The health mentors program: three years experience with longitudinal, patient-centered interprofessional education

Abstract

Increased emphasis on team care has accelerated interprofessional education (IPE) of health professionals. The health mentors program (HMP) is a required, longitudinal, interprofessional curriculum for all matriculating students from medicine, nursing, occupational therapy, physical therapy, pharmacy, and couple and family therapy. Volunteer lay health mentors serve as educators. Student teams complete four modules over 2 years. A mixed-methods approach has been employed since program inception, evaluating 2911 students enrolled in HMP from 2007 to 2013. Program impact on 577 students enrolled from 2009-2011 is reported. Two interprofessional scales were employed to measure attitudes toward IPE and attitudes toward interprofessional practice. Focus groups and reflection papers provide qualitative data. Students enter professional training with very positive attitudes toward IPE, which are maintained over 2 years. Students demonstrated significantly improved attitudes toward team care, which were not different across programs. Qualitative data suggested limited tolerance for logistic challenges posed by IPE, but strongly support that students achieved the major program goals of understanding the roles of colleagues and understanding the perspective of patients. Ongoing longitudinal evaluation will further elucidate the impact on future practice and patient outcomes.

Scoping review of mentoring research in the occupational therapy literature, 2002–2018

“…Only five of the studies (Arenson et al, 2015;Falzarano & Zipp, 2012;Gafni Lachter & Ruland, 2018;King et al, 2011;Paul, Stein, Ottenbacher, & Liu, 2002) used standard measures to collect data; others used measures which were developed by the researchers specifically for the study. All studies were at the evidence level four for effectiveness or three for meaningfulness, as defined by the Joanna Briggs Institute (Joanna Briggs Institute [JBI], 2014): they were observational (analytic or descriptive) or qualitative in nature, qualifying as case studies without randomisation of trials or control groups.…”

“…Mentors in 14 of the studies were occupational therapy professionals or occupational therapy students (e.g. Copley & Nelson, 2012;Milner & Bossers, 2005); mentors in two studies were clients or family members (Arenson et al, 2015;Whitman, Perrin, & Kundson-Buresh, 2002); in two studies mentors were interdisciplinary health professionals (Baptiste et al, 2010;McEwen et al, 2005). From all studies, three mechanisms of mentoring emerged (see Table 2): strategies (n = 15), plan (n = 16) and support (n = 16).…”

A comprehensive systematic review of pharmacy perspectives on interprofessional education and collaborative practice

“…Between 2012 and 2015, twelve studies were published highlighting pharmacy students' perceptions toward IPE and collaborative practice based on an IPE intervention. For the included articles focusing on students, the IPE sessions varied in their duration from ad hoc sessions (lasting between one and four hours) in the form of simulation 38,39 or interactive case based discussion 40 ; or 2 IPE case based sessions over a month 41,42 , to IPE activities spread over the semester [43][44][45] or in one study over two years 46 . Other studies was based on an IPE experiential learning experience [47][48][49] .…”

“…The different IPE initiatives, have been regarded as unique 47 , beneficial for their future practice 38,46,50 , enhanced overall university experience 46 , had an impact on their attitudes, knowledge and ability to work with other professionals 41 , and high student satisfaction with the experience 39,45 .…”

Parents as Teachers: Teaching Pediatrics Residents the Art of Engaging in Difficult Conversations

“…Initially, patient and family involvement was focused on teaching physical examination and history-taking skills, but more recently it has expanded to include other aspects of medical education, including improving resident physicians' communication skills and understanding of patients' perspectives. [15][16][17][18][19] However, the use of patients or family members as opposed to standardized actors in simulated difficult conversations training is limited. We are aware of only 2 relevant studies (both published since we initiated our program) that use bereaved parent volunteers in role-playing exercises to train pediatrics residents and fellows.…”