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Interprofessional education (IPE) and collaborative practice (CP) have been prolific areas of inquiry exploring research questions mostly concerned with local program and project assessment. The actual sphere of influence of this research has been limited. Often discussed separately, this paper places IPE and CP in the same conceptual space. The in...
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Citations
... Interprofessional education (IPE), an educational approach aimed at enhancing collaboration and improving care quality through mutual learning among healthcare professionals, has emerged as a global trend in response to workforce shortages [1]. Following the World Health Organization's strong endorsement in 2007, IPE has gained widespread adoption across healthcare education programs in the United States, Canada, the United Kingdom, Australia, and Europe. ...
... IPE operates through the development of programs that foster close collaboration among various healthcare professionals, centering on core factors of clinical practice such as patients, problems, situations, and tasks [1]. ...
... Nursing students (44); medical students (43) Nursing students (4); medical students (5) NA NA: Not applicable. Kang and Hwang [18] (2022) Convergent design of the mixed study: (1) satisfaction survey, (2) correlation analysis, 2), with only two studies measuring behavioral change at level 3 out of 4, and no study covering level 4 (training efficacy) [16][17][18][19][20][21][22][23] (Table 3). ...
Simulation-based education is gaining attention worldwide as it is recognized as effective in fostering collaborative skills in healthcare students. We conducted a comprehensive review of simulation-based interprofessional education (IPE) to examine the current state of simulation-based IPE. This scoping review systematically analyzed studies on simulation-based IPE in South Korean healthcare education, following established guidelines. Relevant articles were comprehensively searched, and key data on simulation methods, implementations, and educational effectiveness were extracted for analysis. The present study included nine quantitative studies and one mixed-methods study. The majority of participants were undergraduate nursing and medical students. The duration of IPE interventions ranged from 2 hours to 2 weeks. Education methods included standardized patients, high-fidelity simulators, and role-playing. Educational outcomes focused on measuring IPE competencies and satisfaction levels, concentrating on Kirkpatrick levels 1 and 2. While most studies reported high satisfaction levels, there is a need for objective evaluation of educational effectiveness. As simulation-based IPE in Korean healthcare education evolves, there is a need for greater inclusivity of diverse roles, multidisciplinary respect, and scenario development allowing active participation across professions. Establishing institutional frameworks, community linkages, and a deep understanding of IPE’s purpose and essence among practitioners is crucial for its academic maturation.
... [2] IPE in healthcare provides opportunities for students to engage in collaborative teamwork, explore roles and responsibilities, develop communication skills, enhance critical reflection, increase recognition of patient needs, and improve understanding of ethical practices among different healthcare workers [2]. Because the healthcare professions share a collective goal to improve the health of their patients, an interprofessional approach to medical education is vital [3]. ...
Context
The osteopathic tenets may serve as a useful guideline for an interprofessional program. There is an alignment between the osteopathic tenets and the concept of interprofessional education (IPE). IPE occurs when students from two or more professions work with each other to collaborate or improve healthcare outcomes. Holistic treatment is fundamental in both instances, and the interrelatedness of structure and function requires acknowledgment of all healthcare professionals’ roles in treating a patient. IPE allows students to gain a better understanding of their own professional roles and the roles of their fellow healthcare providers in treating patients more effectively.
Objectives
The objectives of this analysis are to evaluate the ability of an interprofessional summer workshop/lecture utilizing an osteopathic focus to educate students from different healthcare colleges about the interconnectedness of the systems of the human body and how working with a team-based approach will ultimately benefit their collective patients. A secondary objective was to determine the students’ perceptions before and after the lecture/workshop to see if there were any perceived differences among students in different healthcare professions at either time.
Methods
This was a retrospective data analysis conducted on pretest/posttest surveys completed by 73 incoming students from six different healthcare colleges participating in the Summer Preparedness and Readiness Course (SPaRC), held annually at Western University of Health Sciences (WUHS) in Pomona, California. Analysis was conducted on responses collected during the SPaRC programs of 2013, 2016, and 2019. Participants were given surveys containing five questions scored on a five-point Likert scale. The surveys were given before and after an integrated lecture/hands-on workshop presented at SPaRC that reviewed multiple studies showing the utility of connecting the healthcare professions to best treat a patient.
Results
A total of 73 students responded to both the prelecture and postlecture surveys. When the number of positive scores were totaled from students from all colleges, there was an increase in positive responses from 190 (52.2 %) in prelecture surveys when compared to 336 (92.3 %) in postlecture surveys. A Wilcoxon signed-rank test suggested that the lecture workshop elicited a significant improvement in scores from prelecture to postlecture for all students (Z=−6.976, p=0.000). Median scores improved from 3.60 at baseline to 4.40 after the lecture/workshop. Secondary analysis conducted utilizing Kruskal-Wallis H to examine the differences between the responses of the different colleges prelecture and postlecture showed no significant differences prelecture (H [6]=7.58, p=0.271) and a significant difference between postlecture answers (H [6]=14.04, p=0.029). A series of post hoc independent Kruskal-Wallis H analyses was conducted to identify where differences were, and the only identifiable difference after Bonferroni corrections was between students from the Doctor of Osteopathic Medicine college and the Physician Assistant’s college after the lecture/survey (p=0.041).
Conclusions
An interprofessional program with the osteopathic principles of focusing on body unity and relatedness of structure and function may serve as a helpful tool for uniting healthcare professionals in their ultimate goal of better serving their patients.
... Interprofessional trainings and collaborations in youth work have thus been in high demand in recent years. Whilst there is an emerging trend towards inter-professional education and collaborative practice (IPECP) in medical and health care settings (Institute of Medicine, 2015; Lutfiyya et al., 2016;Girard, 2021;Khalili et al., 2021), empirical evidence on the effects of IPECP remains limited in social work, particularly in youth settings (O'Carroll et al., 2019). This is a notable oversight as the collaborative process in both education and practice amongst different health and social professionals is crucial in solving service users' problems and improving service delivery. ...
A rising trend is being observed in enhancing Inter-Professional Education and Collaborative Practice (IPECP) in health care settings. Empirical evidence on its effects, particularly in youth settings, remains limited. This study examined the moderating role of inter-professional learning in the relation between youth work practitioners’ self-efficacy in social work and their creative self-efficacy and innovative behaviour. A total of 227 youth work practitioners from sixteen district-based youth services in Hong Kong were invited to participate in a survey. The results of regression analyses indicate a positive association between practitioners’ sense of self-efficacy in social work and their creative self-efficacy and innovative behaviour. They also show a positive association between practitioners’ inter-professional learning experience and their creative self-efficacy and innovative behaviour. However, concerning the interaction effect between self-efficacy in social work and inter-professional learning, the results indicate that the positive relationship between self-efficacy in social work and creative self-efficacy and innovative behaviour was weaker for practitioners who had a higher level of inter-professional learning. The promotion of IPECP and the preparation of social workers to be collaboration-ready were deemed essential in fostering an effective multi-agency and multi-profession partnership, especially for seasoned practitioners who were more likely to possess a silo mentality.
... Essas três prioridades relacionadas à pesquisa interprofissional têm como proposta enfrentar os desafios de implementação da EIP. Além disso, elas indicam a necessidade de pesquisas mais rigorosas, de modo que a oferta de cuidados seja de fato baseada em equipes interprofissionais e que os profissionais de saúde estejam mais preparados para a prática colaborativa, o que consequentemente refletirá na melhoria da saúde da população LAWN, 2016;LUTFIYYA et al., 2016). ...
A INTERPROFISSIONALIDADE E O CUIDADO INTEGRAL EM SAÚDE
NA ATENÇÃO PRIMÁRIA À SAÚDE
Neste capítulo, é abordada a temática da Educação Interprofissional (EIP), da interprofissionalidade e do cuidado integral em saúde, com ênfase na importância das mudanças necessárias na formação para as modificações de práticas. Toma-se como referência a versão Interprofissionalidade do Programa de Educação pelo Trabalho para a Saúde (PET-Saúde/Interprofissionalidade), com seus diversos grupos espalhados em todo o território brasileiro. Reforça-se a importância de (re)formar os processos formativos em saúde, incorporando neles a EIP. Para essa mudança, a atenção primária
à saúde constitui um cenário privilegiado, mas não exclusivo, de aprendizagem da interprofissionalidade como resposta para o cuidado integral em saúde no contexto do Sistema Único de Saúde (SUS). Tendo isso em vista, são abordados os seguintes tópicos: o PET-Saúde e a interprofissionalidade; a interprofissionalidade no contexto do SUS; o trabalho em saúde no SUS e a interprofissionalidade; as dimensões do trabalho em saúde no SUS e o cuidado integral; o trabalho em equipe e as práticas colaborativas interprofissionais. Diante dessas discussões, conclui-se que o trabalho em equipe e as práticas colaborativas são ambos centrais na interprofissionalidade, no que se refere tanto à atenção à saúde quanto à formação em saúde. Evidencia-se, por fim, que a EIP deve ser realizada o mais próximo possível do serviço, dos usuários e da comunidade, efetivando o desenvolvimento do trabalho nessa modalidade: em equipe, de forma integrada e colaborativa, contribuindo para a construção de competências que reflitam em conhecimentos, habilidades e atitudes coerentes nos novos profissionais.
... The ageing population and growing burden of chronic diseases have brought new challenges for healthcare systems, and particularly primary care, with higher risks of care fragmentation, poorer quality of care, and higher health costs. This has led to the development of new models of care, such as those based on interprofessional collaboration (IPC) to improve health care processes, patient outcomes and reduce health costs in primary care [1][2][3][4]. IPC in primary care can be defined as an integrative cooperation of different healthcare professionals, blending complementary competences and skills, making possible the best use of resources [3]. Several studies have shown positive effects of working as a team, including better care continuity and coordination, beneficial changes in patient behavior, improvement of patient symptoms and satisfaction through better response to their needs [5][6][7][8][9][10]. ...
Introduction:
Interprofessional collaboration (IPC) is becoming more widespread in primary care due to the increasing complex needs of patients. However, its implementation can be challenging. We aimed to identify barriers and facilitators of IPC in primary care settings.
Methods:
An overview of reviews was carried out. Nine databases were searched, and two independent reviewers took part in review selection, data extraction and quality assessment. A thematic synthesis was carried out to highlight the main barriers and facilitators, according to the type of IPC and their level of intervention (system, organizational, inter-individual and individual).
Results:
Twenty-nine reviews were included, classified according to six types of IPC: IPC in primary care (large scope) (n = 11), primary care physician (PCP)-nurse in primary care (n = 2), PCP-specialty care provider (n = 3), PCP-pharmacist (n = 2), PCP-mental health care provider (n = 6), and intersectoral collaboration (n = 5). Most barriers and facilitators were reported at the organizational and inter-individual levels. Main barriers referred to lack of time and training, lack of clear roles, fears relating to professional identity and poor communication. Principal facilitators included tools to improve communication, co-location and recognition of other professionals' skills and contribution.
Conclusions:
The range of barriers and facilitators highlighted in this overview goes beyond specific local contexts and can prove useful for the development of tools or guidelines for successful implementation of IPC in primary care.
... [7][8][9][10] Evidence demonstrating the longitudinal impact of IPC and IPE programs that are grounded in strong theoretical frameworks and delivered within differing contexts is needed. 6,11,12 Collaboration among scholars engaged in interprofessional evaluation is necessary if we are to move the field forward. 13 InterprofessionalResearch.Global (IPR.Global, previously known as GRIN & In-2-Theory or GRIN2Theory) is the global network in IPECP research (www.interprofessionalresearch.global) whose mission is to promote, and advocate for, evidence-informed policies and practices through fostering and facilitating theory-driven, methodologically rigorous IPECP research. ...
... 15,61,64 Increasing the knowledge base in IPC and IPE requires a rigorous research agenda supported by theory, taking place across varied contexts and examining longitudinal outcomes. 11,12 This agenda requires that scholars engaged in education, assessment, and interprofessional research along with others share expertise and collaborate in projects to move the field forward. 13,66 IPR.Global has conducted workshops at international interprofessional conferences and has developed a "Guidance on Global Interprofessional Education and Collaborative Practice Research" discussion paper in 2019. ...
The importance of integrating interprofessional collaboration in both healthcare education and delivery is well documented. Interprofessional education and collaborative practice (IPECP) has been identified as a potential route to achieve the ‘quadruple aim’ through enhancing collaboration and teamwork among professionals, patients and families. Over the last decade, the number of articles addressing IPECP within the literature has grown significantly, as has the global IPECP representation. While the quality of IPECP evaluative research studies has improved over the years, there is still much to be achieved. According to the InterprofessionalResearch.Global (IPR.Global) Discussion Paper, “the research agenda for IPECP should elevate the process of enquiry by shifting focus from that of program- or project-specific level interrogation to determining the impact of IPECP.”
The rigorous design, assessment and evaluation of IPECP initiatives are essential in advancing knowledge in the fields of IPECP. In addition, addressing relevant and clearly articulated research questions, that are underpinned by sound theoretical frameworks and models, employing appropriate and well-designed methodologies, and following sound and rigorous data collection and analysis approaches targeted to identifying the contribution of IPECP to achieving the quadruple aim, WHO's triple billion targets, Universal Health Coverage and reaching the Sustainable Development Goals are critical.
To further this agenda, this paper presents some examples of applied IPECP theoretical frameworks and research methodologies and discusses their potential contributions to achieving identified global research priorities.
... The Centre for the Advancement of Interprofessional Education (CAIPE) defines interprofessional education (IPE) as "occasions when members or students of two or more professions learn with, from and about each other to improve collaboration and the quality of care and services" ( [5], p. 1). It is postulated that successful and sustainable delivery (development, implementation, and evaluation) of interprofessional education (IPE) has the potential to lead to meaningful IPCP involving collaboration-ready health professional 1 graduates [7][8][9]. As such, the World Health Organization (WHO, [10][11][12][13][14][15]), among others, has been promoting IPE as an important and innovative pedagogical approach to ultimately improving healthcare services and outcomes by addressing the global workforce crisis [4]. ...
Background
Increasing evidence suggests that sustainable delivery of interprofessional education (IPE) has the potential to lead to interprofessional collaborative practice (IPCP), which in turn has the potential to lead to enhanced healthcare systems and improved patient-centered care health outcomes. To enhance IPE in Canada, the Accreditation of Interprofessional Health Education (AIPHE) project initiated collaborative efforts among accrediting organizations of six health professions to embed IPE language into their respective accreditation standards. To further understand the impact of the AIPHE project, this study evaluated the accountability of the IPE language currently embedded in Canadian health professions’ accreditation standards documents and examined whether such language spanned the five accreditation standards domains identified in the AIPHE project.
Methods
We conducted a comparative content analysis to identify and examine IPE language within the “accountable” statements in the current accreditation standards for 11 Canadian health professions that met our eligibility criteria.
Results and discussion
A total of 77 IPE-relevant accountable statements were identified across 13 accreditation standards documents for the 11 health professions. The chiropractic, pharmacy, and physiotherapy documents represented nearly 50% (38/77) of all accountable statements. The accountable statements for pharmacy, dentistry, dietetics, and nursing (registered) spanned across three-to-four accreditation standards domains. The remaining nine professions’ statements referred mostly to “Students” and “Educational program.” Furthermore, the majority of accreditation standards documents failed to provide a definition of IPE, and those that did, were inconsistent across health professions.
Conclusions
It was encouraging to see frequent reference to IPE within the accreditation standards of the health professions involved in this study. The qualitative findings, however, suggest that the emphasis of these accountable statements is mainly on the students and educational program, potentially compromising the sustainability and development, implementation, and evaluation of this frequently misunderstood pedagogical approach. The findings and exemplary IPE-relevant accountable statements identified in this paper should be of interest to all relevant stakeholders including those countries, where IPE accreditation is still emerging, as a means to accelerate and strengthen achieving desired educational and health outcomes.
... 7 Moreover, establishing IPE frameworks in the healthcare curricula has shown a positive impact on the patient quality of care since they define the expected roles and responsibilities guided by a defined set of professional and ethical values for each healthcare team member. 8 With the rapidly evolving COVID-19 pandemic, especially in the early stages of the crisis, the education sector has been hit hard and struggled to keep the educational process going for students at all levels of study. 9 Therefore, the virtual learning environment became the norm during this pandemic, and many programs that require practical training, especially in healthcare, adopted new teaching techniques, such as simulation-based learning in a virtual environment. ...
Background
The objective of this qualitative study was to explore the value of virtual IPE competition that involved a COVID-19 case among healthcare students and the lessons that can be learned to improve this experience in the future.
Methods
The 27 senior students from the colleges of medicine, pharmacy, nursing, and paramedics were invited to two focus groups that followed the IPE competition and lasted 60 minutes each. A semi-structured focus group discussion guide was used in the focus group discussion to explore the benefits and limitations of the virtual IPE experience. Verbatim transcription of the two video-recorded sessions was conducted, and inductive thematic analysis was performed to uncover different emerging themes.
Results
The number of students who consented to participate was 16 (59.26%). The IPE virtual competition was perceived favorably by all students; however, multiple organization and communication barriers were reported. Although the participants liked the IPE virtual competition, they clearly stated their preference for an in-person IPE competition over the virtual one. Managing a COVID-19 case was not perceived favorably by some participants due to the absence of evidence-based clinical guidelines supporting certain treatment protocols over others. Thus, some participants preferred a non-COVID-19 case where clear and evidence-based guidelines exist.
Conclusion
The use of different IPE strategies to enhance healthcare students’ collaboration and understanding of their roles in the multidisciplinary healthcare team, especially during pandemic times, such as COVID-19, is possible. Future studies should examine new and innovative IPE strategies that address the identified limitations of virtual IPE.
... The imperative to increase interprofessional education (IPE) in health professions schools is well-established (Foronda, MacWilliams, & McArthur, 2016). IPE has been shown to impact the knowledge, skills, and attitudes of students in health professions schools (Lutfiyya, Brandt, Delaney, Pechacek, & Cerra, 2015) as well as impact quality and safety (Reeves, Boet, Zierler, & Kitto, 2015). Literature from the past decade has shared ways to implement IPE learning activities across academic settings (Djukic, Fulmer, Adams, Lee, & Triola, 2012;MacDonnell, Rege, Misto, Dollase, & George, 2012;Zomorodi et al., 2018), didactically in course work (Zomorodi et al., 2017), in clinical environments (Laksov, Boman, Liljedahl, & Björck, 2015), or in both traditional classroom and clinical practice settings (Lutfiyya, Brandt, & Cerra, 2016). ...
... As more research is conducted in this area and results show the impact IPE has on patient outcomes, then IPE will be further legitimized (Cox, Cuff, Brandt, Reeves, & Zierler, 2016). With IPE now being a part of health professions' schools' accreditation, it will be required and not optional (Lutfiyya, Brandt, Delaney, Pechacek, & Cerra, 2015). This course is an example of one way to include key IPE competencies in required coursework and how measure students' perceptions about themselves and others can be measured to advance interprofessional collaboration. ...
... In this way, HPs from different disciplines learn interactively from one another with the explicit goal of improving IPC and thereby provide better patient care. However, despite the strengths and opportunities IPE presents, clinical learning for health professionals is often fragmented and siloed (Lutfiyya et al., 2016). ...
Aim
The aim of this study was to explore and understand the interprofessional collaboration preparation processes implemented by clinical tutors and students, in various professions, involved in interprofessional education experiences.
Design
A constructivist grounded theory approach. The study was carried out between 2015‐#2017.
Method
Semi‐structured interviews were conducted with a total of ten undergraduate students and the seven clinical tutors who supervised them from three undergraduate courses in a university of applied sciences and arts in Switzerland. Students were sampled during their clinical placement. Data were analysed and coded using constant comparative analysis with the support of Nvivo 10 software.
Results
A substantive theory "Practicing contextual models of interprofessional care" was generated. It explains how the whole process takes place, the tutor–student interactions, and how together they gradually build models of interprofessional care, linked to their clinical context and to the patients/families who are part of it.
Conclusion
The process describes a journey to comprehensively explain the roles played by the two main actors (student and tutor) who build a relationship of interaction.
Impact
This theory provides an understanding of the complex process set up by students and how they are prepared for collaboration with other professionals. Its importance is mainly expressed in the educational field because it reveals a different vision from the one present so far and enables a thorough reflection from the pedagogical point of view. Teachers will be able to observe and approach the students' training curricula from a different point of view by evaluating any changes to favour it and rethink the organizational and training models of current programs.
