Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol

2022 ◽  
Author(s):  
John T Paige ◽  
Laura S Bonanno ◽  
Deborah D Garbee ◽  
Qingzhao Yu ◽  
Vladimir J Kiselov ◽  
...  
Keyword(s):  
Health Professional ◽  
New Orleans ◽  
Interprofessional Education ◽  
Quality Care ◽  
Health Science ◽  
Professional Students ◽  
Student Teams ◽  
Health Professional Students ◽  
The Impact ◽  
Level 2

Effective teamwork remains a crucial component in providing high-quality care to patients in today’s complex healthcare environment. A prevalent ‘us’ versus ‘them’ mentality among professions, however, impedes reliable team function in the clinical setting. More importantly, its corrosive influence extends to health professional students who model the ineffective behaviour as they learn from practicing clinicians. Simulation-based training (SBT) of health professional students in team-based competencies recognized to improve performance could potentially mitigate such negative influences. This quasi-experimental prospective study will evaluate the effectiveness and impact of incorporating a multi-year, health science centre-wide SBT curriculum for interprofessional student teams. It targets health professional students from the Schools of Medicine, Nursing and Allied Health at Louisiana State University (LSU) Health New Orleans. The intervention will teach interprofessional student teams key team-based competencies for highly reliable team behaviour using SBT. The study will use the Kirkpatrick framework to evaluate training effectiveness. Primary outcomes will focus on the impact of the training on immediate improvements in team-based skills and attitudes (Level 2). Secondary outcomes include students’ perception of the SBT (Level 1), its immediate impact on attitudes towards interprofessional education (Level 2) and its impact on team-based attitudes over time (Level 3).The Institutional Review Board at LSU Health New Orleans approved this research as part of an exempt protocol with a waiver of documentation of informed consent due to its educational nature. The research description for participants provides information on the nature of the project, privacy, dissemination of results and opting out of the research.

Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol

2022 ◽  
Author(s):  
John T Paige ◽  
Laura S Bonanno ◽  
Deborah D Garbee ◽  
Qingzhao Yu ◽  
Vladimir J Kiselov ◽  
...  
Keyword(s):  
Health Professional ◽  
New Orleans ◽  
Interprofessional Education ◽  
Quality Care ◽  
Health Science ◽  
Professional Students ◽  
Student Teams ◽  
Health Professional Students ◽  
The Impact ◽  
Level 2

Effective teamwork remains a crucial component in providing high-quality care to patients in today’s complex healthcare environment. A prevalent ‘us’ versus ‘them’ mentality among professions, however, impedes reliable team function in the clinical setting. More importantly, its corrosive influence extends to health professional students who model the ineffective behaviour as they learn from practicing clinicians. Simulation-based training (SBT) of health professional students in team-based competencies recognized to improve performance could potentially mitigate such negative influences. This quasi-experimental prospective study will evaluate the effectiveness and impact of incorporating a multi-year, health science centre-wide SBT curriculum for interprofessional student teams. It targets health professional students from the Schools of Medicine, Nursing and Allied Health at Louisiana State University (LSU) Health New Orleans. The intervention will teach interprofessional student teams key team-based competencies for highly reliable team behaviour using SBT. The study will use the Kirkpatrick framework to evaluate training effectiveness. Primary outcomes will focus on the impact of the training on immediate improvements in team-based skills and attitudes (Level 2). Secondary outcomes include students’ perception of the SBT (Level 1), its immediate impact on attitudes towards interprofessional education (Level 2) and its impact on team-based attitudes over time (Level 3).The Institutional Review Board at LSU Health New Orleans approved this research as part of an exempt protocol with a waiver of documentation of informed consent due to its educational nature. The research description for participants provides information on the nature of the project, privacy, dissemination of results and opting out of the research.

scholarly journals Effectiveness of an Interprofessional Education Event for Graduate Health Professional Students

2016 ◽  
Author(s):  
Lisa Knecht-Sabres ◽  
James Gunn ◽  
Christine Conroy ◽  
Sarah Getch ◽  
Susan Cahill ◽  
...  
Keyword(s):  
Health Professional ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Professional Students ◽  
Professional Programs ◽  
Roles And Responsibilities ◽  
The Common ◽  
Health Professional Students ◽  
The Impact ◽  
Common Barriers

Purpose: The purpose of this study was to investigate the impact of a single, optional, half-day, interprofessional education (IPE) event for a myriad of graduate-level health professional students (n=44) at a university in Illinois, USA. Methods: The researchers in this study examined students’ performance on two out of six of the domains on the Interprofessiomnal Collaborator Assessment Rubric (ICAR): Roles and Responsibilities and Communication Strategies. This study also investigated quantitative and qualitative findings related to student perceptions regarding this IPE opportunity. Results: Results indicated that students met or exceeded the minimum competency for the ranking of “developing” for all 6 of the behaviors evaluated. Results also revealed that this half-day extracurricuricular IPE event was viewed favorably by health-professional students and created a venue whereby students belonging to different health professional programs can enter into discussions and learn about each others’ respective roles and responsibilities in patient care. Conclusion: The creation and implementation of short term extracurricular IPE events may be a valuable alternative for healthcare programs that are unable to implement IPE activities due to some of the common barriers impacting the development, implementation, or continuation of IPE opportunities.

scholarly journals Improving Cultural Competency: A Patient-Centered Approach to Interprofessional Education and Practice in a Veterans Healthcare Facility

2018 ◽  
Vol 7 (4) ◽  
pp. 157
Author(s):  
Margaret Brommelsiek ◽  
Jane A. Peterson ◽  
Sarah Knopf Amelung
Keyword(s):  
Health Professional ◽  
Cultural Competency ◽  
Interprofessional Education ◽  
Care Delivery ◽  
Healthcare Facility ◽  
Military Culture ◽  
Veterans Health ◽  
Professional Students ◽  
Knowledge And Attitudes ◽  
Health Professional Students

Background/Objective: Competency in health professions education when separated from culture is a ‘detached mastery’ of a discreet skill; there are no values considered, no human behind the understanding. This can result in an uneven understanding, proficiency, and commitment concerning individuals’ cultural differences. To increase cultural competency and improve care delivery to veterans, health professional students, participated in an interprofessional education immersion with clinical practicum at a Veteran’s Administration primary care clinic.Methods: Fifty-four graduate students from nursing, clinical psychology, pharmacy and social work participated in an interprofessional education course on military culture. Students’ knowledge and attitudes concerning veterans were evaluated at the start and end of the 8-week immersion course.Results: In both the Knowledge Assessment, a 10-item survey covering the core aspects of the course content, and Health Professionals’ Attitudes Toward Veterans Scale, student knowledge and attitudes improved relating to veterans care.Conclusions: Veterans seeking care in veterans’ and civilian facilities require a culturally competent health professional workforce. Interprofessional education coursework specifically focused on veterans and military culture has shown promise in increasing knowledge and compassion in health professional students working with veteran patients. 

Health Professional Student Awareness and Attitudes Toward Poverty

2020 ◽  
Vol 6 (4) ◽  
pp. 257-265
Author(s):  
Jessica R. Thompson ◽  
Brandi Boak ◽  
Thistle I. Elias
Keyword(s):  
Health Professional ◽  
The United States ◽  
Full Time ◽  
Student Preparation ◽  
Professional Students ◽  
Qualitative Feedback ◽  
Academic Settings ◽  
Health Professional Students ◽  
Professional Student ◽  
The Impact

Poverty simulations are used increasingly in academic settings to expose health professional students to experiences of those living in poverty; therefore, the impact, content, and context of these simulations should be examined. Bridging the Gaps-Pittsburgh uses a full-day poverty simulation (Experiential Poverty [EP] Exercise) to expose health professional students to structural realities and experiences of those living in poverty in the United States as part of an intensive, interdisciplinary, community-partnered summer internship program. Students engage in the EP Exercise in one of 8 weekly didactic and reflective sessions throughout the 8-week, full-time internship. To measure the impact of the EP Exercise on student learning, Bridging the Gaps-Pittsburgh developed a measure (Poverty Attitude, Awareness, and Understanding Survey [PAAUS]), including seven questions to explore student awareness of aspects of poverty and two questions regarding attitudes about poverty students carry into their future practice. Using five cohorts of PAAUS data over 5 years, we analyzed the changes in attitudes and understanding about poverty among health professional students pre- and postparticipation in this program. For one recent cohort, we conducted an additional posttest to assess the impact of the poverty simulation as distinct from other programmatic experiences. Finally, we share qualitative feedback from student evaluations following the EP Exercise. We provide evidence of the statistically significant impact of the EP Exercise on students’ awareness, attitudes, and understanding of poverty and indicate the importance of considering the context of poverty simulations to improve health professional student preparation to work with populations experiencing poverty.

scholarly journals Making an IMPACT: The Story of a Medical Student-Designed, Peer-Led Healthy Eating and Physical Activity Curriculum

2015 ◽  
Vol 2015 ◽  
pp. 1-5
Author(s):  
Avik Chatterjee ◽  
Thomas N. Rusher ◽  
Julia Nugent ◽  
Kenneth W. Herring ◽  
Lindsey M. Rose ◽  
...  
Keyword(s):  
Physical Activity ◽  
North Carolina ◽  
High School Students ◽  
Medical Student ◽  
Medical Students ◽  
Health Professional ◽  
Healthy Eating ◽  
Professional Students ◽  
Health Professional Students ◽  
The Impact

Despite the importance of healthful dietary choices in combating the childhood obesity epidemic, neither primary and secondary schools nor medical schools provide adequate nutrition education. In 2005, two medical students at the University of North Carolina started the Improving Meals and Physical Activity in Children and Teens (IMPACT) program, which utilized a peer-educator model to engage medical students and high school students in teaching 4th graders about healthy eating and physical activity. Over the years, medical student leaders of IMPACT continued the program, orienting the curriculum around the 5-2-1-0 Let’s Go campaign, aligning the IMPACT curriculum with North Carolina state curricular objectives for 4th graders and engaging and training teams of health professional students to deliver the program. The IMPACT project demonstrates how medical and other health professional students can successfully promote nutrition and physical activity education for themselves and for children through community-based initiatives. Ongoing efforts are aimed at increasing family participation in the curriculum to maximize changes in eating and physical activity of IMPACT participants and ensuring sustainability of the organization by engaging health professional student participants in continuing to improve the program.

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