The impact of COVID-19 on the delivery of interprofessional education: it's not all bad news

2021 ◽  
Vol 29 (12) ◽  
pp. 699-705
Author(s):  
Lisa-Christin Wetzlmair ◽  
Gatera Fiston Kitema ◽  
Veronica O'Carroll ◽  
Alla El-Awaisi ◽  
Alison Power ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Case Reports ◽  
International Perspective ◽  
Key Factors ◽  
Face To Face ◽  
Online Technology ◽  
Health And Social Care ◽  
Facilitation Skills ◽  
Key Aspects ◽  
The Impact

During the COVID-19 outbreak, most face-to-face teaching and practice-based learning placements were suspended. Universities provided ongoing health and social care education, including interprofessional education, using online technology. Focusing on changes in the delivery of interprofessional education, this second article in a series on interprofessional education provides an international perspective through facilitators' case reports. It considers the key factors that enabled a rapid shift from face-to-face to online interprofessional education, and the key aspects that had to change. The significant changes reported from literature and case reports reflect on remote and online learning, the duration of education sessions, individual and team learning aspects and facilitation skills.

Learning in lockdown: exploring the impact of COVID-19 on interprofessional education

2021 ◽  
Vol 29 (11) ◽  
pp. 648-652
Author(s):  
Alison Power ◽  
Michael Palapal Sy ◽  
Maggie Hutchings ◽  
Tracy Coleman ◽  
Alla El-Awaisi ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Social Care ◽  
Lessons Learned ◽  
Global Perspective ◽  
Face To Face ◽  
Perceptions And Attitudes ◽  
Health And Social Care ◽  
Rich Data ◽  
The Uk ◽  
The Impact

The COVID-19 pandemic has had a significant impact on the learning experiences of students undertaking health and social care programmes across the globe. In the UK, the Nursing and Midwifery Council introduced emergency standards for undergraduate programmes in 2020, making significant short-term changes to programme delivery. However, the mandate for all students to undertake interprofessional education remained. Interprofessional education is key to preparing students on health and social care programmes, as it enables students to work as effective members of multi-agency/multi-professional teams on qualification. It is an important element of training, as it has a direct impact on quality of care and service user experience. This series of articles will explore the experiences of ‘lockdown learning’ from the perspective of academics, students and service users from a global perspective in relation to the delivery of interprofessional education during the pandemic, which necessitated a wholesale move from face-to-face, blended and online learning to include emergency remote teaching. The series was written by members of the Centre for the Advancement of Interprofessional Education Research Subgroup (Interprofessional Education Experiences) and aims to identify barriers and facilitators to successful shared learning and provide suggestions for how lessons learned can be taken forward to further enhance this important element of pre-registration education. The perceptions and attitudes of academics and students on such comprehensive changes are a unique and rich data source to explore and inform future provision.

scholarly journals Using workshops as a tool to deliver interprofessional learning

2012 ◽  
Vol 9 (3) ◽  
pp. 26-46
Author(s):  
Helena Low ◽  
Judy Stone
Keyword(s):  
Interprofessional Education ◽  
Learning And Development ◽  
Policy Makers ◽  
Interprofessional Learning ◽  
Raising Awareness ◽  
Health And Social Care ◽  
Facilitation Skills ◽  
The Uk ◽  
Diverse Groups ◽  
The Impact

Workshops are used widely as a tool in both education and industry for brainstorming, problem solving, sharing knowledge, skills and raising awareness of issues. In this international initiative, workshops were chosen as the educational delivery tool for interprofessional learning (IPL) due to their flexible, interactive and collaborative nature. In 2009, Australia and New Zealand were developing the experience and expertise required to facilitate IPL effectively with diverse groups of participants with differing needs. An international collaborative connection was fostered with the UK Centre for the Advancement of Interprofessional Education (CAIPE) to access expertise already existing in the UK. This expertise was combined with the developing facilitation skills within Australasia in a series of ten workshops. Over three hundred health and social care practitioners, educators, policy makers and planners participated. The tour was neither funded nor designed as a formal research study. After the tour, feedback was received from institutions and participants on the impact of the tour as a whole and of individual workshops. This feedback indicated that the workshops had acted as a catalyst and impetus for further interprofessional learning and development and collaboration in practice. They had been effective in delivering interprofessional learning.

scholarly journals Reaching consensus on reporting patient and public involvement (PPI) in research: methods and lessons learned from the development of reporting guidelines

BMJ Open ◽  
2017 ◽  
Vol 7 (10) ◽  
pp. e016948 ◽  
Author(s):  
Jo Brett ◽  
Sophie Staniszewska ◽  
Iveta Simera ◽  
Kate Seers ◽  
Carole Mockford ◽  
...  
Keyword(s):  
Public Involvement ◽  
Evidence Base ◽  
Patient And Public Involvement ◽  
Lessons Learned ◽  
Reporting Guidelines ◽  
Consensus Development ◽  
Face To Face ◽  
Three Phase ◽  
Health And Social Care ◽  
The Impact

IntroductionPatient and public involvement (PPI) is inconsistently reported in health and social care research. Improving the quality of how PPI is reported is critical in developing a higher quality evidence base to gain a better insight into the methods and impact of PPI. This paper describes the methods used to develop and gain consensus on guidelines for reporting PPI in research studies (updated version of the Guidance for Reporting Patient and Public Involvement (GRIPP2)).MethodsThere were three key stages in the development of GRIPP2: identification of key items for the guideline from systematic review evidence of the impact of PPI on health research and health services, a three-phase online Delphi survey with a diverse sample of experts in PPI to gain consensus on included items and a face-to-face consensus meeting to finalise and reach definitive agreement on GRIPP2. Challenges and lessons learnt during the development of the reporting guidelines are reported.DiscussionThe process of reaching consensus is vital within the development of guidelines and policy directions, although debate around how best to reach consensus is still needed. This paper discusses the critical stages of consensus development as applied to the development of consensus for GRIPP2 and discusses the benefits and challenges of consensus development.

scholarly journals Research with older people in a world with COVID-19: identification of current and future priorities, challenges and opportunities

2020 ◽  
Vol 49 (6) ◽  
pp. 901-906 ◽  
Author(s):  
Sarah J Richardson ◽  
Camille B Carroll ◽  
Jacqueline Close ◽  
Adam L Gordon ◽  
John O’Brien ◽  
...  
Keyword(s):  
Older People ◽  
Psychological Health ◽  
Social Care ◽  
Care Homes ◽  
Face To Face ◽  
System Reconfiguration ◽  
Health And Social Care ◽  
Challenges And Opportunities ◽  
Academic Authors ◽  
The Impact

Abstract Older people are disproportionately affected by the COVID-19 pandemic, which has had a profound impact on research as well as clinical service delivery. This commentary identifies key challenges and opportunities in continuing to conduct research with and for older people, both during and after the current pandemic. It shares opinions from responders to an international survey, a range of academic authors and opinions from specialist societies. Priorities in COVID-19 research include its specific presentation in older people, consequences for physical, cognitive and psychological health, treatments and vaccines, rehabilitation, supporting care homes more effectively, the impact of social distancing, lockdown policies and system reconfiguration to provide best health and social care for older people. COVID-19 research needs to be inclusive, particularly involving older people living with frailty, cognitive impairment or multimorbidity, and those living in care homes. Non-COVID-19 related research for older people remains of critical importance and must not be neglected in the rush to study the pandemic. Profound changes are required in the way that we design and deliver research for older people in a world where movement and face-to-face contact are restricted, but we also highlight new opportunities such as the ability to collaborate more widely and to design and deliver research efficiently at scale and speed.

scholarly journals Interprofessional collaboration and chronicity management: a systematic review of clinical trials

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Pascucci ◽  
M T Riccardi ◽  
M Sapienza ◽  
M C Nurchis ◽  
W Ricciardi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Interprofessional Education ◽  
Medical Training ◽  
Interprofessional Collaboration ◽  
Future Research ◽  
Care Practice ◽  
Chronic Patients ◽  
Health And Social Care ◽  
The Impact

Abstract The increasing prevalence of chronic disease generates significant financial, social and psychosocial burden for patients, families and healthcare system. Interprofessional collaboration (IPC) is becoming recognized as a discipline among health and social care professionals and medical training institutions worldwide. Literature research suggests that following interventions could be particularly useful in the management of chronic patients. The objective of this systematic review was to assess the impact of IPC on chronic patients compared to standard health-care practice. The PICO model was adopted and three electronic databases (Medline, EMBASE, Web of Science) were searched using appropriate keywords. Selected trials were assessed for quality and risk of bias using the National Institutes of Health Quality Assessment of Controlled Intervention Studies. Data were analyzed using descriptive statistic, and comparison of outcomes among teams with or without pharmacist was performed using t-Student test (p < 0,05). Out of 11.128, 24 studies met the inclusion criteria and 58 indicators were identified: 62% improved significantly, 38% did not show any variation, no indicator worsened after intervention. In particular, systolic blood pressure (SBP) showed a statistically significant improvement in 70.0 % of trials in which was considered while did not show any difference in the rest. The presence of a pharmacist in the team show a statistically significant improvement on SBP (p = 0,002) in patients with hypertension while no statistically significant effect is observed on glycated hemoglobin (p = 0,193) in diabetics. The results support that IPC contributes to positive patient, provider and institutional level outcomes, in particular for chronic conditions. Future research should focus on the inclusion of patient/caregivers in the collaborative team, and on the role of interprofessional education (IPE) on collaborative practice in the management of the patient with chronicity. Key messages IPC is an innovative strategy to address the complex health needs of chronic populations. Further studies are needed to evaluate the role of IPE in achieving better IPC and improving chronic patients’ outcomes.

scholarly journals Ways of ‘Being With’

2021 ◽  
Vol 28 (1) ◽  
pp. 16-20
Author(s):  
Annelieke Driessen ◽  
Erica Borgstrom ◽  
Simon Cohn
Keyword(s):  
Palliative Care ◽  
End Of Life ◽  
Fundamental Feature ◽  
Face To Face ◽  
Life And Death ◽  
Common Experience ◽  
Meaningful Relationships ◽  
Key Aspects ◽  
The Impact ◽  
Ways Of Being

Palliative care professionals often speak of the importance of forming meaningful relationships with patients and their families. Trust and rapport, usually established over extended periods of time through face-to-face interactions, and a ‘gentle honesty’ regarding end-of-life and death are key aspects of developing a sense of intimacy with people who are approaching the end of their lives. A fundamental feature of this intimacy is conveying a sense of ‘being with’ a patient. However, these ways of working were greatly challenged by the impact of COVID-19. This article explores how intimacy both was and was not established at the height of the pandemic, and it describes the extent to which shared concerns functioned as a new means to create a sense of a common experience.

scholarly journals Communication and Interaction from Face-to-Face to Online Emi Degree Programmes in the Students’ Perspective – A Case Study

2020 ◽  
pp. 422-432
Author(s):  
Stefania Cicillini ◽  
Antonella Giacosa
Keyword(s):  
Key Factors ◽  
Immediate Feedback ◽  
Online Questionnaire ◽  
Digital Platforms ◽  
Face To Face ◽  
The Face ◽  
Master Level ◽  
The One ◽  
Sudden Transition ◽  
Key Aspects

The proliferation of EMI degree programmes, which are completely taught through the medium of English, has risen steadily in Italy over the last two decades, especially at master level. Along with English proficiency, interaction and communication are key factors in the success of EMI programmes even though they have been matter of concern during the COVID-19 emergency, when all classes were suddenly forced to shift online. More specifically, students of EMI degree programmes in “Medicine and Surgery” and “Nursing” were impacted because they used to work and study in groups, to interact with patients and classmates and to receive immediate feedback from lecturers. Though unplanned, emergency remote education (ERE) has allowed students to attend classes and take exams. However, it has also shown that interaction and communication could have been handled better. First, this study aims to investigate how these issues were dealt with during the emergency; second, it enquires what lessons can be learned from the sudden transition onto digital platforms. After experiencing ERE, 102 students from various Italian universities have filled in an online questionnaire reflecting on how interaction and communication were mediated during online classes or video lessons. On the one hand, their reflections have provided insight into challenges for EMI pedagogy, which had already been identified in the face-to-face modality but were exacerbated during ERE; on the other hand, their suggestions could be useful to improve future EMI classes. Data has shown that specific training in digital tools, standardization of the lessons’ format, more interaction and investments in better platforms are considered to be key aspects to implement and promote in EMI courses in the forthcoming years.

The impact of the Bealtaine arts programme on the quality of life, wellbeing and social interaction of older people in Ireland

2011 ◽  
Vol 32 (5) ◽  
pp. 851-872 ◽  
Author(s):  
EAMON O'SHEA ◽  
ÁINE NÍ LÉIME
Keyword(s):  
Older People ◽  
Educational Institutions ◽  
Face To Face ◽  
Self Confidence ◽  
The Arts ◽  
Health And Social Care ◽  
Wide Range ◽  
Integrated Policy ◽  
Arts Festival ◽  
The Impact

ABSTRACTThere is increasing evidence in the international literature that engagement in the arts can enhance the physical and psychological wellbeing of older people. Such engagement can increase the self-confidence and morale of older people and provide opportunities for increased social connections, leading to higher levels of social cohesion. This article is based on an evaluation of a national arts festival in Ireland called Bealtaine that celebrates creativity in older people each year during the month of May. The festival is unique in the wide range of arts-related activities it includes and the different types of organisations involved, such as local authorities, libraries, educational institutions, health and social care organisations, and voluntary bodies for older people. It includes both long-standing professionally facilitated arts programmes and one-off events at local and national levels. The evaluation used quantitative and qualitative methods to analyse two major postal surveys with organisers and consumers of the festival and face-to-face interviews with older participants, artists and organisers. The findings are overwhelmingly positive in terms of the personal and social gains arising from participation in the festival. In this context, the study provides support for the provision of enhanced and sustained funding for creative programmes for older people and, more generally, for the development of an integrated policy for older people and the arts in the country.

scholarly journals The impact factor and psychiatry journals: an international perspective

2017 ◽  
Vol 14 (1) ◽  
pp. 15-18 ◽  
Author(s):  
Sundararajan Rajagopal
Keyword(s):  
Impact Factor ◽  
International Perspective ◽  
Scientific Journals ◽  
Academic Journals ◽  
Key Aspects ◽  
The Impact

The impact factor (IF) is a metric for assessing academic journals. Despite its shortcomings, the IF is the preeminent yardstick by which the quality of scientific journals is determined. In this paper, the key aspects of the IF are covered from an international perspective, with a specific emphasis on psychiatry journals.

scholarly journals Feasibility, acceptability and effectiveness of an online alternative to face-to-face consultation in general practice: a mixed-methods study of webGP in six Devon practices

BMJ Open ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. e018688 ◽  
Author(s):  
Mary Carter ◽  
Emily Fletcher ◽  
Anna Sansom ◽  
Fiona C Warren ◽  
John L Campbell
Keyword(s):  
Mixed Methods ◽  
Case Reports ◽  
Postal Survey ◽  
Full Potential ◽  
Cross Sectional ◽  
Practice Staff ◽  
Good Communication ◽  
Face To Face ◽  
General Practices ◽  
The Impact

ObjectivesTo evaluate the feasibility, acceptability and effectiveness of webGP as piloted by six general practices.MethodsMixed-methods evaluation, including data extraction from practice databases, general practitioner (GP) completion of case reports, patient questionnaires and staff interviews.SettingGeneral practices in NHS Northern, Eastern and Western Devon Clinical Commissioning Group’s area approximately 6 months after implementing webGP (February–July 2016).ParticipantsSix practices provided consultations data; 20 GPs completed case reports (regarding 61 e-consults); 81 patients completed questionnaires; 5 GPs and 5 administrators were interviewed.Outcome measuresAttitudes and experiences of practice staff and patients regarding webGP.ResultsWebGP uptake during the evaluation was small, showing no discernible impact on practice workload. The completeness of cross-sectional data on consultation workload varied between practices.GPs judged 41/61 (72%) of webGP requests to require a face-to-face or telephone consultation. Introducing webGP appeared to be associated with shifts in responsibility and workload between practice staff and between practices and patients.81/231 patients completed a postal survey (35.1% response rate). E-Consulters were somewhat younger and more likely to be employed than face-to-face respondents. WebGP appeared broadly acceptable to patients regarding timeliness and quality/experience of care provided. Similar problems were presented by all respondents. Both groups appeared equally familiar with other practice online services; e-consulters were somewhat more likely to have used them.From semistructured staff interviews, it appeared that, while largely acceptable within practice, introducing e-consults had potential for adverse interactions with pre-existing practice systems.ConclusionsThere is potential to assess the impact of new systems on consultation patterns by extracting routine data from practice databases. Staff and patients noticed subtle changes to responsibilities associated with online options. Greater uptake requires good communication between practice and patients, and organisation of systems to avoid conflicts and misuse. Further research is required to evaluate the full potential of webGP in managing practice workload.

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