Assessment of Student Interprofessional Education (IPE) Training for Team-Based Geriatric Home Care: Does IPE Training Change Students’ Knowledge and Attitudes?

Reilly, Jo Marie; Aranda, María P.; Segal‐Gidan, Freddi; Halle, Ashley; Han, Phuu Pwint; Harris, Patricia F.; Jordan, Katie; Mulligan, Roseann; Resnik, Cheryl; Tsai, Kai-Ya; Williams, Brad; Cousineau, Michael R.

doi:10.1080/01621424.2014.968502

Cited by 46 publications

(79 citation statements)

References 6 publications

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“…The length of training time was also an important factor in the IPE effect. Two studies involved students trained for one year 31 or more than half a year 25 . However, Sigalet et al studied three‐hour training, 20 and Bradley et al studied three‐month training 26 .…”

Section: Discussionmentioning

confidence: 99%

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

Wang

Feng

Gao

et al. 2019

Journal of Dental Education

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Interprofessional education (IPE) is based on collaborative practices that increase the occasions for communication among those in various health professions. However, there is a paucity of literature about the effectiveness of IPE programs in health professions education. The aim of this systematic review and meta‐analysis was to objectively assess the literature on the effectiveness of IPE in improving health professions students’ attitudes after training. The major scholarly databases were searched for relevant IPE studies involving predoctoral health professions students. Two independent researchers selected the studies, extracted the data, and assessed the quality of the studies. Meta‐analyses of the outcomes were performed using random effects models. Sixteen articles were ultimately selected for detailed review and meta‐analysis. The meta‐analysis showed that IPE training had a significant influence on students’ understanding of collaboration and resulted in better attitudes about interprofessional teamwork. Subscale analysis showed that one subscale score (roles and responsibilities) did not statistically significantly improve after IPE training (p=0.06), whereas the other four subscale items showed statistically significant improvements (p<0.01). The test for overall effects showed that IPE training had a significantly positive influence on students’ attitudes about IPE (Z=6.85, p<0.01). Subgroup results showed that medical students had more positive attitudes about IPE than did dental students. Regardless of profession, women students responded with significantly more positive feedback than did men students (p=0.02). These results suggest that intervention through IPE training has had positive effects in health professions education. Gender was an important factor impacting the outcomes of IPE. However, further clinical practice interventions may be helpful to enhance the IPE competence of health professions students.

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Section: Discussionmentioning

confidence: 99%

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

Wang

Feng

Gao

et al. 2019

Journal of Dental Education

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“…These are important findings because RACF can meet some of the pressure to provide IPE experiences for students, offering an alternative to the traditional settings for IPE, namely Stroke and Palliative Care Unit placements or the logistically and financially challenging student led wards. With the evidence that residents benefit from such interactions, all groups gain when RACF become a learning centre (Elliott, Annear, Bell, Palmer, & Robinson, 2015;Reilly et al, 2014;Seaman, Bulsara, & Saunders, 2014). For example, a cross-sectional study by Ross, Duigan, Boyle, and Williams (2014) found relatively similar ASD subscale scores for paramedic students to the scores of students in this study.…”

Section: Discussionmentioning

confidence: 89%

An examination of students’ perceptions of their interprofessional placements in residential aged care

Seaman¹,

Saunders

Williams³

et al. 2017

Journal of Interprofessional Care

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It is essential that health professionals are trained to provide optimal care for our ageing population. Key to this is a positive attitude to older adults along with the ability to work in teams and provide interprofessional care. There is limited evidence on the impact an interprofessional education (IPE) placement in a residential aged care facility (RACF) has on students. In 2015 in Western Australia, 51 students (30% male, median age 23 years), from seven professions, undertook a placement between 2 and 13 weeks in length at 1 RACF. Pre-and post-placement measurements of attitudes to the elderly were collected using the Ageing Semantic Differential (ASD) questionnaire and level of readiness for interprofessional learning with the Readiness for Interprofessional Learning Scale (RIPLS). A total of 47 students completed matched ASD and RIPLS surveys. The mean total score on the ASD survey decreased significantly from pre-to post-placement from 116.0 to 108.9 (p = 0.033), indicating attitudes became increasingly positive towards older adults. Significant differences post-placement were seen indicating better readiness for interprofessional learning, for two out of four subscales on the RIPLS, namely "teamwork & collaboration" (42.1-44.0; (p = 0.000)) and "positive professional identity" (18.2-19.3 (p = 0.001)). The degree of change is similar to findings from other settings. The results support IPEfocussed student placements within RACF positively influence student's attitudes towards the older adult as well as increase student's readiness for interprofessional learning, confirming RACF are valuable places for training health professionals. ARTICLE HISTORY

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“…Only one study was published in 1981 and the other 6 were published between 2012 and 2015 indicating the recently increasing interest in research in this area. All publications originated from the United States . Three originated from the same centre, University of Alabama at Birmingham Geriatric Education Center, with 2 of them reporting on the same training experience and sample .…”

Section: Resultsmentioning

confidence: 99%

“…Geriatric outreach facilities (i.e. nursing homes) were the main teaching venue in all studies where undergraduate students were involved, while faculty members were trained within University locations …”

Section: Resultsmentioning

confidence: 99%

Dental participation in geriatric interprofessional education courses: A systematic review

Kossioni

Marchini

Childs

2018

Eur J Dental Education

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Introduction Although the interdisciplinary management of the ageing individual is highly stressed, there is limited information on the outcomes of interprofessional education (IPE) activities of dental students in geriatrics. This systematic review aimed to identify studies with dentists participating in formal IPE courses in geriatrics and assess the outcomes reported. Material and Methods Electronic databases (PubMed, EMBASE, CINAHL and Scopus), reference lists from relevant studies and cited papers were investigated. The inclusion criteria were as follows: about formal interactive learning; learners from at least 2 disciplines; including dentists; related to geriatrics; any study design; reporting any outcome; only full papers; published in peer‐reviewed journals; English language. Results Of the 1259 records retrieved, 26 were assessed for eligibility based on defined inclusion criteria and 7 studies were included in the final analysis. Two studies reported specific outcomes for dentists with lower, or even negative, post‐training scores for interprofessional collaborative practice competences compared to other disciplines, but only one of them used a previously validated scale. There were no reports on the effect of IPE courses on dental trainees’ gerodontology skill improvements or on their attitudes towards the older persons. Conclusion The existing evidence is insufficient to determine any outcomes of formal interprofessional training of dentists in geriatrics. More studies with better experimental design should be developed. Among the strengths of IPE in geriatrics are the interdisciplinary nature of geriatric care, the sharing of common geriatric competences among participating disciplines and the opportunity to use nursing homes as a training site.

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Assessment of Student Interprofessional Education (IPE) Training for Team-Based Geriatric Home Care: Does IPE Training Change Students’ Knowledge and Attitudes?

Cited by 46 publications

References 6 publications

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

An examination of students’ perceptions of their interprofessional placements in residential aged care

Dental participation in geriatric interprofessional education courses: A systematic review

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