Interprofessional collaboration: Effects of practice-based interventions on professional practice and healthcare outcomes (Review)

Continuing Education, University of Toronto, Senior Scientist, Institute for Clinical Evaluative Sciences, Room G1 06, 1075 Bayview Ave, Toronto, ON, Canada, M4N 3M5.
Cochrane database of systematic reviews (Online) (Impact Factor: 6.03). 02/2009; 3(3):CD000072. DOI: 10.1002/14651858.CD000072.pub2
Source: PubMed


The extent to which different healthcare professionals work well together can affect the quality of the health care that they provide. If there are problems in how healthcare professionals communicate and interact with each other, then problems in patient care can occur. Interprofessional collaboration (IPC) practice-based interventions are strategies put into place in healthcare settings to improve work interactions and processes between two or more types of healthcare professionals. In this review, we found five studies that evaluated the effects of practice-based IPC interventions, categorised as interprofessional rounds, interprofessional meetings, and externally facilitated interprofessional audit. Three of these studies found that these interventions led to improvements in patient care, such as drug use, length of hospital stay and total hospital charges. One study showed no impact, and one study showed mixed outcomes. The studies indicate that practice-based IPC interventions can lead to positive changes in health care, but further studies are needed to have a better understanding of the range of possible interventions and their effectiveness, how they affect interprofessional collaboration and lead to changes in health care, and in what circumstances these interventions may be most useful.

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    • "– Multi-step pathway involving behavioral and systemic change! • IPE and IPP empirically demonstrated to change: – IPCP outcomes (student and healthcare professional perceptions, attitudes, beliefs and knowledge about IPCP) (Lapkin 2011) – Healthcare outcomes (such as reduced length of stay and better patient care management infrastructures) (Reeves 2013, Zwarenstein 2009) • Major gap in the evidence – Lack of empirical evidence on the association between IPCP and health outcomes "

    Doctor of Nursing Practice National Conference, Seattle, WA; 09/2015
    • "Interprofessional collaboration (IPC) among health and human services practitioners allows team members to draw upon the expertise of others in approaching and resolving clinical problems. IPC has been shown to enhance patient and provider satisfaction, improve the quality of care, and reduce medical errors and length of hospital stay (Chakraborti, Boonyasai, Wright, & Kern, 2008; Reeves, Tassone, Parker, Wagner, & Simmons, 2012; Zwarenstein, Goldman, & Reeves, 2009). Numerous health care workforce and policy statements from the WHO, Institute of Medicine (IOM), and the Health Council of Canada highlight the significant role that interprofessional education (IPE) plays in preparing collaborative practice-ready health care practitioners (Health Council of Canada, 2005; Institute of Medicine, 2001; Knebel & Greiner, 2003; WHO, 2010). "
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    ABSTRACT: Interprofessional education (IPE) in health and human services educational and clinical settings has proliferated internationally. The use of information and communication technologies (ICTs) in the facilitation of interprofessional learning is also growing, yet reviews of the effectiveness of ICTs in the delivery of pre- and/or post-licensure IPE have been limited. The current study's purpose was to review the evaluation outcomes of IPE initiatives delivered using ICTs. Relevant electronic databases and journals from 1996 to 2013 were searched. Studies which evaluated the effectiveness of an IPE intervention using ICTs were included and analyzed using the Barr et al. modified Kirkpatrick educational outcomes typology. Fifty-five studies were identified and a majority reported evaluation findings at the level 1 (reaction/satisfaction). Analysis revealed that learners react favorably to the use of ICTs in the delivery of IPE, and ICT-mediated IPE can lead to positive attitudinal and knowledge change. A majority of the studies reported positive evaluation outcomes at the learner satisfaction level, with the use of web-based learning modalities. The limited number of studies at other levels of the outcomes typology and deficiencies in study designs indicate the need for more rigorous evaluation of outcomes in ICT-mediated IPE.
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