A Mixed-Methods Evaluation of Social Work Learning Outcomes in Interprofessional Training with Medicine and Pharmacy Students

Wharton, Tracy; Burg, Mary Ann

doi:10.1080/10437797.2017.1288592

Cited by 18 publications

(6 citation statements)

References 16 publications

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“…This studyʻs findings are consistent with similar articles that combined more than 2 disciplines. 13,14 However, there is no data that supports IPE case study with pharmacy and social work exclusively. This article adds to existing literature that an IPE case study between these disciplines can improve interprofessional collaboration-related competencies.…”

Section: Discussionmentioning

confidence: 99%

Improving Interprofessional Collaboration Between Social Work and Pharmacy Through Hybrid and Virtual Learning Experiences

Kawakami,

Chung,

Arndt

et al. 2024

Hawaii J Health Soc Welf

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The professions of pharmacy and social work are not generally assumed to directly collaborate in patient care; however, these professions are complementary. Health and wellbeing outcomes are significantly improved when care is managed by an interprofessional team that communicates and collaborates to ensure all aspects of care are effectively managed. The creation of educational opportunities for students to practice working together provides enhanced educational experiences and leads to their success as professionals. Pharmacy and social work faculty developed an interprofessional education activity specifically aimed at integrative student learning. Faculty and students based on various islands throughout the state of Hawai‘i and the US territory of Guam participated in the experience. The case study encouraged interprofessional teamwork and collaboration. The case study also challenged students to share profession-specific knowledge with each other. Mean evaluation scores were compared between hybrid and fully online platforms. Evaluation scores were high and at least as good or higher in the fully online exercise compared to the hybrid exercises. Using the 20-item pre-post format, Interprofessional Collaborative Competencies Attainment Survey, results indicated statistically significant improvements in scores for all questions and domains (all P<.001). When hybrid training and fully online training were compared, there were no significant differences in pre scores, but post domain scores were significantly higher in students who experienced fully online training. This interprofessional case-based activity successfully promoted interprofessional learning and collaboration. Introducing learners to this type of collaborative practice while in school is critical for future collaboration in the workforce

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Section: Discussionmentioning

confidence: 99%

Improving Interprofessional Collaboration Between Social Work and Pharmacy Through Hybrid and Virtual Learning Experiences

Kawakami,

Chung,

Arndt

et al. 2024

Hawaii J Health Soc Welf

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show abstract

“…Nitz et al, 2013;Peeters et al, 2017;Sutherland & Moline, 2015;Wallace & Benson, 2018), and some included social work and other professions (i.e. Curran et al, 2008;Ellman et al, 2012;Hadley et al, 2018;Wharton & Burg, 2017).…”

Section: Discussionmentioning

confidence: 99%

Why and how? Case-based teaching in interprofessional and interdisciplinary education

Jevne

Ulleberg

Øien

2021

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The field of interprofessional education is complex and intricate. Students from different professions, who have distinctive knowledge bases, develop a mutual understanding of how to work together in future professional environments. The aim of this article is to explore case-based teaching (CBT) as an approach to develop and provide effective teaching, preparing students for future work. Specifically, the article focuses on why and how CBT may be a useful approach in interdisciplinary and interprofessional education. A traditional scoping literature review is conducted to provide a broad overview of the field. The analysis ended up with three themes: (1) the theoretical foundations for CBT, (2) the reasons given for using CBT and (3) the process of case production. The article discusses how CBT, by taking complex real-world situations as a point of departure, may facilitate active learning strategies that promote relational agency and critical thinking through meta-learning. In this way, CBT prepares students to handle problems that they are likely to encounter in their professions.

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“…For example, during the Is It Worth It exercise, teams realized that the physician is not always the best person to lead on specific patient needs and features, sometimes choosing one of the other professionals to lead. While there has been little attention to power perceptions in IP learning, Wharton and Burg (2017) suggest, that training like this can lead to the more egalitarian, shared leadership philosophy of the high-functioning IP team.…”

Section: Discussionmentioning

confidence: 99%

Improving the Interprofessional Practice, Knowledge, and Skills of Health Professions Students through an Interactive Course in Gerontology

Jantea

Leslie

Toto

et al. 2020

ASW

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Interprofessional, collaborative health care is the ideal standard in geriatrics. Students’ interprofessional practice skills are limited in typical siloed education. An experiential, team-based geriatrics course was designed to improve health professions (HP) students’ knowledge, skills, and attitudes about interprofessional practice. Students (n=209) from dentistry, medicine, nursing, nutrition, occupational therapy, pharmacy, physician assistant, social work, and speech-language pathology were assigned to interprofessional (IP) and medical-student only teams. The Interprofessional Collaborative Competency Attainment Survey-Revised (ICCAS-R) was administered pre- and post-course, along with program evaluations. Seventy percent of students completed both pre- and post-surveys. ICCAS-R scores were analyzed comparing the impact of training for medical students (n=78) on IP teams and remaining HP students (n=58). Students rated themselves as improved on all six ICCAS-R subscales (paired t-tests, p < 0.05). Sixty-nine percent rated themselves as better able to collaborate interprofessionally. A competitive team-based learning exercise using gamification was rated as the most authentic skill-building interprofessional activity. Experiential learning where students worked with the same team helped to build interprofessional and teamwork skills. Findings will be used to improve authenticity of the clinical and teamwork content, increase the use of gamification as a teaching technique, and refine students’ practice of IP teamwork competencies.

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A Mixed-Methods Evaluation of Social Work Learning Outcomes in Interprofessional Training with Medicine and Pharmacy Students

Cited by 18 publications

References 16 publications

Improving Interprofessional Collaboration Between Social Work and Pharmacy Through Hybrid and Virtual Learning Experiences

Improving Interprofessional Collaboration Between Social Work and Pharmacy Through Hybrid and Virtual Learning Experiences

Why and how? Case-based teaching in interprofessional and interdisciplinary education

Improving the Interprofessional Practice, Knowledge, and Skills of Health Professions Students through an Interactive Course in Gerontology

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