Journal of Research in Interprofessional Practice and Education (JRIPE)
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Using a Research-Informed Interprofessional Curriculum Framework to Guide Reflection and Future Planning of Interprofessional Education in a Multi-Site Context
Get PDFBackground: Over the past two years health educators in Australia have benefited from funding made available from national organizations such as the Office of Learning and Teaching (OLT) and Health Workforce Australia (HWA). Funded research has been conducted into educational activities across the country that aim to promote integrated and sustainable interprofessional learning.Methods and Findings: A collaboration between multiple stakeholders led to theestablishment of a consortium of nine universities and interprofessional organizations. This collaboration resulted in a series of research studies and the development of a conceptual framework to guide the planning and review of interprofessional health curricula. A case study of the development of a suite of health education programs at a regional university in Australia is used to demonstrate how the framework can be used to guide curricular reflection and to plan for the future. Shedding a light on interprofessional health education activities across multiple sites provides a rich picture of current practices and future trends. Commonalities, gaps, and challenges become much more obvious and allow for the development of shared opportunities and solutions.Conclusions: The production of a shared conceptual framework to facilitate interprofessional curriculum development provides valuable strategies for curricular reflection, review, and forward planning
Shadowing: Interprofessional Learning
Get PDFBackground: The Norwegian government has indicated that health and socialstudies should emphasize interprofessional collaborative learning (IPL), especiallyin clinical placements. Through IPL, students have the opportunity to gain insightinto other professional responsibilities and minimize negative stereotypes. Thismight improve collaboration across professional boundaries. Professionals withcollaborative competence might solve complex health problems, and thus improvethe quality of healthcare. The objectives of this article are to investigate the IPLexperiences nursing students acquire through shadowing practice with differentprofessionals in home care.Methods and Findings: To develop a model for IPL, 12 nursing students spent five days shadowing four different healthcare professionals working in home care. At the end of the pedagogical intervention, the students reflected on the practice and the role of the different professionals they had followed. To investigate how the students experienced interprofessional shadowing practice, the reflective notes were analyzed, templates for the selected professionals were drawn up, and four focus group interviews were conducted The results showed that students has acquired knowledge of other professions’ responsibilities and were aware of thneed for an interprofessional approach to home care.Conclusions: This kind of shadowing might be an ideal model for educationalinstitutions seeking to implement IPL
Sixteen Months “From Square One”: The Process of Forming an Interprofessional Clinical Teaching Team
Get PDFBackground: Descriptions of interprofessional education (IPE) programs and teacher competencies exist, but limited research has been undertaken about the process of IPE teaching team formation. This research project examined how pedagogically naïve clinicians of different disciplines initially formed an IPE teaching team.Methods and Findings: A case study approach was undertaken with data collected over the first sixteen months of an IPE program. Data included: audio recordings, transcripts, and field notes from nine individual teacher interviews, two teaching team focus groups, five student focus groups, and eight summary reports. Data analysis using a grounded theory constant comparison approach revealed themes relating to the formation, development, and evolving sophistication of the teaching team from functioning, to co-ordinating, to co-operating, and finally to collaborating. These stages were influenced by four external factors: remote rural context, Hauora Māori principles, personal attributes, and teacher development.Conclusions: Formation of interprofessional clinical teaching teams requires educational preparation, time learning to work with each other, and trust development, with a number of local contextual factors influencing this process. Teaching team formation paralleled Wegner’s Community of Practice model where shared vision supported the adoption of an increasingly complex IPE pedagogy
Deeper Learning through Service: Evaluation of an Interprofessional Community Service-Learning Program for Pharmacy and Medicine Students
Get PDFAbstract Background This Community Service-Learning Project (CSLP) at the University of Saskatchewan is designed to help students develop patient-centred care practices in urban underserved settings. First-year medical and pharmacy students partner interprofessionally to both learn and serve, working with community-based organizations (CBOs) that primarily serve either low-income or newcomer residents of Saskatoon. Since the CSLP’s pilot year in 2005-2006, 98 first-year medical and pharmacy students have participated in the CSLP. Methods and Findings We evaluated the outcomes and processes of the CSLP since the 2006-2007 year, using mixed methods: end-of-project questionnaires; document analysis looking for key and recurrent themes; end-of-project semi-structured interviews with CBO coordinators and clients. We examined students’ experiences, including satisfaction, achievement of learning objectives, learning processes, and perceived outcomes. Students’ main learning outcomes related to client-centered approach, interprofessional attitudes and skills, and personal development. Various learnings related to program processes are reported. Conclusions Our evaluation reinforced findings from the literature on both interprofessional education and community service-learning, as well uncovering some new findings. Students described a transformative learning experience that helped them begin to develop understanding and skills to work more effectively with clients in urban underserved settings
Bridging the Location Gap: How Can Pharmacists and Physicians Collaborate for Delivering Patient Care? (BRIDGE Study Phase I)
No full textBackground: Research has shown that collaboration between physicians and pharmacists improves health outcomes and prevents adverse drug events. Pharmacists providing medication therapy management (MTM) services in local stand-alone MTM clinics have experienced significant difficulty collaborating with physicians. However, MTM pharmacists who practice in the same facility with the physician self-rate their practices as highly collaborative. The purpose of this study is to determine if collaboration varies based on MTM practice location.Methods: A convenience sample of 15 physicians who had received documentation of patient care from both an internal and external MTM pharmacist was surveyed to assess pharmacist-physician collaboration. Each physician was asked to complete the same survey for both an internal and an external MTM pharmacist, and to provide background and demographic information.Results: Eleven surveys were returned by physicians for a 73% response rate (11/15). Four surveys were completed in their entirety. Seven surveys were returned with only the internal MTM pharmacist portion completed. The total score for external MTM pharmacists ranged from 52 to 87 with a mean score of 73.25 and standard deviation (SD) of 15.28. The total score for internal MTM pharmacists ranged from 74 to 98 with a mean score of 87.90 and SD of 9.12. Total mean scores resulting from summing items for the three domains of trustworthiness, role specification, and relationship initiation were higher for internal MTM pharmacists versus external MTM pharmacists (p = .03).Conclusion: Based on our results, it appears the level of collaboration between physicians and MTM pharmacists tends to be higher when they practice in the same facility
Healthcare Student Stereotypes: A Systematic Review with Implications for Interprofessional Collaboration
Get PDFBackground: Stereotyping is one factor theorized to facilitate or inhibit effective interprofessional healthcare education and collaboration. The primary purpose of this paper is to systematically review the literature to determine what stereotypes are present among healthcare students about other healthcare students and practitioners. The secondary purpose of this paper is to identify the instruments most commonly used to measure stereotypes held by healthcare practitioners and students. Methods and Findings: A search of nine electronic databases identified studies that examined stereotypes among healthcare students. Studies were included if they met three search criteria: utilized quantitative methods; collected data on the stereotypes of healthcare students, including medical students, toward other healthcare students or healthcare practitioners; and included participants who were enrolled in a professional healthcare program. Thirteen studies were identified for this review. The results demonstrate that students of various healthcare professions hold stereotypes characterized by both positive and negative adjectives of students and practitioners in their own and other healthcare professions. Conclusions: The presence of stereotypes among students may have an influence on patterns of communication and collaboration during future practice in the healthcare environment. Key Words: Stereotypes, Interprofessional, Healthcare Students, Healthcare Education  
Curricular Factors that Unintentionally Affect Learning in a Community-Based Interprofessional Education Program: The Student Perspective
Get PDFBackground: The Dalhousie Health Mentors Program (DHMP) is a community-based, pre-licensure interprofessional education initiative that aims to prepare health professional students for collaborative practice in the care of patients with chronic conditions. This program evaluation explores the students’ 1) learning and plans to incorporate skills into future practice; 2) ratings of program content, delivery, and assignments; 3) perspectives of curricular factors that inadvertently acted as barriers to learning; and 4) program improvement suggestions.Methods: All students (N = 745) from the 16 participating health programs were invited to complete an online mixed methods program evaluation survey at the conclusion of the 2012–2013 DHMP. A total of 295 students (40% response rate) responded to the Likert-type questions analyzed using descriptive and non-parametric statistics. Of these students, 204 (69%) provided responses to 10 open-ended questions, which were analyzed thematically.Findings: While the majority of respondents agreed that they achieved the DHMP learning objectives, the mixed-methods approach identified curriculum integration, team composition, and effectiveness of learning assignments as factors that unintentionally acted as barriers to learning, with three key student recommendations for program improvement.Conclusions: Educators and program planners need to be aware that even well-intended learning activities may result in unintended experiences that hamper interprofessional learning
Using Loose Coupling Theory to Understand Interprofessional Collaborative Practice on a Transplantation Team
Get PDFBackground: A central paradox dwells at the heart of interprofessional care: the tension between autonomy and interdependence. This report uses an ethnographic study to understand how this tension shapes collaborative practice on a distributed, interprofessional transplant team in a Canadian teaching hospital.Methods & Findings: Over four months, two trained observers conducted an ethnography through 162 observation hours, 30 field interviews and 17 formal interviews with 39 consented participants. Data collection and inductive analysis proceeded iteratively. Loose coupling theory was used as a resource to make sense of key themes. We describe the transplant team as a constellation made up of core, inter-service, and outside hospital dimensions. Next, we trace the nature of coupling activities within and across these dimensions of the team constellation, focusing on recurring communication challenges which can signal the relationship between autonomy and interdependence in collaborative acts.Conclusions: We conclude that coupling is fluid and subject to human agency, and that the tension between autonomy and interdependence can be highly productive. Team members, including patients, may negotiate and construct their relations on an autonomy/interdependence axis for strategic purposes. Far from being trapped in a paradox, team members use autonomy and interdependence as resources to achieve complex goals in collaborative settings. 
Collaborative Inter-relational Healthcare Research: A Conceptual Framework Informed by a Qualitative Enquiry
Get PDFBackground: Interprofessional education is an important precursor to developing collaborative interprofessional healthcare teams. Both have been studied extensively. Less is known about factors contributing to successful interprofessional research. This study examined the perspectives of members of an interprofessional healthcare research team regarding their involvement as research team members.Methods & Findings: Phase 1: Semi-structured one-on-one interviews were conducted with research team members. Interviews were audiotaped and transcribed verbatim. Each transcript was analyzed using a comparative contrast approach. Concepts emerging from the data were categorized broadly under the following themes: raison d’être, key elements of an interprofessional research team, communication, unavoidable logistics, and what is the value? Phase 2: Upon completion of the analysis, a preliminary conceptual framework for conducting interprofessional healthcare research was proposed and presented to the research team. Phase 3: A validation process was undertaken to further define the framework.Conclusions: Key components of the conceptual framework included values (trust, respect for each other, and common interest[s]) and structural prerequisites (expertise in the topic area, funding, team leadership time, associated workload, organized and co-ordinated management, and forums for multi-modal communication)
Oxygen and Ventilator Treatment: Perspectives on Interprofessional Collaboration in a Neonatal Intensive Care Unit
Get PDFBackground: The aim of this study was to explore perspectives on the collaboration between physicians and nurses managing oxygen and ventilator treatment of sick infants in a Norwegian neonatal intensive care unit.Methods and Findings: We performed a qualitative study using focus groups. We found that interprofessional collaboration concerning newborns on mechanical ventilation lacked co-ordination and was unsystematic. This led to inadequate utilization of the medical and clinical competency of the nursing staff. Nurses and physicians approached decision-making differently, and there was limited flexibility and dynamics in the allocation of responsibility between the professionals.Conclusion: Findings from this study indicate that nurses and physicians have the opportunity to improve the quality of care by developing high-quality communication, formulating plans together, and improving the co-ordination of the ventilator treatment. Further studies should develop and test interventions based on the professionals’ perception of relevant co-ordination strategies to improve mechanical ventilation and oxygen treatment to premature and sick newborn infants