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 Introducing the Interdisciplinary Nature of Health Care Through Case Study Models

2019 ◽  
Vol 8 (1) ◽  
pp. 20
Author(s):  
Kathryn T. Newton ◽  
Aaron Ashley
Keyword(s):  
High School Students ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Health Professions ◽  
Interdisciplinary Teams ◽  
School Students ◽  
Convenience Sample ◽  
Interdisciplinary Nature ◽  
Healthcare Professions

Interprofessional education (IPE) is a critical area needed to improve the quality of healthcare. Stereotypes of other disciplines persist by healthcare workers, limiting the ability to work as a team. Knowledge of roles of healthcare professions is a key competency of IPE. An online, 12-week course was developed to introduce students to the interdisciplinary nature of healthcare through case study models. Through built-in links, students explore medical terminology, diagnostic testing, pathophysiology, treatment, and health professionals who work as a team to diagnose and treat the patient. A 24-question survey was administered to a convenience sample of 582 high school students. Results of paired-samples t-tests showed significant increases pre-training to post-training in: 1) knowledge of the different roles of health professionals, (n = 338, M = .71, SEM = .01) to post-training (M = .82, SEM = .01), t(337) = 11.08, p<.001, pη2 = .203, 2) and self-reported knowledge of roles of different health professions, pre-training (n = 338, M = 2.73, SEM = .30) to post-training (M = 3.60, SEM = .039), t(337) = 20.02, p < .001, pη2 = .543. Interestingly, students’ likelihood in a career in healthcare professions decreased significantly pre-training (n = 338, M = 4.30, SEM = .043) to post-training (M = 4.20, SEM = .06), t(337) = 2.21, p = .028, pη2 = .016. Introducing knowledge of health professions to this population may be critical in avoiding stereotypes before a student enters a chosen career path, increasing the likelihood of participation in interdisciplinary teams.

scholarly journals How Are Techno-Stressors Associated with Mental Health and Work Outcomes? A Systematic Review of Occupational Exposure to Information and Communication Technologies within the Technostress Model

2021 ◽  
Vol 18 (16) ◽  
pp. 8673
Author(s):  
Prem Borle ◽  
Kathrin Reichel ◽  
Fiona Niebuhr ◽  
Susanne Voelter-Mahlknecht
Keyword(s):  
Systematic Review ◽  
Occupational Exposure ◽  
Information And Communication Technologies ◽  
Positive Impact ◽  
Communication Technologies ◽  
Work Outcomes ◽  
Eligibility Criteria ◽  
Work Settings ◽  
Work Outcome ◽  
Information And Communication

The technostress model has introduced different factors to consider when assessing how information and communication technologies impact individuals in different work settings. This systematic review gathers evidence regarding associations between occupational exposure to technostress and health or work outcomes. In addition, we highlight typical methodological constraints of the technostress model. We conducted electronic literature searches in June 2020 (PubMed, PubMed Central, Web of Science, Scopus, PsycInfo, PsycArticles) and independently screened 321 articles. We report on 21 articles meeting eligibility criteria (working population, technostress exposure, health or work outcome, quantitative design). The most frequently examined techno-stressors, i.e., factors of technostress, were techno-overload and techno-invasion. Techno-stressors were consistently associated with adverse health and work outcomes, apart from a positive impact on work engagement. However, studies may be subject to considerable conceptual overlap between exposure and outcome measures. Future technostress research would benefit from reducing heterogeneity in technostress measures, assessing their external validity and focussing on specific techno-stressors.

scholarly journals A Protocol for a Systematic Review of the Effectiveness of Interprofessional Education Interventions in Pre-Licensure Health Professions Education

2021 ◽  
Author(s):  
Mohammad Azzam ◽  
Anton Puvirajah
Keyword(s):  
Systematic Review ◽  
Interprofessional Education ◽  
Current Knowledge ◽  
Meta Analysis ◽  
Cochrane Collaboration ◽  
Health Professions ◽  
Negative Effects ◽  
The Past ◽  
Implementation Studies ◽  
The Cochrane Collaboration

Abstract Background: A growing body of research demonstrates that interprofessional education (IPE) has the potential to lead to successful interprofessional collaborative practice (IPCP). In turn, IPCP has potential to mitigate the negative effects associated with an underfunded and shrinking healthcare workforce and population growth. Nonetheless, over the past decade, there has been a lack of systematic reviews that have examined the effectiveness of IPE in preparing pre-licensure health professions students for IPCP. The purpose of this paper is to provide a protocol for a systematic review that will explore and identify (1) whether IPE interventions in the past decade have addressed the shortcomings of past interventions, (2) the effectiveness of recent IPE in preparing students for IPCP, and (3) current knowledge gaps within the field. Methods: We used the Cochrane Collaboration and the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) guidelines to articulate this protocol. Furthermore, we used the Population, Intervention, Comparison, Outcomes, and Study Design (PICOS) framework to formulate our research questions, “What are the major trends and findings of IPE implementation studies conducted over the last decade (2010–2020)?” and “How do the trends and findings of IPE studies conducted over the last decade compare with IPE studies in the decade prior?” Discussion: The systematic review is ongoing. We expect to complete it by September 2021. This systematic review will provide a useful synthesis of best practices in the implementation of IPE between 2010 and 2020 as well as their effectiveness in preparing health professions students for IPCP. Systematic review registration: We submitted this protocol with PROSPERO on January 19th, 2021.

scholarly journals Sleep Disturbances Rate among Medical and Allied Health Professions Students in Iran: Implications from a Systematic Review and Meta-Analysis of the Literature

2020 ◽  
Vol 17 (3) ◽  
pp. 1011 ◽  
Author(s):  
Mojtaba Khaksarian ◽  
Masoud Behzadifar ◽  
Meysam Behzadifar ◽  
Firuzeh Jahanpanah ◽  
Ottavia Guglielmi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Sleep Quality ◽  
Sleep Disturbances ◽  
Allied Health ◽  
Meta Analysis ◽  
Health Professions ◽  
Poor Sleep ◽  
Allied Health Professions ◽  
Healthcare Professions ◽  
Medical And Healthcare

Medicine and healthcare professions are prestigious and valued careers and, at the same time, demanding, challenging, and arduous jobs. Medical and allied health professions students, experiencing a stressful academic and clinical workload, may suffer from sleep disturbances. In Iran, several studies have been conducted to explore the prevalence rate among medical and healthcare professions students. The aim of this systematic review and meta-analysis was to quantitatively and rigorously summarize the existing scholarly literature, providing the decision- and policy-makers and educators with an updated, evidence-based synthesis. Only studies utilizing a reliable psychometric instrument, such as the Pittsburgh sleep quality index (PSQI), were included, in order to have comparable measurements and estimates. Seventeen investigations were retained in the present systematic review and meta-analysis, totaling a sample of 3586 students. Studies were conducted between 2008 and 2018 and reported an overall rate of sleep disturbances of 58% (95% confidence interval or CI 45–70). No evidence of publication bias could be found, but formal analyses on determinants of sleep disturbances could not be run due to the dearth of information that could be extracted from studies. Poor sleep is highly prevalent among Iranian medical and healthcare professions students. Based on the limitations of the present study, high-quality investigations are urgently needed to better capture the determinants of poor sleep quality among medical and healthcare professions students, given the importance and the implications of such a topic.

scholarly journals Home-based physiotherapy programmes for individuals with neurological diseases: systematic review

2019 ◽  
Vol 32 ◽  
Author(s):  
Paulo Roberto Fonseca Junior ◽  
Paola Pinto Souza ◽  
Kelly Kuguio Maurino dos Reis ◽  
Eduardo Filoni
Keyword(s):  
Systematic Review ◽  
Positive Impact ◽  
Neurological Diseases ◽  
Rehabilitation Program ◽  
Activity Level ◽  
Cochrane Library ◽  
Controlled Clinical Trial ◽  
Eligibility Criteria ◽  
Home Based ◽  
Home Based Intervention

Abstract Introduction: Home-based programmes have received increasing attention in rehabilitation, providing an opportunity to continue aspects of therapy, benefiting the retention of established intervention effects. Objective: To describe the available home-based physiotherapy programmes in neurorehabilitation for people with neurological diseases. Method: MEDLINE, EMBASE, Cochrane Library, OTseeker and PEDro were searched, no restrictions regarding the date of publication or language restrictions for randomized controlled clinical trial. The quality of the selected studies using the PEDro scale and the Cochrane Collaboration’s tool for assessing the risk of bias. Results: Fifteen articles met the eligibility criteria and quality assessment and were selected for the present systematic review. The findings supports the positive impact of home-based intervention, finding evidence in the changes in activity level, improvement in the control and muscle strength, balance and walking in patients with neurological conditions who perform rehabilitation program at home, with a good adherence of participants in total. Conclusion: Models of rehabilitative such as home-based programmes can be an alternative efficient method to deliver rehabilitation, showing to be beneficial in improving different aspects of activities, and participation.

scholarly journals The Effectiveness of Virtual Reality Exercise on Individual’s Physiological, Psychological and Rehabilitative Outcomes: A Systematic Review

2020 ◽  
Vol 17 (11) ◽  
pp. 4133 ◽  
Author(s):  
Jiali Qian ◽  
Daniel J. McDonough ◽  
Zan Gao
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Exercise Intervention ◽  
Positive Impact ◽  
Psychological Outcomes ◽  
Controlled Trials ◽  
Eligibility Criteria ◽  
Positive Effects ◽  
Cord Injury ◽  
Rehabilitative Outcomes

Objective purpose: This review synthesized the literature examining the effects of virtual reality (VR)-based exercise on physiological, psychological, and rehabilitative outcomes in various populations. Design: A systematic review. Data sources: 246 articles were retrieved using key words, such as “VR”, “exercise intervention”, “physiological”, “psychology”, and “rehabilitation” through nine databases including Academic Search Premier and PubMed. Eligibility criteria for selecting studies: 15 articles which met the following criteria were included in the review: (1) peer-reviewed; (2) published in English; (3) randomized controlled trials (RCTs), controlled trials or causal-comparative design; (4) interventions using VR devices; and (5) examined effects on physiological, psychological, and/or rehabilitative outcomes. Descriptive and thematic analyses were used. Results: Of the 12 articles examining physiological outcomes, eight showed a positive effect on physical fitness, muscle strength, balance, and extremity function. Only four articles examined the effects on psychological outcomes, three showed positive effects such that VR exercise could ease fatigue, tension, and depression and induce calmness and enhance quality of life. Nine articles investigated the effects of VR-based exercise on rehabilitative outcomes with physiological and/or psychological outcomes, and six observed significant positive changes. In detail, patients who suffered from chronic stroke, hemodialysis, spinal-cord injury, cerebral palsy in early ages, and cognitive decline usually saw better improvements using VR-based exercise. Conclusion: The findings suggest that VR exercise has the potential to exert a positive impact on individual’s physiological, psychological, and rehabilitative outcomes compared with traditional exercise. However, the quality, quantity, and sample size of existing studies are far from ideal. Therefore, more rigorous studies are needed to confirm the observed positive effects.

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 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.

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