Interprofessional Education: Lessons from COVID-19, a Medical Student's Perspective (Preprint)

2020 ◽  
Author(s):  
Jungwoo Kang ◽  
Bethany Gwyther
Keyword(s):  
Current Literature ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Medical Schools ◽  
Local Hospital ◽  
Healthcare Assistant

UNSTRUCTURED The COVID-19 pandemic has led to a significant disruption in society and healthcare. In hospitals, doctors, nurses, students, and healthcare professionals alike were recruited and redeployed to assist with the response. In this piece, the authors aim to reflect on their experiences of working in a local hospital as a healthcare assistant during the COVID-19 pandemic and discuss the benefits of this experience in relation to interprofessional education. It is recommended that interprofessional education in medical schools centre around practical placements, based on the authors' experiences and the current literature.

scholarly journals Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators

2016 ◽  
Vol 4 ◽  
pp. 41-49 ◽  
Author(s):  
Courtney West ◽  
Lori Graham ◽  
Ryan T. Palmer ◽  
Marissa Fuqua Miller ◽  
Erin K. Thayer ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Medical Schools ◽  
Barriers And Facilitators ◽  
Common Practices

scholarly journals Use of tabletop exercises for healthcare education: a scoping review protocol

BMJ Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. e032662 ◽  
Author(s):  
Amélie Frégeau ◽  
Alexis Cournoyer ◽  
Marc-André Maheu-Cadotte ◽  
Massimiliano Iseppon ◽  
Nathalie Soucy ◽  
...  
Keyword(s):  
Scoping Review ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Grey Literature ◽  
Institutional Review ◽  
Kirkpatrick Model ◽  
Review Protocol ◽  
Objective Outcomes ◽  
Based Medicine ◽  
Healthcare Educators

IntroductionThere is a growing interest in developing interprofessional education (IPE) in the community of healthcare educators. Tabletop exercises (TTX) have been proposed as a mean to cultivate collaborative practice. A TTX simulates an emergent situation in an informal environment. Healthcare professionals need to take charge of this situation as a team through a discussion-based approach. As TTX are gaining in popularity, performing a review about their uses could guide educators and researchers. The aim of this scoping review is to map the uses of TTX in healthcare.Methods and analysisA search of the literature will be conducted using medical subject heading terms and keywords in PubMed, Medline, EBM Reviews (Evidence-Based Medicine Reviews), CINAHL (Cumulative Index of Nursing and Allied Health Literature), Embase and ERIC (Education Resources Information Center), along with a search of the grey literature. The search will be performed after the publication of this protocol (estimated to be January 1st 2020) and will be repeated 1 month prior to the submission for publication of the final review (estimated to be June 1st 2020). Studies reporting on TTX in healthcare and published in English or French will be included. Two reviewers will screen the articles and extract the data. The quality of the included articles will be assessed by two reviewers. To better map their uses, the varying TTX activities will be classified as performed in the context of disaster health or not, for IPE or not and using a board game or not. Moreover, following the same mapping objective, outcomes of TTX will be reported according to the Kirkpatrick model of outcomes of educational programs.Ethics and disseminationNo institutional review board approval is required for this review. Results will be submitted for publication in a peer-reviewed journal. The findings of this review will inform future efforts to TTX into the training of healthcare professionals.

scholarly journals Empowering Health Care Professionals: An Interprofessional Education Model Implementation and Evaluation

2019 ◽  
Author(s):  
Jessica Shank Coviello
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
The United States ◽  
Healthcare Systems ◽  
World Health ◽  
Institute Of Medicine ◽  
Care Needs ◽  
Ensure Patient Safety

In 2016, the Institute of Medicine (IOM) reported medical error as the 3rd leading cause of death in healthcare systems in the United States. Effective communication of patient care needs across healthcare disciplines is critical to ensure patient safety, quality of care, and to improve operational efficiencies in healthcare systems. Ineffective collaboration and communication among healthcare professionals within the procedural areas increases the potential of harm as a patient moves from one healthcare professional to another. Health care systems are thus encouraged to train employees with a focus on interprofessional education (IPE) and collaborative practice. IOM and World Health Organization (WHO) recommend the use of IPE to help improve communication and collaboration. However the current educational structure in many institutions does not include IPE. As such, healthcare professionals work in silos, with little or no collaboration with one another, which may result in service duplication, increased service cost, and poor health outcomes for patients.

Teams in Medicine

2021 ◽  
pp. 137-156
Author(s):  
Gia Merlo
Keyword(s):  
Interprofessional Education ◽  
Healthcare Workers ◽  
Medical Schools ◽  
Patient Simulations ◽  
Team Members ◽  
Clinical Scenarios ◽  
Team Based Learning ◽  
Problem Solve ◽  
Or Team ◽  
Training Modules

To effectively diagnose and treat patients, physicians must often cooperate, coordinate, and problem-solve with other healthcare workers. Successful teams in medicine define and work toward shared goals, employ the pertinent and appropriate qualifications of each member, and establish trust in other team members. Task-shifting passes certain roles onto other team members so that physicians can focus on their key areas of responsibility. A number of medical schools have adopted interprofessional education to train today’s physicians, but there are other strategies that are also being explored. Training modules such as Crew Resource Management and TeamSTEPPSTM are being adapted to the needs of the healthcare field. High-fidelity patient simulations are being used to replicate common situations encountered by healthcare workers. Also, many medical schools are using problem-based or team-based learning practices through which students work with one another to tackle and reason through clinical scenarios.

scholarly journals Interprofessional communication (IPC) for medical students: a scoping review

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Chermaine Bok ◽  
Cheng Han Ng ◽  
Jeffery Wei Heng Koh ◽  
Zhi Hao Ong ◽  
Haziratul Zakirah Binte Ghazali ◽  
...  
Keyword(s):  
Content Analysis ◽  
Medical Students ◽  
Scoping Review ◽  
Full Text ◽  
Healthcare Professionals ◽  
Medical Schools ◽  
Training Process ◽  
Interprofessional Communication ◽  
Competency Based ◽  
Evidenced Based

Abstract Background Effective Interprofessional Communication (IPC) between healthcare professionals enhances teamwork and improves patient care. Yet IPC training remains poorly structured in medical schools. To address this gap, a scoping review is proposed to study current IPC training approaches in medical schools. Methods Krishna’s Systematic Evidence Based Approach (SEBA) was used to guide a scoping review of IPC training for medical students published between 1 January 2000 to 31 December 2018 in PubMed, ScienceDirect, JSTOR, Google Scholar, ERIC, Embase, Scopus and PsycINFO. The data accrued was independently analysed using thematic and content analysis to enhance the reproducibility and transparency of this SEBA guided review. Results 17,809 titles and abstracts were found, 250 full-text articles were reviewed and 73 full text articles were included. Directed Content analysis revealed 4 categories corresponding to the levels of the Miller’s Pyramid whilst thematic analysis revealed 5 themes including the indications, stages of trainings and evaluations, content, challenges and outcomes of IPC training. Many longitudinal programs were designed around the levels of Miller’s Pyramid. Conclusion IPC training is a stage-wise, competency-based learning process that pivots on a learner-centric spiralled curriculum. Progress from one stage to the next requires attainment of the particular competencies within each stage of the training process. Whilst further studies into the dynamics of IPC interactions, assessment methods and structuring of these programs are required, we forward an evidenced based framework to guide design of future IPC programs.

scholarly journals Fostering gerontology students’ competence in Interprofessional collaborative practice

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Janita Pak Chun Chau ◽  
Suzanne Hoi Shan Lo ◽  
Vivian Wing Yan Lee ◽  
Wai Ming Yiu ◽  
Helen Chung Yan Chiang ◽  
...  
Keyword(s):  
Older Adults ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Collaborative Practice ◽  
Common Belief ◽  
Learning Approaches ◽  
Community Settings ◽  
Coordinated Care ◽  
Interprofessional Collaborative Practice ◽  
Health And Social Care

Abstract Background Interprofessional collaborative practice (IPCP) is increasingly recognised as being crucial for the provision of holistic care and optimising health outcomes among older adults, many with multiple complex health problems. However, little is known about the challenges of facilitating this in practice. Therefore, this study explores these issues from the perspective of different healthcare professionals and how this might inform interprofessional education curricula. Methods Sixteen different healthcare professionals working in a variety of aged care (acute, rehabilitative and community) settings were invited to participate in individual semi-structured in-depth interviews designed to: (i) explore the meaning of IPCP; (ii) explore the facilitators of and barriers to IPCP; and (iii) examine the opportunities and challenges in interprofessional gerontological education. All interviews were tape-recorded and transcribed verbatim with thematic analysis conducted by two independent researchers. Results Three major themes emerged from the interviews: the need for IPCP; role preparedness, scope and liability; and strategies for interprofessional education. Respondents shared a common belief that IPCP improves the quality of life of older adults in both hospital and community settings by improving person-centred coordinated care and decision making in care planning. However, respondents perceived major barriers to IPCP to be lack of knowledge about healthcare professionals’ scope of practice, lack of training in interprofessional collaboration, professional culture and stereotypes, and liability issues. Suggested approaches to overcome these barriers included innovative teaching and learning approaches, engaging students early on in the curriculum of health professional degree programmes, and enhancing collaborative effective communication in health and social care settings. Conclusions It is anticipated that these findings will be used to inform the development of a new interprofessional gerontological education curriculum that aims to enhance students’ competence in IPCP.

scholarly journals Attitudes and Behavior towards Interprofessional Collaboration among Healthcare Professionals in a Large Academic Medical Center

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 323
Author(s):  
Benjamin E. Ansa ◽  
Sunitha Zechariah ◽  
Amy M. Gates ◽  
Stephanie W. Johnson ◽  
Vahé Heboyan ◽  
...  
Keyword(s):  
Patient Care ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Interprofessional Collaboration ◽  
Medical Center ◽  
Core Competencies ◽  
Academic Medical Center ◽  
Healthcare Team ◽  
Interprofessional Communication ◽  
Academic Medical

The increasing rates of comorbidities among patients and the complexity of care have warranted interprofessional collaboration (IPC) as an important component of the healthcare structure. An initial step towards assessing the effectiveness of collaboration requires the exploration of the attitudes and experience of healthcare professionals towards IPC. This online survey aimed to examine the attitudes of healthcare professionals working in a large public academic medical center toward IPC in patient care and the healthcare team, and their behavior and experience regarding IPC. The rankings, according to the perceived importance among the respondents, of the four Interprofessional Education Collaborative (IPEC) core competencies (values/ethics, roles/responsibilities, interprofessional communication, teams/teamwork) were assessed. There were strong but varying levels of consensus among healthcare professionals (N = 551) that IPC facilitates efficient patient care, improves patient problem-solving ability, and increases better clinical outcomes for patients. They acknowledged that IPC promotes mutual respect within the healthcare team and providers’ ability to make optimal patient care decisions. However, overall more than 35% of the respondents did not attend multidisciplinary education sessions (grand rounds, seminars, etc.), and about 23% did not participate in bedside patient care rounds. Interprofessional communication was ranked as the most important IPEC core competence. Although the attitude towards IPC among healthcare professionals is strongly positive, many healthcare professionals face challenges in participating in IPC. Institutional policies that facilitate interprofessional learning and interactions for this group of healthcare professionals should be formulated. Online distance learning and interactions, and simulation-enhanced interprofessional education, are options for addressing this barrier. Hospital administrators should facilitate conducive work environments that promote IPC, based on IPEC core competencies, and promote programs that address the challenges of IPC.

The Moving Healthcare Professionals Programme

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711341
Author(s):  
Michael Brannan ◽  
Matt Hughes-Short
Keyword(s):  
Physical Activity ◽  
Clinical Practice ◽  
Healthcare Professionals ◽  
Undergraduate Curriculum ◽  
Medical Schools ◽  
Clinical Settings ◽  
Phase 2 ◽  
Peer Training ◽  
What Works ◽  
Online Resource

BackgroundHealthcare professionals (HCPs) are estimated to see nearly 500 000 patients during their career. Evidence demonstrates that one in four patients would be more active if advised by their GP. However, there is a lack of engagement between HCPs and patients regarding the benefits of physical activity (PA). PA is not discussed with 80% of patients, with 75% of GPs feeling they lack knowledge to advise their patients.AimMoving Healthcare Professionals Programme (MHPP) aims include increasing awareness and skills in PA for prevention and management of ill health; changing clinical practice in the promotion of activity; and evaluating impact to identify ‘what works’.MethodGPs were recruited as Physical Activity Clinical Champions (PACCs) to deliver peer-to-peer training to HCPs nationally. Additionally, relationships were developed with undergraduate medical schools to embed PA into curriculum. A PA advice pad was developed as a local GP pilot, while the ‘Moving Medicine’ online resource was created.ResultsOver 22 000 HCPs were trained to date, with evaluation demonstrating an increase in knowledge, skills and confidence, and over 18 000 completions of our eLearning modules. PA coverage was expanded across the undergraduate curriculum at multiple medical schools, while feedback on the e-advice pad pilot has informed a further digital pilot. Additionally, there were >3000 monthly users of ‘Moving Medicine’.ConclusionThis work demonstrated scope for significant improvements in HCP engagement in multiple clinical settings. Working with GPs has proved crucial to this success across various workstreams, with their participation a continued focus moving into Phase 2.

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