Evaluation of Evidence for Interprofessional Education

Remington, Tami L.; Foulk, Mariko A.; Williams, Brent C.

doi:10.5688/aj700366

Cited by 92 publications

(60 citation statements)

References 19 publications

(77 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…15 Prior reviews have examined teamwork training and interventions, as well as the outcomes of effective teams. 1,[16][17][18][19][20][21][22][23][24] These reviews have advanced the understanding of 'what works' to improve teamwork (i.e. curricula and interventions), but they do not fully answer the critical question of how teamwork is best measured in healthcare.…”

mentioning

confidence: 99%

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

et al. 2013

View full text Add to dashboard Cite

OBJECTIVE: Valid teamwork assessment is imperative to determine physician competency and optimize patient outcomes. We systematically reviewed published instruments assessing teamwork in undergraduate, graduate, and continuing medical education in general internal medicine and all medical subspecialties. DATA SOURCES: We searched MEDLINE, MEDLINE In-process, CINAHL and PsycINFO from January 1979 through October 2012, references of included articles, and abstracts from four professional meetings. Two content experts were queried for additional studies. STUDY ELIGIBILITY: Included studies described quantitative tools measuring teamwork among medical students, residents, fellows, and practicing physicians on single or multi-professional (interprofessional) teams. STUDY APPRAISAL AND SYNTHESIS METHODS:Instrument validity and study quality were extracted using established frameworks with existing validity evidence. Two authors independently abstracted 30 % of articles and agreement was calculated. RESULTS: Of 12,922 citations, 178 articles describing 73 unique teamwork assessment tools met inclusion criteria. Interrater agreement was intraclass correlation coefficient 0.73 (95 % CI 0.63-0.81). Studies involved practicing physicians (142, 80 %), residents/fellows (70, 39 %), and medical students (11, 6 %). The majority (152, 85 %) assessed interprofessional teams. Studies were conducted in inpatient (77, 43 %), outpatient (42, 24 %), simulation (37, 21 %), and classroom (13, 7 %) settings. Validity evidence for the 73 tools included content (54, 74 %), internal structure (51, 70 %), relationships to other variables (25, 34 %), and response process (12, 16 %). Attitudes and opinions were the most frequently assessed outcomes. Relationships between teamwork scores and patient outcomes were directly examined for 13 (18 %) of tools. Scores from the Safety Attitudes Questionnaire and Team Climate Inventory have substantial validity evidence and have been associated with improved patient outcomes. LIMITATIONS: Review is limited to quantitative assessments of teamwork in internal medicine. CONCLUSIONS:There is strong validity evidence for several published tools assessing teamwork in internal medicine. However, few teamwork assessments have been directly linked to patient outcomes. 3,4 Recognizing this, the Institute of Medicine, the Joint Commission, the Agency for Healthcare Research and Quality (AHRQ), and others have made teamwork a top priority in their recommendations for improving healthcare. [5][6][7][8][9] Teamwork is also prominently positioned within the American Board of Internal Medicine (ABIM) requirements for maintenance of certification for internists, 10 as well as the Accreditation Council for Graduate Medical Education's core competencies, 11 milestones, 12 and medical student competencies. 13 As such, every physician at the undergraduate, graduate, and continuing professional level must demonstrate competency in teamwork.While there is broad agreement on the imperative to improve teamwork, there is littl...

show abstract

mentioning

confidence: 99%

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

et al. 2013

View full text Add to dashboard Cite

show abstract

“…As documentation is presently limited (Remington, Foulk, & Williams, 2006), evidence to support any long-term positive impact of interprofessional clinical medical education on future medical practice has been advocated for in the profession (Hansson, Foldevi, & Mattsson, 2010;Remington, Foulk, & Williams, 2006 A debriefing and analysis of the assessment results in small-group format with a clinical facilitator followed. Interprofessional teams, however, were additionally trained and debriefed in interprofessional communication and team-based function and care.…”

Section: Discussionmentioning

confidence: 99%

“…Although effectively learning to work in interprofessional teams has the potential to lead to more collaborative practice as medical professionals and possibly affect quality of patient care (Olenick, Allen, & Smego, 2010), there is currently little evidence these shortterm changes can become sustained long-term changes (Remington, Foulk, & Williams, 2006). Documentation of long-term impact of interprofessional education on medical practice is limited, although in some cases, attitudinal changes were sustained three months (Bajnok, Puddester, MacDonald, Archibald, & Kuhl, 2012) to one to two years beyond intervention (Pollard & Miers, 2008).…”

Section: Implications For Interprofessional Practicementioning

confidence: 99%

“…Without continuing education, managerial follow-up, and reinforcement, though, this type of change is less likely to be sustained (Henderson, 2012). More longitudinal studies, therefore, have been advocated in regard to interprofessional education (Hansson, Foldevi, & Mattsson, 2010;Remington, Foulk, & Williams, 2006). Barriers to evaluating the effect of interprofessional education on future interprofessional practice also exist and include type of care setting, healthcare and facility policy, and patient perceptions (Henderson, 2012).…”

Section: Implications For Interprofessional Practicementioning

confidence: 99%

See 1 more Smart Citation

Attitudes toward Healthcare Teamwork between Osteopathic Medical Students in an Interprofessional or Intraprofessional Clinical Education Program

Hackett¹,

Rhodes²,

Cox³

2015

Health &Amp; Interprofessional Practice

View full text Add to dashboard Cite

INTRODUCTION Interprofessional education has attempted to positively impact and prepare students for future practice of collaboration among healthcare providers. However, few studies have assessed if short-term positive impacts on attitudes toward interprofessional collaboration can be sustained long-term. Comparing the current attitudes toward health care teams between osteopathic physicians who participated as medical students in an interprofessional clinical education program and those who participated in a similar medical student-only clinical education program, but without instruction in interprofessional education competencies, can help determine if sustained change is possible.

show abstract

“…Interprofessional care is defined as joint assessment and/or management of patients by health professionals from more than one discipline closely linked in time and space and distinct from consultative or multidisciplinary models of care, or those where responsibility for patient care is delegated from one profession to another (Usually a physician to another (e.g. pharmacist, nurse) [9]. Another term coined is Interprofesssional Collaborative Practice (IPCP).…”

Section: Introductionmentioning

confidence: 99%

Shifting the Paradigm for Interprofessional Healthcare Education: Linking Academia and Health Care Systems

2015

J Pharma Care Health Sys

View full text Add to dashboard Cite

Changes in practice and the health care delivery system must be linked to health care education reform. Stimulated by the 2013 Affordable Care Act, the Josiah Macy, Jr. Foundation, published their conference recommendations to support the fact that rapid health care delivery redesign is not matching the pace of health professional education reform. Interprofessional education (IPE) is defined as a planned experience for learners for more than one discipline that includes direct instruction (eg. didactics, seminars, workshops) and/or a clinical experience in interprofessional care. IPE is a necessary step for health care professional students to prepare to practice in an Interprofesssional Collaborative Practice (IPCP) model. The 2011 IPCP expert panel report recommends that IPE training should occur in four core competencies that include 1) values and ethics; 2) roles/responsibilities; 3) interprofessional communication and 4) teams and teamwork. Two additional domains include patient/client/family/communitycentered care and interprofessional conflict resolution, a subset of interprofessional communication. This paper offers commentary/perspective on major challenges in IPE that include uniformity of health care professions in their accreditation standards, challenges posed by the diversity of student health professional training, and the need for faculty development in program implementation. Although there are examples of mature and well-defined IPE programs across the country, the University of Hawaii's early experience most likely reflects the status of most programs across the country. Description of an interprofessional work group tasked with developing a strategic plan and an early pilot project that includes key challenges of distance and geography are superficially described. A partnership between academia, two large health systems and the largest Blue Cross/Blue Shield in Hawai'i provide opportunity for collaboration and linking health care reform synchronously with education advances in IPE.

show abstract

Evaluation of Evidence for Interprofessional Education

Cited by 92 publications

References 19 publications

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

Attitudes toward Healthcare Teamwork between Osteopathic Medical Students in an Interprofessional or Intraprofessional Clinical Education Program

Shifting the Paradigm for Interprofessional Healthcare Education: Linking Academia and Health Care Systems

Contact Info

Product

Resources

About