The impact of an interprofessional standardized patient exercise on attitudes toward working in interprofessional teams
Department of Medicine, University of California, San Francisco, CA 94143-0320, USA. Journal of Interprofessional Care
(Impact Factor: 1.4).
01/2012; 26(1):28-35. DOI: 10.3109/13561820.2011.628425
Effective interprofessional education engages participants in authentic tasks, settings and roles. Using these guiding principles, an interprofessional standardized patient exercise (ISPE) was developed and implemented for 101 dental, medical, nurse practitioner, pharmacy and physical therapy students. This study describes the ISPE and evaluates its impact on students' attitudes toward working in interprofessional teams. The attitudes toward health care teams (ATHCT) survey was administered pre- and post-ISPE and to a sample of non-participating students. Faculty and students were surveyed post-ISPE about outcomes and satisfaction. Focus groups were conducted with students from each profession. Students' attitudes toward team-based care improved significantly on the team value and team efficiency subscales of the ATHCT. There were significant differences in attitudes toward team-based care by profession. Faculty and student satisfaction with the ISPE was high. These findings contribute to the growing body of literature on efforts to generate positive attitudes toward interprofessional collaboration early in training, which may influence students' ability to be effective members of healthcare teams.
Available from: Patty Coker-Bolt
- "Clinical reflection is an overall component of the clinical reasoning process and builds effective decision-making in medical and allied health students (Cox et al., 2006; Musolino & Mostrom, 2005; Roth, 1989; Royeen et al., 2001; Scaffa & Wooster, 2004; Van Gessel et al., 2003; Windish, 2000). Other studies examining interprofessional attitudes have shown that students who participate in case-based and experiential learning showed improvements in professional confidence and knowledge of their own professional roles following engagement with students in other professions (Jacobsen et al., 2009; Nørgaard et al., 2013; Wamsley et al., 2012). Students, who participated in interprofessional teams in the CARES course while providing patient care at a SRFC, demonstrated a statistically significant change on measures of clinical reasoning as well as interprofessional questions related to clinical reasoning. "
[Show abstract] [Hide abstract]
ABSTRACT: Abstract This article examines the benefits of a student run free clinic (SRFC) as a service learning experience for students in medicine, pharmacy, occupational therapy, physical therapy and physician assistant programs. We hypothesized that students who participate in an interprofessional service learning course and volunteer at a SRFC would demonstrate significant increases in perceptions and attitudes for working in interprofessional health care teams and clinical reasoning skills compared to students who did not participate. Three assessments were administered to an experimental and control group of pre-clinical students from medical, occupational therapy, physical therapy, pharmacy and physician assistant programs before and after participation in an interprofessional service-learning course and volunteering at the SRFC. The tools were the Interdisciplinary Education Perception Scale (IEPS), Readiness for Interprofessional Learning Scale (RIPLS) and the Self-Assessment of Clinical Reflection and Reasoning (SACRR). Students who completed the course had improvements in interprofessional perceptions and attitudes (p = 0.03) and perceptions of clinical reasoning skills when compared to the control group (p = 0.002). This study is novel as it examined students' perceptions of interprofessional attitudes and clinical reasoning following participation in an interprofessional service-learning course and participation in a SRFC.
Journal of Interprofessional Care 05/2014; 28(6):1-6. DOI:10.3109/13561820.2014.921899 · 1.40 Impact Factor
Available from: Brett Williams
- "It has been proposed that the overarching goal of IPE is to improve patient care outcomes through the promotion of teamwork and collaboration between various health professionals (Hammick et al., 2007). IPE has been identified as playing an important role in assisting students develop professional skills not otherwise covered in the curriculum, such as teamwork (Wamsley et al., 2012), the professional roles and responsibilities of themselves and other professionals (Jakobsen et al., 2011), effective interprofessional communication skills, centrality of patient to care delivery, and understanding professional stereotyping (Thistlethwaite, 2012). It has been asserted that these benefits have the potential to enhance patient safety (Aase et al., 2013). "
[Show abstract] [Hide abstract]
ABSTRACT: Interprofessional education is increasingly a core component of health professional curricula. It has been suggested that interprofessional education can directly enhance patient care outcomes. However, literature has reported many difficulties in its successful implementation. This study investigated students' perceptions of participating in an online, Web-based module to facilitate interprofessional education. Three focus groups, each with 13-15 students, from emergency health (paramedic), nursing, occupational therapy, physiotherapy, and nutrition and dietetics were conducted with students who participated in an online interprofessional education module at one Australian university. Thematic analysis was employed to analyze interview transcripts. Four themes emerged: professional understanding, patient-centeredness, comparison with other interprofessional education activities, and overcoming geographical boundaries. Students were overwhelmingly positive about their learning experiences and the value of the module in assisting their understandings of the roles of other health professionals. Online approaches to interprofessional education have the potential to enhance learning and overcome geographical and logistical issues inherent in delivering face-to-face interprofessional education. Furthermore, our design approach allowed students to watch how other health professionals worked in a way that they were unable to achieve in clinical practice.
Nursing and Health Sciences 01/2014; 16(3). DOI:10.1111/nhs.12105 · 1.04 Impact Factor
Available from: PubMed Central
[Show abstract] [Hide abstract]
As efforts to address patient safety (PS) in health professional (HP) education increase, it is important to understand new HPs’ perspectives on their own PS competence at entry to practice. This study examines the self-reported PS competence of newly registered nurses, pharmacists and physicians.
A cross-sectional survey of 4496 new graduates in medicine (1779), nursing (2196) and pharmacy (521) using the HP Education in PS Survey (H-PEPSS). The H-PEPSS measures HPs’ self-reported PS competence on six socio-cultural dimensions of PS, including culture, teamwork, communication, managing risk, responding to risk and understanding human factors. The H-PEPSS asks about confidence in PS learning in classroom and clinical settings.
All HP groups reported feeling more confident in the dimension of PS learning related to effective communication with patients and other providers. Greater confidence in PS learning was reported for learning experiences in the clinical setting compared with the class setting with one exception—nurses’ confidence in learning about working in teams with other HPs deteriorated as they moved from thinking about learning in the classroom setting to thinking about learning in the clinical setting.
Large-scale efforts are required to more deeply and consistently embed PS learning into HP education. However, efforts to embed PS learning in HP education seem to be hampered by deficiencies that persist in the culture of the clinical training environments in which we educate and acculturate new HPs.
BMJ quality & safety 11/2012; 22(2). DOI:10.1136/bmjqs-2012-001308 · 3.99 Impact Factor
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.