Interprofessional Education and Collaborative Competency Development: A Realist Evaluation

This article addresses one of the most important unresolved issues of interprofessional education (IPE): assessment. Here we describe our process and experiences designing and operationalizing a toolkit of qualitative and quantitative IPE assessment instruments for online and face-to-face education programs developed concurrently in both English and French. The toolkit includes a) the quantitative W(e)Learn program evaluation survey, which aligns with the W(e)Learn framework, b) the quantitative Interprofessional Collaborative Competencies Attainment Survey (ICCAS), to self-assess competency development in collaborative practice using a post-post design, and c) qualitative team and learner contracts, with explanatory exemplars, that serve as both learning and assessment tools. These instruments are currently undergoing validation in hopes of a) increasing the likelihood that IPE experiences are planned and delivered effectively and b) increasing the justification and accountability of IPE experiences and practical outcomes. Although this validation process will continue for some time, the development of the IPE assessment tools is worthy of particular attention in order to guide further work in this field. French and English copies of the toolkit assessments can be downloaded from http://ennovativesolution.com/WeLearn/IPE-Instruments.html. Although these instruments were designed with interprofessional healthcare teams in mind, we feel they could readily be transferable to a variety of interdisciplinary tasks and settings, such as social work and human services education.

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Interprofessional education in a student-led emergency department: A realist evaluation

Journal of Interprofessional Care ◽

10.1080/13561820.2016.1250726 ◽

2017 ◽

Vol 31 (2) ◽

pp. 199-206 ◽

Cited By ~ 5

Author(s):

Anne Ericson ◽

Susanne Löfgren ◽

Gunilla Bolinder ◽

Scott Reeves ◽

Simon Kitto ◽

...

Keyword(s):

Emergency Department ◽

Interprofessional Education ◽

Realist Evaluation

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Reinforcement of the Framework for Experiential Education in Healthcare in Serbia: Post-Implementation Project Review within Pharmacy Education

Pharmacy ◽

10.3390/pharmacy7030092 ◽

2019 ◽

Vol 7 (3) ◽

pp. 92

Author(s):

Marina Odalović ◽

Jelena Parojčić ◽

Dragana Vasiljević ◽

Danijela Đukić Ćosić ◽

Ljiljana Tasić

Keyword(s):

Experiential Education ◽

Interprofessional Education ◽

Academic Staff ◽

Pharmacy Education ◽

Health Science ◽

Competency Development ◽

Professional Competency ◽

Project Outcomes ◽

Project Objectives ◽

The Impact

Background: The Erasmus+ project “Reinforcement of the Framework for Experiential Education in Healthcare in Serbia” (ReFEEHS) has been undertaken with the aim to: (i) reinforce and modernize experiential education (ExEd) in the health sciences curricula, (ii) introduce interprofessional education (IPE), and (iii) promote teaching competency development of academic staff and teacher practitioners/clinician educators. The aim of this paper is a post-implementation review of the project activities and outcomes with the emphasis on the impact and sustainability in pharmacy education. Methods: Project Logical framework matrix has been employed as planning, monitoring and evaluation tool which summarizes the main project objectives, project outcomes, relevant activities, indicators of progress, sources of verification, assumptions and risks. Results: The key project outcomes are: (i) update of competency-based curricula and development of quality assurance framework for students professional practice placements; (ii) development and introduction of interprofessional teaching and learning activities through joint curriculum delivery; and (iii) development and implementation of Teaching Certificate in Health Professions Education (TCinHPE) study program. The short-term impact of project activities and outcomes has been assessed based on the feedback received from relevant stakeholders, as well as self-evaluation of participants enrolled in new/updated curricula. Sustainability of project results is necessary in order to achieve long-term impact envisioned as increased level of professional competency of health science students; increased level of teaching competency of academic staff and teacher practitioners; improved patient healthcare and harmonisation with the EU practice and policies. Conclusions: The project outcomes contributed to building capacity at the Serbian universities involved in terms of collaboration between the healthcare professions and, in curriculum and academic staff development. It is expected that improved curricula will positively impact professional competency development of pharmacy students, graduates employability and increased workforce mobility. Meeting the quality standards of the European Higher Education Area will contribute to visibility of Serbian universities and their internationalisation, which is one of the strategic aims of improvement.

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Interprofessional Education in An Orthodontic Outreach Training Centre

Primary Dental Journal ◽

10.1308/205016816820209451 ◽

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.

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Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig10-2018-0020 ◽

2019 ◽

Vol 4 (5) ◽

pp. 971-976

Author(s):

Imran Musaji ◽

Trisha Self ◽

Karissa Marble-Flint ◽

Ashwini Kanade

Keyword(s):

Interprofessional Education ◽

Interprofessional Collaboration ◽

Evaluation Model ◽

Implementation Strategies ◽

Future Research ◽

Successful Implementation ◽

Interprofessional Practice ◽

Translational Model ◽

Key Stakeholders ◽

Clear Identification

Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.

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Interprofessional Education: Teaming for Transition From Adolescence to Adulthood for People With Significant Disabilities

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig10-2018-0008 ◽

2019 ◽

Vol 4 (3) ◽

pp. 492-501 ◽

Cited By ~ 1

Author(s):

Kimberly F. Frazier ◽

Peggy J. S. Whitby ◽

Suzanne Kucharczyk ◽

Kristi L. Perryman ◽

Johanna Thomas ◽

...

Keyword(s):

Interprofessional Education ◽

Significant Disabilities

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Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-10007 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1410-1421

Author(s):

Erica Ellis ◽

Mary Kubalanza ◽

Gabriela Simon-Cereijido ◽

Ashley Munger ◽

Allison Sidle Fuligni

Keyword(s):

Los Angeles ◽

Training Program ◽

Interprofessional Education ◽

Clinical Training ◽

Interprofessional Collaboration ◽

Communication Disorders ◽

Outreach Program ◽

State University ◽

Diversity And Inclusion ◽

Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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