes: an evidence gap map

BMJ Open ◽  
2019 ◽  
Vol 9 (12) ◽  
pp. e031312 ◽  
Author(s):  
Zhuanlan Sun ◽  
Demi Zhu
Keyword(s):  
Air Pollution ◽  
Health Outcomes ◽  
Future Research ◽  
Outdoor Air ◽  
Eligibility Criteria ◽  
Study Region ◽  
Outdoor Air Pollution ◽  
Air Pollution Exposure ◽  
Pollution Exposure ◽  
The Impact

ObjectivesOutdoor air pollution is a serious environmental problem worldwide. Current systematic reviews (SRs) and meta-analyses (MAs) mostly focused on some specific health outcomes or some specific air pollution.DesignThis evidence gap map (EGM) is to identify existing gaps from SRs and MAs and report them in broad topic areas.Data sourcesPubMed, Cochrane, Scopus and Web of Science were searched from their inception until June 2018. Citations and reference lists were traced.Eligibility criteriaSRs and MAs that investigated the impact of outdoor air pollution on human health outcomes were collected. This study excluded original articles and qualitative review articles.Data extraction and synthesisCharacteristics of the included SRs and MAs were extracted and summarised. Extracted data included authors, publication year, location of the corresponding author(s), publication journal discipline, study design, study duration, sample size, study region, target population, types of air pollution and health outcomes.ResultsAsia and North America published 93% of SRs and MAs included in this EGM. 31% of the SRs and MAs (27/86) included primary studies conducted in 5–10 countries. Their publication trends have increased during the last 10 years. A total of 2864 primary studies was included. The median number of included primary studies was 20 (range, 7–167). Cohort studies, case cross-over studies and time-series studies were the top three most used study designs. The mostly researched population was the group of all ages (46/86, 53%). Cardiovascular diseases, respiratory diseases and health service records were mostly reported. A lack of definite diagnostic criteria, unclear reporting of air pollution exposure and time period of primary studies were the main research gaps.ConclusionsThis EGM provided a visual overview of health outcomes affected by outdoor air pollution exposure. Future research should focus on chronic diseases, cancer and mental disorders.

scholarly journals Differences in the impact of precarious employment on health across population subgroups: a scoping review

2020 ◽  
Vol 141 (1) ◽  
pp. 37-49
Author(s):  
BJ Gray ◽  
CNB Grey ◽  
A Hookway ◽  
L Homolova ◽  
AR Davies
Keyword(s):  
Mental Health ◽  
Health Outcomes ◽  
Scoping Review ◽  
Migrant Workers ◽  
Original Data ◽  
Health Impacts ◽  
Eligibility Criteria ◽  
Precarious Employment ◽  
Ovid Medline ◽  
The Impact

Aim: Precarious employment is known to be detrimental to health, and some population subgroups (young individuals, migrant workers, and females) are at higher risk of precarious employment. However, it is not known if the risk to poor health outcomes is consistent across population subgroups. This scoping review explores differential impacts of precarious employment on health. Methods: Relevant studies published between 2009 and February 2019 were identified across PubMed, OVID Medline, PsycINFO, and Scopus. Articles were included if (1) they presented original data, (2) examined precarious employment within one of the subpopulations of interest, and (3) examined health outcomes. Results: Searches yielded 279 unique results, of which 14 met the eligibility criteria. Of the included studies, 12 studies examined differences between gender, 3 examined the health impacts on young individuals, and 3 examined the health of migrant workers. Mental health was explored in nine studies, general health in four studies, and mortality in two studies. Conclusion: Mental health was generally poorer in both male and female employees as a result of precarious employment, and males were also at higher risk of mortality. There was limited evidence that met our inclusion criteria, examining the health impacts on young individuals or migrant workers.

scholarly journals The Health Impact of Smokeless Tobacco Products: A Systematic Review

2021 ◽  
Author(s):  
Cother Hajat ◽  
Emma Stein ◽  
Lars Ramstrom ◽  
Saran Shantikumar ◽  
Riccardo Polosa
Keyword(s):  
Middle East ◽  
Health Outcomes ◽  
Head And Neck ◽  
Smokeless Tobacco ◽  
Good Health ◽  
Health Impact ◽  
Eligibility Criteria ◽  
Colon Cancers ◽  
Meta Analyses ◽  
The Impact

IntroductionThe objective was to systematically review studies reporting on health outcomes from smokeless tobacco (SLT) products.MethodsWe included published literature on the health impact of SLT from 01/01/2015 until 01/02/2020 following the PRISMA protocol using PubMed, Embase, Scopus and Google Scholar. ResultsOf 321 studies identified, 53 met eligibility criteria; 23(43%) were rated as poor, 21(39%) fair and 9(17%) as good. Health outcomes differed starkly between SLT products and global regions. SLT products in Asia, Middle East and Africa were associated with higher mortality (overall, cancer, CHD, respiratory but not CVD), and morbidity (CVD, oral and head and neck cancers), with odds ratios as high as 39 (shammah use). European studies showed no excess mortality (overall, CVD, from cancers) or morbidity (IHD, stroke, oral, head and neck, pancreatic or colon cancers) from several meta-analyses but single studies reporting elevated risk of rectal cancer and respiratory disorders. Pooled studies showed a protective effect against developing Parkinson’s disease. US studies showed mixed results for mortality (raised overall, CHD, cancer and smoking-related cancer mortality; no excess risk of respiratory or CVD mortality). Morbidity outcomes were also mixed, with some evidence of increased IHD, stroke and cancer risk (oral, head and neck). No studies reported on the health impact of switching from cigarettes to SLT products. ConclusionOur review has demonstrated stark differences between different SLT products in different regions on health impact, ranging from no harm from European snus to greatly increased health risks from SLT products used in Asia, Middle East and Africa. The literature on the impact of SLT products for harm reduction is incomplete and potentially misinforming policy and regulation.

scholarly journals Impact of interprofessional education on students of the health professions: a systematic review

2019 ◽  
Vol 16 ◽  
pp. 33 ◽  
Author(s):  
Amy Leigh Dyess ◽  
Jordyn Shelby Brown ◽  
Natasha Dianne Brown ◽  
Katherine Merrill Flautt ◽  
Lisa Jayroe Barnes
Keyword(s):  
Systematic Review ◽  
Interprofessional Education ◽  
Positive Impact ◽  
Health Professions ◽  
Academic Preparation ◽  
Interdisciplinary Teams ◽  
Eligibility Criteria ◽  
Healthcare Professions ◽  
Education Of Students ◽  
Shared Problem

Purpose: Interprofessional education (IPE) is a concept that allows students from different health professions to learn with and from each other as they gain knowledge about their chosen professions and the professions of their colleagues. The purpose of this systematic review was to determine the effectiveness of IPE in the academic preparation of students of the health professions.Methods: A search was conducted of the PubMed and CINAHL databases using the following eligibility criteria: IPE including students from 3 or more healthcare professions, IPE exposure within academic coursework, measurement of attitudes and/or perceptions as outcomes, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.Results: The search yielded 870 total articles. After screening, 7 articles remained for review. All studies reported a positive impact of IPE on the education of students of the health professions.Conclusion: Evidence showed that IPE activities were an effective tool for improving attitudes toward interdisciplinary teamwork, communication, shared problem-solving, and knowledge and skills in preparation for collaboration within interdisciplinary teams.

scholarly journals Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Marwh Gassim Aldriwesh ◽  
Sarah Mohammed Alyousif ◽  
Nouf Sulaiman Alharbi
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Interprofessional Education ◽  
Teaching And Learning ◽  
Cochrane Library ◽  
Learning Approaches ◽  
African Countries ◽  
Eligibility Criteria ◽  
Current Systematic Review ◽  
The Impact

Abstract Background Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students’ acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches. Methods The systematic review was performed in 2020 with three databases: PubMed, Science Direct, and the Cochrane Library. Titles and abstracts were included based on pre-identified eligibility criteria. We used the article entitled ‘Systematic reviews in medical education: a practical approach: AMEE guide 94’ as the basis to establish the aim and methods of the current systematic review from 2010 to 2019. Results We found 16 articles that met the inclusion criteria and reported the implementation process of IPE in universities from Western, Asian, and African countries. A combination of at least two teaching and learning approaches was used to deliver IPE. The findings indicated that of all the teaching and learning approaches, simulation-based education, e-learning, and problem-based learning were the most prevalent approaches used to deliver IPE. This systematic review also revealed a lack of IPE programmes in the Middle East region. Conclusions The evidence synthesised in the current systematic review could support IPE curriculum planners and educators when planning an IPE programme. More global IPE initiatives are required to meet the global health workforce needs. Further studies are required to identify the effectiveness of the different teaching and learning approaches in the development of IPE competencies.

scholarly journals Interprofessional Education In Healthcare: Establishing A Successful Dialogue For Students And Faculty

2011 ◽  
Vol 3 (1) ◽  
pp. 53-58
Author(s):  
Lynette R. Goldberg ◽  
Victoria Mosack ◽  
Jean Brickell
Keyword(s):  
Clinical Practice ◽  
Survey Data ◽  
Interprofessional Education ◽  
Health Professions ◽  
Evidence Based ◽  
Patient Centered ◽  
Education Assessment ◽  
Interprofessional Teams ◽  
Specific Activities ◽  
Problem Solve

Effective healthcare today is built on interprofessional, population- and evidence-based approaches to provide care that is safe, timely, equitable, patient-centered, and efficient. As a result, there is increasing recognition by faculty, administrators, and community professionals of the importance of providing students with ongoing opportunities to problem-solve and learn together in interprofessional teams. In order to document baseline data on the interprofessional activities underway in a College of Health Professions, faculty and staff in each of the College’s departments completed a published survey, Interprofessional Education Assessment and Planning Instrument for Academic Institutions. Faculty comments showed they viewed interprofessional education and collaborative clinical practice as important. However, survey data showed interprofessional education generally was limited to discipline-specific activities. Data were important in encouraging faculty to begin a productive dialogue as to how interprofessional education opportunities could be implemented more effectively for students. 

scholarly journals PIH51 A PILOT STUDY ASSESSING THE IMPACT OF ADVANCED PHARMACISTS-DELIVERED PATIENT-CENTERED CARE ON HEALTH OUTCOMES FOR HOSPITALIZED GERIATRICS PATIENTS

2019 ◽  
Vol 22 ◽  
pp. S190-S191
Author(s):  
T. Temedie-Asogwa ◽  
H.I. Bell-Gam ◽  
I. Chijioke-Nwauche ◽  
C. Asogwa ◽  
V. Martyns-Yellowe ◽  
...  
Keyword(s):  
Pilot Study ◽  
Health Outcomes ◽  
Patient Centered Care ◽  
Patient Centered ◽  
Centered Care ◽  
The Impact

scholarly journals How we implemented Continuous Interprofessional Education at a newly established public hospital in Singapore

2022 ◽  
pp. 201010582110685
Author(s):  
Deanna W-C Lee ◽  
Chao-Yan Dong ◽  
Derrick Chen-Wee Aw
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Healthcare Setting ◽  
Contributing Factors ◽  
Patient Centeredness ◽  
Patient Centered ◽  
Mixed Responses ◽  
Strongly Agree ◽  
The Impact ◽  
Grand Rounds

Introduction To promote interprofessional collaboration (IPC), our newly established hospital implemented the Continuing Interprofessional Education (CIPE) initiatives, which included a half-day workshop and 15 sessions of Grand Rounds, with the content focusing on establishing interprofessional patient-centered care pathways, policies, and ultimately to build a community of IPC. Methods To evaluate the impact of the CIPE initiatives, 120 staff who attended at least 50% of the CIPE sessions were invited to complete the Interprofessional Attitudes Scale (IPAS). Results 67.5% of the invited participants completed the survey. The majority of the participants answered “agree” or “strongly agree” for the domains of Teamwork/Roles/Responsibilities, Patient-centeredness, Diversity and Ethics, and Community Centeredness after going through the CIPE initiatives. The Interprofessional Bias domain revealed mixed responses. Discussions and Implications of practice The significant contributing factors towards the success of the CIPE Grand Rounds included: (1) the topics were proposed by our staff and centered on clinical practice; (2) the delivery format was interactive, guided by adult learning principles. The mixed responses regarding the presence of biases among the participants suggested that interprofessional biases are deep-rooted in the healthcare setting, and attendance of these CIPE Grand Rounds made participants more acutely aware of these biases. However, more actions are needed to eradicate these biases.

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