Objectively measured interprofessional education outcome and factors that enhance program effectiveness: A systematic review

Riskiyana, Rilani; Claramita, Mora; Rahayu, Gandes Retno

doi:10.1016/j.nedt.2018.04.014

Cited by 51 publications

(57 citation statements)

References 25 publications

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“…24 IPE increased the quality of care by improving the behavior of the health care team in conducting collaboration. 28 The participants stated that the objectives of the program were good; they appreciated the program and prefer to sustain the program. It helps students to solve families' health problems and to solve health problems comprehensively.…”

Section: Discussionmentioning

confidence: 99%

Implementation of interprofessional education in community setting

Asmara

Bakri

Dewi

et al. 2019

J Community Empowerment for Health

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Community health problem(s) needs to be solved collaboratively among the health care team. Interprofessional Education (IPE) is implemented to facilitate health students to collaborate before they join in the working world. The purpose of this study was to identify the experience of students, lecturers, and family members in the implementation of IPE in a community setting. All (465) sixth semester medical, nursing, and nutrition students in the Faculty of Medicine Universitas Diponegoro participated in the IPE program. Each small group contains 4-5 students who worked together in the community setting to identify family health problems, implement interventions, and evaluate the results. Focus Group Discussion (FGD) was conducted to evaluate the implementation. Twenty-four medical, nursing, and nutrition students, eight lecturers, and five family members were involved in this study. FGD was conducted separately among groups. The implementation is divided into four phases, namely, preparation, process, evaluation, and benefit. Unclear competencies and roles-responsibilities of each student in the program was the most problem faced during preparation, while obstacles during the process were difficult to set a schedule among team members. Conducting an objective assessment of both methods and tools needs to be concerned in the evaluation phase. However, students, lecturers, and family members appreciated the program and preferred to sustain the program. IPE can be implemented in a community setting to solve health problems and it can facilitate students to collaborate in a team, but it needs to be settled including preparation, process, and evaluation.

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Section: Discussionmentioning

confidence: 99%

Implementation of interprofessional education in community setting

Asmara

Bakri

Dewi

et al. 2019

J Community Empowerment for Health

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“…This research can be used to improve interprofessional information literacy instruction to increase emphasis on interprofessional competencies and the importance of research skills during preprofessional education for all health care professions disciplines. IPE has been noted to enhance interprofessional collaborative knowledge, behavior, skills, and quality of patient care in a recent systematic review based on objective measurement of abilities [ 15 ]. Thus, utilizing innovative ways to initiate IPE, such as through an information literacy course at the undergraduate freshman level, is essential for positive patient outcomes.…”

Section: Discussionmentioning

confidence: 99%

Implementing an interprofessional information literacy course: impact on student abilities and attitudes

Rapchak

Nolfi

Turk

et al. 2018

jmla

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ObjectivesThe authors investigated the impact of an interprofessional, freshman-level, information literacy course on nursing, pharmacy, and allied health professions students by examining whether students successfully met learning objectives in the course related to interprofessional attitudes, identification of research study types, and ability to relate evidence-based practice questions to their disciplines.MethodsStudent posters (n=20) completed in a team project were evaluated to determine whether students were able to accurately identify the type of evidence, population, intervention, and primary outcome of studies (n=192). Additionally, posters (n=78) were evaluated to assess whether students could identify a relevant foreground question and link it to their disciplines. Students also completed the Readiness for Interprofessional Learning Scale (RIPLS) before (n=413) and after (n=352) the course to determine whether their attitudes toward interprofessional learning changed.ResultsStudents performed well on learning outcomes in the course, with most teams identifying relevant evidence-based practice questions (83.8%) and effectively connecting questions with their disciplines (65.4%). Students correctly identified the type of evidence, population, intervention, and primary outcome for 70.0%, 81.8%, 76.0%, and 74.0% of cited studies, respectively. Student attitudes after the course did not significantly change.ConclusionInterprofessional information literacy education can generate positive learning experiences for freshman health care professions students to increase their beginning-level understanding of research in the health care professions and to prepare them for participation in future interprofessional courses and health care teams.

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“…The IPE improved interprofessional collaborative knowledge, skills, and behaviour. Its effectiveness was assumed to be related with the complexity of learning material, appropriateness of program design, and referral to specific standard of competence [20]. There are several challenger found on implementing IPE, curriculum, leadership, resources stereotypes, students' diversity, IPE concept, teaching, enthusiasm, professional jargons, and accreditation [21].…”

Section: Implementation and Evaluationmentioning

confidence: 99%

Interprofessional Education in Medical and Health Science Education: Reviewing the Progress in Asean

Isrona¹,

Anggraini²

2019

The International Conference on ASEAN 2019

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The Interprofessional Education (IPE) has potential efficacy to foster the collaboration between health workers from different professions and improving health outcomes. The World Health Organization (WHO) encourages all nations to integrate IPE in their existing curriculum to yield its effects. Most evidence of IPE came from developed countries and insufficient to examine barriers and challenge in developing countries. We reviewed 20 papers about the evaluation of IPE program in medical or health science institution in ASEAN's countries. The articles were searched from Google Scholar, Garuda, Science Direct, Pubmed and Proquest with time publication limit from year 2010-2019 in either English or Indonesia Language. The IPE in ASEAN's countries was running on several stages. Some run in the planning stage while others in the evaluation stage. The articles showed the challenges during the program including different perception, unequal participation, lack of face-toface interaction, and overlapping roles. In general, the climate in ASEAN's medical and health science education is used to be uniprofessional rather than interprofessional. The IPE recommendation should be upgraded into the strong one in the next five years Regional Strategy to foster the development of IPE in the SouthEast Asian region.

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Objectively measured interprofessional education outcome and factors that enhance program effectiveness: A systematic review

Cited by 51 publications

References 25 publications

Implementation of interprofessional education in community setting

Implementation of interprofessional education in community setting

Implementing an interprofessional information literacy course: impact on student abilities and attitudes

Interprofessional Education in Medical and Health Science Education: Reviewing the Progress in Asean

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