The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students

Darlow, Ben; Coleman, Karen J.; McKinlay, Eileen; Donovan, Sarah J.; Beckingsale, Louise; Gray, Ben; Neser, Hazel; Perry, Malcolm O.; Stanley, James; Pullon, Sue

doi:10.1186/s12909-015-0385-3

Cited by 141 publications

(96 citation statements)

References 36 publications

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“…Literature shows that exposure to classroom-based IPE experiences leads to a higher score on the RIPLS. [18][19][20][21][22][23] Our study suggests that these higher scores may be correlated with a higher learning effect of interprofessional collaboration, indicating that the translated scale can be used to inform us on attitudes towards interprofessional workplace learning. As interprofessional workplace learning is becoming an important aspect of the lifelong learning continuum, the call for undergraduate IPE as an amplifier of this dynamic becomes more pressing.…”

Section: Interpretation Of the Results In Relation To Existing Literamentioning

confidence: 99%

Dutch translation and validation of the readiness for interprofessional learning scale (RIPLS) in a primary healthcare context

Pype

Deveugele

2016

European Journal of General Practice

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The Dutch version of the RIPLS proves to be a valid and reliable translation of the original English version. Scores on the RIPLS show significant correlation with the level of learning during interprofessional collaboration (workplace learning). ABSTRACTBackground: Interprofessional education and collaborative practice are gradually gaining importance in the context of growing healthcare complexity. The readiness for interprofessional learning scale (RIPLS) is a well-known scale that can identify attitudinal barriers and variance across professions, which may affect educational interventions. Objectives: This study aims to translate the English RIPLS into Dutch and to test its reliability and validity. Methods: The scale was translated and back-translated by two pairs of people independently and tested for feasibility and comprehensibility. The translated scale was used with 219 general practitioners, 238 community nurses, and 53 palliative home-care nurses. Exploratory factor analysis was used to assess construct validity. Confirmatory factor analysis was done to generate a fit model. Cronbach's alpha was computed to evaluate internal consistency. Regression analysis was used to evaluate the effect of the RIPLS score on the level of learning through collaboration and to gauge the influence of the participants' gender, age, previous palliative care education, type of practice and years in practice. Results: Confirmatory and exploratory factor analysis confirms the factor structure of the original version. The Dutch version shows good reliability (overall Cronbach's alpha: 0.88; intraclass correlation coefficient after test-retest: 0.718 (95%CI: 0.499-0.852). The RIPLS score correlates with the amount of workplace learning during collaboration (discriminant validity: P < 0.001). Conclusion: The Dutch translation of the RIPLS is now ready for comparative studies.

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Section: Interpretation Of the Results In Relation To Existing Literamentioning

confidence: 99%

Dutch translation and validation of the readiness for interprofessional learning scale (RIPLS) in a primary healthcare context

Pype

Deveugele

2016

European Journal of General Practice

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“…Medves et al [22] pointed out that learners from different programmes need varied opportunities to communicate and work together, thus also training in outpatient primary care setting is valuable. Furthermore Darlow et al [23] found that even brief interventions improve attitudes for IPL.…”

Section: Discussionmentioning

confidence: 99%

Collaborative diabetes training in outpatient primary care

Tervaskanto-Mäentausta

Taanila

Ukkola

et al. 2017

Journal of European CME

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Two Universities from Oulu, Finland organised integrated and interprofessional (IP) type 2 diabetes training periods for undergraduate medical and nursing students in collaboration with the University Hospital and Health and Wellbeing Centre of Oulu. There is an ongoing health, social services and regional government reform in Finland. The services will be organised in a customer-orientated way and the reform will combine the primary and secondary services. The training was tailored to reflect the real life future setting in Finnish primary care, and this model fits well with the principles of collaborative education. The study aimed at investigating students’ attitudes and readiness for inter professional learning and their learning experience in combined primary and secondary care settings. The second aim was to strengthen students’ professional skills by working with patients in a patient-centred manner. The “Readiness for Interprofessional Learning Scale” was used with added questions about pair training. Students’ perceptions of their clinical skills were evaluated. The students valued the mutual learning experience in outpatient primary care. They felt comfortable with working together and complemented each other. Students performed well with IP competencies such as patient centredness, communication and team functioning. Patients in general were very satisfied with the visit. Teamwork and collaboration, professional identity and pair work were highly scored in both student groups while roles and responsibilities were evaluated a little less positively. Collaboration between different levels of care and health policies is important when developing health professionals’ education. This IP teamwork experience helps both future and current health-care professionals to better organise the care of chronic illnesses.

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“…The use of family cases helped the students to familiarize to public health state of the Finns, to public health programs and strategies and patient centred orientation as well as the meaning of shared responsibilities to improve public health. Darlow, Coleman, McKinlay, Donovan, Beckingsale, Gray, Neser, Perry, Stanley & Pullon (2015) resulted in short IP course improved attitudes of IP team working and collaboration towards patient centred care.…”

Section: Discussionmentioning

confidence: 99%

The Longitudinal Study Of Medical And Health Care Students’ Experiences And Attitudes Towards Interprofessional Learning In First Semester Course

Tervaskanto-Mäentausta

Nordström

Varkki

et al. 2016

ESJ

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Interprofessional course "Public health and interprofessional collaboration" was planned for the first semester medical and health care students by two universities of Oulu, Finland. The course architecture was built on blended methods including lectures, video based workshops, interactive e-learning phase based on family cases with everyday health and wellbeing problems of the family members. The course ended with student conference. All together 1681 students from ten different degree programs participated in the course during the years 2007-2013. In this paper we describe the students' readiness and attitudes towards interprofessional learning (IPL) with RIPLS (Readiness towards interprofessional learning scale) in the beginning of the course and students' feedback and learning experiences at the end of the course using the web based inquiry. The attitudes and readiness towards IPL were evaluated quite positive. The highest RIPLS scores were evaluated in Teamwork and collaboration. The different development of the attitudes between the groups was seen in Roles and responsibilities. In the longitudinal perspective the medical students evaluated all of the subscales lower than the health care students. The scoring stayed in the same level during the years. The difference between the groups was significant. The learning outcomes correlated linearly with students' own activity. Those students, who took actively part in web and group discussions learned most. Family cases helped them to get the big picture of the service system. Based on students feedback participative methods gradually replaced the traditionally methods like lectures during the years. The learning outcomes were evaluated relatively good.

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The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students

Cited by 141 publications

References 36 publications

Dutch translation and validation of the readiness for interprofessional learning scale (RIPLS) in a primary healthcare context

Dutch translation and validation of the readiness for interprofessional learning scale (RIPLS) in a primary healthcare context

Collaborative diabetes training in outpatient primary care

The Longitudinal Study Of Medical And Health Care Students’ Experiences And Attitudes Towards Interprofessional Learning In First Semester Course

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