Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery

Interprofessional education (IPE) typically involves clinical simulation exercises with students from medical and nursing schools. Yet, healthcare requires patient-centered teams that include diverse disciplines. Students from public health and informatics are rarely incorporated into IPE, signaling a gap in current educational practices. In this study, we integrated students from administrative and non-clinical disciplines into traditional clinical simulations and measured the effect on communication and teamwork. From July 2017–July 2018, 408 students from five schools (medicine, nursing, dentistry, public health, and informatics) participated in one of eight three-hour IPE clinical simulations with Standardized Patients and electronic health record technologies. Data were gathered using a pre-test–post-test interventional Interprofessional Collaborative Competency Attainment Survey (ICCAS) and through qualitative evaluations from Standardized Patients. Of the total 408 students, 386 (94.6%) had matched pre- and post-test results from the surveys. There was a 15.9% improvement in collaboration overall between the pre- and post-tests. ICCAS competencies showed improvements in teamwork, communication, collaboration, and conflict management, with an average change from 5.26 to 6.10 (t = 35.16; p < 0.001). We found by creating new clinical simulations with additional roles for non-clinical professionals, student learners were able to observe and learn interprofessional teamwork from each other and from faculty role models.

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A Computational Perspective of Knowledge Empowerment for Healthcare Decision Making

Health Literacy ◽

10.4018/978-1-5225-1928-7.ch007 ◽

2017 ◽

pp. 134-155

Author(s):

Timothy Jay Carney

Keyword(s):

Public Health ◽

Computational Models ◽

Healthcare Delivery ◽

Research Literature ◽

Healthcare Decision ◽

Patient Centered ◽

Healthcare Decision Making ◽

Computational Perspective ◽

Centered Care ◽

The Relationship

People in a variety of settings can be heard uttering the phrase that “knowledge is power” or the relatively equivalent concept that “information is power.” However, the research literature in particular lacks a simple and standardized way to examine the relationship between knowledge and power. There is a lack operational quantitative definitions of this relationship to adequately support the building of complex computational models used in addressing some longstanding public health and healthcare delivery issues like differential access to care, inequitable care and treatment, institutional bias, disparities in health outcomes, and eliminating barriers to patient-centered care. The objective of this discussion is to present a relational algorithm that can be used in both conceptual discussions on knowledge empowerment modeling, as well as in the building of computational models that want to explore the variable of knowledge empowerment within computer simulation experiments.

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The Readiness of Students to Learn Interprofessional Teamwork in Antenatal Care

Jurnal NERS ◽

10.20473/jn.v9i22014.226-235 ◽

2016 ◽

Vol 9 (2) ◽

pp. 226

Author(s):

Dina Zakiyyatul Fuadah ◽

Sunartini Hapsara ◽

Mariyono Sedyowinarso

Keyword(s):

Antenatal Care ◽

Interprofessional Education ◽

P Value ◽

Interprofessional Learning ◽

Interprofessional Teamwork ◽

Before And After ◽

Readiness To Learn ◽

Post Test ◽

Quasi Experimental ◽

Education Training

Introduction: Indonesia as a developing country have a higher Maternal Mortality Rate (MMR). The prevention efforts is developing interprofessional collaborative practice (IPCP) in the level of health care. Collaboration attitudes should start from education level through interprofessional education training and simulation for student. The objective of this study was to analyze the effect of interprofessional education training toward the readiness of students to learn interprofessional teamwork in antenatal care. Methods: Quasi-experimental design (pre test and post test without control) with Time-Series Design. Participants used in this study were students of five semester in STIKes Karya Husada Kediri year of 2011/2012 and the number of samples are 60 students. Technique sampling using simple random. The data collected by used questionnaires Readiness Interprofessional Learning Scale (RIPLS) and checklist observations using Teamwork Score (TWS). Anova, Friedman test, and Kruskal Wallis was used to statistically analyzed the data. Results: Readiness to learn interprofessional teamwork indicates the value of p = 0.001 thats means there are significant differences between the readiness before and after training IPE. Delta test showed that p value > 0.05 so there is no difference between the three programs study on readiness to learn interprofessional teamwork in antenatal care. Discussion: Interprofessional education training using simulation methods can affect the readiness of nursing, midwifery and nutritionist students for learning interprofessional teamwork in antenatal care.Keywords: interprofessional education, readiness, training and simulations, pre clinics students, antenatal care.

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The RIPPER Experience: A 3 Year Evaluation of an Australian Interprofessional Rural Health Education Pilot

Journal of Research in Interprofessional Practice and Education ◽

10.22230/jripe.2012v2n2a51 ◽

2012 ◽

Vol 2 (2) ◽

Author(s):

Jessica Woodroffe ◽

Judy Spencer ◽

Kim Rooney ◽

Quynh Le ◽

Penny Allen

Keyword(s):

Health Education ◽

Rural Health ◽

Interprofessional Education ◽

Healthcare Delivery ◽

Opportunity To Learn ◽

Educational Strategies ◽

Interprofessional Learning ◽

Post Test ◽

Students Attitudes ◽

Situational Learning

AbstractBackground: The Rural Interprofessional Program Educational Retreat (RIPPER) uses interprofessional learning and educational strategies to prepare final year Tasmanian nursing, medical, and pharmacy students for effective healthcare delivery. RIPPER provided students (n = 90) with the opportunity to learn about working in an interdisciplinary team using authentic and relevant situational learning. RIPPER allowed students to work and learn interprofessionally in small teams and to apply their different professional skills and knowledge to a variety of rural healthcare situations.Methods and Findings: This article reports on three years of results from the program’s evaluation which used a pre-post test mixed method design. The findings show a significant and positive shift in students’ attitudes and understanding of interprofessional learning and practice following their participation in RIPPER. The evaluation findings suggest the need for sustainable interprofessional rural health education that is embedded in undergraduate curricula.Conclusion: The evaluation of RIPPER suggests that exposure of healthcare students to interprofessional education can positively affect their perceptions of collaboration, patient care, and teamwork. The evaluation also points to the rural context as an ideal place to showcase elements of effective interprofessional practice.

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Student perception of faculty role models

Journal of Dental Education ◽

10.1002/j.0022-0337.1985.49.3.tb01865.x ◽

1985 ◽

Vol 49 (3) ◽

pp. 159-161

Author(s):

B Lange ◽

R Friedman

Keyword(s):

Role Models ◽

Student Perception ◽

Faculty Role

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Interoperability frameworks linking mHealth applications to electronic record systems

BMC Health Services Research ◽

10.1186/s12913-021-06473-6 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Kagiso Ndlovu ◽

Maurice Mars ◽

Richard E. Scott

Keyword(s):

Primary Healthcare ◽

Developing World ◽

Healthcare Delivery ◽

Implementation Strategies ◽

Electronic Record ◽

Digital Information ◽

Patient Centered ◽

Health Records ◽

Healthcare Needs ◽

The Impact

Abstract Background mHealth presents innovative approaches to enhance primary healthcare delivery in developing countries like Botswana. The impact of mHealth solutions can be improved if they are interoperable with eRecord systems such as electronic health records, electronic medical records and patient health records. eHealth interoperability frameworks exist but their availability and utility for linking mHealth solutions to eRecords in developing world settings like Botswana is unknown. The recently adopted eHealth Strategy for Botswana recognises interoperability as an issue and mHealth as a potential solution for some healthcare needs, but does not address linking the two. Aim This study reviewed published reviews of eHealth interoperability frameworks for linking mHealth solutions with eRecords, and assessed their relevance to informing interoperability efforts with respect to Botswana’s eHealth Strategy. Methods A structured literature review and analysis of published reviews of eHealth interoperability frameworks was performed to determine if any are relevant to linking mHealth with eRecords. The Botswanan eHealth Strategy was reviewed. Results Four articles presented and reviewed eHealth interoperability frameworks that support linking of mHealth interventions to eRecords and associated implementation strategies. While the frameworks were developed for specific circumstances and therefore were based upon varying assumptions and perspectives, they entailed aspects that are relevant and could be drawn upon when developing an mHealth interoperability framework for Botswana. Common emerging themes of infrastructure, interoperability standards, data security and usability were identified and discussed; all of which are important in the developing world context such as in Botswana. The Botswana eHealth Strategy recognises interoperability, mHealth, and eRecords as distinct issues, but not linking of mHealth solutions with eRecords. Conclusions Delivery of healthcare is shifting from hospital-based to patient-centered primary healthcare and community-based settings, using mHealth interventions. The impact of mHealth solutions can be improved if data generated from them are converted into digital information ready for transmission and incorporation into eRecord systems. The Botswana eHealth Strategy stresses the need to have interoperable eRecords, but mHealth solutions must not be left out. Literature insight about mHealth interoperability with eRecords can inform implementation strategies for Botswana and elsewhere.

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The importance of soft skills development in a hard data world: learning from interviews with healthcare leaders

BMC Medical Education ◽

10.1186/s12909-021-02567-1 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Traci H. Abraham ◽

Greg L. Stewart ◽

Samantha L. Solimeo

Keyword(s):

Leadership Training ◽

Soft Skills ◽

Quality Care ◽

Healthcare Delivery ◽

Care Staff ◽

Patient Centered ◽

Data Infrastructure ◽

Hard Data ◽

Formal Leadership ◽

Healthcare Leaders

Abstract Background Learning healthcare systems have invested heavily in training primary care staff to provide care using patient-centered medical home models, but less is known about how to effectively lead such teams to deliver high quality care. Research is needed to better understand which healthcare leadership skills are most utilized or in need of development through additional training. Method Semi-structured telephone interviews with healthcare leaders familiar with Patient-Aligned Care Teams (PACT) implementation in the U.S. Department of Veterans Affairs (VA). We interviewed sixteen (N = 16) physician, nursing, and administrative leaders at VA facilities located in the upper Midwestern United States. Content analysis of interviews transcripts using template techniques. Results Participants described instrumental challenges that they perceived hindered leadership effectiveness, including the supervisory structure; pace of change; complexity of the clinical data infrastructure; an over-reliance on technology for communication; and gaps in available leadership training. Factors perceived as facilitating effective leadership included training in soft skills, face-to-face communication, and opportunities for formal training and mentorship. A cross-cutting theme was the importance of developing “soft skills” for effective PACT leadership. Conclusions Although formal leadership training and development were perceived as beneficial, healthcare leaders familiar with PACT implementation in the VA described a mismatch between the skills and knowledge PACT leaders need to succeed and the training available to them. Closing this gap could improve retention of skilled and knowledgeable healthcare leaders, thereby reducing the costs associated with training and leading to improvements in healthcare delivery.

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Incorporating practical application in graduate introductory public health courses

On the Horizon ◽

10.1108/oth-05-2015-0021 ◽

2015 ◽

Vol 23 (4) ◽

pp. 309-322

Author(s):

Jacey A. Greece ◽

Joanne G. Patterson ◽

Sarah A. Kensky ◽

Kate Festa

Keyword(s):

Public Health ◽

Practical Application ◽

Multiple Perspectives ◽

Chi Square ◽

Content Type ◽

Master Of Public Health ◽

Course Content ◽

Course Assessment ◽

Post Test ◽

Competency Based

Purpose – The purpose of this paper is to examine the utility of a redesigned course assessment in a required, introductory Master of Public Health (MPH) course to demonstrate competency achievement through practical application. School of public health curricula are informed by competency-based education (CBE) to prepare students for the field. This is a challenge in introductory courses as traditional assessments do not translate into practical application of knowledge. Design/methodology/approach – This retrospective post-test-only evaluation examined a practice-based, multi-disciplinary assessment utilized in Fall 2014 (n = 63 students). Web-based surveys were administered three months after the course to participating students (n = 33), the teaching team or teaching teams (n = 7) and organization representatives (n = 3) to evaluate the utility of the assessment. Questions were analyzed descriptively using chi-square tests, where applicable responses were compared across groups. Findings – Results indicate that a practice-based assessment in an introductory MPH course may enhance student learning by fostering deeper appreciation and application of course content while more closely reflecting the collaborative, multi-disciplinary and problem-solving nature of practice. The assessment may also increase the depth of competency achievement and career preparedness. Practical implications – Institutions that are guided by CBE, train students for multi-disciplinary practice and are impacted by the changing landscape of the field may want to consider course assessments that mimic practice to best prepare students. Originality/value – Course assessments should be evaluated to ensure they appropriately measure competency achievement. This evaluation provides multiple perspectives on the process and outcome of a practice-based course assessment.

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Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

Journal of Research in Interprofessional Practice and Education ◽

10.22230/jripe.2010v1n2a28 ◽

2010 ◽

Vol 1 (2) ◽

Cited By ~ 2

Author(s):

Marcel D'Eon ◽

Peggy Proctor ◽

Jane Cassidy ◽

Nora McKee ◽

Krista Trinder

Keyword(s):

Student Satisfaction ◽

Interprofessional Education ◽

Large Scale ◽

Interprofessional Collaboration ◽

Learning Experience ◽

Problem Based Learning ◽

Great Promise ◽

Persons Living With Hiv ◽

Post Test ◽

Hiv Aids

Background: Interprofessional education (IPE) holds great promise in continuing to reform the management of complex chronic conditions such as HIV/AIDS, and Problem-based Learning (PBL) is a suitable format for IPE. This study aimed to evaluate the effectiveness of a large scale, compulsory interprofessional PBL module on HIV/AIDS education. In 2004, 30 physical therapy and 30 medical students at the University of Saskatchewan engaged in the HIV/AIDS PBL module. By 2007 over 300 students from seven healthcare programs were involved.Methods and Findings: The module was evaluated over the years using student satisfaction surveys, focus groups, self-assessments, and in 2007 with written pretest/post-tests. Students rated the learning experience about both HIV/AIDS and about interprofessional collaboration, at 4 or 5 out of 6 and effect sizes fell between d = .70 and 3.19. That only one pre-test/post-test study was conducted at a single institution is one of the limitations of this study.Conclusions: Students generally thought highly of the interprofessional PBL module on HIV/AIDS and learned a considerable amount. Although more research is needed to substantiate the self-assessment data, establish what and how much is being learned, and compare PBL to alternative methodologies, PBL is a promising approach to IPE.

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Engaging Ethical Issues Associated with Research and Public Health Interventions During Humanitarian Crises: Review of a Dialogic Workshop

BioéthiqueOnline ◽

10.7202/1044260ar ◽

2018 ◽

Vol 5 ◽

Author(s):

Anushree Dave ◽

Julie Cumin ◽

Ryoa Chung ◽

Matthew Hunt

Keyword(s):

Public Health ◽

Ethical Issues ◽

Healthcare Delivery ◽

Health Interventions ◽

Future Research ◽

Public Health Interventions ◽

Extensive Discussion ◽

Health Ethics ◽

Humanitarian Crises ◽

Health Equity Research

On November 7th, 2014 the Humanitarian Health Ethics Workshop was held at McGill University, in Montreal. Co-hosted by the Montreal Health Equity Research Consortium and the Humanitarian Health Ethics Network, the event included six presentations and extensive discussion amongst participants, including researchers from Canada, Haiti, India, Switzerland and the US. Participants had training in disciplines including anthropology, bioethics, medicine, occupational therapy, philosophy, physical therapy, political science, public administration and public health. The objective of the workshop was to create a forum for discussion amongst scholars and practitioners interested in the ethics of healthcare delivery, research and public health interventions during humanitarian crises. This review is a summary of the presentations given, key themes that emerged during the day’s discussions, and avenues for future research that were identified.

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Sustainable Implementation of Interprofessional Education Using an Adoption Model Framework

Canadian Journal of Higher Education ◽

10.47678/cjhe.v46i4.186571 ◽

2017 ◽

Vol 46 (4) ◽

pp. 76-93

Author(s):

Ruby Grymonpre ◽

Christine Ateah ◽

Heather Dean ◽

Tuula Heinonen ◽

Maxine Holmqvist ◽

...

Keyword(s):

Interprofessional Education ◽

Healthcare Delivery ◽

Lessons Learned ◽

Academic Programs ◽

Key Factors ◽

Model Framework ◽

Implementation Framework ◽

Sustainable Implementation ◽

University Of Manitoba ◽

The University

Interprofessional education (IPE) is a growing focus for educators in health professional academic programs. Recommendations to successfully implement IPE are emerging in the literature, but there remains a dearth of evidence informing the bigger challenges of sustainability and scalability. Transformation to interprofessional education for collaborative person-centred practice (IECPCP) is complex and requires “harmonization of motivations” within and between academia, governments, healthcare delivery sectors, and consumers. The main lesson learned at the University of Manitoba was the value of using a formal implementation framework to guide its work. This framework identifies key factors that must be addressed at the micro, meso, and macro levels and emphasizes that interventions occurring only at any single level will likely not lead to sustainable change. This paper describes lessons learned when using the framework and offers recommendations to support other institutions in their efforts to enable the roll out and integration of IECPCP.

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