Measuring the impact of interprofessional education on collaborative practice and patient outcomes

Cox, Malcolm; Cuff, Paul; Brandt, Barbara F.; Reeves, Scott; Zierler, Brenda K.

doi:10.3109/13561820.2015.1111052

Cited by 179 publications

(122 citation statements)

References 9 publications

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“…Interprofessional collaboration has been promoted as an effective avenue to enhance the delivery of patient care [4][5][6]. However, the challenges of ensuring collaboration among team members in mental health are well testified [3,7].…”

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“…Interprofessional collaboration in the field is thus hampered by strong uniprofessional cultures, a diversity of approaches to the care and treatment of patients, and conflict over leadership [3,[7][8][9]. Interprofessional education (IPE) nevertheless continues to be invoked by policymakers as an effective method to improve collaboration [4,6], and calls for its wider implementation across educational and clinical settings are frequently heard [10][11][12]. The World Health Organization (WHO) defines IPE: "(…) students from two or more professions learn [ing] about, from and with each other to enable effective collaboration and improve health outcomes" [4].…”

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The Effects of Interprofessional Education in Mental Health Practice: Findings from a Systematic Review

2018

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Objective The aim of this study was to conduct a systematic review of studies describing the effects of interprofessional education (IPE) on undergraduate healthcare students' educational outcomes, compared with conventional clinical training in mental health. Methods MEDLINE, CINAHL, PsychINFO, and EMBASE were searched for studies published in January 2001-August 2017. All retrieved papers were assessed for methodological quality; Kirkpatrick's model was employed to analyze and synthesize the included studies. The following search terms were used: undergraduate, interprofessional education, and educational outcomes. Results The eight studies that met the inclusion criteria were highly diverse regarding the studied IPE interventions, methods, and outcomes. Participants included students receiving clinical training in mental health from the following professions: medicine, nursing, occupational therapy, physiotherapy, psychology, and social work. The results of the studies suggest that students respond well to IPE in terms of more positive attitudes toward other professions and improvement in knowledge and collaborative skills. Limited evidence of changes in behavior, organizational practice, and benefits to patients was found. Conclusion Based on the eight included studies, IPE interventions appear to have an impact regarding positive attitudes toward other professions and increased knowledge of and skills in collaboration compared to conventional clinical training. However, further study of both the processes and the long-term impacts of undergraduate IPE in mental health is needed. The authors recommend that service users are involved in the implementation and evaluation of IPE interventions in mental health to undergraduate healthcare students.

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The Effects of Interprofessional Education in Mental Health Practice: Findings from a Systematic Review

2018

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“…Another identified weakness was the lack of sufficient information regarding the impact of our IPE activities on achieving the different student educational outcomes in relation to interprofessional care. More assessment studies looking at both short- and long-term outcomes of IPE activities including important impact on practice and resultant patient care are warranted and indeed, now strongly advocated by the Institute of Medicine [23]. The disparate location of participating academic institutions on five different campuses was also problematic.…”

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confidence: 99%

A Middle Eastern journey of integrating Interprofessional Education into the healthcare curriculum: a SWOC analysis

et al. 2017

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BackgroundInterprofessional education (IPE) is an emerging concept in the Middle East with a number of health professional degree programs continually striving to meet international accreditation requirements to enhance the quality of education and ensure high standards are maintained. Using the College of Pharmacy at Qatar University (CPH QU) as a model, this article describes the IPE initiatives coordinated through the College’s IPE Committee, with representation from fourteen programs at four Healthcare institutions: Qatar University; Weill Cornell Medical College in Qatar; the University of Calgary in Qatar; and the College of North Atlantic in Qatar. These activities are based on the model proposed by the University of British Columbia across the different pharmacy professional years. Learning objectives for these initiatives were selected from the IPE shared competency domains and competency statements developed for Qatar context.MethodA meeting with six faculty members, who have been instrumental to designing and executing the IPE activities in the previous 2 years, was convened. Faculty members reflected on IPE activities and collaborations with other participating programs. A structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework was used to guide discussion. The discussion was recorded and notes were taken during the meeting. Raised points were categorized into each SWOC category for the final analysis.ResultsImplementation of IPE program is a major undertaking with a number of challenges that require invested time to overcome. This article highlights the importance of incorporating IPE into healthcare curricula to graduate students ready for collaborative practice in the workforce. Learning objectives for IPE initiatives need to be based on shared competency domains. When developing and implementing an IPE program it is necessary to align activities under a strong theoretical framework. This should be done under the leadership of an IPE steering group or committee to oversee the integration of IPE into the healthcare curriculum.ConclusionThe article presents many lessons learned through IPE implementation that are relevant to other academic institutions keen to incorporate IPE into their programs and also provides a successful model for integrating IPE into healthcare curricula.

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“…The study has yielded valuable information on the design of the instruments and the processes of group feedback and individual reflective debriefings using video recordings of practice. Self-reporting is at the centre of this small study but future research needs to be more specifically linked to patient-related impact and outcomes to ensure that patient safety is at the heart of the IPE training objectives and there have been recent calls for such strengthening of the evidence base of IPE research (see Cox et al, 2016). Also, that the concepts of teamwork and communication between professionals within any IPE implementation are consistent with new GMC standards for medical education and training (GMC, 2015) The simulator environment was good at getting the two professions to work together…”

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confidence: 99%

Why we need more research into interprofessional education

et al. 2016

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Interprofessional education (IPE) has long been considered an important means of improving communication and interaction between health professionals and of addressing patient safety concerns. This study aimed to explore whether a high-fidelity (HF) simulator could enhance a postgraduate IPE session on team-working and communication skills. A convenience sample of six doctors and six nurses, all recently qualified and working in an acute care setting, participated in teams of one nurse and one doctor in a typical clinical case scenario using a HF simulator. Pre-and post-test questionnaires and two focus groups were used to gather views on the IPE session. All of the participants agreed that all aspects of the IPE activity—the HF simulation, the scenarios and the debriefing—were ‘effective’ in attracting and retaining interest and attention. Future larger-scale research needs a more objective approach, such as a consideration of patient-related impact and outcomes.

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Measuring the impact of interprofessional education on collaborative practice and patient outcomes

Cited by 179 publications

References 9 publications

The Effects of Interprofessional Education in Mental Health Practice: Findings from a Systematic Review

The Effects of Interprofessional Education in Mental Health Practice: Findings from a Systematic Review

A Middle Eastern journey of integrating Interprofessional Education into the healthcare curriculum: a SWOC analysis

Why we need more research into interprofessional education

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