An interprofessional experience in diabetes management for pharmacy and medical students

Pisano, Michele; Mazzola, Nissa; Block, Lauren; Ezzo, Danielle C.; Lu, Celia; Coletti, Daniel J.

doi:10.1016/j.cptl.2019.12.031

Cited by 5 publications

(6 citation statements)

References 27 publications

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“…Avaliando os artigos segundo o modelo adaptado de Kirkpatrick 21 , seis estudos 23,24,28,34,41,42 apresentaram a perspectiva dos estudantes sobre a experiência educacional (nível 1), e 15 estudos [25][26][27][28][29][30]32,[35][36][37][38][39][40]42,43 apresentaram a modificação de atitudes e percepções dos estudantes (nível 2a). A aquisição de conhecimentos e habilidades (nível 2b) foi demonstrada em sete estudos [26][27][28]31,34,38,43 .…”

Section: Resultsunclassified

Avaliação da educação interprofissional para a tomada de decisão compartilhada em farmacoterapia: uma revisão de escopo sobre métodos e instrumentos

André

Detoni²,

Rezende³

et al. 2023

Interface (Botucatu)

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Resumo Este estudo teve como objetivo descrever os métodos de pesquisa e instrumentos utilizados na avaliação de estratégias de educação interprofissional para a tomada de decisão compartilhada em farmacoterapia. Os tipos de avaliação empregados foram categorizados segundo o modelo adaptado de Kirkpatrick. Foi conduzida uma revisão de escopo, seguindo as recomendações do Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (Prisma-ScR). Entre os 21 estudos selecionados, houve predomínio dos métodos quantitativos na avaliação das experiências educacionais (n=18). Destes, o aspecto mais comum avaliado foi “atitudes e percepções dos estudantes em relação à educação e à prática interprofissional”, por meio de instrumentos validados (n=13). Foram identificados dez diferentes instrumentos, que se mostraram em conformidade com as competências colaborativas do Interprofessional Education Collaborative. A variedade de instrumentos sinaliza a crescente produção de conhecimento acerca do assunto, mas aponta o desafio de realizar análises comparativas entre experiências educacionais ao redor do mundo.

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Section: Resultsunclassified

Avaliação da educação interprofissional para a tomada de decisão compartilhada em farmacoterapia: uma revisão de escopo sobre métodos e instrumentos

André

Detoni²,

Rezende³

et al. 2023

Interface (Botucatu)

View full text Add to dashboard Cite

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“…Evaluating the articles according to the model adapted from Kirkpatrick 21 , six studies 23,24,28,34,41,42 presented the students' perspective on the educational experience (level 1), while 15 studies [25][26][27][28][29][30]32,[35][36][37][38][39][40]42,43 presented the modification of students' attitudes and perceptions (level 2a). Acquisition of knowledge and skills (level 2b) was demonstrated in seven studies [26][27][28]31,34,38,43 .…”

Section: Mixed Methodsmentioning

confidence: 99%

“…• AITCS II 36 • IEPS 35 • ISVS 29 • RIPLS 25,30,42 • SATP2C 32,40 • T-TAQ 37 • SPICE 38 • ICCAS 43 • SAIL-10 39…”

Section: Mixed Methodsunclassified

Evaluation of interprofessional education for shared decision making in drug therapy: a scoping review on methods and instruments

André

Detoni²,

Rezende³

et al. 2023

Interface (Botucatu)

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This study aimed to describe the research methods and instruments used in the evaluation of interprofessional education strategies for shared decision making in drug therapy. The types of evaluation employed were categorized according to Kirkpatrick’s adapted model. A scoping review was conducted, following the PRISMA-ScR recommendations. Among the 21 selected studies, there was a predominance of quantitative methods in the evaluation of educational experiences (n=18). Of these, the most common aspect evaluated was “students’ attitudes and perceptions towards interprofessional education and practice” by means of validated instruments (n=13). Ten different instruments were identified and found to be in line with the Interprofessional Education Collaborative competencies. The variety of instruments signals the growing production of knowledge about this topic, but points to the challenge of conducting comparative analyses between educational experiences around the world.

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“…Of the 19 studies analysed, 13 studies reported on the (1) effects of IPE/IPC on provider or student characteristics in diabetes care provision and (2) on aspects of healthcare provision for patients with diabetes that were impacted. For provider/student characteristics, the studies mention advancements in self-perceived competence in diabetes care [17], improved confidence [17,21,24], knowledge [21,23,24,27], skills [23,24], behaviour [23,26] and attitudes [20,24] toward IPE and collaborative practice. For modified aspects of healthcare, the studies report improved clinical practice [9,17,26,31], quality of care [23,26,29,32], understanding of roles and responsibilities of other HCPs or students [20,28], communication [7,21,28], collaboration and interprofessional team care [7,21,27] and provider productivity [7].…”

Section: Impact On Provider/student Approaches and Enhancement Of Car...mentioning

confidence: 99%

“…Positive outcomes have been observed when healthcare professionals are involved as partners in learning and teaching IPE modules and IPE implementation in practice. IPE modules have been successful in preparing HCPs with better knowledge of IPC care and practice [7,17,24,27,28], a more positive attitude to interprofessional learning [20] and improved self-perceived confidence and ability to perform IPC in diabetes care [17], team dynamics, such as communication [7,24,28], and behaviour change knowledge [7].…”

Section: Impact On Provider/student Approaches and Enhancement Of Car...mentioning

confidence: 99%

Interprofessional Education in Diabetes Care—Findings from an Integrated Review

Sidani,

Patel

2023

Diabetology

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Diabetes is a leading non-communicable disease with a huge and predictably increasing burden on individuals, societies and governments. Interprofessional education (IPE) aims to enhance healthcare providers’ competence and patient care by providing well-organised, coordinated interprofessional care (IPC) within teams of healthcare professionals of different disciplines. Interprofessional practices are crucial in diabetes care. However, evidence on the effect of diabetes-specific IPE on diabetes outcomes is limited. This study aims to survey and report recent findings on the impact of interprofessional approaches on the outcomes of diabetes management. A systematic search of PubMed and Google Scholar from 2008 was adopted to identify relevant studies. After screening for relevance, the studies used in this review were thematically analysed, and two main categories of the findings were isolated: the impact of IPE and IPC on enhanced care provision and on improved diabetes self-management. The results indicate that healthcare professionals and students and people with diabetes benefit from IPE/IPC to improve diabetes outcomes and quality of care. However, improving diabetes care is achieved when inhibitors are addressed to incorporate IPE in health professions curricula and to support IPC in clinical settings.

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An interprofessional experience in diabetes management for pharmacy and medical students

Cited by 5 publications

References 27 publications

Avaliação da educação interprofissional para a tomada de decisão compartilhada em farmacoterapia: uma revisão de escopo sobre métodos e instrumentos

Avaliação da educação interprofissional para a tomada de decisão compartilhada em farmacoterapia: uma revisão de escopo sobre métodos e instrumentos

Evaluation of interprofessional education for shared decision making in drug therapy: a scoping review on methods and instruments

Interprofessional Education in Diabetes Care—Findings from an Integrated Review

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