Enhancing interprofessional collaboration and interprofessional education in women’s health

Baecher-Lind, Laura; Fleming, Angela C.; Bhargava, Rashmi; Cox, Susan M.; Everett, Elise; Forstein, David A.; Sims, Shireen Madani; Morgan, Helen; Morosky, Christopher M.; Royce, Celeste; Sonn, Tammy; Sutton, Jill M.; Graziano, Scott

doi:10.1080/10872981.2022.2107419

Cited by 6 publications

(2 citation statements)

References 21 publications

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“…1 Health care teams have faced challenges mitigating health disparities while providing clinical care. 2,3 In response, advancing curricula inclusive of SDOH and team-based care is critical to ensure that students understand the unique needs of historically underserved populations. [4][5][6][7][8] However, little research is available around teaching medical students how to engage with patients about stigmatizing concerns including food insecurity, homelessness, poverty, and other social issues.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Medical Students’ Understanding of Team-Based Care to Address Social Determinants of Health: A Case-Based Experience

Taylor,

King

2024

Fam Med

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Background and Objectives: Social and structural factors play a critical role in driving inequitable health outcomes, resulting in the need for undergraduate medical education to include important care components such as team-based care to address social determinants of health. Research shows that learning strategies such as case-based initiatives are valuable opportunities to impact knowledge of population health, health disparities, and social determinants that impact care. The purpose of this study was to assess the impact of a clinical case-based experience on medical students’ self-efficacy and future intent to use the team-based care necessary to address social determinants of health. Methods: We used a retrospective analysis of program data from 640 third-year medical students who engaged in a case-based experience and small-group debriefing around the impact of team-based care and social determinants of health on patient care during their family medicine clerkship between July 2020 and April 2022. Results: We found a statistically significant improvement in students’ reported self-efficacy and intent to collaborate with other health care workers (team-based care) to address patient care needs in rural and urban underserved community settings. Conclusions: Our students reported that a case-based experience coupled with a small-group debriefing was an effective method for teaching them how to use a team-based approach to address social determinants of health.

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Section: Introductionmentioning

confidence: 99%

Enhancing Medical Students’ Understanding of Team-Based Care to Address Social Determinants of Health: A Case-Based Experience

Taylor,

King

2024

Fam Med

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“…Conversely, interprofessional teams complete shared assessment, treatment planning, and goal setting, embrace the overlap of professional duties, and maintain a collective working identity (Chamberlain‐Salaun et al, 2013; Sheehan et al, 2007). This approach, formally known as Interprofessional Collaborative Practice (IPCP) (Interprofessional Education Collaborative [IPEC], 2016), was endorsed as the benchmark for collaborative healthcare by the World Health Organization in 2010 (Gilbert et al, 2010), has since been adopted by over 60 professional societies worldwide, and is the subject of extensive research (Baecher‐Lind et al, 2022). The IPEC developed core competencies and competency statements in the domains of teamwork, roles and responsibilities, communication, and values and ethics to guide professionals in delivering IPCP (IPEC, 2016).…”

Section: Introductionmentioning

confidence: 99%

The imperative of collaboration: Lived experience perspectives on team approaches in outpatient eating disorder treatment

Bray,

Heruc,

Evans

et al. 2023

Intl J Eating Disorders

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BackgroundAcross healthcare broadly, team treatment approaches range from siloed multidisciplinary treatment to synergistic Interprofessional Collaborative Practice (IPCP), with IPCP increasingly favored. In eating disorders, clinical practice guidelines endorse team outpatient treatment, and these approaches are widely used in clinical practice. However, there is limited evidence to describe attitudes toward and experiences of team approaches, including IPCP, among individuals with a lived experience.MethodTwenty‐seven participants (aged 20–51 years) with a formal eating disorder diagnosis were recruited. Each had received outpatient eating disorder treatment from a team or teams comprising a mental health professional, dietitian, and general practitioner (GP) in the past 2 years. Qualitative data were collected via semi‐structured interviews and analyzed using Braun and Clarke's reflexive thematic analysis.ResultsFour themes were derived from the qualitative analysis. Themes included: (1) working together is better; (2) the linchpin of teamwork is communication; (3) teams should foster autonomy with limit‐setting; and (4) systemic failures negatively affect team treatment. Participants favored highly collaborative treatment from a team including a mental health professional, dietitian, and GP at a minimum, where the team engaged in high‐quality communication and fostered autonomy with limit‐setting. Systemic failures negatively affecting team treatment were reported across the care continuum.DiscussionFindings endorse the application of IPCP to outpatient eating disorder treatment as a strategy to improve treatment satisfaction, engagement, and outcomes. Given the paucity of evidence exploring IPCP in this field, however, the development and evaluation of interprofessional education and treatment models is a foundational necessity.Public SignificanceTeam eating disorder treatment is widely used in clinical practice, although there is limited evidence to guide interventions. This study explores attitudes toward and experiences of team outpatient eating disorder treatment among individuals with a lived experience. Understanding preferred team treatment characteristics delivers important information to improve treatment satisfaction, engagement, and outcomes for individuals receiving outpatient eating disorder treatment.

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Evaluating ExpandED: Evaluating the effectiveness of a serious game expansion pack in teaching health professional students about interprofessional care

Fiala,

Ragothaman,

Johl

et al. 2024

AEM Education and Training

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BackgroundThe emergency department (ED) is a challenging fast‐paced environment with high‐acuity, undifferentiated patients who often require extensive interdisciplinary care. This paper introduces ExpandED, an expansion pack to the serious board game GridlockED, designed to enhance players’ understanding of interprofessional collaboration in the ED and the diverse scope of practice of different ED professionals including physicians, residents, registered nurses, registered practical nurses, social workers, occupational therapists, and physiotherapists. This investigation evaluates the effectiveness of ExpandED as a teaching tool for medical and allied health professions students about interprofessional collaboration in the ED.MethodsA program evaluation harnessing a playtest framework was employed. Participants completed pre‐ and postgame surveys including quantitative measures (e.g., Likert scales) and qualitative free‐text feedback that focused on participant familiarity with ED functioning, valuation of interprofessional collaboration before and after playing, and feedback on game usability and effectiveness.ResultsRecruitment was open to students in all health care and allied health professional programs at the institution. Forty‐five participants were recruited from medical doctor, nursing, physiotherapy, and speech language pathology programs. ExpandED enhances participants' understanding of ED workflow (p < 0.001) and provides an enjoyable playing experience. However, participants’ valuation of interdisciplinary teamwork did not change significantly before and after game play (p = 0.17). Participants expressed satisfaction with the game's accuracy in simulating the ED environment and appreciated the opportunity to collaborate with peers from different disciplines. Challenges reported included some tension among players, potential biases, and limitations of fidelity to a real‐life ED.ConclusionsWhile this study has limitations regarding participant sampling and duration of gameplay sessions, it highlights the potential of ExpandED for teaching interprofessional collaboration in the ED. These findings will guide further development to optimize the expansion pack's effectiveness and its implementation into health care curricula.

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Enhancing interprofessional collaboration and interprofessional education in women’s health

Cited by 6 publications

References 21 publications

Enhancing Medical Students’ Understanding of Team-Based Care to Address Social Determinants of Health: A Case-Based Experience

Enhancing Medical Students’ Understanding of Team-Based Care to Address Social Determinants of Health: A Case-Based Experience

The imperative of collaboration: Lived experience perspectives on team approaches in outpatient eating disorder treatment

Evaluating ExpandED: Evaluating the effectiveness of a serious game expansion pack in teaching health professional students about interprofessional care

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