Effectiveness of an Interprofessional Education Model to Influence Students' Perceptions on Interdisciplinary Work

Abstract We modified an in-person simulation-enhanced interprofessional education model as necessitated by COVID-19 restrictions to a fully virtual education experience. Online prework remained unchanged but adjustments were made related to previously in-person activities. Diverging from the in-person training we held live virtual poster sessions with learner-presenter interaction. In preparation for their role in the team meeting simulation, learners were moved into preassigned profession-specific breakout rooms for a live virtual huddle with facilitators. Next, learners were moved to preassigned interprofessional breakout rooms where they began the simulated team meeting. After initial discussion, a standardized patient joined the breakout room to present the patient/caregiver perspective. The event ends with a virtual reflective debrief focused on interprofessional collaborative competencies.

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Integrating an Interprofessional Education Model at a Private University

International Journal of Higher Education ◽

10.5430/ijhe.v4n3p112 ◽

2015 ◽

Vol 4 (3) ◽

Author(s):

Ramona Ann Parker ◽

Helmut Gottlieb ◽

Daniel G Dominguez ◽

Patricia Sanchez-Diaz ◽

Mary Elaine Jones

Keyword(s):

Interprofessional Education ◽

Private University ◽

Education Model

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Development of the RIPE model (Reflective Interprofessional Education Model) to enhance interprofessional collaboration

Research in Social and Administrative Pharmacy ◽

10.1016/j.sapharm.2018.05.125 ◽

2019 ◽

Vol 15 (4) ◽

pp. 459-464 ◽

Cited By ~ 6

Author(s):

C. Lucas ◽

T. Power ◽

C. Hayes ◽

C. Ferguson

Keyword(s):

Interprofessional Education ◽

Interprofessional Collaboration ◽

Education Model

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APPLICATION OF INTERPROFESSIONAL EDUCATION MODEL ON THE COGNITIVE AND SKILL COMPETENCE IN NURSING CARE FOR CHILDREN WITH MALNUTRITION AMONG STUDENTS IN PARE, KEDIRI, EAST JAVA

ACCELERATING THE ACHIEVEMENT OF SUSTAINABLE DEVELOPMENT GOALS FOR THE IMPROVEMENT AND EQUITABLE DISTRIBUTION OF POPULATION HEALTH ◽

10.26911/theicph.2016.080 ◽

2016 ◽

Author(s):

Neny Triana ◽

◽

Enur Nurhayati Muchsin ◽

Keyword(s):

Nursing Care ◽

Interprofessional Education ◽

Education Model

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Interprofessional education model for geriatric falls risk assessment and prevention

BMJ Open Quality ◽

10.1136/bmjoq-2018-000417 ◽

2018 ◽

Vol 7 (4) ◽

pp. e000417 ◽

Cited By ~ 6

Author(s):

Diane K Brown ◽

Sue Fosnight ◽

Maureen Whitford ◽

Susan Hazelett ◽

Colleen Mcquown ◽

...

Keyword(s):

Interprofessional Education ◽

Interprofessional Collaboration ◽

Education Programme ◽

Falls Prevention ◽

Team Approach ◽

Falls Risk ◽

Interprofessional Teamwork ◽

Education Model ◽

Effective Models ◽

The Impact

BackgroundOne in three people over the age of 65 fall every year, with 1/3 sustaining at least moderate injury. Falls risk reduction requires an interprofessional health team approach. The literature is lacking in effective models to teach students how to work collaboratively in interprofessional teams for geriatric falls prevention. The purpose of this paper is to describe the development, administration and outcome measures of an education programme to teach principles of interprofessional care for older adults in the context of falls prevention.MethodsStudents from three academic institutions representing 12 health disciplines took part in the education programme over 18 months (n=237). A mixed method one-group pretest and post-test experimental design was implemented to measure the impact of a multistep education model on progression in interprofessional collaboration competencies and satisfaction.ResultsPaired t-tests of pre-education to posteducation measures of Interprofessional Socialization and Valuing Scale scores (n=136) demonstrated statistically significant increase in subscales and total scores (p<0.001). Qualitative satisfaction results were strongly positive.DiscussionResults of this study indicate that active interprofessional education can result in positive student attitude regarding interprofessional team-based care, and satisfaction with learning. Lessons learnt in a rapid cycle plan-do-study-act approach are shared to guide replication efforts for other educators.ConclusionEffective models to teach falls prevention interventions and interprofessional practice are not yet established. This education model is easily replicable and can be used to teach interprofessional teamwork competency skills in falls and other geriatric syndromes.

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