Replicable Interprofessional Competency Outcomes from High-Volume, Inter-Institutional, Interprofessional Simulation

Bambini, Deborah; Emery, Matthew; Voest, Margaret de; Meny, Lisa M.; Shoemaker, Michael J

doi:10.3390/pharmacy4040034

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…IPE is therefore a necessary means to ensure that future dental hygienists can successfully function in this team role. Such educational efforts have to go beyond single, isolated experiences to exposing students to IPE and IPC longitudinally over the course of their studies 6 , 11 , 22 . The explicit IPE CODA standard mandates that program directors ensure their graduates are competent in engaging in IPC 20 .…”

Section: Discussionmentioning

confidence: 99%

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Interprofessional Education in U.S. Dental Hygiene Programs: Program Director Responses Before and After Introduction of CODA Standard 2–15

Furgeson

Inglehart

2019

Journal of Dental Education

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A 2014 survey found that dental hygiene program directors perceived interprofessional education (IPE) as a priority for themselves and the dental hygiene profession in the U.S. The aim of this study was to explore whether IPE collaborations in dental hygiene programs and program directors’ attitudes changed from 2014 to 2017 since the Commission on Dental Accreditation (CODA) Standard 2–15 on IPE was introduced in August 2016. In May 2017, directors of all 325 U.S. dental hygiene programs were invited to participate in a web‐based survey. A total of 117 directors responded, for a 38% response rate, and their responses were then compared with the responses in 2014 (that survey had a 33% response rate). The results showed that, while the percentage of responding dental hygiene programs with a nursing program on campus had decreased (90% to 80%; p<0.022), the likelihood of having other health care‐related programs on campus did not change. In 2017 as compared to 2014, the programs were still most likely to collaborate with nursing (50% vs. 46%) and other allied health professions (44% vs. 56%) and in intraprofessional education with dental assisting programs (41% vs. 41%). IPE was still most likely to occur in volunteer activities (68% vs. 73%), basic science courses (65% vs. 60%), and communications training (63% vs. 63%). In 2017, program directors rated IPE as less challenging for programs to manage than in 2014 (on five‐point scale with 1=not at all challenging: 3.31 vs. 3.62; p=0.022). However, the responding directors did not view IPE as being as important to the profession in 2017 as the respondents reported in 2014 (3.29 vs. 3.88; p<0.001). The majority in 2017 agreed/strongly agreed that Standard 2–15 will improve the profile of dental hygiene as part of the health care team (77%) and contribute to integrating dental hygiene into interprofessional care (IPC) teams (78%). Overall, this study found that the introduction of an explicit IPE dental hygiene CODA standard in 2016 had already resulted in changes after only one year. However, the responding program directors’ lower agreement with statements concerning their graduates’ IPC‐related competence deserves further attention.

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Section: Discussionmentioning

confidence: 99%

“…Since then, efforts to institute IPC have consistently increased. These shared, team‐based approaches have been shown to reduce cost and errors, while improving quality of care and health outcomes 5 , 6 …”

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confidence: 99%

Interprofessional Education in U.S. Dental Hygiene Programs: Program Director Responses Before and After Introduction of CODA Standard 2–15

Furgeson

Inglehart

2019

Journal of Dental Education

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“…Simulation provides a safe environment for students to learn and apply knowledge and skills while working in teams and has shown to be a useful means to foster interprofessional education (Banks et al, 2019;Bambini et al, 2016;Fewster-Thuente et al, 2016). Best practice standards have been developed to guide educators in the use of this teaching strategy (INASCL Standards Committee, 2016b).…”

Section: Background/literature Reviewmentioning

confidence: 99%

Answering the Call for Interprofessional Education using a Large-Scale Simulation

Seurynck

Myler

Argeros

2021

Health, Interprofessional Practice and Education

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BACKGROUND Innovative teaching strategies are needed to promote interprofessional care. An interprofessional simulation experience was developed for students to work as a team and practice TeamSTEPPS principles. TeamSTEPPS is an evidenced-based tool developed by the Department of Defense to improve teamwork and communication skills for healthcare professionals that aims to create a "culture of safety. " SAMPLE Healthcare students in Physician Assistant (PA), Social Work (SW), Occupational Therapy (OT), Nursing, Athletic Training (AT), Orthotics and Prosthetics (O&P), Clinical Lab Science (CLS), Dietetics and Health Administration (HA) participated. METHODS A 30-item Teamwork Attitudes Questionnaire (TAQ) was given pre-and post-simulation to evaluate our goal of assessing the attitudes of students toward teamwork and communication after participating in this interprofessional simulation. Another survey was given that asked students for qualitative information regarding their experience. RESULTSQuestionnaire results from 195 students demonstrated that a significant main effect, pre-versus post-test, on each category of the TeamSTEPPS principles, i.e. team structure, leadership, situation monitoring, mutual support, and communications.CONCLUSIONS Students in each discipline showed an improvement in attitudes toward TeamSTEPPS principles regardless of their specific discipline. All qualitative comments reported a positive, worthwhile experience. Future research would include replication of this study at multiple sites and assessing if the benefits of improved attitudes in teamwork transfer into practice and improve patient outcomes.

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Effectiveness of an interprofessional education program using team‐based learning for medical students: A randomized controlled trial

Hamada

Haruta

Maeno

et al. 2019

J of Gen and Family Med

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BackgroundTo respond to increasingly complicated healthcare needs in primary care settings, all health and medical welfare professionals are required to collaborate with multiprofessionals, namely via “interprofessional work” (IPW). Interprofessional education (IPE) is essential for effective IPW, especially for medical students. This study aimed to determine whether participation in IPE can increase medical students’ readiness for interprofessional learning.MethodWe examined the difference in readiness of medical students for interprofessional learning before and after an IPE program that used team‐based learning (TBL). Each student was assigned to either a uniprofessional or multiprofessional group. They were evaluated using the Japanese version of the Readiness for Interprofessional Learning Scale (RIPLS). Program participants were 126 second‐year medical students and 18 students of healthcare professions other than medical doctor who participated in a combined IPE program conducted by two universities. Medical students were allocated to 12 uniprofessional and nine multiprofessional groups at random.ResultsOne hundred and twelve medical students who replied to the questionnaire both before and after the program (valid response rate, 88.9%) were eligible for analysis. Of these, 42 were assigned to uniprofessional groups and 70 to multiprofessional groups. After the program, the RIPLS total score increased to a greater extent in the multiprofessional groups than in the uniprofessional groups (difference 3.17, 95% confidence interval 0.47‐5.88, P = .022). Multiple regression analysis showed the same result.ConclusionsLearning in multiprofessional groups increased medical students’ readiness for interprofessional learning in an IPE program using TBL.

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Replicable Interprofessional Competency Outcomes from High-Volume, Inter-Institutional, Interprofessional Simulation

Cited by 5 publications

References 7 publications

Interprofessional Education in U.S. Dental Hygiene Programs: Program Director Responses Before and After Introduction of CODA Standard 2–15

Interprofessional Education in U.S. Dental Hygiene Programs: Program Director Responses Before and After Introduction of CODA Standard 2–15

Answering the Call for Interprofessional Education using a Large-Scale Simulation

Effectiveness of an interprofessional education program using team‐based learning for medical students: A randomized controlled trial

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