Evaluation of an interprofessional continuing professional development initiative in primary health care

Curran, Vernon; Sargeant, Joan; Hollett, Ann

doi:10.1002/chp.144

Cited by 30 publications

(51 citation statements)

References 13 publications

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“…In general, studies included between two to six professions. However, there were a small number of studies that included a wider professional mix: over 20 different professions groups (Curran et al 2007), 17 groups (Byrnes et al 2012) and 13 groups (Watts et al 2007).…”

Section: Resultsmentioning

confidence: 99%

“…In particular, the updated papers continued to emphasise that the development of IPE was linked to a desire to improve patient care or service delivery through improvement in interprofessional collaboration and teamwork (Carpenter et al 2006;Curran et al 2007;Watts et al 2007;Quinn et al 2008;Fuhrmann et al 2009;Robben et al 2012;Slater et al 2012;Paquette-Warren et al 2014). Again, these drivers were identified as linked to either top-down (e.g.…”

Section: Ipe Contextmentioning

confidence: 99%

“…government policies, professional regulators) or bottom-up (e.g. local IPE champions, organisational support) approaches (Curran et al 2007;Richardson et al 2010). Often, it was reported that a mixture of these two drivers was particularly effective in providing the incentive to implement an IPE activity (e.g.…”

Section: Ipe Contextmentioning

confidence: 99%

“…Curran et al 2007;Hobgood et al 2010). Fuhrmann et al (2009) noted that there was support from across their clinical institution when implementing a simulated IPE experience, and that a 'bottom-up' approach (only involving educators) would be likely to fail.…”

Section: Ipe Contextmentioning

confidence: 99%

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A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

Reeves

Fletcher

Barr³

et al. 2016

Medical Teacher

761

593

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Background: Interprofessional education (IPE) aims to bring together different professionals to learn with, from and about one another in order to collaborate more effectively in the delivery of safe, high quality care for patients/clients. Given its potential for improving collaboration and care delivery, there have been repeated calls for the wider scale implementation of IPE across education and clinical settings. Increasingly, a range of IPE initiatives are being implemented and evaluated which are adding to the growth of evidence for this form of education. Aim:The overall aim of this review is to update a previous BEME review published in 2007. In doing so, this update sought to synthesise the evolving nature of the IPE evidence.Methods: Medline, CINAHL, BEI and ASSIA were searched from May 2005 to June 2014. Also, journal hand searches were undertaken. All potential abstracts and papers were screened by pairs of reviewers to determine inclusion. All included papers were assessed for methodological quality and those deemed as 'high quality' were included. The presageprocess-product (3P) model and a modified Kirkpatrick model were employed to analyse and synthesise the included studies.Results: Twenty-five new IPE studies were included in this update. These studies were added to the 21 studies from the previous review to form a complete data set of 46 high quality IPE studies. In relation to the 3P model, overall the updated review found that most of the presage and process factors identified from the previous review were further supported in the newer studies. In regards to the products (outcomes) reported, the results from this review continue to show far more positive than neutral or mixed outcomes reported in the included studies. Based on the modified Kirkpatrick model, the included studies suggest that learners respond well to IPE, their attitudes and perceptions of one another improve, and they report increases in collaborative knowledge and skills. There is more limited, but growing, evidence related to changes in behaviour, organisational practice and benefits to patients/clients. Conclusions:This updated review found that key context (presage) and process factors reported in the previous review continue to have resonance on the delivery of IPE. In addition, the newer studies have provided further evidence for the effects on IPE related to a number of different outcomes. Based on these conclusions, a series of key implications for the development of IPE are offered.

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Section: Resultsmentioning

confidence: 99%

Section: Ipe Contextmentioning

confidence: 99%

Section: Ipe Contextmentioning

confidence: 99%

Section: Ipe Contextmentioning

confidence: 99%

See 2 more Smart Citations

A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

Reeves

Fletcher

Barr³

et al. 2016

Medical Teacher

761

593

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“…And while many universities include IPE and interprofessional learning in their health and social care programmes, the content is general in nature; learning outcomes, including benefits to patients, are not formally assessed [4,6]. In countries such as the US and Canada where learning outcomes are routinely assessed, interprofessional CPDs have been shown to improve the participants’ understanding of the roles of different professions, resulting in improved respect and collaboration [7,8]. In 2016, Dunston et al [9] submitted a report to the Australian government recommending embedding IPE into accreditation and CPD requirements for professional registration.…”

Section: Introductionmentioning

confidence: 99%

Learnings and challenges to deploy an interprofessional and independent medical education programme to a new audience

Driel

McGuire

Stark

et al. 2017

Journal of European CME

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The importance of interprofessional education (IPE) in continuing medical education and professional development has long been recognised by health organisations and academic societies, benefiting not only patient outcomes and interprofessional relationships but also overall health systems and workforce shortage. We report on the outcomes of an Australian IPE activity on medication-overuse headache (MOH) with general practitioners (GPs) and community pharmacists as learners. The design of the activity, which followed the predisposing–enabling–reinforcing instructional framework by Green and Kreuter, aimed to: (1) improve knowledge and foster a willingness in GPs and pharmacists to work collaboratively to enhance the prevention, diagnosis and management of MOH; and (2) address their educational gap by demonstrating the utility of a blended learning IPE strategy on MOH. Integrated into the activity was an assessment of its effectiveness and impact to instil change in the participants’ knowledge of MOH, attitude and willingness to treat, and clinical practice behaviours of GPs and pharmacists to work together. The learners gained knowledge and confidence in diagnosing and managing MOH and in their ability to educate patients. The IPE approach suited the activity and was valued by the participating GPs and pharmacists, who seldom experience such learning formats. However, for educational providers in Australia, developing and deploying an independent medical education (IME) programme can be challenging. Providers of IMEs need to be aware of the potential pitfalls when competing with pharmaceutical-company-sponsored and delivered programmes.

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Effective interprofessional teams: “Contact is not enough” to build a team

Sargeant

Loney²,

Murphy³

2008

Journal of Continuing Education in the Health Professions

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184

164

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Evaluation of an interprofessional continuing professional development initiative in primary health care

Abstract: Results suggest that interprofessional CPD is effective in enhancing understanding of the roles of other professions, fostering respect and positive attitudes toward interprofessional collaboration, developing collaborative competencies, and promoting organizational change.

Cited by 30 publications

References 13 publications

A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

Learnings and challenges to deploy an interprofessional and independent medical education programme to a new audience

Effective interprofessional teams: “Contact is not enough” to build a team

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