Improved Self‐Assessed Collaboration Through Interprofessional Education: Midwifery Students and Obstetrics and Gynecology Residents Learning Together

Abstract

Introduction:Research suggests that interprofessional education, bringing learners together to learn about, with, and from each other, improves health professions education and can improve health outcomes. Little research has measured outcomes of interprofessional education between midwifery students and obstetrics and gynecology residents. The purpose of this study was to examine self-assessed interprofessional and collaborative competencies among midwifery students and obstetrics and gynecology residents.Methods: Baseline self-assessed interprofessional and collaborative competencies were compared with follow-up measurements to evaluate learners' experiences over an 11-month study period. Participants were midwifery students and obstetrics and gynecology residents who experienced interprofessional learning activities. The Interprofessional Education Collaborative Competency Self-Assessment Survey (IPEC Survey) and Interprofessional Collaborative Competency Attainment Survey (ICCAS) were used. Results:Of 256 learners at 4 demonstration sites, 223 (87%) completed the baseline, and 121 of 237 eligible learners (51%) completed the followup surveys. The IPEC Survey total score (t = 2.31, P = .02) and interaction subscale (t = 2.85, P = .005) and ICCAS score (t = 4.04, P = .001) increased for midwifery students but not obstetrics and gynecology residents on the IPEC Survey (t = 0.32, P = .75) and ICCAS (t = −0.05, P = .96) measures. Midwifery students (87%) and residents (57%) reported improved overall ability to collaborate. Learners responding to 3 open-ended questions valued team-based experiences, including learning how to communicate with each other; appreciated learning each other's education and scope of practice; and recommended skills development including uncommon clinical events, case discussions, and direct clinical care.Discussion: This study advanced knowledge about interprofessional education between midwifery students and obstetrics and gynecology residents. Midwifery students improved in self-assessed interprofessional and collaborative competencies. Most learners reported better interprofessional collaboration skills and were positive about future interprofessional learning. This evaluation approach is available for other programs implementing or extending interprofessional education.

The Relationship Between Restrictive Regulation of Midwives, Practice Environment, and Professional Burnout

“…Providing interprofessional education that incorporates understanding and respect for midwifery care can improve collaboration between midwives and physicians, as reported by the ACNM-American College of Obstetricians and Gynecologists Interprofessional Education demonstration project. 43 Practice leadership, including administrators and managers, can find creative approaches for midwives to have control over how they conduct their work, such as building their own schedules to accommodate work-life balance. A pathway for CNMs/CMs to align their personal and professional values with their work is to be granted full voting membership on their institution's medical staff, and on obstetrics and gynecology departmental committees that establish policies and procedures.…”

“…Based on the findings of this study, we have identified several concrete steps that educators, administrators, policymakers, and midwives can take to address burnout by improving the practice environment. Providing interprofessional education that incorporates understanding and respect for midwifery care can improve collaboration between midwives and physicians, as reported by the ACNM-American College of Obstetricians and Gynecologists Interprofessional Education demonstration project 43. Practice leadership, including administrators and managers, can find creative approaches for midwives to have control over how they conduct their work, such as building their own schedules to accommodate work-life balance.…”

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

“…Often conducted or tested in higher-education environments, such learning activities worked to further healthcare organizational outcomes or other performance indicators [22,26,27,37]. Additionally, several team-based learning initiatives also infused interprofessional learning and collaboration [37,40]. Often driven by difficult clinical situations, patient diagnoses, or other environmental factors, the use of team-based learning has demonstrated the ability to improve organizational metrics and support the organizational leadership's initiatives [42,47].…”

Evaluation of Online Distant Synchronous Interprofessional Simulations

“…The grant project, “ ACNM-ACOG Maternity Care Education and Practice Redesign ,” was further intended to address provider shortages in maternity care, align accreditation standards of the 2 professions related to interprofessional education (IPE), and find solutions to IPE challenges 1. The grant's goals included developing and implementing a model curriculum of IPE for graduate midwifery students and obstetrics and gynecology (OB-GYN) residents at multiple diverse demonstration sites 1,2. This article describes one demonstration site's solution to IPE challenges through distance synchronous interprofessional simulations.…”

“…1 The grant's goals included developing and implementing a model curriculum of IPE for graduate midwifery students and obstetrics and gynecology (OB-GYN) residents at multiple diverse demonstration sites. 1,2 This article describes one demonstration site's solution to IPE challenges through distance synchronous interprofessional simulations.…”