Measuring the impact of an online IPE course on team perceptions

Potthoff, Meghan; Doll, Joy; Maio, Anna; Packard, Katie

doi:10.1080/13561820.2019.1645647

Cited by 10 publications

(10 citation statements)

References 4 publications

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“…ATTP practitioners reported statistically significant gains in their own team skills levels, despite most coming into the training with high (good or very good) baseline self-ratings of team skills, a finding comparable with other IPE studies using the TSS team skills measure. 43,44 This is particularly important because the literature suggests that team skills can be a predictor of improved patient outcomes, team collaboration, and quality of care processes. 45,46 Several systematic reviews have confirmed the positive impact of IPE programs on team skills, 5,[46][47][48] with McEwan et al 46 citing evidence of "medium to large effect sizes" p.15 for IPE programs targeting teamwork behaviors.…”

Section: Discussionmentioning

confidence: 99%

Improving Team Skills of Health Care Practitioners: Effects of an Interprofessional Education Program

Cohen

Luce

González

et al. 2021

J Contin Educ Health Prof

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Introduction: Health care practitioners in Parkinson's care need to learn effective interprofessional team skills. This study examines posttraining effects on team skills of health practitioners attending an interprofessional education (IPE) program for team-based Parkinson's care. Methods: Using a quasi-experimental pre–post design, practitioners (n = 236) in nine professions (physician, nurse and nurse practitioner, physician assistant, occupational, physical and music therapy, speech-language pathology, and social work) completed the validated, self-report Team Skills Scale, before and after the training. Associations of Team Skills Scale change with intention to change practice, measured at end of each training day, and with improved attitudes toward team, knowledge, confidence, and amount of new information were examined. Results: All professions, except physician assistant, significantly improved perceived team skills, as did those showing greatest intention to change practice, with no meaningful differences in magnitude of change across profession groups. Team skills change was significantly associated with improved attitudes toward health care teams, increased knowledge about team and the role of other professions, and new knowledge gained. Confidence in Parkinson's care showed modest, statistically significant association with team skills improvement. Discussion: The Allied Team Training for Parkinson-IPE program significantly improved perceived team skills of health care practitioners, effectively teaching about skills for collaborative teamwork. Future IPE research should explore whether similar programs in other settings achieve the enhanced team skills competencies with postlicensure practitioners observed here and validate our findings from self-developed measures using larger samples, additional professions, and follow-up of transfer of learning effects through direct observation of skills of actual teams.

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Section: Discussionmentioning

confidence: 99%

Improving Team Skills of Health Care Practitioners: Effects of an Interprofessional Education Program

Cohen

Luce

González

et al. 2021

J Contin Educ Health Prof

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show abstract

“…[5][6][7][8] Attitudes toward valuing professional differences and identity, professional understanding, patient-centeredness, overcoming geographical boundaries, and the value of team collaboration have been found to increase in both hybrid and online IPE participants. [9][10][11][12][13] Interprofessional Socialization Interprofessional socialization is an important component of developing positive, collaborative interprofessional relations in health care delivery. 14 As such, IS should be included in the design of health care student education strategies to ultimately improve the functioning of health care teams.…”

Section: Literature Reviewmentioning

confidence: 99%

Comparing Interprofessional Socialization in Mixed-Discipline and Nursing Student–Only Cohorts

Groom

Frenn

Breakwell³

et al. 2021

Nurse Educ

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A main cause of patient safety incidents are avoidable failures in communication between health professionals. In response, healthcare has entered an era of interprofessionalism in education and patient care. A challenge to substantiating the value of interprofessional education (IPE) has been a limited number of studies that assess the effectiveness of IPE interventions compared to education interventions in which professions were learning separately from one another. This research project helps fill this gap and measures the differences in student interprofessional socialization (IS) between an IPE cohort and a usual care group of one-discipline learners. The purpose was to compare IS in mixed discipline and single discipline only student cohorts and to determine if mixed-discipline students demonstrate greater improvement in IS compared to single-discipline cohorts of students. Statistically significant increases in IS were seen with all participants, in individual cohorts and in all IS subscales both with all participants and individual cohorts. No difference was observed between a cohort of nursing student only learners versus a cohort of mixed discipline students. The study demonstrates that IS can be significantly increased through well designed learning in teamwork and collaboration whether students participate with single discipline peers or mixed discipline settings.

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“…Through the modality of IPE, students are more likely to demonstrate positivity and respect towards other healthcare professionals and work together to improve patient outcomes (Bridges et al, 2011), as well as develop affirmative healthcare practices for serving the LGBTQ community (McCave et al, 2019). However, most IPE learning events involve live classroom-, simulation- or clinic-based experiences and either do not include online learners or the number of types of learners is few (for details, see Evans et al, 2017; Potthoff et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Designing an interprofessional Facebook discussion group to teach about LGBTQ healthcare disparities and inclusive practices

Neill

Allison

Jarrett

et al. 2021

Health Education Journal

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Objective: Training on lesbian, gay, bisexual, transgender and queer or questioning (LGBTQ) healthcare and inclusive practice is lacking in curricula across health professions, contributing to health disparities. The purpose of this study was to evaluate an interprofessional learning activity on LGBTQ healthcare disparities and inclusive practices delivered in a closed Facebook group. Design: Asynchronous, online platforms, like social media, offer a simple means of connection and discussion for interprofessional education. Setting: An academic health centre in the Southern USA. Methods: The learning activity consisted of (1) pre- and post-quizzes assessing knowledge about LGBTQ healthcare, (2) content review of required readings and a video and (3) daily discussion threads. Students completed individual reflection essays about interprofessional education and practice and the Quadruple Aim. Results: Two cohorts of interprofessional students completed the activity. Average quiz scores increased post-activity. Both the Facebook discussion threads and reflection essays demonstrated that students recognised the need to incorporate LGBTQ-inclusive practices into their future professional practice, as well as recognised the valuable insight of their interprofessional team members. Students had mixed perspectives about Facebook as a discussion platform for interprofessional education. Conclusion: Facebook groups provide a feasible platform to implement interprofessional education on LGBTQ-inclusive healthcare practice and stimulate student discussion.

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Measuring the impact of an online IPE course on team perceptions

Cited by 10 publications

References 4 publications

Improving Team Skills of Health Care Practitioners: Effects of an Interprofessional Education Program

Improving Team Skills of Health Care Practitioners: Effects of an Interprofessional Education Program

Comparing Interprofessional Socialization in Mixed-Discipline and Nursing Student–Only Cohorts

Designing an interprofessional Facebook discussion group to teach about LGBTQ healthcare disparities and inclusive practices

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