Virtual workshops to preserve interprofessional collaboration when physical distancing

Kent, Fiona; George, Johnson; Lindley, Jennifer; Brock, Tina Penick

doi:10.1111/medu.14179

Cited by 30 publications

(24 citation statements)

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“…In particular, participants expressed improved understanding of roles and responsibilities and the potential for better patient outcomes through collaborative care. We capitalised on this when the COVID-19 pandemic of 2020 compelled us to redesign the activity quickly for wholly online delivery [41]. We can also use these results to develop longitudinal activities that bridge from the classroom to health-system settings.…”

Section: Discussionmentioning

confidence: 99%

Implementing a collaborative medicine and pharmacy educational activity in two countries

Brock

Kadirvelu

et al. 2020

Medical Education Online

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Background: To promote better collaboration for patient care, interprofessional education (IPE) is required in many health professions courses. However, successful IPE implementation at scale can be challenging because of complicated logistics and competing priorities. Implementing across multiple geographies adds further complexity. Objective: This paper describes the implementation of a full cohort IPE activity for medical and pharmacy students delivered at both the Australian and Malaysian campuses of Monash University. Design: We designed a 150-minute, blended learning activity centred around asthma care for second-year medical and pharmacy students. Student perceptions were measured with a pre-and post-activity survey using the validated ten-item, three-factor, SPICE-R2 instrument. Analysis focused on differences between professions and countries. Results: All second-year medicine (N = 301 in Australia and N = 107 in Malaysia) and pharmacy students (N = 168 in Australia and N = 117 in Malaysia) participated in the learning activity. A total of 326/693 (47%) students participated in the associated research by completing both the pre-and post-activity surveys. The pre-activity survey showed significant differences in four items between medicine and pharmacy students in Australia and two items in Malaysia. Post-activity, we observed significant changes in 8/10 items when the two professions were combined. Specifically, we noted changes across the countries in perceptions of roles and responsibilities for collaborative practice and patient outcomes from collaborative practice. Conclusions: IPE across different professions and countries is feasible. Positive outcomes in role understanding and perceived patient outcomes are achievable through a contextsensitive, locally driven approach to implementation. Longitudinal experiences may be required to influence perceptions of teamwork and team-based care.

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Section: Discussionmentioning

confidence: 99%

Implementing a collaborative medicine and pharmacy educational activity in two countries

Brock

Kadirvelu

et al. 2020

Medical Education Online

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“…And, it has proved difficult to link IPE to collaborative practices leading to improved health care outcomes (Brashers et al, 2015;Cox, 2016;IOM, 2010;Reeves et al, 2015;Reeves et al, 2011;Thistlethwaite, 2012;Zwarenstein et al, 2009). The COVID-19 pandemic has created even greater challenges for IPE, while demonstrating new applications and the important need for IPCP (Harpin, 2020;Kent et al, 2020;Pullis, 2020;Takizawa et al, 2020).…”

Section: Implications For Interprofessional Practicementioning

confidence: 99%

Nursing, Physical Therapy, and Cytotechnology Graduate and Undergraduate Students’ Attitudes Toward Teamwork Before and After Participation in an Interprofessional Education Experience

Mishoe

Elçi

Poston

et al. 2021

Health, Interprofessional Practice and Education

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BACKGROUND Educating health professional (HP) students in environments wherein they can learn about, from, and with each other can prepare them for interprofessional collaborative practice (IPCP), which may positively impact patient safety and satisfaction (Brashers et al., 2015; Health Professions Accreditors Collaborative [HPAC], 2019). IPCP is characterized by effective communication, shared values, respect for diverse disciplines and teamwork among health professionals (IOM, 2015). However, professional silos in practice can foster competition rather than collaboration. Knowledge of HP roles and responsibilities is a primary tenet of IPCP (Interprofessional Educational Collaborative [IPEC], 2011). PURPOSE An interprofessional education (IPE) approach that combined book reading, a presentation by the author of the book, and small group discussion of a case study focused on patient safety was used to introduce students to HP roles and responsibilities and to highlight the benefits of IPCP. Patient safety is an effective platform for engaging students in IPE learning and exposing them to the benefits of teamwork and interprofessional collaboration as demonstrated in this study.METHOD Block randomization was used to assign graduate and undergraduate students (N=167) to interprofessional groups for the IPE learning, including case discussions. There were 20 groups of 8 students and one group with the remaining 7 students. The group compositions were reviewed and it was verified prior to data collection that each group had interprofessional representation of students based on their programs of study. Most students in our sample had two or more prior IPE experiences. Pre-and post-participation attitudes about teamwork were assessed using the Teamwork, Roles, and Responsibilities (TRR) subscale of the Interprofessional Attitudes Scale (IPAS). RESULTS There were significant changes in student attitudes toward teamwork (p < .05) and significant differences in scores based on discipline, prior IPE learning and level (graduate or undergraduate) with moderate to large effect sizes. CONCLUSION This study demonstrates how IPE can be implemented through co-curricular learning to build upon prior IPE learning to improve both graduate and undergraduate students' attitudes toward teamwork.

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“…While co-location with other students can be challenging at community sites, activities such as interprofessional case discussions could be conducted with students at other sites using secure communication platforms. During the Covid-19 pandemic, healthcare educators developed greater facility with online platforms [68] and positive outcomes in terms of IPE are emerging [69]. Going forward this could represent an opportunity for evolution within practice-based IPE.…”

Section: Insert Fig 3 About Here Discussionmentioning

confidence: 99%

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

O’Leary

Salmon

Clifford

2020

Preprint

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Background Practice-based interprofessional education (IPE) is essential to prepare students for collaborative working. Pockets of practice-based IPE have been integrated into healthcare curriculums in some regions. Yet practice-based IPE is not globally valued as a key element of healthcare curriculums. As students and clinical educators are key stakeholders, this study presents a case example of their experiences in a country where practice-based IPE is at an emergent stage. Their experiential knowledge will generate important insights into how practice-based IPE is perceived and experienced. This learning can be applied, both locally and beyond, by stakeholders seeking to embed practice-based IPE in their placement curriculums. Methods A qualitative case study was conducted at a school of allied health and partner placement sites in Ireland. Data collection comprised two participant observations, 13 interviews and 12 document analyses. Inductive thematic analysis and deductive framework analysis, underpinned by activity theory and Hofstede’s cultural dimensions, informed data analysis and interpretations. Results The overarching theme was establishing the value of practice-based IPE, illustrated in three sub-themes: articulating expectations, conceptualising practice-based IPE and integrating interprofessionalism. First, overt articulation of practice-based IPE learning outcomes within regulatory standards and assessment processes would enhance its value within practice education. Second, clearer conceptualisation of what constitutes practice-based IPE is required. Participants indicated varying conceptualisations regarding why and how to implement practice-based IPE. Highlighting how practice-based IPE improved patient care and safety created a clear rationale for implementation. It was also helpful to demonstrate how adaptations to existing practice education models, rather than entirely new models, could achieve meaningful practice-based IPE. Third, integrating interprofessionalism at placement sites is required. Varying levels of professional engagement were noted, perpetuating stereotypes. Creating educator networks and embedding practice-based IPE in organisational strategy enhances its status and broadens engagement. Conclusions Adoption of these recommendations could enhance the value of practice-based IPE and optimise student preparation for collaborative working. Practice-based IPE remains a complex model and the trajectory of embedding in healthcare curriculums will differ globally. National and international longitudinal stakeholder data is needed to refine what type of practice-based IPE is most impactful on future collaborative practice.

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Virtual workshops to preserve interprofessional collaboration when physical distancing

Abstract: With this issue we begin print publishing the responses received in our call for Medical Education Adaptations: Lessons learned from educators' experiences rapidly transforming practice on account of COVID‐19 related disruption.

Cited by 30 publications

References 1 publication

Implementing a collaborative medicine and pharmacy educational activity in two countries

Implementing a collaborative medicine and pharmacy educational activity in two countries

Nursing, Physical Therapy, and Cytotechnology Graduate and Undergraduate Students’ Attitudes Toward Teamwork Before and After Participation in an Interprofessional Education Experience

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

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